The Necessity to Pursue College Education

i want to summit a file.

read chapter 21 of they say I say 5th edition

Formal Assignment 3:  An Argument Using Two TSIS SourcesThe final paper is worth 40% of the final grade.  For the final assignment, you need to compose an essay (minimum of 3 pages) in proper MLA manuscript/visual and citation format.  The entire paper must be written consistently in 3rd person and present tense.  Papers that do not meet the minimum page length and are not MLA formatted will not be scored, earning a zero score.    Remember, the point of using Blackboard to submit your assignment is to have your submissions scanned by SafeAssign, so for that reason, I will not accept any emailed assignments.  Your essay must clearly answer the questions posed in CH 17 “Is College the Best Option?” and “Should Everyone Attend?”  It must also present specific and clear reasons why.  The objective of the assignment is to persuade readers to attend or skip college.  For this reason, imagine your readers are current high school students, recent high school graduates, and blue collar workers who are considering a college education.To support and prove your argument, you must use both Charles Murray and Stephanie Owen and Isabel Sawhill’s essays from CH 17.  Your use of the two essays must be equal or nearly equal.  If you fail to use both readings adequately and appropriately, your paper will receive 0% for not fulfilling the purpose of the assignment to compose an argument with two readings from TSIS.  Remember, this is not a summary (FA1), and it is not a response assignment (FA2) where you will be agreeing or disagreeing.  This is your argument; you are only using the readings to support, frame, or illustrate some aspect of your argument.  For this reason, no more than 20% of the information in this essay can be information from the articles.  If your essay uses more than 20%, your paper will receive 0% for not fulfilling the purpose of the assignment to compose an argument.  Remember, research is not permitted in this class.  You are only permitted to use common knowledge (if in doubt, ask me) and to use information in the two assigned readings.  Otherwise, your assignment will be considered plagiarized, earning a zero score.INTRODUCTION (ONE PARAGRAPH):  ☐ Begin with a hook (1 – 2 sentences) about college.  Keep in mind that your audience will primarily be high school students, current high school graduates, or blue collar workers who are now thinking about attending.  DO NOT DEFINE THE MEANING OF COLLEGE AND DO ASK QUESTIONS OR PROVIDE QUOTES IN THIS PARAGRAPH.  ☐ Remember, your textbook explains the importance of viewing an argument as a conversation that should begin with the “They Say.”  So after the hook, in 4 – 5 sentences, summarize the debate about attending college (some are in favor and some are not in favor) and why.   DO NOT USE THE EXPRESSION “COLLEGE IS FOR” or “COLLEGE IS NOT FOR” BECAUSE THE MEANING IS UNCLEAR.   DO NOT REFER TO ANY OF THE CH 17 AUTHORS OR THEIR IDEAS.  IF YOU DO REFERENCE THE AUTHORS OR THEIR IDEAS IN THIS PARAGRAPH, YOUR ASSIGNMENT WILL BE CONSIDERED PLAGIARIZED, EARNING A ZERO.  THIS IS YOUR ARGUMENT, AND YOU SHOULD BE ABLE TO FRAME THE CONVERSATION ABOUT COLLEGE (WHAT OTHERS SAY OR BELIEVE) IN YOUR OWN WORDS.☐ Conclude the paragraph with a one-sentence thesis statement that clearly states your recommendation to attend or not attend college and reasons why.  If your answer to the two questions (“Is College the Best Option” and “Should Everyone Attend”) is maybe or depends, then then your thesis must make two clear recommendations that one specific group of people should attend and one specific group of people should not attend.☐ Your reasons must be supported by information in the Murray and Owen and Sawhill articles; otherwise, you will struggle to use the articles for support.  ☐ Your reasons should also be relatable and appealing to your readers:  high school students, current high school graduates, or high school graduates who originally skipped college but are now thinking about attending.☐ Consider using a transition from TSIS CH 8 to introduce this sentence.BODY PARAGRAPHS (TWO – FOUR PARAGRAPHS):  ☐ Start each body paragraph with a topic sentence that presents one reason for your recommendation.  Remember, the reason must be appealing and relatable to your audience since you are attempting to persuade your audience.  ☐ Then, present your first point of explanation that relates to the reason you specified in your topic sentence.☐ After your explanation, provide textual support from either Murray and/or Owen and Sawhill’s essays:  Do not combine the authors in one sentence.☐ Remember, all quotes must be framed and introduced with context so the reader can clearly understand why you are using the source and how it relates to the point you are attempting to make prior to the quote.  It is not acceptable to simply write “The author states” or “The author argues” or “According to the author.”  Your readers need to understand what point the CH 17 author is making and how it relates to your own point—paraphrasing what the author says in your own words is a good way of establishing context before the quote.  ☐ All quotes must be properly punctuated and formatted. These errors will affect various parts of the grade (refer to section R-4b and P-4 in the Seagull).☐ Use appropriate verbs, especially when discussing the CH 17 articles (refer to CH 2 in TSIS or section R-4e in the Seagull).☐ All quotes and paraphrases from the essays must be cited (refer to MLA-A in Seagull).☐ After the quote, you must provide further explanation to clarify the connection between the quote and the point you are making.  Refer to TSIS CH 3 for guidelines on framing a quote.☐ Remember, it is critical that you contribute at least 80% of the information in the body paragraph, so provide any relevant example(s) you have relating to your first point of explanation.  Remember, you are not permitted to use 1st person, so these should not be personal examples. ☐ The example(s) must be relevant, and you must adequately explain how the example is connected to your point (reason/explanation).☐ At this point, you may provide additional points, textual support, and/or example, but you must follow the process explained above.☐ Remember, because this is your argument, there must be enough explanation from you and evidence from the CH 17 essays to defend and prove the claim (point) you make in your topic sentence.  Remember, if you are having difficulty developing the paragraph, your textbook encourages you to address the naysayer’s opposing view to lengthen and strengthen your argument (refer to TSIS CH 6).  Your textbook also recommends answering the “so what?” and “who cares?” questions (refer to TSIS CH 7). ☐ Repeat the process for the other body paragraphs.CONCLUSION:☐ Begin with a topic sentence that reiterates your stance on college and whether it is the best option.☐ Acknowledge the naysayers’ point of view and their reasons.☐ Reassert your stance as one that should be seriously considered and your reasons.☐ Address the questions posed in TSIS CH 7: “so what?” and “who cares?”☐ Conclude with final assignment with one last piece of advice relating to your recommendation; this should be directed to all high school current high school students, recent high school graduates, or blue collar workers who are considering college.  Remember you must use 3rd person.WORKS CITED:☐ Start the works cited page on a separate page at the end of the document, using the (CTRL + ENTER) shortcut or the Insert Page Break feature.  ☐ Format the works cited page properly according to MLA guidelines.☐ There must be three entries, each alphabetized by the first letter of entry, which is usually a person’s last name.  ☐ One entry for TSIS.  Refer to entry #18 on p.144.  Refer to entry #3 on page 134 for listing three authors (in your case, you are listing three editors).  Refer to entry #24 on page 147 for placement of the edition number.☐ One entry for Owen and Sawhill’s essay.  Refer to entry #19 at the top of page 146 for “two or more works from one anthology.”  Refer to entry #2 on page 134 for listing two authors.☐ One entry for Charles Murray’s essay.  Refer to entry #19 at the top of page 146 for “two or more works from one anthology.”CONVENTIONS OF STANDARD ACADEMIC ENGLISH:☐ Do not ask or pose questions to your audience.☐ Do not use scenarios.  Example:  Consider a techy high school graduate coming straight of college and earning 2 grand a month instead of paying 2 grand in tuition.  He could be set for life without having to step through the college door.  If you want to use a relevant example, follow Murray’s model or even Owen and Sawhill’s.☐ Do not use 1st or 2nd person, which includes imperative sentences (commands):  Refer to S-1 in the Seagull.☐ Do not use informal language (refer to section L-1 in the Seagull). ☐ Use present tense verbs unless you have a logical justification for using a difference tense (refer to section S-4 and S-9a in the Seagull).☐ Avoid passive voice (refer to section S-4d in the Seagull).☐ Ensure all sentences are complete (refer to section S-1 and S-2 in the Seagull).☐ Ensure there are no run-on sentences (refer to section S-3 in the Seagull).☐ Use appropriate punctuation to properly combine ideas (refer to section S-3 in the Seagull).  ☐ Ensure all subjects and verbs agree (refer to section S-5 in the Seagull). ☐ Use precise language (L-2 in the Seagull).☐ Use appropriate pronouns appropriately (refer to section S-6 and S-9b in the Seagull).☐ Use parallel structure when you combine two or more ideas (refer to section S-7 in the Seagull).