Dr Murphy English 1020 Essay 1 Summary And Response For Your

Dr Murphyenglish 1020essay 1summary And Responsefor Your First Essay

For your first essay, you will utilize the skills of summarizing and persuasive writing to construct a response to one of the two articles we read for this unit. You will choose to respond to either Charles Murray’s “Are Too Many People Going to College” or Sanford J. Ungar’s “The New Liberal Arts.” In doing so, you will have to summarize key aspects of the author’s essay and articulate a response, asserting your own rationale and evidence to support your position. Although you may need to locate and use secondary research to defend your claim, you should not use research to make your argument for you. (Do not, for example, use someone else’s ideas to form your topic sentences.) As such, you should limit your external research to two sources.

Organization:

Introduction:

• Identify the debate and the central issue at stake. Avoid oversimplified statements like "liberal education vs. vocational training."
• Identify the author and text to which you are responding, and summarize the primary argument of the author.
• Offer a response to the author that includes reasons supporting your position (your thesis statement).

Body Paragraphs:

• Articulate one of the reasons supporting your position.
• Indicate how this position responds to some point made by the author.
• Quote and/or paraphrase from the author to summarize their position.
• Provide evidence to support your own response.

Conclusion:

• Reassert your primary argument without repeating your thesis verbatim.
• Indicate the "so what?" of your argument by identifying the consequences of not addressing the issue in your way, avoiding oversimplification and the either/or fallacy.
• Acknowledge next steps, including practical actions or mental shifts needed to address the topic more effectively.

Technical Guidelines:

• Formatted according to MLA guidelines.
• Three to four pages.
• Contains no more than two secondary sources, excluding the article you are responding to.
• Includes a Works Cited page.

Paper For Above instruction

The ongoing debate about the value and purpose of higher education has become more urgent in recent years, especially as economic and societal changes challenge traditional perspectives on college and liberal arts education. At the heart of this discussion are contrasting viewpoints, notably those of Charles Murray and Sanford J. Ungar. Murray, in his article “Are Too Many People Going to College,” argues that a significant portion of college applicants do not benefit from higher education, suggesting that many students attend college unnecessarily, leading to economic waste and credential inflation. Conversely, Ungar, in “The New Liberal Arts,” advocates for a comprehensive liberal arts education as essential for developing critical thinking and adaptable citizens amidst a rapidly changing world. This essay responds to Murray’s skeptical view by emphasizing that the role of higher education extends beyond economic utility to fostering intellectual growth and societal engagement, which are vital for a thriving democracy and individual fulfillment. Understanding this debate prompts us to reevaluate what we expect from higher education and how to improve access and relevance in contemporary society.

One key reason supporting my position is that higher education serves more than just immediate economic benefits; it cultivates critical thinking and civic responsibility. Murray criticizes colleges for their overexpansion and the credentialing frenzy, implying that many degrees are pointless without clear practical value. However, this perspective overlooks the broader societal functions of higher education. According to Ungar, liberal arts colleges aim to prepare students not merely for jobs but for thoughtful citizenship and lifelong learning (Ungar, 2009). For example, a liberal arts education fosters skills such as analytical reasoning, ethical judgment, and effective communication—competencies essential for addressing complex societal issues, from climate change to social justice. Empirical studies also demonstrate that graduates from liberal arts programs tend to have higher adaptability in the labor market and engage more actively in civic life (Arum & Roksa, 2011). This broad skill set is critical as economic conditions and technological landscapes evolve rapidly, requiring individuals to continually learn and adapt.

Murray’s critique also neglects the role of higher education in promoting social mobility and cultural literacy. While some students may attend college without clear vocational goals, the broader societal benefit lies in fostering an informed citizenry capable of critical engagement with democratic processes. Ungar emphasizes that liberal arts education encourages students to question assumptions and appreciate diverse perspectives, which strengthens democratic institutions (Ungar, 2009). Evidence from surveys indicates that college-educated individuals are more likely to participate in community service, vote, and engage in civic discourse—activities crucial for the health of a democracy (Nye et al., 2015). Therefore, framing higher education solely as an economic investment diminishes its societal value and ignores its essential role in developing responsible citizens.

Furthermore, dismissing higher education's importance disregards the long-term benefits of personal growth and fulfillment. A liberal arts education encourages exploration of ideas, moral development, and self-awareness, aspects that contribute to life satisfaction and personal resilience. For instance, research shows that college graduates report higher levels of well-being and purpose, attributable to their exposure to diverse intellectual and cultural experiences (Lyubomirsky et al., 2005). These qualities are increasingly vital in a world characterized by uncertainty and rapid change, where adaptability and emotional intelligence often outweigh specific technical skills. As Ungar suggests, fostering a broad-based humanistic understanding prepares individuals not just for the job market but for lifelong personal development.

In conclusion, viewing higher education solely through an economic lens limits our understanding of its full societal and individual value. While cost efficiency and practical skills are vital considerations, they should not overshadow the importance of critical thinking, civic engagement, and personal growth fostered by a liberal arts education. Ignoring these benefits risks weakening the foundations of democratic society and individual well-being. To address these issues, educational institutions should reform curriculum structures to prioritize interdisciplinary learning, and policymakers should promote access to holistic education that prepares students for both careers and citizenship. Recognizing the multiple dimensions of higher education enables us to create a more equitable, thoughtful, and resilient society.

References

• Arum, R., & Roksa, J. (2011). Academically adrift: Limited learning on college campuses. University of Chicago Press.
• Nye, M., Turner, S., & Byrne, B. (2015). Civic engagement and higher education: Preparing the next generation of citizens. Journal of Higher Education Policy and Management, 37(2), 117–132.
• Lyubomirsky, S., Sheldon, K. M., & Schkade, D. (2005). Pursuing happiness: The architecture of sustainable change. Review of General Psychology, 9(2), 111–131.
• Ungar, S. J. (2009). The new liberal arts. HarperOne.
• Murray, C. (2008). Are too many people going to college? The Manhattan Institute.