Patricia Barrios
John Hansen
English Composition I
05 November 2017
Opportunity in Education and Economic Inequality
Nowadays, education and our economy are of superb concern in the United States. Some individual’s debate that education can offer those who are less fortunate and who have lower incomes a way to move into higher classes, while others argue that education will not fix economic inequality. The following two articles argue this same issue. One of the articles is, “Why Education Is Not an Economic Panacea” by author John Marsh. In this article, John Marsh argues that education is not going to fix economic inequality and that economic inequality must be addressed and corrected first most in order to fix the current issues within education. …show more content…
Marsh focuses a little on the human aspect of these issues, recalling, our valedictorian a brilliant African American woman who had been chosen to represent the class, gave a moving speech, thanking each of the professors individually for their time and describing what she learned from them. This is one of the few mentions of an actual person’s experience, without the mention of even a name. Failing to include personal pieces of information such as the individuals name to go along with the students’ personal story. Making it difficult for readers to truly empathize with the troubles of the disadvantaged. As the readers are less likely to see the problem as one that affects a real person that they might like, making them less likely to be open-minded to his point that education alone cannot change the economic inequality in our society. While both articles make sense to their readers, Marsh mentions his own experience and paints us the image of fading hope by relating it to the plummeting numbers within his …show more content…
The end of a text is where the writer provides the audience something to remember. Marsh's last sentence reads, “More than anything, my association with the Odyssey Project taught me that programs like it are neither necessary nor sufficient responses to the difficulties of poverty and economic inequality in the United States," sounding too rehearsed and limiting the impact on how to create particular types of programs. Considering the deliberative nature of Marsh's writing throughout the paper, I think his Marsh risks really no effect on getting readers to change idealistic beliefs in the power of education to cure society’s difficulties. Whereas, in his conclusion, DeParle quotes one of the women, displaying her intent to carry on, “’I could have done some things better, and Emory could have done some things better,’ [Angelica] said. ‘But I don't blame either one of us. Everyone knows life is unfair being low-income puts you at a disadvantage. I just didn't understand the extent of the obstacles I was going to have to overcome’” (DeParle). In using this quote, DeParle is very open and uses Angelica's own words to tell her conflict and understanding. Finishing with this, DeParle associates the difficulties of inequality at least partially with students’ lack of education and insight of what is expected . Because DeParle finishes his piece like this, his point resonates in the mind of
John Hansen
English Composition I
05 November 2017
Opportunity in Education and Economic Inequality
Nowadays, education and our economy are of superb concern in the United States. Some individual’s debate that education can offer those who are less fortunate and who have lower incomes a way to move into higher classes, while others argue that education will not fix economic inequality. The following two articles argue this same issue. One of the articles is, “Why Education Is Not an Economic Panacea” by author John Marsh. In this article, John Marsh argues that education is not going to fix economic inequality and that economic inequality must be addressed and corrected first most in order to fix the current issues within education. …show more content…
Marsh focuses a little on the human aspect of these issues, recalling, our valedictorian a brilliant African American woman who had been chosen to represent the class, gave a moving speech, thanking each of the professors individually for their time and describing what she learned from them. This is one of the few mentions of an actual person’s experience, without the mention of even a name. Failing to include personal pieces of information such as the individuals name to go along with the students’ personal story. Making it difficult for readers to truly empathize with the troubles of the disadvantaged. As the readers are less likely to see the problem as one that affects a real person that they might like, making them less likely to be open-minded to his point that education alone cannot change the economic inequality in our society. While both articles make sense to their readers, Marsh mentions his own experience and paints us the image of fading hope by relating it to the plummeting numbers within his …show more content…
The end of a text is where the writer provides the audience something to remember. Marsh's last sentence reads, “More than anything, my association with the Odyssey Project taught me that programs like it are neither necessary nor sufficient responses to the difficulties of poverty and economic inequality in the United States," sounding too rehearsed and limiting the impact on how to create particular types of programs. Considering the deliberative nature of Marsh's writing throughout the paper, I think his Marsh risks really no effect on getting readers to change idealistic beliefs in the power of education to cure society’s difficulties. Whereas, in his conclusion, DeParle quotes one of the women, displaying her intent to carry on, “’I could have done some things better, and Emory could have done some things better,’ [Angelica] said. ‘But I don't blame either one of us. Everyone knows life is unfair being low-income puts you at a disadvantage. I just didn't understand the extent of the obstacles I was going to have to overcome’” (DeParle). In using this quote, DeParle is very open and uses Angelica's own words to tell her conflict and understanding. Finishing with this, DeParle associates the difficulties of inequality at least partially with students’ lack of education and insight of what is expected . Because DeParle finishes his piece like this, his point resonates in the mind of