Explain the Value of the Liberal Arts” by Jeffrey R. Young
Increase the total word count to be around 1500+ words and use the feedback that was provided to revise the essay and make it better. I have provided the sources used in the essay and if needed, alter the quotes. Make sure to change everything that the feedback said could have been done better. The sources are titled with their names and the essay is called Draft. Please do a good job. Thanks
I WILL ALSO PROVIDE THE ORIGINAL INSTRUCTIONS OF THE ESSAY JUST IN CASE YOU NEED AN IDEA OF WHAT THE ESSAY IS ABOUT AND HOW IT WILL BE GRADED.
This essay will focus on higher education and its purpose. The goal of this essay is for you to use your critical thinking skills to establish your own thesis and support it with logical analysis.
You must embed relevant quotes from at least one of the following assigned readings in your essay:
“Explaining the Value of the Liberal Arts” by Jeffrey R. Young
“We Don’t Value Education. We Value The Credential.” by Brandon Busteed
“The Democratic Imperative for Higher Education: Empowering Students to Become Active Citizens” by Tony Gallagher
“The World Might Be Better Off Without College for Everyone” by Bryan Caplan
Using the information in the readings listed above, you will construct an argument that will respond to the following question:
WHAT IS THE PURPOSE OF A COLLEGE EDUCATION?
Carefully choose quotes from the assigned texts (listed above) to support the arguments you are making in each paragraph. Follow these guidelines:
Include at least 1 (ONE) brief and relevant quote (less than 4 lines of text) or paraphrase in each body paragraph (you don’t need quotes in your introduction or conclusion). However, you may have two or three short quotes or paraphrases per paragraph.
You MUST cite quotes and paraphrases in proper MLA format when you use them in your paragraphs.
Include no more than 2 long quotes (more than 4 lines). If your quote is longer than your analysis of the quote, you will lose points for underdeveloped analysis.
Analyze EACH quote. Analysis should be at least 2-3 sentences per quote. Do not simply summarize the quote. Ask yourself, “why is this quote important?” or “how does this quote support the ideas in this paragraph?”.
Don’t leave quotes hanging at the end of your paragraphs – add your own explanation and interpretation of the quote.
Don’t start body paragraphs with quotes; construct a clear and focused topic sentence in your own words.
MLA FORMAT
Your entire essay must be computer word-processed (typed) in Times New Roman, 12-point font, double-spaced, one-inch margins on all sides, and must follow MLA style format.
Works Cited Page: You must include an MLA formatted Works Cited page with all the sources you’ve quoted from or paraphrased in your essay.
Your Works Cited pages must be formatted using the new 2016 UPDATED 8th edition of MLA guidelines. Check
Your Works Cited page is NOT included in your 1,500-1,700 word-requirement
Work Cited page information
Heading – your first and last name, professor’s name, title of course, and date in the left-hand corner of the first page
Header – your last name and page number at the top right-hand corner
Your essay should be at least 1,500 words long (about 5 pages in MLA format) and a maximum of 1,700 words (about 5.5 pages in MLA format). The 1,500-word minimum does not include the following:
Grading Rubric Essay 1
Criteria
Pts
Overall competency of the writer’s grasp of the subject matter and response to the prompt. Writer demonstrates a clear and sophisticated understanding of the complexities of the issue.
20 pts
Clear, argumentative, specific, sophisticated and interesting thesis that responds to the prompt. Thesis should argue for a specific position on the issue and include specific main points. Thesis should be 1-2 sentences at the end of the introduction.
15 pts
Organization of introduction, conclusion, and body paragraphs which focus on specific main points, and conclusion is clear, cohesive, logical and easy to follow. Articulate and well-transitioned main points that relate back to the paper’s thesis statement. Effective topic and transitional sentences.
15 pts
Effective and sufficient use of textual evidence. At least 1 quote or paraphrase per body paragraph. Includes evidence from at least ONE of assigned readings for Essay 1. Quotes and paraphrases support the ideas in the paragraph and are carefully chosen and integrated into the paragraphs. Quotes are clearly and fluidly embedded in body paragraphs.
15 pts
Clear, effective, sufficient and persuasive analysis and explanation of each example and/or quote in each paragraph (at least 2-3 sentences per example or quote/paraphrase). Writer doesn’t just summarize quotes, but analyzes them carefully and thoughtfully. Answers “So what?” and “Why is this important?”
15 pts
Competency of the writing itself (grammatical clarity, elevated, appropriate, sophisticated, college-level word choice and fluency). No use of “I”, “you” or “your”.
10 pts
Proper MLA documentation of sources (in- citations of paraphrases and quotes) and MLA format of entire document using the updated 2021 guidelines. Includes properly formatted MLA-style Work Cited page.
10 pts
100 pts
Requirements: 1500+ | .doc file
Bob Robertson
Professor Brown
English 103
18 September 2023
Purpose of College Education
The goal of a college education goes beyond gaining knowledge and skills. It aims to empower individuals, with the abilities and values to actively participate in society, uphold ideals and adapt to the ever-changing demands of the contemporary world. This essay explores the multifarious objective of a college education, taking note of Tony Gallagher’s essay “The Democratic Imperative for Higher Education: Empowering Students to Become Active Citizens” and Jeffrey R. Young’s paper “Explaining the Value of the Liberal Arts.” These readings prove to be incredibly helpful in understanding the role of college in enabling students to become productive members of society and the necessary weight offered by liberal arts education in an ever-shifting world.
One of the essential aims of college learning, as indicated by Tony Gallagher, is to endow pupils with the aptitude to assume dynamic and consequential roles in society. In the contemporary globalized and interconnected sphere, democracy confronts a plethora of difficulties, such as the emergence of populist leaders and the circulation of erroneous information on digital platforms (Gallagher, n.p). Gallagher avers that educational entities have a distinctive mission to oppose these influences by equipping students with the know-how needed for democratic engagement (Gallagher, n.p).
Gallagher states, “One of the principal societal objectives of teaching is to ready our youngsters and adolescents to turn out to be proactive and responsible entities, provided with the competences that will permit them to have a fruitful and full life in society,” (Gallagher, n.p). This underlines the major part higher education plays in fostering democratic values and practices. In a world in which the Internet furnishes admittance to huge amounts of data, as well as fiction and bigotry, learning becomes the bastion of truth and impartiality.
The second tier of competencies held in the Recommending Framework for Democratic Civic Education (RFCDC) centers on qualities associated with democratic culture, including respect, civic-consciousness, liability, and self-efficacy. These traits are invaluable for encouraging constructive intercultural exchange and establishing acceptance for discrepancies while upholding the privilege of others to hold discrepant standpoints.
Moreover, the framework puts an emphasis on skills in promoting democratic culture. These aptitudes involve listening and detection, critical examination, compassion, adaptability, multi-lingual and plurilingual capabilities, and coordination and resolution of disagreements (Gallagher, n.p). These capacities are integral in helping people partake productively in democratic activities and negotiate the multifaceted nature of a varied society.
The fourth set of abilities stipulated in the RFCDC pivots around the intelligence possessed by people and the manner in which they interpret and comprehend its significance. This segment highlights the importance of awareness and deep understanding on multiple areas, incorporating politics, law, human liberties, culture, and religion (Gallagher, n.p). In a democratic milieu, people must be knowledgeable on such matters to take sound decisions and involve actively in public affairs. The RFCDC additionally burrows into how these faculties can be put into practice in higher education foundations. It underscores that all components of a school’s life and work should promote a democratic setting, from the way faculty educate and explore to the managerial approaches that direct the facility.
An impressive illustration of higher education programming that converges with the RFCDC abilities and encourages democratic culture is service learning. Many educational institutes boast a lengthy tradition of service-learning programs that provide students with opportunities to interact with and understand different cultures (Young, n.p). Such programs concentrate not merely on providing services but also on the significance of communicating with regional societies. For instance, the Netter Center for Community Partnerships at the University of Pennsylvania works with nearby schools and organizations to encourage literacy, STEM education, health and nutrition, arts and culture, and financial development in the locality (Gallagher, n.p). Besides elevating the community, this method also opens students up to unconventional perspectives and tests them to employ their skills in real-life scenarios.
In addition to service learning, studies carried out by institutions of higher education can have a significant impact on the cultivation of democratic culture. Despite being commonly perceived as value-neutral, research can have grave implications on people and societies (Gallagher, n.p). Researchers therefore have an obligation to ensure that their labour is exerted ethically and not used, taken advantage of, or abused for the benefit of specific sectors in society.
Trainers of future researchers should adopt principles that include good faith, respect and answerability when passing on knowledge. This method is in line with the practices employed by research communities when tackling issues and handling disputes. By performing research in joint effort with communities instead of for or concerning them, universities can contribute to democratic values and practices significantly (Young, n.p).
The underlying objectives of higher education lie in teaching as well as research yet its civic function surpasses these core priorities. The graduates, faculty, and personnel of universities and colleges substantially alter society in various ways that are both social, cultural, and economic (Young, n.p). These respective entities can heighten the advantageous effects of institutions on society, moreover, induce them to confront gravest communal issues.
Furthermore, the organization of higher education establishments must be in line with democratic ideals wherein a civic and democratic ethos shapes its mission and vision. Many colleges, specifically those in Europe, promote robust and effectual student unions with autonomous procedures to select representatives and partake in administering bodies and committees (Gallagher, n.p).
At present, the world has encountered troubled political affairs, such as the acrimonious U.S. presidential race and the post-election upheaval. Despite the great turnout of voters which could signal a revitalized enthusiasm in the democratic system, the ferocity and mood of the competition have led to questions about the standards of conversation and the proliferation of untruths (Young, n.p).In this age of data excess and the resonating chambers devised by online media, it is increasingly vital that higher education assume responsibility for surmounting these adversities and supporting democratic beliefs and customs.
In Bryan Caplan’s work, he offers a skeptical viewpoint regarding higher education, emphasizing the distinction between what individuals master in the classroom and the competencies sought by the labor market. He contends that, “The work sphere does not compensate you for the inconsequential matters you grasp; it compensates you for the preexisting qualities you suggest by learning them,” (Caplan, n.p). Caplan proposes that a noteworthy part of the economic benefit of college comes from signaling qualities such as diligence and the capability to endure monotony as opposed to directly relatable job capabilities. He also emphasizes issues with the preservation of knowledge obtained in college and the divergence between credentials and real-world job specifications.
In Brandon Busteed’s piece, he explores the notion of credentialism and its implications for education. He wonders if our society really prizes education or if credentials achieved through education are held in higher regard (Busteed, n.p). Busteed highlights how universities and colleges expand on the idea of ongoing learning in their objectives, yet predominantly prioritize degree-based education. He proffers that our educational system has undervalued vocational schooling and has created an attitude of censure toward career and technical instruction. Busteed brings into focus the move of MOOCs towards marketing credentials instead of sharing knowledge (Busteed, n.p).
Finally, college education serves a multitude of purposes, such as equipping students with the necessary abilities to lead a successful life and nurturing them for active participation in society. Tony Gallagher’s push for strengthening democracy via education and the abilities designated in the RFCDC point to the importance of higher education in establishing and sustaining democratic customs and beliefs. Moreover, Jeffrey R. Young’s view of the liberal arts draws attention to the need for a balanced education that provides adaptable competences crucial to thriving in a rapidly-changing world (Young, n.p). If universities adopt these principles, they will be able to meet their objective of imparting tools in individuals to partake actively and responsibly in life, as well as provide them with the capacities to face the demands of the modern job sector. Though Caplan objects to the lack of connection between college courses and the labor market, Busteed has put forth opposition to the focus on credentials and diplomas more than actual learning. As universities adjust to the changing needs of the public, they must keep to their dedication to democratic culture and civil duty. In doing this, they continue to stand as beacons of democracy, producing the citizens and leaders the world is in desperate need of.
Works Cited
Busteed, Brandon. “We Don’t Value Education. We Value the Credential.” Forbes, Forbes Magazine, 17 Oct. 2020, www.forbes.com/sites/brandonbusteed/2020/10/17/we-dont-value-education-we-value-the-credential/?sh=29dfc6aa449f.
Caplan, Bryan. “The World Might Be Better off without College for Everyone.” The Atlantic, Atlantic Media Company, 9 Dec. 2017, www.theatlantic.com/magazine/archive/2018/01/whats-college-good-for/546590/.
Gallagher, Tony. “The Democratic Imperative for Higher Education: Empowering Students to Become Active Citizens.” Queen’s University Belfast, 22 June 2021, pure.qub.ac.uk/en/publications/the-democratic-imperative-for-higher-education-empowering-student. Accessed 18 Sept. 2023.
Young, Jeffrey R. “Explaining the Value of the Liberal Arts – Edsurge News.” EdSurge, 30 Aug. 2019, www.edsurge.com/news/2019-08-28-explaining-the-value-of-the-liberal-arts. Accessed 18 Sept. 2023.
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