His commencement speech was very rich in diction and allegory. In all of his anecdotal stories, he was being allegorical because each one of his stories contributed to why people should go to school to expand their minds instead of to get a good paying career. He suggests that people should want to go against the norm, and think for themselves, so I fully agree with him because the world can be more advanced and complacent if everyone thought for themselves and were ot
He does this to embrace his story telling for the differences between guys and men. His voices and opinions help move the story along, yet keeping the readers engaged throughout the whole passage. For example, in the passage, Guys vs. Men it says, “There is a serious question in my mind about whether guys actually have deep thoughts, innermost feelings, unless you count, for example, loyalty to the Detroit Tigers, or fear of bridal showers.” (Barry, 5). He is speaking directly to his readers and trying to keep them interested in the passage as much as possible. By going into and out of ‘academic’ style of writing, Barry made his readers feel more connected with him and drew attention to the rest of the
His key point is that, although many students are motivated learners, students rarely pursue their passion, and this creates a joyless and poor environment for students. In his essay, Zinsser successfully uses irony to express the severity of self-induced pressures college students experience, and he effectively uses a metaphor to show the greatest weakness American education faces. Zinsser’s essay is effective as the author uses an ironic story to convey that students induce
In the Introduction, Jay Heinrichs provides the reader with a foundation about the upcoming concepts on rhetoric, persuasion, seduction, and argument used in our everyday lives and in writing. Throughout this section, he discusses rhetoric that he encounters throughout life and without rhetoric it is merely impossible. He tries to go through a non rhetorical day, but it turns “out to be pretty darn rhetorical, but nonetheless agreeable” (11). Rhetoric prevents fighting, because without an agreement, people use fighting as a way of arguing. So, although people may see rhetoric as manipulation and/or seduction, it provides an agreement, within an otherwise violent, aggravating argument.
For example, in Don 't Lower the Bar on Education-- “So I’m in college, right?” Pitts is asking the rhetorical question as if he was there talking to the reader. This informality style of writing lifts the stress of the reader as if it’s a regular conversation. Another illustration of colloquial language is found in Torture Might
In “Hidden Intellectualism”, by Gerald Graff he makes a stunning point that compares street smarts to book smarts. He brought up the idea that if teachers incorporated things that students are passionate about, and topics that they can relate to they would get more passion and effort in their work, rather than assigning topics that the students have nothing in common with. I agree with this author's opinion one hundred percent. Just recently my high school teacher let us write an essay on our favorite band so she could evaluate our writing, and I felt like writing the essay was a piece of cake. In another class we had to write about the Bill of Rights and court cases from hundreds of years ago.
In the article, Not Going to College is a Viable Option, the author, Lawrence B. Schlack, argues that college is not the only option for seniors after high school and there may be better options for them. The author supports his argument and persuades his audience effectively by using ethos, pathos, and logos, helping the reader open their eyes and understand why deferring college can be a good option. The author establishes credibility with his audience on two occasions. In the beginning of the article, he exclaims, “Any retired superintendent...better explain himself” which helps him introduce himself to his audience. This example of ethos is effective since the reader now knows that Schlack has held a high status in the education system, making him credible.
Schlack sums up the issue in three key words, “status, economics and competition”. By identifying these three factors, schack strengthens his appeal towards the reader by letting them know that he understands what is false about their ideas of going to college. Additionally, Schlack gives an example of a student who is brainwashed by parents and teachers who push them towards going to college. “ college is like your life. If you don 't go to college… you can 't live a successful life”.
Some even say “Going to college is as much about finding out who you really are as it is about getting that degree” (Staff). There are many things that a college student finds out about themselves, such as their work ethic, how well they manage their time, and how to live away from home. Students have a much heavier and intense work load than they did in High School, which teaches students how to manage their time well. Students must have good time management so that they don’t fall behind in their work. Going to college is an enjoyable part of ones life where they learn new things about themselves at the same time making new friends and learning new
This would help with students who learn better with the same sexual orientation, race, gender, and age, and it would give them an even path for success. Looking in from the outside, I believe that this university does a great job with diversity, but there is always a need for improvement. Throughout the second week I thought there was a lot of thought provoking ideas that made me question who I was and what my beliefs were. People brought up great points, and there were a lot of ideas I didn’t agree with that were supported very well, and have made me change my idea on the specific matter. I really hope the class continues on this flow, because I enjoy the way that the class is discussion
William Zinsser writes in the selection, “College Pressures” about the social, political, and economic pressures of going to a major university and how it encourages students uniformity and overachieving. Zinsser states numerous times when students ask for help to balance a normal life, while still satisfying the needs of themselves, their peers, and their parents. While he explains all of this, it is hard to believe that he is not only exposing a difficult situation, but also trying to bring change to this situation. Many times Zinsser explains how everyone wants to take the “right” road, which is the safe, easy choice for students to get them exactly where they want to go in a safe way. Even if that is truly not what they want to do, or what
He also set short-term goals of earning A’s in every class during the first semester. To accomplish these goals Jerome developed a written self-management system and showed interdependence by starting a study group. When the semester ended Jerome had failed accounting 101. The author goes on to talk about Jerome’s inner guide. “ Jerome made some strange choices during his first semester.
CONCLUSION AND RECOMMENDATIONS After all the time and effort, we have figured out that Chegg needs to put themselves out there if they really want to grab potential customers. Chegg needs to become better at advertising and targeting more college students because there are many college students who do not know that Chegg even exists. We also found out that Chegg needs to receive better reviews and advertise more. When it comes to how Chegg does business, we hope that Chegg will consider altering their ways to reach their goal in attracting customers. Here are a few recommendations that should be taken into consideration to receive the best outcome for Chegg to attract and keep their customers happy and loyal.
In this chapter, John Bean suggest that beginning students think of writing as a separate skill when actually it is an integrate part of the critical thinking process. When I think of what Bean is saying, I can hear classmates saying, “I will just BS this assignment.” Students tend to think that as long as they can write a decent paper then the content nor the process are very important. I like how Bean makes the writing element such a crucial part of learning so that one is not successfully achieved with the other. I also really liked how Bean points out that in order for students to think critically they have to be able to reach cognitive dissonance. Students need their own view, but must be able to set those views aside long enough to consider
To motivate and stimulate the imagination of younger students and provides a strong base structure for older students to create extraordinary effort in their work. Give a student a historical document and have them write an essay about it and watch them struggle as they are limited to the information given within the document. It is true that someone can compare the historical document or any nonfiction article to a fictional example, but there are also limitations to what that person is able to write that is related to the article. Fiction has no limitations to a reader. Whatever they can think of is their own world; it 's their domain.