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Consider the questions below when creating a rhetorical analysis ESSAY for David
Consider the questions below when creating a rhetorical analysis ESSAY for David Crabtree’s “Why a Great Books Education is the Most Practical. Make sure you include the 2 sentence introduction and the correct devices, examples, and analysis.
Questions to Consider for the Rhetorical Analysis
How well is the argument structured (Rogerian, Classical, neither)? Is the thesis clear, and are there logical reasons offered as support?
Describe the methods of support. Does the author use facts, statistics, and appeals to logic, value, or emotion?
Does the author address counterarguments and refute or concede to them?
Are there any logical fallacies? Describe any examples you find.
Are any important words ambiguous? If so, describe them.
Is any important information missing, false, or contradictory?
Rhetorical Analysis Essay: Grading Criteria
_____ (10) Essay contains a 2 sentence introduction which includes the summary of the text and a thesis statement.
_____ (10) Essay shows basic MLA formatting (double space, 12 font, Times New Roman, heading, header).
_____ (20) Essay adheres to proper grammar and spelling.
_____ (50) Paragraphs use the correct device/logical fallacy, example/quote from the text and proper analysis linking the quote to the device/logical fallacy.
_____ (10) Essay meets the minimum word/page count – 1,000-3,000 words, or 2-3 pages.
_______________
_____ (100) Total
ESSAY for David Crabtree’s “Why a Great Books Education is the Most Practical:
by David Crabtree
(David Crabtree is one of the founders of Gutenberg College, where he is the president
and a tutor.)
Gutenberg College is a great books college. The curriculum is designed to develop
good learning skills in students; they read and then discuss in small groups the writings
produced by the greatest minds of Western culture as they grappled with the most
fundamental questions facing human beings of all ages. When I tell people about
Gutenberg College, one of the most common responses is: “It’s a good idea, but not
practical.” The thinking seems to be that if one had unlimited time and money, a great
books education would be very good to pursue; but in the real world, food has to be put
on the table, and a great books education will not do that. I am convinced, however, that
a great books education is not only practical, but, in our day and age, the most practical
education available.
Modern society has adopted the historically recent perspective that the purpose of
education is training for the workplace. In this view, college should provide students with
skills and knowledge that will prepare them to procure reasonably high-paying,
satisfying employment for the rest of their lives. The common wisdom says that the best
way to achieve this goal is: first, as an undergraduate, select a promising occupation
and major in the appropriate field of study; and second, after graduating, enter directly
into the work force or attend a graduate or professional school for more specialized
training. The logic seems to be that the sooner one concludes one’s education and
begins work in one’s field, the less will be the cost of education and the better the
prospects for advancement into secure, high-paying positions. While this was once a
reasonable strategy, it is not suited to the economic environment currently developing.
The world is changing at a bewildering pace. Anyone who owns a computer and tries to
keep up with the developments in hardware, software, and the accompanying
incompatibilities is all too aware of the speed of change. This rapid change, especially
technological change, has extremely important implications for the job market.
In the past, it was possible to look at the nation’s work force, determine which of the
existing occupations was most desirable in terms of pay and working conditions, and
pick one to prepare for. But the rapid rate of change is clouding the crystal ball. How do
we know that a high paying job today will be high paying tomorrow?
A photographer told me about a talented and highly skilled artisan who touched up
photographs. He was the best in our region of the country, and people knew it; because
the demand for his skill was so great, he was unable to keep up with the work. A few
years ago, however, this artisan suddenly closed his shop; he did not have enough work
to stay in business. Due to developments in computer hardware and software, anyone
with just a little training can now achieve results previously attainable by only a few
highly skilled artisans. Technology had rendered this artisan’s skills obsolete. And this is
not an isolated case; technology is antiquating many skills.
One could try to avoid this fate by finding an occupation unlikely to be automated, but
automation is not the only cause of job elimination. Historically, mid-management
positions in large corporations provided good incomes and considerable job security.
However, AT&T’s recent layoffs have drawn attention to the growing trend in American
companies to eliminate mid-level managers as the companies restructure to compete
better in the world market. As a result, a glut of unemployed executives are having great
difficulty finding employment in their field of expertise. Most of them never dreamed they
would be standing in unemployment lines.
Medicine might be a more promising field. There will always be sick people to treat, and
doctors have a reputation for high pay. However, recent news reports have called into
question the future of this occupation. There is an excess of doctors in the United States
right now, largely due to the number of foreign medical students who decide to remain
in this country after they complete their training. And physicians’ incomes recently
declined for the first time in decades, a change attributed to the proliferation of HMOs
and managed health care providers–a trend expected to continue. To further complicate
the picture, in the near future a national health care plan may rise from the ashes of
President Clinton’s ill-fated one. What effect such a program would have on physicians’
incomes and working conditions is impossible to predict with certainty, but doctors ought
not expect raises under such a plan. In light of such an uncertain future, should a
student invest the time and money medical training requires? This is a tough question,
but similar uncertainties lie in the future of many professions.
One could forego the traditionally desirable occupations and choose a field certain to
grow and develop. Clearly the high demand for programmers, electrical engineers, and
computer programmers appears to hold great promise for job security in the foreseeable
future, even if one must work for several different employers over the years. However,
no one in this field will be able to take his job for granted. Due to the rapid rate of
technological change in the computer industry, people in this field need to be constantly
learning and updating their skills to keep up with the new technology. In areas of state-
of-the-art development, some companies do not want software writers or engineers over
thirty-five years old because their training is out-of-date and they are too set in their
ways to approach problems with fresh thinking. These companies prefer to replace
older employees with recent graduates. Thus the longevity of one’s career in this fast
changing field could be relatively short.
No matter what occupation one chooses, the future is full of question marks. Although
this economic dislocation is in its early stages, statistics already indicate a high degree
of instability in the job market. According to the United States government, the average
American switches careers three times in his or her life, works for ten employers, and
stays in each job only 3.6 years. (Note 1)
Such unpredictability calls for a different strategy in preparing for the job market. Rather
than spending one’s undergraduate years receiving specialized training, one ought to
learn more general, transferable skills which will provide the flexibility to adjust to
whatever changes may occur. A well-educated worker should be able to communicate
clearly with co-workers, both verbally and in writing, read with understanding, perform
basic mathematical calculations, conduct himself responsibly and ethically, and work
well with others. These skills would make a person well-suited to most work
environments and capable of learning quickly and easily the requisite skills for a new
career, should the need arise. Thus a hard-headed realism, with long- term economic
security as the goal, would seem to dictate an undergraduate educational strategy of
focusing on sound general learning skills–just what a great books education provides.
Therefore, a great books education makes good sense in terms of dollars spent and
dollars gained when calculated over a lifetime, and, therefore, good training for the
workplace. This is fortuitous, however, because a great books education is not designed
with this as the primary goal. It is designed to achieve the even more practical goal
historically assigned to education: to teach students how to live wisely. I say this is
practical because that which helps one achieve what needs to be done is practical.
Living wisely is the most important thing a person can do in his lifetime. Therefore,
education with this focus is quintessentially practical.
Wise living means to live as one ought; in other words, to strive to achieve good goals
by moral means. This statement immediately evokes an array of fundamental questions:
Why are we here? What is valuable or worthwhile? What are the principles of right and
wrong? Is there a God? Who is He? What is my relationship to Him? Without having
seriously wrestled with these issues, one will be condemned to a life without direction or
purpose. Without clearly defined and worthwhile goals, success and fulfillment are
impossible. Therefore, one’s answers to these questions have very important
implications for how one chooses to earn a living.
Is such a goal realistic or attainable by education? It is difficult to teach a person how to
live wisely. In a sense, such a skill can not be taught; it can only be learned. The
student must be challenged to think through these fundamental questions for himself;
he must be an extremely active participant in his own education. We all derive our
wisdom from careful reflection on our experience, and this reflection can be made more
profound by considering the reflections of others who have had similar experiences.
That is to say, we can benefit from the wisdom others have attained.
A great books education creates an educational environment conducive to the learning
of wisdom. Classes are small, personal, and largely discussion based. The small class
size and the discussion format encourage each student to be actively involved in
consideration of important issues, and they allow the course of the discussion to be
tailored to the concerns of the students. The writings of the most influential thinkers of
our cultural tradition are studied, which provides many thought-provoking insights into
the fundamental questions. As students work to understand these writings, they develop
important learning skills–reading with understanding, thinking clearly, and writing
cogently–which equip them to become life-long learners.
A great books education is not for everyone. In order to benefit from such an education,
a student has to be highly motivated, mature enough to realize the importance of such a
focus, and self-disciplined. Whatever reasons one might have for not pursuing a great
books education, it can not be because it is not practical
(I attached these files to use for the correct devices, examples, and analysis.)
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