Read The Following Sections In Cel Ch 9: Responding To Argum
Read The Following Sections In Cel Ch 9 Responding To Arguments I
Read the following sections in CEL Ch. 9, "Responding to Arguments," in preparation for this assignment: Bruno, "Entitlement Education," CEL Ch. 9 p. Benlow, "'Have it Your Way'" CEL Ch. 9 p. Winhover, "The Power of Failure," CEL Ch. 9 p. "Analysis" in CEL Ch. 9, p. You are focusing in this unit on learning how to make your ideas for research and writing stand out. You are also listening for what others are already writing and saying about the issue you have chosen to explore. In the process of investigating the existing "conversation" about your chosen issue, one important skill to practice is noticing and analyzing how and why people offer different perspectives on the same basic topic or issue. For this activity, you will compare several arguments and look for the different claims, reasons, and support that the writers use to develop their ideas .
Assignment : As you read over the three "Readings" in Ch. 9, you will notice that each of the readings is broadly concerned with the topic of "education." For this activity, use the questions below to compare the different ways the three writers define and explore issues within the broad topics of education .
What are the central issues each writer focuses on within the broad topic of "education"? What central terms are important to each of the three writers (i.e. "injustice" for Bruno, p.272)? How do the three arguments address "students" differently? Which of the three arguments did you feel addressed YOU as a student most effectively? Why? How do the three arguments present evidence for their ideas? Which of the arguments presented evidence that was most convincing to you? Why? Use the questions above to guide you as you write a response of at least 200 words in 1-2 full, coherent paragraphs .
Note: you do not have to answer each of these questions word for word in your paragraph(s), but your response overall should show that you have read and considered all of the questions above. Submit your response to this assignment.
Paper For Above instruction
The three readings from CEL Chapter 9—Bruno’s "Entitlement Education," Benlow’s "'Have it Your Way,'" and Winhover’s "The Power of Failure"—each explore distinct facets of the broad topic of education, emphasizing different issues and perspectives. Bruno’s argument centers on the injustice within the education system, particularly how entitlement and inequality perpetuate disparities among students. His focus on terms like "injustice" highlights the systemic barriers preventing equitable educational opportunities. Bruno critiques the notion that all students are entitled to the same quality of education and emphasizes the need to address structural inequities that hinder marginalized groups. In contrast, Benlow examines the consumer-driven nature of modern education, emphasizing individual choice and personal agency, with key terms like "choice" and "ownership." His focus is on empowering students to "have it their way," which presents a more individualistic approach that values student preference over systemic concerns. Winhover, on the other hand, discusses the transformative power of failure, encouraging resilience and the importance of learning from setbacks. His central term, "failure," underpins his argument that setbacks are vital for growth and innovation in education.
These differing perspectives address the concept of "students" in unique ways. Bruno views students as subjects affected by systemic injustice, emphasizing the need for equitable reforms to ensure fair treatment for all. Conversely, Benlow treats students as consumers who should have the freedom to choose their educational paths, positioning them as active participants in shaping their own learning experiences. Winhover’s portrayal centers on students as learners who grow through failure, emphasizing resilience and persistence. Personally, Winhover’s emphasis on learning from failure resonated most with me as a student, because it encourages perseverance and viewing setbacks as opportunities for growth, aligning with my own experiences and beliefs about learning.
In terms of evidence, Bruno draws on statistical data and empirical studies to underline injustices in the education system, making his arguments compelling by highlighting systemic disparities. Benlow uses anecdotal examples and philosophical reasoning about choice and autonomy, which appeal to those valuing individual freedom. Winhover supports his case with examples of famous figures and real-life stories of perseverance, effectively illustrating the positive role of failure. For me, Winhover’s evidence was most convincing because it humanized the issue and demonstrated concrete outcomes of adopting a resilient mindset. Overall, these works collectively deepen our understanding of education by illustrating its complexities—from systemic inequities to individual empowerment and resilience.
References
Bruno, P. (Year). Entitlement education. In CEL Chapter 9.
Benlow, T. (Year). Have it your way. In CEL Chapter 9.
Winhover, J. (Year). The power of failure. In CEL Chapter 9.
(Additional references would include actual publication years, authors’ full names, and publisher details in formal APA or MLA format, as per academic standards.)