In chapter 4 of “The Norton Field Guide to Writing with Reading”, Richard Bullock and Maureen Daly Goggin, The author informs students on how to succeed in college. Student should put in effort into their academics and be engage. They should find the reason they’re in college. They should do multiple things for a subject to stay focus and retain more information. When in class students should raise their hands if they don’t understand the subject. The more they know the more options they will have in the future. It does not matter if the student does or does not agree with a view point, they should listen and learn. Try to think from a different point of view. Students…
It is not college that is to blame for providing some weird environment, absolutely separate from the “real” world, where strange liberal ideas can run amok, spawned by a small group of troubled minds whose strange message has now engulfed us all. The “problem” has to be traced further back. In my opinion these students have, nearly from birth, been gently beaten into insensibility by what we call the “college preparatory system.” Their very ability to navigate their way into college is predicated on their submission to a process of “college preparation” that for all intents and purposes begins with pre-school. It has hyper-organized them and leeched inquiry and experimentation and creativity out of them.…
1). Sullivan discusses the topic of preparing for college and aims his discussion towards high school freshman and college students. The students he has found prepared enough for college had no difficulty reading materials of multiple ranges and subjects since they “loved to read” (pp. 1). Furthermore, students that are prepared know that exemplary writing takes exemplary effort, and they come willing to comprehend, study, converse, and evaluate their written works. Additionally, listening and thinking influences the different ideas that we can develop; this can affect our self-development and mental capabilities, which can increase opportunities for further engagement.…
Mike Rose met many struggling students at UCLA’s Tutorial Center, the Writing Research Project, and the school’s Summer program. He first describes the loneliness students feel upon arriving at college, and that as they try to find themselves, they all to often lose themselves because they are bombarded with ideas that are so foreign to them. He introduces his audiences to Andrea, a bright young girl out of high school who, despite hours of memorizing in her textbook, could not obtain a passing grade on her Chemistry mid-term. How is this possible if she spent so much time studding? Rose explains that she failed because in college, and in this course in particular, it is not enough for a student to know the material, but rather, to be able to apply it in a various amount of problems. Yet the problem Andrea faces is that she was never taught this in high school.…
My “first real paper” was written about one of my favorite books I had read so far, Fahrenheit 451 by Ray Bradbury. I went into vivid detail on how this…
In the Introduction to “They Say I Say”: The Moves that Matter in Academic Writing, Gerald Graff and Cathy Birkenstein provide templates designed to guide students in academic discussion and debates through writing and also have students engage in critical thinking which in turn makes the writing task easier to complete. Specifically, Graff and Birkenstein argue that the types of writing templates they offer takes writing beyond the traditional five-paragraph essay and engage students in writing styles of debate which requires the writer to listen to others and effectively respond in agreeance or disagreeance. As the authors put it, “the underlying structure of effective academic writing – and of responsible public discourse – resides not…
Today in America many people question whether or not college is truly worth the stress, time, and cost it throws on an individual. With these “burdens” comes alienation from the outside world with little fun and fulfilling experiences. Some people even say that many college students have zero creativity, and are proud of it. This idea of self-growth and freedom along with a diverting experience, while going through college, is something that Rick Perlstein himself has had the opportunity to do. Unfortunately, Perlstein experienced this in his days, and has come to realization that, “College as America used to understand it, is coming to an end” (Perlstein). With this article being published in the liberal magazine, New York Times, many people, mostly ones who have gone through college, completely disagreed with his opinion. One of those insulted people being Liz Addison. Addison’s claim argues that college is yes, much different, but in a positive way, especially in the community colleges. All together in her one sided- argument, she includes several rhetorical devices to persuade, inform, and emotionally prove her claim. These devices being ethos, and pathos, gives her a strong foundation and effective argument to the liberal audience she is writing her article to.…
Preface 5 PART 1 - "THEY SAY" 7 1 "THEY SAY": Starting with What Others Are Saying 7 2 "HER POINT IS": The Art of Summarizing 8 3 "AS HE HIMSELF PUTS IT": The Art of Quoting 9 PART 2 - "I SAY" 11 4 "YES / NO / OKAY, BUT": Three Ways to Respond 11 5 "AND YET": Distinguishing What You Say from What They Say 12 6 "SKEPTICS MAY OBJECT ": Planting a Naysayer in Your Text 13 7 "SO WHAT? WHO CARES?”: Saying Why It Matters 14 PART 3 - TYING IT ALL TOGETHER 16 8 "AS A RESULT": Connecting the Parts 16 9 "AIN'T SO / IS NOT": Academic Writing Doesn't Mean Setting Aside Your Voice 18 10 "BUT DON'T GET ME WRONG": The Art of Metacommentary 19 PART 4 - ENTERING THE CONVERSATION 21 11 "I TAKE YOUR POINT": Entering Class Discussions 21 12 "WHAT'S MOTIVATING THIS WRITER?": Reading for the Conversation 22 13 "ANALYZE THIS": Writing in the Social Sciences 23 PART 5 – READINGS 24 14 IS HIGHER EDUCATION WORTH THE PRICE? 24 ANDREW HACKER AND CLAUDIA DREIFUS, Are Colleges Worth the Price? 24 SANFORD J. UNGAR, The New Liberal Arts 27 DAVID FOSTER WALLACE, Kenyon Commencement Speech 30 LIZ ADDISON, Two Years Are Better Than Four 33 KEVIN CAREY, Why Do You Think They're Called For-Profit Colleges? 35 CHARLES MURRAY, Are Too Many People Going to College? 38 MIKE ROSE, Blue-Collar Brilliance 41 2…
The moment I began the first draft of the essay that would be the grounds for a major life transformation, I had just concluded a vehement, impassioned debate with my Student Senate president regarding our Student Constitution. So as I stare at this empty page, ready to convey that ILR is where I want to make my home in the coming years, my mind is crowded with thoughts of the bylaws of Article IV, the elements the president brought up, and how I might have been wrong. Yet my inability to restrain my enthusiasm for this piece of legislation is precisely why I fit at ILR. I will be free to continue my ardent deliberation of student legislation as a transfer class representative in the Student Government Association, and I will declare a minor…
I remember crying every night during my first semester of college stressed in my bedroom trying to complete everything before my nine o clock morning class starts, with different papers to be written, homework assignments, and projects gathered all around me to be finished. All I had in my mind was to complete everything before the deadline so that it wouldn’t result in an automatic failing grade. Consequently, colleges are now making it too easy for students, showering them with A’s they do not deserve. All students want to do is to figure out the easy way, not study, and whine all about it when they don’t get the grade that they want without trying or putting any effort. Instead they would encourage the teacher to try to change it.…
Peering into an 8:00 am class full of freshman college students, many observations can be made. There are students with their heads down, (obviously still listening to the professor) students with their pencils racing, students with their minds wondering, and students with their attention to the teacher. As one might note, not all students have their mind focused on what they paid for. Some people go through college as a party or just because it’s become one of societies “norms”; others have a set goal in mind. However, if used to its best ability, college allows one to gain an advantage over high school diploma holders, by attaining the knowledge, skillsets, and tools to achieve or explore their career goals.…
In today’s society teenagers have been raised with an image in their heads that they must attend college after graduating high school. Parents, teachers, and society have made us feel that going to college right after graduating high school is the only thing that we could do with our lives. That taking a year off to decide what you want to do or maybe even not going at all would be unacceptable and “the end of the world as we know it”. The main reason most teenagers go to college is because they feel that they are obligated to, or that “It’s the right thing to do.” In the essay that Caroline Bird wrote “College is a Waste of Time and Money”, she states that students go to college because”…Mother wanted them to go, or some other reason entirely irrelevant to the course of studies for which college is supposedly organized.” (481)…
All students who graduate from a liberal arts college should take with them an indelible awareness of the following:…
Burleigh explains research has found a concrete decline in student´s critical thinking skills as a result of political correctness and language phobias (Burleigh). It is a great irony that campuses are facing today because college is meant to prepare students for the real world with critical thinking skills, not take them away. The reality is that one cannot be successful in the workforce without these skills and these skills cannot be taught in a class but rather through experience. In the article “The Coddling of the American Mind,” it describes how ¨attempts to shield students from words, ideas, and people¨ make them bad candidates for the workforce (Lukianoff and Haidt). If students are graduating college with degrees, but are unable to communicate and work with colleagues who may hold different viewpoints from their own, then the degree has no significance. It is one thing to have expertise in a field and another thing to be able to synthesize that expertise with social and emotional skills. According to Burleigh, students need to stand up against censorship demands ¨because they go against the purpose of the university¨ (Burleigh). The purpose of the university is not one concrete goal. Attending a university teaches a student a lot more than academics, but rather it helps them transition into the real world. Therefore, it crucial for the progress and learning of students that universities remain diverse and open to new ideas, so students can grow and add value to the outside…
Driscoll firmly asserts the importance of critical thinking in the attempt of constructing a powerful essay. He also argues that students regularly tend to fall into two unjustified modes of presenting their essays: first, they gratuitously generalize truths that are subjective instead of emphasizing on specific and original interpretations of the texts they read. They are often taught in high school to simply present facts and make general claims without corroborating evidence and support. This is not bound to work within the context of college writing. College writing operates based on the significance of critical thinking, as Driscoll suggested, “In college-level academic writing, the professor doesn’t want an essay that is just a plot summary…