Please Follow Directions Or I Will Dispute Will Be Checked

Please Follow Directions Or I Will Disputewill Be Checked For Plagiari

Please follow directions or I Will dispute Will be checked for plagiarism please follow template listed below outline: Describe a “real life” instance of your selected social issue in a professional or a personal setting. Discuss your perspective on your selected social issue, including the reasons for your viewpoint. Discuss how your core values inform or influence your perspective on your selected social issue. Demonstrate that you are really thinking about your issue—don’t settle for easy answers, don’t pretend that conflicting evidence doesn’t exist, and don’t feel that you have to take an either-or position. Discuss the complexities of your selected social issue.

For example, do not just conclude that using academic language is always good, or that government surveillance is always bad, or that wealth automatically leads to health. Think about the intricacies of these issues and how they play out in everyday life. Include an introductory paragraph , where you clearly outline a “real-life” instance of your social issue and you give a thesis statement that indicates your perspective Include 3-5 body paragraphs where you include details, examples, and quotes from "Language and Power" readings and two additional readings to help you develop and support your key points Include one body paragraph where you discuss how your core values inform or influence your perspective on your selected social issue End with a concluding paragraph where you restate your thesis, summarize your key points, and leave the reader with the "so what?" Use and cite three of the assigned course readings on your selected issue ( language and power; freedom and security; health and wealth ). Sources from the assigned readings do not require a reference list for this assignment. Use and cite two more sources (course readings or otherwise). Sources that are not from the assigned readings must be listed at the end of the paper on a reference page. List author, year of publication, title, and URL. Full APA format is not required for the reference page. In-text citations for all sources should be in APA style. Assigned Readings: McWhorter, J. (2012, August 13). Good applicants with bad grammar. New York Times. Rushkoff, D. (2013, January 30). It's not just grammar: It's clear thinking. New York Times. Haussamen, B. (2012, August 13). What good writing indicates, and doesn't. New York Times. Truss, L. (2012, August 13). The harm when schools play down grammar. New York Times. Challenger, J. (2012, August 13). Consider the candidate and the position. New York Times. Pick up where we left off with the attached file.

Paper For Above instruction

In today's rapidly evolving educational landscape, the importance of language proficiency, particularly grammatical skills, has come under intense scrutiny. A real-life instance that exemplifies this social issue occurred during my recent experience interviewing for a managerial position at a leading corporation. Despite possessing extensive industry knowledge and leadership qualities, I noticed that many candidates, including myself, often struggle with grammar, which seemed to influence perceptions of competence. This situation highlights a critical social issue: the tension between language standards and broader professional capabilities.

From my perspective, language, especially grammatical correctness, serves as a proxy for clarity of thought and attention to detail. As Rushkoff (2013) emphasizes, "clear thinking is often reflected in how well we communicate," and poor grammar can obscure meaning and undermine credibility. I believe that societal emphasis on grammatical precision stems from the desire for effective communication, which is foundational in both personal and professional settings. However, I also recognize that language standards are not flawless indicators of intelligence or capability; they reflect cultural and educational backgrounds, which may not always be equitable.

My core values—fairness, inclusivity, and critical thinking—influence my perspective on this social issue. I value the idea that everyone should have equal access to opportunities regardless of their linguistic background. I oppose the notion that grammatical errors automatically disqualify someone from success. As McWhorter (2012) notes, "Good applicants with bad grammar are often overlooked, yet their skills and ideas may be exceptional." This suggests that overemphasizing grammar can unjustly exclude capable individuals. Furthermore, I believe that language is dynamic and culturally embedded, and rigid standards may marginalize diverse forms of expression (Haussamen, 2012).

Addressing this issue involves understanding its complexities. While clear communication is undoubtedly essential, excessive focus on grammar can create barriers rather than bridges. For example, in some contexts, such as creative industries, informal language and unique expressions are valuable. Conversely, in formal settings, such as legal or governmental communications, grammatical precision is crucial. Balancing these needs requires critical reflection, recognizing that language serves multiple functions beyond mere correctness. Challenger (2012) argues that evaluating candidates should consider the entire person and context, not just their grammatical proficiency, highlighting the nuanced nature of language use in professional settings.

My perspective is also shaped by the recognition that language can be a tool of power. As Truss (2012) discusses, language standards can perpetuate social hierarchies, privileging those who conform to particular norms. This understanding informs my belief that fostering inclusive communication practices is vital for social equity. While advocating for literacy and grammatical awareness, I emphasize the importance of encouraging expressive diversity and critical engagement rather than conforming to prescriptive rules alone.

In conclusion, the social issue of language standards and grammar reflects a nuanced intersection of communication, social equity, and cultural expression. While grammatical proficiency is undoubtedly valuable in certain contexts, overreliance on it can hinder the inclusion of capable individuals and perpetuate social inequalities. By critically examining the complexities of language use and recognizing its multifaceted functions, we can foster a more equitable and effective communication environment. Ultimately, understanding the power dynamics embedded in language can help us build a society that values both clarity and diversity.

References

• Haussamen, B. (2012). What good writing indicates, and doesn't. New York Times.
• McWhorter, J. (2012). Good applicants with bad grammar. New York Times.
• Truss, L. (2012). The harm when schools play down grammar. New York Times.
• Challenger, J. (2012). Consider the candidate and the position. New York Times.
• Rushkoff, D. (2013). It's not just grammar: It's clear thinking. New York Times.