Sergio JacksonProfessor Laurel RayburnExpo E-15 March 16, 2014Professor Laurel RayburnAnalyzing an argument: educational issuesIn his article entitled Teaching to transgress, Bells Hooks effectively addresses its readers using the rhetorical strategy of personal narrative, argumentation and exemplification, in order to call for a “renewal” (29) of the teaching method called “engaged pedagogy” (35). By this, hooks means that teachers should not only call on students to participate in classroom discussions, but also label themselves "vulnerable" (49), taking the risk of coupling their points of view, or "confessional narratives." (49), with that of their students, thus defusing the image of an “omniscient” teaching authority (49). Although Hooks' theory is clear and his methods of argument and exemplification introduce his educational theory, his method of personal narrative requires that the reader be able to identify with his daunting experiences. As a result, readers who have had different experiences than Hooks might not understand her point because they cannot relate to her. Hooks begins her argument with a personal account, explaining her experience as a university student “treated with contempt” by professors. because of his questions and his impassive behavior (41). This beginning sets a very personal and sincere tone to the reader. By comparison, Hooks translates the difficult and drawn-out times into the words: “…now we were taught primarily by white professors whose lessons reinforced racist stereotypes. For black children, education was no longer a practice of freedom…The classroom was no longer a place of pleasure or ecstasy” (8). Hooks makes a similar comparison and uses the same strategy...... middle of article......it seems likely that readers would have a greater ear for "established theory" than for a personal narrative; in this, one could be considered more “tested” than the other. More important than his rhetorical methods is Hook's ability to couple his understanding of Hanh with his experience with his student, Gary, and the way Hooks couples these two lessons. Hooks says Hanh's work allowed him to see the idea that students and professors "strive not only to acquire knowledge from books, but also knowledge about how to live in the world." (33). Apparently, a different outcome might occur since the reader is forced to see an educational theory at work in the life of student Gary. Hanh's work relates to Hooks' growth as a student and scholar. But the arguments also show how to apply these experiences and lessons to students, supporting the idea of ​​the teacher as healer. (35).