what is the pathos, logos and ethos in the poem "In Response to Executive order 9066"? what is the claim, eveidence and assumptions in the poem?you can read the poem at...
what is the pathos, logos and ethos in the poem "In Response to Executive order 9066"? what is the claim, eveidence and assumptions in the poem?
you can read the poem at http://www.nps.gov/manz/forteachers/dwight-okita.htm
Well, as you have also read it in close detail, you'll probably know that during World War II after Pearl Harbor, when the USA declared war against Japan, all Americans of Japanese descent were ordered to report to the government authorities, for 'relocation' or internment for the duration of the war. This was done under Executive Order 9066 (Presidential Order), which was, historically, very controversial, casting doubts on the loyalty of Japanese-Americans, many of whom had been American citizens for generations.
In this poem by Dwight Okita, as you probably know, a 14 year old American girl of Japanese descent is 'responding' to the Presidential/Executive Order. As a poem, it (a) has a lot of pathos (b) a number of meanings and (c) a distinct mood or character.
According to classical poetic/literary terminology and standards, some elements of a poem would include, briefly:
1. Pathos: an emotional appeal, simply speaking.
2. Ethos: a certain nature/character or mood and
3. Logos: an inner and deeper meaning, or rationale, in the rhetorical sense
This poem seems to have all three elements, also mentioned briefly below:
(a) the pathos is obvious, under this order even a simple young 14 years old gilr is asked to report for internment as if she were some sort of traitor to her country and a supporter of Japan-- she doesnt even know much about the Japanese side of her ancestry, she's a 'true blue' average American teen. People--readers--can readily 'feel' this tragedy.
(b) the mood/setting or nature of the poem is also quite obvious-- World War 2, the USA attacked, involved in war with Japan, and both suspicious of Japanese-Americans and also wishing to protect them from any local hate/violence/bigotry. there is an air of tension, of sadness, hanging about this poem, structured as it is in the form of an epistle or letter type response by a young girl to the President of the United States.
(c) the logos (a complex word with many senses but we shall only take it as a rhetorical device herein). in this sense, or meaning, the poem s certainly very efefctive-- it has several devices, visual/imagistic and verbal, by which it stresses its anti-internment and critical case, in favour of Japanese-Americans and against the US government's orders. For example, it shows how a former friend of the young girl, Denise, says 'youre trying to start a war' --which the protagonist/girl isnt, its just a way of alienating her, putting her in opposition, 'them' and 'us'. In the same way, in a visual sense, we have the tomato seeds, symbols of love and hope; but 'where we are going' these wont grow--gives a fine view.idea of a really desolate and barern place--a prison or concentration/internment camp.
I'm sure you can find many other examples along these basic lines suggested from the poem.