Director, Vicki Abeles, in her documentary, “Race to Nowhere,” addresses that school is giving too much homework to students. Abeles, purpose is to inform the viewers that students have so much pressure from school, they physically get sick of it and they also have no time to do the things they like. Abeles uses the three appeals to get her point of view through. The first appeal she uses the ethos. How does she use ethos? Well, the whole entire documentary is about students. So the people who watch it are mostly likely to be students and that gives the students and the testimony students something in common. The students watching can understand the pain and the struggle of doing homework all day and night long. Also, there are many parents involved in the testimony. All of those parents agree with Abeles claim, so the parent's viewers will also have something in common with the movie. Since one guardian listens to another, they director wants the parent viewers to acknowledge what she and the rest are saying. The director also uses logos. In the documentary, the biology teacher says “I reduced homework by 2-3 hours and guess what happened to the AP scores, it went up,” The director is using statistics so the viewers get …show more content…
The director keeps on repeating “too much homework,” like every 5 minutes. She starts every segment with something that has to do with homework. Since it’s repetitive, it gets into the viewer head and all the sad stories mentioned in the movie goes along with the phrase “too much homework.” This informs the viewer that students are getting unhealthy, and health comes before anything else. So, the viewers might try to do something about the situation. The movie uses the death Devon Marvin. They mention(they assumed) that Devon Marvin suicided because of school. A tragedy like gets people shocked and it makes them have a strong angry feeling toward
By not giving out homework, students will work harder in class and have better grades. Teachers have to understand that if students are tired from late nights, they wouldn't be able to work efficiently during the day. In addition, students would be much more excited to come to school because they know they wouldn't have to worry about getting any homework. In 2010, a survey was taken and it showed that about 70% of teen ages 11 to 17 get less than 8 hours of sleep per day due to the amount of homework they have to do (Logos). According to Alfie Kohen, students feel forced to do their homework, therefore they aren't learning as much as they should (Ethos). Students lose interest in the topic and do not benefit from what they’re learning. In China, a cry for change by a mother who lost her thirteen year old daughter who committed suicide due to her inability to achieve in math, the mother considers homework is a huge negative factor toward her deceased daughter's tragic ending along with the pressure of society (Pathos). Such a story should leave us wondering, how many more children need to suffer the silent epidemic of school stress. Statistics prove the leading cause for the majority of physical and emotional complaints leading up to diagnosis of depression in middle and high school due to the amount of
How does this film relate to what you are learning the SS1A course lectures or readings? This is a very important question, think about it, scroll through
At a young age, we as a collective society have experienced the first-hand the struggles of attempting to be successful. We are told that excellence inevitably leads to success. We are told as children that one must go to college in order to be successful. As a result, children aspire to go to college only because we are told it is essential to be successful in life. The path to be a success is a stressful one and requires a great deal of work. There is too much homework, too many tests, and too much needless pressure is put upon the shoulders of young children by their parents. In her essay “Is the Drive for Success Making Our Children Sick?” Vicki Abeles argues and exposes the harmful effects of the drive for success. Abeles incorporates other ways to improve a child’s drive for success with consideration to the children’s health. One of her strategies for a healthier drive that would be beneficial and adopted by both college educators and fellow students is a limit on homework and weekend and holiday homework ban. Although a drive to be successful is essential for achieving excellence, limiting homework would be beneficial because it is less overwhelming for students, provokes less stress and
At 46:40, Marsh implements a scene in the movie that consists of an animated infographic. This infographic displays the words Nim has learned as well as the combinations he has used the signs in. Marsh’s decision to include this infographic is another powerful move in terms of logos as provides data on the experiment’s findings. However, to present these logos, Marsh use a unique strategy, which includes the use of a black background with white text to create an infographic that presents the data and limits the viewer’s attention to only the words displayed on the screen. Correspondingly, if this part of the documentary was portrayed in a scene that featured footage where Nim is making signs in a combination, the viewer’s attention would not
While the main purpose of a documentary film is to provide a well-rounded view of a clear subject sometimes complex. The filmmaker is supposed to put forth this information and allow the audience to form their own view and opinion. The biggest issue with the film thus far is that it doesn’t provide a counter narrative. At no point does the film address the opposition most of which are teachers, students, parents and professors of public education. Without this one has no choice to believe what they see because they have no other option to think about.
The general argument made by author Vicki Abeles in her work “Is the drive for success making our children sick?”, explains students should not be given so much homework. Throughout her article, Vicki uses statistics and ethos to persuade schools to stop packing on assignments. She uses an informed tone throughout the article to wheedle schools.
Teachers are giving too much homework to the students so the students don't have enough sleep for the next day of school. “Students who did more hours of homework experienced greater behavioral engagement in school but also more academic stress, physical health problems, and lack of balance in their lives”(1). It’s talking about that school work
Identify and explain three different methods of development used in the film to convince the viewer. Why do they use this method and why is it effective?
Christine Hauser writes, in her 2016 article “As Students Return to School, Debate About the Amount of Homework Rages,” published in The New York Times, "My daughter, Maya, who is entering second grade, was asked to complete homework six days a week during the summer. For a while, we tried gamely to keep up. But one day she turned to me and said, 'I hate reading'". Hauser tells a story about children having negative attitudes about school because the workload is so heavy. The implications of this are students will stop trying to complete their work well and do worse in school, because of their hate for school and the heavy workload. Pawlowski, in her 2014 article “The End of Homework? Why Some Schools are Banning Homework,” published in NBC
Finally, In my essay, after reading the textbook and watching the video, I think all of the LOGOS, PATHOS, and ETHOS are essential
Have you ever heard your child complain that their school gives to much homework? Is your child losing sleep because of how much schoolwork they have? Have you noticed your child’s grades have been suffering? Well maybe you are on to something. Some kids may say that homework takes away their free time, or the school gives so much that it causes insane amounts of stress for them, and homework can even cause kids to get worse grades. These symptoms are all linked to too much schoolwork.
In the early twentieth century, the brain was seen as a muscle that had to be strengthened. They believed that with every piece of information they learned, their brain would physically grow. Therefore, most teachers during this time period’s response was to assign more and more homework. Although some students saw positive results, the majority did not. This led to a national crisis; more students were dropping out of school than ever before. Reformers at the time believed that homework was a sin, as it increased negative attitudes towards learning, deprived students of time to relax or complete any tasks that were not school related, and it had the ability to cause several different health problems. Now over a hundred years later, homework
Since this is a documentary and not a Hollywood movie, concepts in the movie are not as extreme as they are in Hollywood movies. In this movie, students are striving to achieve and are passionate about education. Also, teachers are eager to help students in
The theme in the document and the poem invictus teaches me that life can be a difficult trial and facing tuberculosis life experience.. but throughout in life you can be strong and encourage yourself to keep going no matter how devastating it gets ...your better than that.in the poem Invictus it was about recognizes that when this hard life is done, the harder reality of death awaits, but that has not, and never will, fear it.and in the video (evolution of a crime) is about how going through strong struggle
There are many causes of too much homework. Some students say that they lose sleep from trying to attempt to finish all their homework. Some students say that’s when they start to give up on it they stop doing homework; that’s when they start falling behind. Instead of asking for help they just start to fall farther behind. Teachers say it there fault but how does a student do their homework if they don’t know what they are doing. Some teachers say well you should ask for help, but sometimes students don’t ask for help because they are scared or they do not know how to ask for