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Topic:
Rhetorical Analysis of "Two Years Are Better Than Four" by Liz Addison
Essay Instructions:
Essay Requirements:
Rhetorical Analysis must be on an any article/passage from They Say/I Say pages 291-732. Must be 4-5 pages long. This means that the essay must be FOUR FULL PAGES.
Essays must have a title. Untitled essays will not be read.
Use standard MLA essay format: typed, double spaced, 12 point font, Times New Roman, 1” margins. (See MLA format handout if you are unsure of what proper MLA formatting looks like).
In the essay you must:
Explain the rhetorical situation: What is the context for the issue and the argument. (TRACE: Who is the audience? What is the purpose? Why choose this particular way to present the argument?)
Identify the type of claim, and describe how logos, ethos and pathos and other persuasive techniques that were used
Describe your own interpretation of the argument. What was used? Why?
Essay Sample Content Preview:
Student
Professor
Course
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Rhetorical Analysis of "Two Years Are Better Than Four" by Liz Addison
Introduction
In her article, "Two Years Are Better Than Four," Liz Addison delves into the contentious debate surrounding the issues of two-year and four-year education in the American curriculum system. As the exorbitant expenses of more advanced education burden college students and their families, Addison's exploration of this struggle gives a fresh argument that challenges traditional beliefs. This rhetorical analysis seeks to dissect the context, audience, and cause of Addison's argument, as well as the strategic rhetorical preferences she employs to persuade readers of the viability of two-year colleges as a manageable and effective choice to their four-year counterparts.
Addison's article emerges amid a backdrop of escalating issues over the affordability and accessibility of higher education. The prevailing idea that a four-year college education is the gold popular of success has perpetuated a slim definition of success and has pushed many college students into a financial quagmire. Rising student debt and the increasing wealth gap indicate an urgent need to reevaluate the two-year education' level in offering available and pragmatic avenues for reaching a university education. By tackling this indispensable issue, Addison brings attention to the untapped achievable of two-year schools and advocates for a more inclusive and versatile strategy for post-secondary education.
Rhetorical Situation
The Context for the Issue and Argument
Addison's article is based on the broader discourse on the advantages and disadvantages of two-year and four-year colleges. As she highlights, the conventional belief that a four-year college education is the most advanced regularly leads to high financial burdens for students and families (Addison 302). The rising student loan debt and the widening earnings inequality gap are symptomatic of an education system that may not tackle students' numerous needs and aspirations competently. By challenging this common assumption, Addison opens the door for a crucial analysis of the level of two-year education in addressing the challenges faced by using many seeking higher education.
Audience, Purpose, and Rhetorical Choices
Addison's influential audience is students, parents, educators, and policymakers concerned about the greater education sphere. She wants to persuade them to rethink their perspectives on the value of a college education, arguing that a two-year college course might offer a sensible and financially practical choice for many individuals. The motive of her argument is to dismantle the thinking that a four-year college is the sole pathway to success, emphasizing the benefits of a two-year university for certain students.
In achieving her persuasive goals, Addison strategically employs several rhetorical choices. Throughout the article, she proceeds in a confident and assertive tone, using first-person anecdotes and personal experiences to set up a connection with her audience (Addison 356). She bolsters her ethos by sharing her ride from a community university to a prestigious university, presenting herself as a credible voice. Additionally, Addison appeals to logos by presenting statistical records and sensible arguments, such as the notably lower curriculum fees and the probability of early entry into the workforce that two-year schools offer.
Type of Claim and Persuasive Techniques
Type of Claim
Addison's cent...
Professor
Course
Date
Rhetorical Analysis of "Two Years Are Better Than Four" by Liz Addison
Introduction
In her article, "Two Years Are Better Than Four," Liz Addison delves into the contentious debate surrounding the issues of two-year and four-year education in the American curriculum system. As the exorbitant expenses of more advanced education burden college students and their families, Addison's exploration of this struggle gives a fresh argument that challenges traditional beliefs. This rhetorical analysis seeks to dissect the context, audience, and cause of Addison's argument, as well as the strategic rhetorical preferences she employs to persuade readers of the viability of two-year colleges as a manageable and effective choice to their four-year counterparts.
Addison's article emerges amid a backdrop of escalating issues over the affordability and accessibility of higher education. The prevailing idea that a four-year college education is the gold popular of success has perpetuated a slim definition of success and has pushed many college students into a financial quagmire. Rising student debt and the increasing wealth gap indicate an urgent need to reevaluate the two-year education' level in offering available and pragmatic avenues for reaching a university education. By tackling this indispensable issue, Addison brings attention to the untapped achievable of two-year schools and advocates for a more inclusive and versatile strategy for post-secondary education.
Rhetorical Situation
The Context for the Issue and Argument
Addison's article is based on the broader discourse on the advantages and disadvantages of two-year and four-year colleges. As she highlights, the conventional belief that a four-year college education is the most advanced regularly leads to high financial burdens for students and families (Addison 302). The rising student loan debt and the widening earnings inequality gap are symptomatic of an education system that may not tackle students' numerous needs and aspirations competently. By challenging this common assumption, Addison opens the door for a crucial analysis of the level of two-year education in addressing the challenges faced by using many seeking higher education.
Audience, Purpose, and Rhetorical Choices
Addison's influential audience is students, parents, educators, and policymakers concerned about the greater education sphere. She wants to persuade them to rethink their perspectives on the value of a college education, arguing that a two-year college course might offer a sensible and financially practical choice for many individuals. The motive of her argument is to dismantle the thinking that a four-year college is the sole pathway to success, emphasizing the benefits of a two-year university for certain students.
In achieving her persuasive goals, Addison strategically employs several rhetorical choices. Throughout the article, she proceeds in a confident and assertive tone, using first-person anecdotes and personal experiences to set up a connection with her audience (Addison 356). She bolsters her ethos by sharing her ride from a community university to a prestigious university, presenting herself as a credible voice. Additionally, Addison appeals to logos by presenting statistical records and sensible arguments, such as the notably lower curriculum fees and the probability of early entry into the workforce that two-year schools offer.
Type of Claim and Persuasive Techniques
Type of Claim
Addison's cent...
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