A major topic in the educational field is whether or not technology should be integrated into the classroom. The technology in question is often expensive and is prone to breaking down and being misused. Another issue that is associated with the technology is how it effects the digital divide. The digital divide is the stratification between internet and technology access between different economic levels of schools. This article lays out an argument that unchecked the digital divide could lead to unforeseeable consequences. The authors use the three rhetoric appeals that are: ethos, logos, pathos. Ethos is the appeal that pertains to credibility of the author. Logos refers to the logic an author uses in their argument. Pathos relates to the feelings the author wants the audience to feel and relate to. The emotional connection that the audience makes with an author's topic can play a major role on where they put their support especially on social issues such as technology in education. The authors of "Low-Income Children Lack Digital Resources", Donna Celano and Susan Neuman, argue that as a society we need to close the "digital divide" that is ever-growing between kids living in poverty and middle-class kids. If unchecked the "digital divide" could set impoverished so far behind that they would not be able to catch up.  The author establishes ethos by stating their credentials at the begging of the article in the form of an opening paragraph and by showing goodwill in sentences such as, "Economically disadvantaged children face tremendous challenges in accessing technology." The authors establish logos by using facts from reputable sources and by showing how lack of technology effects of education. However because of the social aspect of this issue and the heavy emotional attachment, the authors rely on pathos because of the unique sense of emotion created by word choice, examples, and emotions associated with the issue.

The authors choose their words carefully because they want to choose specific words that will help invoke pathos and ultimately strengthen their argument. If Celano were to use flat or unimaginative language the audience would not get as strong of an emotional feeling as if the authors used colorful and vibrant language. An example of the feeling words can create is when the author describes the consequences of the "digital divide" as having " ... serious implications for the growing chasm between low- and middle-income students." The word chasm creates an emotion of despair and depth to the divide between the two classes. The audience then feels as though the divide is greater and the difference between the two groups of kids is like one of a canyon. This is also shown when the authors are describing how libraries and after-school programs provide some computer usage of low-income children. The author calls this little usage a "safety net ... full of holes." By using the term safety net, the libraries and after-school programs appear to be the last resort and the only thing that is allowing impoverished kids to be relatively on par with their middle-class counter-parts. By also stating that they are "full of holes" the authors give a sense that they are failing to provide for the masses of children seeking the limited resource of computer time. Just by using their word choice the authors give the audience a feeling about the kids as despair and unjust. The author want the audience to feel on an emotional level that impoverished kids should not have their education should not be hindered just because of their economic status. The authors evoke these emotions through there descriptions of the children's situation in life and how they had no control over it. 

The two side of the digital divide can occur even in the same city as one another.  Celano uses an example of two girls from Philadelphia. The author uses the unique part of pathos that is associated with how the authors use examples. By using real and human examples of the digital divide the authors again get a chance to increase the emotional connection between the reader and the topic. If the authors chose an example that was not as close to home as the US education system then the audience might not see the true problem. Also if the Celano only gives one example where the digital divide occurs then the audience might not view the issue as important or widespread. The authors do a unique thing of providing two examples showcasing social and economic differences between the how the two classes access technology. "Olivia" is a classic middle-class girl with average computer usage in her house. She is able to use the computer for her homework and for leisure. "Tina" is girl living is in the same grade as "Olivia" but has to deal with the obstacle of not having computer access at home. "Tina" goes to an after-school program where she must wait for an available computer along with the mass of other children without computer usage at home.  By using the example of "Olivia", the authors are able to show how the average middle-class kid accesses the computer and how they use their time on it. "Tina" provides a look at a girl of the same age in an entirely different social situation. The difference between the computer usage of Olivia and Tina highlights the "digital divide". The purpose of this example is to give the audience a real life example of the difference between the two different groups. By providing real-life examples, the authors hope that the audience gets a feeling that this issue is real and apparently needs to be fixed. If the authors were to not provide any examples then the audience may not grow an attachment to the issue. 

The digital divide effects kids across the country every day. People would be shocked to learn the struggles that some children need to go through to do even the most basics of tasks on the internet. With this issue being a social issue, it requires the general population to know of this issue. Social issues in general rely on pathos more than other issues because it the issue usually requires the public knowledge of the issue. If the public does not know that there is a problem then there is no way for them to be able to help.  The authors want to make an emotional connection with the audience so that they are more inclined to support the clause. Because the issue is affecting children and more importantly children's education, the audience already has a supportive attitude about the issue. Even if the readers do not have children or care about the education system, then knowing the injustice being inflicted on people just because of economics should make them care. The authors also want to help the issue; gaining them more support and also helps form ethos. If the authors were for increasing the "digital divide", they would have little, if any, support. 

 The digital divide is an issue that many people do not know about. Celano makes the argument warning the dangers of an unchecked digital divide. She uses pathos to help the audience create an emotional attachment to the issue. However, while pathos an important appeal in this essay, it is not the only appeal that is used. To make a strong argument, authors need to use all three appeals together. If an author uses all three appeals in their argument then the argument is sounder and therefore more compelling. An example of using multiple appeals can be found when the author uses data collected from the US Census to describe the relationship between income and internet connectivity. In this example, the authors are using ethos and logo. Ethos is represented by the fact that the authors are using a reputable sight like the US Census to back up their findings. Logos is found in the usage of data and facts to show that there is a correlation between income and internet usage. By using the multiple appeals and having a virtuous cause the authors are able to make a strong argument for why the "digital divide" is a pressing issue in our lives and society and why it needs to be fixed.

