The author Judy Blume in, “Censorship: A Personal View” used Rhetorical Analysis in many ways. Blume main reason for using this source was to help get her point across on how she felt about Censors. Censorship is “The official restriction of any expression believed to threaten the political, social, or moral order. (Cite)” During this time reading was very popular and Censors were mainly consisted parents who didn’t want their kids reading books they felt were inappropriate. Bloom was one of the authors that had a hard time getting her book published because of the things she wrote. Her attentions were not to mislead teenagers, but to give them an opportunity she never had. Which is actually being able to read something you like.
Blume used her first form of Rhetorical Analysis, logos when she felt like she was more than ready to check out the book from a library she wanted to read as child, but needed her parents’ consent first. “But at that moment Elizabeth Public Library the librarian didn’t care. “Get permission in Writing”” (318). Logos role comes in other places as well, especially when the author explains how Censors felt why they didn’t want their kids reading books from authors like Blume. “Most often their objections had to do with language, sexuality, and something called, “lack of moral tone,”” is why the parents didn’t want their kids reading certain books (319). The way Blume explains the parents opinions on why they felt certain books were inappropriate for their kids to read was good way of using a form of logos. Just because the parents didn’t approve of the books didn’t mean the parents were necessarily right. The writer uses a form of logos herself when she feel young people should stand up for what they want to read. “What I worry about the most is the loss to young people. If no one speaks out for them, if they don’t speak out for themselves (322).” Even though Blume uses other forms of Rhetorical Analysis, if you think about her telling her personal views on Censorship, period, makes whole story a form logos. For example when Blume felt the certain decisions made to ban books were made for the wrong reasons. “These decisions were based not on what was best for the students, but what would not offend the censors (319).” Blume is still stating her own opinion.
Blume used ethos, another form of Rhetorical Analysis in many ways to show you Censors had different beliefs. For instance Blume gave a friend of hers child a book to read name “The Stupid Steps Out,” whether the book was inappropriate or not for the child to read Blume friend didn’t want her child reading it (322). Simply because she didn’t believe in teaching her child growing up using the world stupid. This is a perfect example on how ethos play a role in Censorship. “I don’t know about you but I don’t want anyone rating my books or the books my children or grandchildren choose to read. We can make our decisions, thank you (322).” The author telling her own family beliefs is a form of using ethos, as well. Blume explaining how she feel about Censorship as a whole is a way of demonstrating ethos. Blume uses another form of Rhetorical Analysis, not just logs and ethos, such as pathos.
The writer used Pathos by expressing how she felt when someone she thought supported her writing, but turn into a Censor himself when
