“On Dumpster Diving” by Lars Eighner

Norton Reader (p. 22 - )

Excerpted from his memoir Travels with Lizbeth: Three Years on the Road and on the Streets, Lars Eighner’s essay “On Dumpster Diving” provides an unusual reading experience. Not only is the topic intriguing, but the allusions to both Kerouac and Steinbeck are apt and might help introduce the piece.

Practice analyzing this text using SOAPS technique

S / Subject- General topic, content, and ideas
contained in the text; be able to state the
subject in a short phrase.
O / Occasion - Time &and place of a piece; it is
important to under- stand the context that
encouraged the writing to happen
A / Audience - Group of readers to whom the piece is directed; it may
be one person, a small group, or a large group; it may be a certain
person or a certain people; an understanding of the characteristics
of the audience leads to a higher level of understanding.
P / Purpose - Reason behind the text; without a grasp
of purpose, it is impossible to examine the argument
or logic of the piece.
S / Speaker -Voice that tells the story; the author may be the
speaker, or non-fiction article is carefully planned and structured,
and it is within that plan and structure that meaning is discovered

Form from Dr. Jon Kaiser, AP Consultant

Questions on Rhetoric and Style:

  1. What is the effect of Eighner’s attention to language in the first 5 paragraphs? Does this opening appeal more to ethos, logos, or pathos? Explain
  2. In paragraph, Eighner identifies the rhetorical direction he plans to follow. What is the effect of such information?
  3. Note the technical and clinical nature of much of part one of the essay. In paragraph 19, for example, he writes of de-emulsification and the behavior of pathogens. What is the effect of such scientific language and information?
  4. Identify and explain two examples of irony in the section about the students (paragraphs 2- 30)?
  5. Paragraph 37 concludes, “I do not want to paint too romantic a picture. Dumpster diving has serious drawbacks as a way of life.” What is the effect of these sentences? What is their rhetorical purpose?
  6. Note the careful distinction made between the “true scavenger” and the “can scrounger.” What purpose does it serve?
  7. Do Eighner’s thoughts of Lizbeth in paragraph 63 appeal chiefly to ethos, logos, or pathos? Explain.
  8. Provide an example of an appeal to ethos. Explain its significance.
  9. Explain the irony in the closing passage (paragraphs 78 – 80)

AP Practice Essay Questions:

Rhetorical Analysis: Read paragraphs 25 – 27, and 64-65 carefully. Write an essay in which you explain Eighner’s

attitudetoward his subject. In your response, consider such features as tone, selection of detail, and irony.

Rhetorical Analysis: Paragraphs 1 – 7 serve as an introduction to the essay about being homeless. Read the passage carefully, and write

an essay explaining the rhetorical strategies he uses to introduce his subject to the reader.

Argument: Carefully read paragraphs 74 -80 and then write an essay that defends, challenges, or qualifies Eighner’s attitudes toward

materialism and wealth. Use evidence from your observation, experience, or reading to support your position.

AP Style Practice Multiple-Choice Questions:

  1. The rhetorical function of the last sentence of paragraph 14 is that it . . .? a.)anticipates and responds to a possible objection from the reader, b. refutes an assertion made in the previous paragraph , c enhances the effect of technical information previously provided , d. provides a rhetorical shift to a consideration of a new topic, e. juxtaposes specific information with general considerations.
  2. The speaker presents the nature of Dumpster diving primarily as a . . .?
  1. recommended means of living for the poor, b. romantic alternative lifestyle for the curious, c. practical means of survival for the destitute, d. deplorable blight on the conscience of society, e. despicable activity of the homeless
  1. In paragraph 22, the statement “an unboxed pizza does not exist” refers to the product as it relates to which of the following?

a. hunger, b. economy, c. aroma, d. opportunity, e. presentation

  1. Each of the following is ironic EXCEPT . . .? a. “the student does not know that” (parag. 26), b. “I do not want to paint too romantic a picture” (parag. 37), c. “Can scroungers lay waste to everything in their path” (parag. 56), d.”I am sorry for then” (parag. 80), e. “where everything is geared to the lowest common denominator” (parag. 73)
  2. In presenting his own experience, the speaker appeals to his reader’s . . .? I. ethos II. pathos III. logos
  1. I only, b. II only, c. III only, d. I and II, e. I and III
  1. The speaker employs a tone most accurately describes as . . .? a. critical and elevated, b. satiric and polemical,

c. enthusiastic and didactic, d. serious and querulous, e. authoritative and pragmatic

7. Paragraph 58 appeals primarily to the reader’s . . ? I. ethos II. pathos III. logos

a. I only, b. II only, c. III only, d. I and II, e. I and III

8. The first sentence of paragraph 59 primarily serves to . . . ? a. advance a principle of equity shared among the homeless, b. display

the indifference characteristic of scavengers, c. criticize the wastefulness of consumers who fill Dumpsters, d. anticipate and

undercut a possible attitude of the reader, e. present an opinion counter to those previously stated.

  1. Eighner appeals to pathos most directly in terms of. . . ?
  1. the homeless, b. himself, c. Lizbeth, d. the wealthy, e. his readers
  1. The speaker identifies the “healthy state of mind” he discusses in paragraph 78 with which of the following?
  1. the college students ( parag. 30), b. the people who scrounge cans (parag. 51), c. the people with vivid imaginations (parag. 33)

d. the very wealthy people (para. 79), e. the slightly less wasteful consumers ( paragraph 5)

Thoughts on rhetorical aspects of the reading:

  1. To show readers that he is sincere about his daily routine of dumpster diving, Lars must provide a positive tone. Despite the fact that the essay is about the author's homeless experiences, he manages to remove most of the emotion from the essay and takes more of an approach that seems like a dumpster diving guide.
  2. Throughout this article the author uses two different types of structures, topical and chronological. The story lists many different “diving” events which take place in various settings. The article is written about his life and provides information as it happened; therefore it represents the chronological structure.
  3. There is a touch of all 3 rhetorical appeals in this story. The main one being pathos. The author is talking about his desire to dumpster dive and how he as a person has found the true meaning of things we value in life and how to respect it. The article is coming from first person point of view and holds great meaning and truthfulness regarding his past experiences; these personal accounts are what make up Lars’ ethos appeal. The last appeal, logos, is shown throughout the story based on his knowledge of the food and diseases found in dumpsters.The rhetorical appeal that is used most often in this essay is logos. Eighner appeals to our logic and reasoning with all of the knowledge he gives us, as well as displaying himself as a believable authority figure on the subject of dumpster diving.
  4. This essay could have been written for two different audiences, maybe three: One being those individuals who might be interested in dumpster diving, or those who already partake in the activity, and the other might possibly be those individuals who are wasteful.
  5. The main purpose of this essay is to share the author's experiences being homeless, to talk about his knowledge of dumpster diving, and to also explain and give advice on how one might go about living out of the dumpsters. An additional purpose of the essay might be to show how wasteful people can really be.
  1. Image as Text: Analyze these

Into the Trash It Goes: A federal study found that 96.4 billion pounds of edible food was wasted by US retailers, food service businesses and consumers in 1996 – about 1 pound of waste per day for every adult and child in the nation at the time. That doesn’t count food lost on farms and by processors and wholesalers. For a family of 4 people, that came to about 122 pounds of food thrown out each month in grocery stores, restaurants, cafeterias and homes. Here is a depiction of that family’s monthly share, the sum of waste in eight different food groups as detailed in the study.

Fresh fruit & vegetables 24 pounds processed fruit & vegetables 10.5 pounds