Not Just Read And Write, But Right And Wrong Essay, Research Paper

Writing Style of Kathleen Kennedy Townsend in Not Just Read and Write, but Right and Wrong. Found in Elements of Argument by Annette T. Rottenberg, there is an essay entitled Not Just Read and Write, but Right and Wrong by Kathleen Kennedy Townsend. Ms. Townsend is passionate about her capable and gives good illustrations to turn out her thesis, but there are many points she makes, and examples she uses that devalue the essay. Ms. Townsend starts off with an illustration. This illustration is a good one, but shouldn & # 8217 ; t be used in the first paragraph. This is deceptive, and gives a false image of what the essay is traveling to be approximately. The illustration is of a high school pupil & # 8217 ; s thought of doing speedy money. The pupil claims that by selling drugs a individual could do in one afternoon what person would do by working a whole hebdomad at McDonald & # 8217 ; s. From reading this in the first paragraph the reading would believe this full paper was traveling to be devoted to drugs in schools. Besides in the first paragraph the writer uses first individual and continues to make so throughout the essay. This is a technique that is regarded against in formal essay composing. This informal usage of the word & # 8220 ; you & # 8221 ; and & # 8220 ; I & # 8221 ; and & # 8220 ; me, & # 8221 ; could be replaced with more formal words such as & # 8220 ; the above & # 8221 ; or & # 8220 ; some. & # 8221 ; In the following paragraph the writer states a really hapless illustration. Examples are a really good manner to reason a point because everyone can associate to illustrations, but this one is weak. The writer cites that she has walked into & # 8220 ; infinite high schools & # 8221 ; and seen rubbish in the halls. She so makes the claim that this is because pupils have hapless ethical motives and this is because the schools aren & # 8217 ; t learning them values. This is besides doing a generalisation about all pupils ; it & # 8217 ; s stating that every pupil litters and that no instructor of all time corrects the pupils for making so. After that the writer returns to province the resistance, which is a good thing claims Rottenberg, the writer of Elementss of Argument, but Townsend doesn & # 8217 ; t travel into adequate item. The paragraph itself is merely two sentences long, and doesn & # 8217 ; t give adequate clip to demo how some pupils use moral opinion. This can be taken as prejudice or even merely disregard. The writer either doesn & # 8217 ; t want to travel into item about the resistance because her statements are non strong plenty, or she is merely so colored that she overlooks the fact that there are pupils out at that place that pick up rubbish in the halls, and work hard for their money. The 4th paragraph shows statistics, which is another good manner to reason a point, but the statistic she uses deficiencies credibleness. There are 1000000s of people in America and to merely study 1,000 is miniscule. Another job with this statistic is that the study was conducted on the & # 8220 ; Peoples for the American Way, & # 8221 ; but who is that? Would the mean reader know who the & # 8220 ; Peoples for the American Way & # 8221 ; is? The writer needs to give a brief sum-up of who this group is to demo how of import they are to this statement. Finally in the 5th paragraph the writer gives a clear, concise thesis of what she is reasoning. Her thesis is that immature people & # 8220 ; neglect to comprehend a demand to reciprocate by exerting the responsibilities and duties of good citizenship. & # 8221 ; This is a good these, but it should come Oklahoman in the paper. After giving the thesis Townsend goes into the bosom of her paper. Sh

vitamin E separates her different thoughts with captions, which is a different technique, but the first paragraph shows bias, and uses name-dropping. The writer besides uses the term “me-ism ; ” which is a obscure term. This term needs to be defined, as it seems to be a term the writer made up. The following paragraph shows some more good illustrations, but the paragraph after that is highly hapless. It is merely one full sentence in length and Tells briefly about a course of study workshop that the writer ran. For one, who is the writer to claim her workshop is comparative to the full nation’s sentiment. Second, how many people participated in this workshop? Is the figure of people involved a big adequate per centum of the population of our state to state it’s a consensus of high school pupils? The writer so gives more grounds of her point in the following twosome of paragraphs. Then in paragraph twelve the writer uses a good piece of support. She states that in an instruction acme presided over by George Bush the meeting was dominated by talk of federal support and drug instruction. She so states that “the underlying valuelessness of American instruction – an obstruction to the intelligent usage of scarce resources and a root cause of drug jobs – truly didn’t come up.” The thought that ethical motives and values determine drug usage strikes one as a good point. This seems to be one of the author’s most valid points in the full statement. Townsend attempts to utilize comparative statistics in paragraph 15, but the information it is covering with doesn’t say much. What does intoxicant ingestion have to make with ethical motives and values? Who’s to state person who is an devouring drinker can’t be an outstanding member of the community? Paragraph 17 is another great paragraph in Townsend’s essay, but arrangement of it is away. With more idea to the construction of the essay 1 might hold used this paragraph as the cardinal focal point of the full paper. Each one of the footings in this paragraph could be defined and shown how if taught in schools the value of American society will be improved. The lone job with these illustrations Townsend uses is the ides of “universal values of right and wrong.” How could this be defined? What one would happen to be right in his eyes could really good be incorrect in another’s eyes. The author’s last paragraph uses another good illustration. This is one everyone can associate to. The point of the author’s girl acquiring tongues on by some of the male childs on her association football squad and the manager non making anything is a good illustration of ethical motives of right and incorrect non being enforced. The merely other thing the writer did truly good was to pick out a clever rubric. It summarizes the paper after the reader is finished reading and looks at the rubric one more clip. This essay has potential in it, but the format could be changed around a spot. The author’s passion for the topic gives the paper life, but the illustrations need to be construed better, and the essay needs to be written with a more formal tone. There were some good points to the subject, such as mention to the root of the jobs we see today stemming from deficiency of instilled values, but the negatives of this essay composing out-weigh the positives.

Townsend, Kathleen Kennedy. & # 8220 ; Not Just Read and Write, but Right and Wrong. & # 8221 ; Elementss of Argument ( 1997 ) : 164-67.Rottenberg, Annette T. Elements of Argument. Boston, Massachusetts: Bedford Books, 1997.