College students giving the impression of being no longer interested in debates is the inspiration for the article, "Debate? Dissent? Discussion? Oh, Don 't Go There!" by Mickiko Kakutani. Kakutani argues that students would rather debate. The audience intended for this argument are for teachers or anyone who is concerned about the students ' desire to debate in a classroom. She found that today 's students "are interested in hearing another person 's point of view, but not interested in engaging it, in challenging it or being challenged..." (59-60) Kakutani 's argument that students prefer to not debate is not effective because she used the wrong data pool, used an insufficient amount of data, and used outdated data to support her argument, …show more content…
She only uses secondary sources which are stated in the previous paragraph. Her argument was generalizing all college students, however, she only used a survey that questioned one particular college. She also only used statements from a dean of undergraduate education and a professor at Princeton. Those few reasons cannot account for all college students. In other words, Kakutani did not use enough data to support her argument. Kakutani analyzed a survey that only accounts for students who were born in the early 1980 's making this data outdated. Her essay "Debate? Dissent? Discussion? Oh, Don 't Go There!" was published in 2002 which does not consider students who are in college from 2003 to now. With that being said, she also used an article about a survey in a specific college which was from 2001 meaning her argument about college students excluded any new college students that attended …show more content…
However, her essay is flawed with the wrong data pool, an insufficient amount of data, and outdated data. She used secondary sources from her analysis on surveys. In addition, she used only statements from professors and administrators which only gives an outside perspective of college students. Lastly, she used sources that do not account for all college students from 2003 to now. From my perspective as a college student, I was able to relate to her argument and agree with it. Despite this, her argument that college students prefer to not debate was
he enduring debate is a book that was written by John J. Coleman. It outlines the issues and the existing readings in the history of American politics. The politics of America have been defined by a number of great articles from great philosophers. Some of the writers who wrote about the constitution in America include former presidents such as James Madison. Chapter 3 of the book talks about federalism. Federalism is a form of government that advocates for two or more units to contribute equally to the control of one geographical region. Federal government advocates for sharing of power between the central government and the other units of governance. The discussion below is the summary of the readings on federalism.
One of the evidence that I found worthy of consideration in Zinsser's text is that "In the late 1960s", "the typical question that I got from students was 'Why is there so much suffering in the world?' or "How can I make a contribution?' Today it's 'Do you think it would look better for getting into law school if I did a double major in history and political science, or just majored in one of them?" (Zinsser 197) This evidence shows that the views on college education is transient and can be changed. At the same time it gives us an idea of what kind of college education Zinsser favors. Real purpose of a college education should not be forced by career or parental influences but by personal choices especially by taking classes in the fields of liberal arts.
First, no longitudinal study currently exists that follows children from kindergarten to college and beyond. Of course, costs for such a study would be exorbitant, but what social implications exist from the scarcity of available research? Second, the qualitative interviews concentrate on first-generation college students from one elite university. To the best of my knowledge, no study has qualitatively analyzed the differences between first-generation and continuing-generation college students. Additionally, one elite university cannot serve as the paragon for all elite institutions. Third, the qualitative study samples from a variety of cohorts to measure change across time, but a better method would be to re-interview each student in one year increments from the time they matriculate to several years after expected degree attainment. Finally, to fully understand the experience of first-generation college students, interviews with parents, educators, and gatekeepers can provide insights that the students themselves were unaware
Christ utilizes rhetorical devices to elevate the effectiveness of the article. In the opening paragraph the use of the rhetorical questions: “If Bill Gates and Steve Jobs never earned degrees, is college really necessary? Why should taxpayers foot the bill for “pointless” departments like anthropology?”, provides the reader with an understanding of what is to be answered in the essay. The second paragraph refutes the sentiment of these questions and gives an effective response by stating, “Yet, judging the value of a liberal arts education, even with a purely economic calculus, shows it to be more relevant than ever before” (Christ, “Myth: A Liberal Arts Education is Becoming Irrelevant”). By providing a counter response to the questions, the author is clarifying her main argument. Ethos, is another integral part of proving an argument. Christ uses facts including “the Association of American Colleges and Universities shows that more than three-quarters of employers would recommend an education with this emphasis to a young person they know,” which make her point that being liberally educated will make someone more employable (Christ, “Myth: A Liberal Arts Education is Becoming Irrelevant”). An important aspect of providing facts is validating them
In the article it is clear what the argument is about as presented in the title “Why College Freshman Need to Take Emotions 101”. These experts studied many ways of how college students have many reasons to be in the mind set they are in from the beginning of early life. The two Yale Center authors Diana Divecha and Robin Stern who performed a research to determine the cause and effect of college students who was dealing with my problems including anxiety, emotional, health, and even living without the dependency of there parents.
Americans have embraced debate since before we were a country. The idea that we would provide reasoned support for any position that we took is what made us different from the English king. Our love of debate came from the old country, and embedded itself in our culture as a defining value. Thus, it should not come as a surprise that the affinity for debate is still strong, and finds itself as a regular feature of the mainstream media. However, if Deborah Tannen of the New York Times is correct, our understanding of what it means to argue may be very different from what it once was; a “culture of critique” has developed within our media, and it relies on the exclusive opposition of two conflicting positions (Tannen). In her 1994 editorial, titled “The Triumph of the Yell”, Tannen claims that journalists, politicians and academics treat public discourse as an argument. Furthermore, she attempts to persuade her readers that this posturing of argument as a conflict leads to a battle, not a debate, and that we would be able to communicate the truth if this culture were not interfering. This paper will discuss the rhetorical strategies that Tannen utilizes, outline the support given in her editorial, and why her argument is less convincing than it should be.
We live the truth every day, working to keep the ideal of democratic education alive. The best reason to care for college, who goes,and what happens to them when they get there, is not what it does for society, but what it can do for individuals.like the elder guy said, you thought me how to enjoy life. What he meant is college helped him read, help him crave for works of art, heightened his alertness to color from melody. He was grateful for such an education given to him. As a person regardless of what kind of origin we have, we have the right to pursue happiness. In america today at every kind of institution education is at risk. Student are persuade and program, trained to live from task to task. To many colleges do to little to save them debilitating frenzy that makes liberal education marginal if it is offered at
...ey obtain the same conclusion. Barber takes advantage of the “look what we have become” style to scare the reader into drawing conclusions in his favor. In contrast, Bloom points out a social convention, in this case the attending colleges, and pulls it apart one question at a time. However, Tannen uses something people assume is counterproductive and points from the history the benefit it brings. All three authors see something in the academic system that needs improving and in some cases they answer each other questions. Bloom suggests that college requires more time than is necessary to achieve the desired goal due to several factors. However, Tannen argues that debate in the classroom creates a fantastic environment for the student. Only time will tell how the education system will evolve and how the present will affect how education is viewed in the future.
Both views that Caroline Bird and Mr. Toby Coles had on what college does for a student are opposing, but both are interesting. I don’t feel that college has been a waste of my time or money. At least not yet.
As students we are taught that in order to have an effective argument, we need a claim, reasoning, and evidence. When comparing, “Two Years Are Better than Four” by Liz Addison, and “Colleges Prepare People for Life” by Freeman Hrabowski it was made obvious that the passage written by Addison had a more effective argument because of the passages claim that was clear to the readers, great reasoning and evidence that backed up her claim.
In “Two Years Are Better than Four”, Liz Addison argues against Rick Perlstein’s article “What’s the Matter With College?”. While Perlstein questions the value of college as it currently is, Addison argues that the “community college system is America’s hidden public service gem”(Addison 257). By way of that, she defends the value of college. Unsurprisingly, as with most situations, the truth is somewhere in between ends of a spectrum created by these two articles. While I agree with Addison’s idea of community college being an accessible starting point for everyone, she fails to appropriately represent the unique culture often found in these types of colleges. Also, I think that she also fails to look at the overall purpose of attending school and then neglects to acknowledge the benefits of a four year university.
During the Second Industrial Revolution two philosophies combated each other on a global scale. Laissez-Fair economics had ruled for the last few centuries and had created many prosperous nations but abuses of power by wealthy men had turned public opinion against it. Ever since its creation, Socialism begged to be placed head to head with Capitalism and it had finally gotten its chance. Laissez-Fair economics and Socialism both have their pros and cons when implemented in society. The battle between these two ideological works its way throughout society alternating between the protests and debates in the U.S. today to the great terror of the Cold War.
In her reading she mentions that “ Most colleges and universities raise their tuition and fees each year, while financial aid stays nearly constant” by adding unnecessary degree requirements students don't or are not able to get their degree in the 4 year time line the thought they will be able too. The loner students are in school studying they more they depth is growing. “ About 20 percent of college students are enrolled in remedial classes,” this means that the students who are taking this classes have to work extra hard to pass the classes to get to the regular level. Additionally most student carry a full course load on top of work and family, in many cases managing everything cause stress and might cause you to not have time to study enough and fail a certain course that you might not even need but is required for you to have which leaves you for another semester or a year in college. Throughout Douglas-Gabriel's reading she talks about “A recent Education Department study found that the average graduate had accumulated 138.4 credits by the time they received a bachelor’s degree, when 120 is usually sufficient.” this means that the 18.4 other credits were never meant to help the students get any help to their degree so why were they required to take the. It was just a waist of the students time and money to get them
Due to the effects of higher enrolment, teaching methods are now directed towards suiting the masses, thus everything has become less personal, as well as, less educationally in depth. Teaching techniques consist of multiple choice tests, rather than written answer questions which require critical analysis, as Jacobs states “So many papers to mark, relative to numbers and qualities of mentors to mark them, changed the nature of test papers. Some came to consist of “True or False?” and “Which of the following is correct?” types of questions” (Jacobs 49). While teachers also no longer engage in one on one conversations with students, but merely in a lecture hall among masses and everyone is seen as just a student number. Jacobs states a complaint from a student “who claimed they were shortchanged in education. They had expected more personal rapport with teachers” (Jacobs 47). Universities are too much focused on the cost benefit analysis, of the problem of increased enrolment, with the mind set of “quantity trumps quality” (Jacobs 49). The benefit of student education and learning is not being put first, but rather the expansion of the university to benefit financial issues. Taylor states “individualism and the expansion of instrumental reason, have often been accounted for as by-products
Sawhill, Isabel V., and Stephanie Owen. "Why We Still Think College Isn't for Everyone." http://www.brookings.edu/blogs/up-front/posts/2013/05/13-college-for-everyone-criticism-response-owen-sawhill. Web blog post. Brookings. The Brooking Institution, 13 May 2013. Web. 02 Dec. 2013.