Compare/Contrast Thinking Map - Evaluating College Articles

Andrew Rotherham / Richard Vedder
Claim / Going to college is generally a good idea / For “purely economic” reasons, going to college is a bad idea for many
Main supporting arguments
Are they well supported? /
  • College grads earn more (3)
  • College grads are more likely to have a job in the 1st place (3)
  • College is the most effective social mobility strategy we have (6)
  • Only privileged kids have the luxury of debating whether or not go to college (6)
  • Going to college gives us “choices” (7)
/
  • College grads are smarter and have better work habits than high school grads (2)
  • Successful college grads are successful for traits not diploma (2)
  • People make it to college then drop out (3)
  • 40% statistic
  • Unreliable source –doesn’t have a source
  • Students misled by “average statistic” (4)
  • Great variance from the averages
  • What is average?
  • Major and school matters
  • # of college grads far exceeds growth of professional jobs for them; college grads are underemployed (5)

Counter arguments/
refutation /
  • Harvard: “multiple pathways” (1)
  • New York: skip college (1)
  • Pew Research: college isn’t for everyone (2)
  • 86% of college GRADS think it’s a good investment (2)
  • Bureau of Labor and statistics (5)
  • “next apple, Microsoft, facebook” (4)
  • Hire only college degree folks (4)
  • Consider others that don’t make it (4)
/
  • Acknowledges some benefits of college:
  • Social and non purely academic aspects
  • DOESN’T mention what these may be
  • Acknowledges well-performing high school students, those who went to private school are likely to graduate from college (7)
  • DOESN’T say why
  • Students in lower-earning majors can improve job prospects by double-majoring or minoring in economics (7)

Logical Appeals (Logos)
What type of evidence is provided?
Is it credible? /
  • Harvard
  • New York magazine
  • Pew research
  • Bureau of labor and statistics
  • Ron Haskins!!!!!!
  • 14% vs 41% (6)
  • Real life (historical proof) examples
/
  • VERY FEW FACTS/STATISTICS THAT AREN’T ATTRIBUTED TO SOURCES.
  • 40%...
  • 100,000 janitors & 16,000 attendants
  • NO EXPERT OPINION!

Weakness in Argument /
  • Contradicts himself:
  • Fashionable (1) vs nothing new (4)
  • Unsound argument: he can make claim that it cannot last forever! (3)
/
  • Claim very strong - “unequivocally,” “no doubt”
  • Does not define the “many” for whom attending college is not the right decision (1)
  • “College worth it” argument shouldn’t have anything to do with economics.
  • Does not give data to support/fact that college grads were better high school students. He also fails to list other traits that make these people successful (2)
  • Does not provide source of this data nor acknowledge many of complicated reasons students drop out (3)
  • Does not provide data supporting “the average” and
    “too entranced by statistics on averages”
  • What statistics?
  • Does not provide support or data for “graduates of different schools & within schools”
  • also could mean that the problem is that people are choosing the wrong major rather than the problem being attending college overall (4)
  • Offers his opinion that students in top ¼ of class from high-quality schools should go to a university; bottom ¼ from mediocre schools opt for alternative methods of credentialing and training (8)
  • this disqualifies large groups of students from obtaining a college degree

Strengths in argument /
  • directly address you (the reader) to say BEWARE of “high credentialed” who are telling you to stay away from college (7)
  • Logic:
  • uses reliable sources and expert opinions
  • facts, statistics, examples
  • Counter argument and rebuttals with sources!
/
  • There aren’t any
  • DOES NOT satisfy conventional essential assessment criteria for appeal to logos (facts, expert opinion)

I) Intro:

  1. Hook: Question, Story, or Statistic

If a bright, high-achieving student from a low income community has the opportunity to attend college, should they take it?
  1. Brief Summary on both authors and their focus. (FATT for each author)

Richard Vedder in his article, “Why College Isn’t for Everyone,” he explains that going to college is a bad idea for many on purely economic reasons. His perspective suggests that college should be intended for high achieving students from high performing schools. While Andrew Rotherham in his article “Actually, College is Very Much Worth It,” argues that college is a good idea and everyone should take advantage of it, especially students who come from low-income communities.
  1. Thesis (state subject and opinion and identify the major points you are going to make in defending your arguments)consider: Which author makes a better LOGICAL argument? Why?

Although Vedder makes strong claims on why college is for everyone, it is evident that Rotherham makes the most effective argument by satisfying the conventional essential assessment criteria for appeal to logos.

II) Body 1: (on the importance of factual support from credible sources)

  1. Topic sentence (What is the focus of this paragraph?)

Within argumentative writing it’s essential for claims to be supported with credible sources because it shows the writer’s opinions are influenced by expert opinions.
  1. Introduce quote/evidence (Background-DON’T DROP THAT QUOTE)

In his article, Vedder does not provide any reliable sources. In fact, he goes so much to claim that
  1. Concrete detail/ Evidence “”().

“40 percent of those attending 4-year colleges full-time fail to graduate, even with six years” “(LAST ).
  1. Commentary (Interpretation of what it means)

This quote suggests that 40 percent of college students will drop out.
  1. Commentary (how/why does it matter to thesis?/why is it better or worse?)

Though this statistic may be real, the number looks like an approximation, and there is not mention of when the research was conducted or where.
  1. Introduce quote/evidence (Background-DON’T DROP THAT QUOTE)

On the other hand, Rotherham claims that college graduates can earn more and that college graduates are more likely to get a job in the first place. Within the article he presents recent research from Bureau of Labor Statistics, which suggests
  1. Concrete detail/ Evidence “”().

“the median weekly earning with some college with no degree….. from paragraph 5“(LAST ).
  1. Commentary (Interpretation of what it means)

This quote represents the difference between median income of lacking college diplomas versus those who have one.
  1. Commentary (how/why does it matter to thesis? why is it better or worse)

Rotherham’s claim is strongly supported by solid data from the Bureau of Labor and statistics, which is a credible source. His evidence encourages students to attend, but it is clear that their diploma does make a difference.
  1. Closing Sentence (Make a final comment about topic which pulls together the ideas in this paragraph)

When used factual evidence from credible sources play a major role in the author’s arguments, making it valid, and approachable.

III) Body 2: (arguments should be based on sound reasoning/facts)

1. Topic sentence (What is the focus of this paragraph?)

A good argument persists only when sound reasoning enhances it, which is an argument that is reasonable and accurate.
  1. Introduce quote/evidence (Background-DON’T DROP THAT QUOTE)

Rotherham, in his article, asserts that
  1. Concrete detail/ Evidence “”().

“bad economic times won’t last forever.”
“(LAST ).
  1. Commentary (Interpretation of what it means)

SELF EXPLANITORY- DON’T NEED TO SAY WHAT IT MEANS.
  1. Commentary (how/why does it matter to thesis? why is it better or worse)

While he may be correct in stating our economy will get better, he fails to support his claim with evidence, mainly because one cannot predict what will or can happen in the future. His claim ignores the burden of proof, therefore, weakening his argument.
  1. Introduce quote/evidence (Background-DON’T DROP THAT QUOTE)

Vedder states some kids shouldn’t go to college for purely economic reasons, but then also admits that college is not all about money when he states,
  1. Concrete detail/ Evidence “”().

“First of all, college is more than training for a career, and many might benefit from the social and non-purely academic aspects of advanced schooling, even if the rate of return on college as a financial investment is low”
“(LAST ).
  1. Commentary (Interpretation of what it means)

What does this quote mean???? What is it saying???? Explain it for your readers who have no idea!
  1. Commentary (how/why does it matter to thesis? why is it better or worse)

Vedder clearly contradicts himself…. HOW????
  1. Introduce quote/evidence (Background-DON’T DROP THAT QUOTE)

He then adds that college students are better students because they graduated from high school.
  1. Concrete detail/ Evidence “”().

“Those who graduated from college were better students in high school, for example”
“(LAST ).
  1. Commentary (Interpretation of what it means)
  1. Commentary (how/why does it matter to thesis? why is it better or worse)

He fails to discuss what this means, and there is no real point made.
  1. Introduce quote/evidence (Background-DON’T DROP THAT QUOTE)

Vedder states that those who drop out of college aren’t as smart or don’t have good work habits
  1. Concrete detail/ Evidence “”().

“high school students with certain attributes are far less likely to drop out of school, and are likely to equal or excel the average statistics.
  1. Commentary (Interpretation of what it means)

This quote suggests that individuals with work habits will not drop out…
  1. Commentary (how/why does it matter to thesis? why is it better or worse)

Vedder he fails to consider other possible explanations for drop out rates such as skyrocketing tuition, poverty, etc. In doing so, he fails oversimplifies the cause weakening his argument.
  1. Introduce quote/evidence (Background-DON’T DROP THAT QUOTE)

Rotherham, on the other hand, points out that many may argue that the drop-outs succeed by presenting individuals such as Facebook founder Mark Zuckerberg, Microsoft's Bill Gates, or Apple's Steve Jobs
In reality, however, these individuals’ companies
  1. Concrete detail/ Evidence “”().

“companies are bursting with college graduates
“(LAST ).
  1. Commentary (Interpretation of what it means)

This shows that though people can go against the odds, they need college graduates to help them succeed.
  1. Commentary (how/why does it matter to thesis? why is it better or worse)

Rotherham’s counter argument highlights the importance of a college diploma by stating that if CEOs agreed with Theil, that college isn’t worth it, their companies wouldn’t be so full of them. Rotherham’sargument is sound.

2. Closing Sentence (Make a final comment about topic which pulls together the ideas in this paragraph)

An argument is only good if the support is reasonable and accurate.

IV) Body 3:(Supporting arguments and corresponding evidence should be clearly related to thesis)

  1. Topic sentence (What is the focus of this paragraph?)

It is critical that supporting arguments and corresponding evidence be clearly related to thesis.
  1. Introduce quote/evidence (Background-DON’T DROP THAT QUOTE)

Vedder’s thesis is that for many,
  1. Concrete detail/ Evidence “”().

“attending college is unequivocally not the right decision on purely economic grounds.
“(LAST ).
  1. Commentary (Interpretation of what it means)

one supporting argument is that some kids shouldn’t go because they are not as smart and don’t have good work habits
  1. Commentary (how/why does it matter to thesis?/ why is it better or worse?)

Vedder doesn’t establish a clear connection between economic reasons and intelligence and work habits.
  1. Introduce quote/evidence (Background-DON’T DROP THAT QUOTE)

Rotherham’s thesis, however, is fully supported throughout the entire essay.
  1. Concrete detail/ Evidence “”().

“
“(LAST ).
  1. Commentary (Interpretation of what it means)
  1. Commentary (how/why does it matter to thesis?why is it better or worse)

COMMENT ON HOW His claim is based on evidence. He provides 4 supporting arguments: 1. College grads earn more. 2. They are more likely to have jobs. 3. Best promoter of social mobility. 4. Education provides choices-all of these pertain to the thesis, as does corresponding evidence.
  1. Closing Sentence (Make a final comment about topic which pulls together the ideas in this paragraph)

For arguments to be valid, the support must relate back to the claim….RESTATE WHAT THIS PARAGRAPH WAS ABOUT

V) Conclusion:

1. Restate Thesis (In different words)

EVIDENTLY Rotherham’s article is more effective because he satisfies expectations pertaining to appeals to logos in terms of facts and statistics, counter-argument, and the thesis that supports the claim.

2. Summary of your essay

3. Closing thought

In order to persuade a reader with a strong argument, one needs to do more than just speak.