Connections Between the Two Cultures' Use of Ethos
During our research, we found that both Mechanical Engineering and English students value reputation, but in different ways. In Mechanical Engineering, one’s reputation is very reliant on whether one’s designs work. The Engineering reputation takes physical form in the product and in that sense is more objective: the product either works well or it doesn’t, therefore the engineer is either credible or not. The English reputation, however, is more subjective. Whether one’s writing is “good” is not black-and-white; its effectiveness and value are determined by the individual reader. In this sense, the audience’s view of the writer holds more power in the English culture. Though Mechanical Engineering and English students view the value of ethos differently in their fields, they are both in line with the traditional definition of ethos in that they view a speaker’s reputation as being a large part of her ethos.
The Greeks also viewed a speaker’s credibility as being affected by his expertise or knowledge on the subject at hand. Mechanical Engineering students found this to be an essential part of their professors’ credibility. Many of our interviewees told us that their professors must be knowledgeable about the subject matter and able to answer students’ questions, and their professors can lose credibility in their students’ eyes if they contradict themselves, teach false information, or use faulty sources. English students too acknowledged that reading well-written work by their professors can help them seem more credible. However, English students usually determined their professors’ credibility through means other than their professors’ expertise. They value a professor’s open-mindedness to differing opinions, confidence to challenge their students, and inclusion of opposing viewpoints. English students also place a large value on a professor’s commitment to teaching, showing "that they are willing to help students grow as writers and thinkers" (Edington).
The Greeks also viewed a speaker’s credibility as being affected by his expertise or knowledge on the subject at hand. Mechanical Engineering students found this to be an essential part of their professors’ credibility. Many of our interviewees told us that their professors must be knowledgeable about the subject matter and able to answer students’ questions, and their professors can lose credibility in their students’ eyes if they contradict themselves, teach false information, or use faulty sources. English students too acknowledged that reading well-written work by their professors can help them seem more credible. However, English students usually determined their professors’ credibility through means other than their professors’ expertise. They value a professor’s open-mindedness to differing opinions, confidence to challenge their students, and inclusion of opposing viewpoints. English students also place a large value on a professor’s commitment to teaching, showing "that they are willing to help students grow as writers and thinkers" (Edington).
The Greeks believed that there were two types of ethos: invented and situated. Invented ethos occurs when a speaker crafts a character that is effective in a certain situation (Crowley and Hawhee 149). Situated ethos occurs when a speaker already has a certain reputation in the community and she uses it as ethical proof in her argument (Crowley and Hawhee 149).
It seems that English students have a tendency to value invented ethos in their writing more than situated ethos; one interviewee stated that credibility resides "within a person in a specific context" (Edington). In literary analysis papers and creative writing, the effectiveness of the writing is judged independently from the author’s other work. In determining whether the writing is effective, the reader mostly cares about whether the author does a good job with that single piece of writing.
Mechanical Engineering students also value invented ethos when they determine an engineer’s credibility based on whether the product she designed works well. However, they also place great value on situated ethos, as seen in their faithfulness to a Code of Ethics. Many of our interviewees cited the Code of Ethics as being an integral part of their education and work, and one interviewee told us, “If an engineer doesn’t follow standard ethics, their work instantly loses credibility…Irresponsible behavior might end in an engineer losing their professional license” (Warner).
Overall, we found that though Mechanical Engineering and English students sometimes determine ethos through different means from one another, they both tend to define and use ethos similarly to the traditional definition of the term.
It seems that English students have a tendency to value invented ethos in their writing more than situated ethos; one interviewee stated that credibility resides "within a person in a specific context" (Edington). In literary analysis papers and creative writing, the effectiveness of the writing is judged independently from the author’s other work. In determining whether the writing is effective, the reader mostly cares about whether the author does a good job with that single piece of writing.
Mechanical Engineering students also value invented ethos when they determine an engineer’s credibility based on whether the product she designed works well. However, they also place great value on situated ethos, as seen in their faithfulness to a Code of Ethics. Many of our interviewees cited the Code of Ethics as being an integral part of their education and work, and one interviewee told us, “If an engineer doesn’t follow standard ethics, their work instantly loses credibility…Irresponsible behavior might end in an engineer losing their professional license” (Warner).
Overall, we found that though Mechanical Engineering and English students sometimes determine ethos through different means from one another, they both tend to define and use ethos similarly to the traditional definition of the term.