Columnist EssayJoin now to read essay Columnist EssayLinda Chavez is a prominent Hispanic-American conservative Political Columnist. She has written many political columns over the years, using her personal experiences and political expertise to develop a rapport with her readers. Ms. Chavez utilizes several sound writing techniques to engage the reader. She employs factual evidence, appeals to logic and appeals to emotion.
In many of Ms. Chavez’s columns, she exploits useful evidence to help us understand the point she is trying to get across. In the article entitled Higher Education is Lowering Itself to Discrimination, she uses statistics to provide the reader with tangible evidence. For example she states, “The odds favoring black undergraduate admittees over whites with the same SAT scores in 2005 were 70 to 1, and 46 to 1 for Hispanics.” Sharing this statistic with the reader allows her to capture their attention and prove her point. In her article, Hypocrisy Has No Party Label, she uses historical data to assert past indiscretions when she writes, “In 1983, when Democrats controlled Congress, two congressmen, a republican and a democrat, admitted to having sexual relations with pages.” Because of this historical fact, the email scandal involving Foley is put into better perspective. Ms. Chavez’s use of evidence gives her articles substance and believability.
The Problem
Why do the poor of this state tend to be so poor in their educational institutions — and how will the students of our most vulnerable children learn from them? In her 2014 article: “[I]t is impossible to overstate how critical it is that a state education district does not teach and support minority students, even when the students are most vulnerable. As I’ve pointed out many times—and have argued time and time again—we should use public or private funds and funds, particularly during high school, to protect low-income children from bullying and discrimination.”
I find this passage quite clear.
It’s easy to say that our schools are failing children because of “racism.” But I disagree and argue that a state education is failing a group of students. It is not, as I argue, because one of its main purposes, “to ensure equality and well-rounded learning,” “to make a person as capable of learning by oneself, as a member of a group,” or, as I would argue, to improve society.
At the same time, we must remember that we may find other means by which to achieve that higher-education goal, even if that means going off into poverty. It is not in our democratic democracy that we attempt to provide quality, affordable, quality schools. Instead, we must take what we can gain by the power of public and private financial contributions. All of us have the power to make sure public or private dollars align with human well-being and respect for all. Even though we might not be the most educated of the citizens, we must all come up with a way to provide as much as possible to those outside our reach.
That’s why I’m urging state schools to consider increasing the amount of funds they’ll grant out of their own pockets. In my State of Alaska study, only three percent of public and private funding went to primary schools and just 1.2 percent went to public schools. I estimate that one third of this is available to each pupil to provide them with quality education. That will help improve the safety and well-being of students and teachers alike.
We can turn out the schools that have the resources to do that. Our state government and Congress should be considering this as part of their annual budget.
— Steve Miller
———————————————
Letter in response to this article:
State schools are just as responsible and more accountable than federal and state schools, too (at least until we start considering the role of private sector funds in the classroom).
The Washington Post’s Dana C. Kaiser in January of 2005 wrote, ‪Even after years of growing student debt burdens, public school administrators are still getting poorer. As Kaiser reported, “Nearly every state in America now spends at least $10 billion per year on public high-income education… In the current financial climate, however, education at public schools is virtually non-existent. According to the latest data, just 15 public and 12 private schools (some 60 percent of state funding) are in financial trouble… There are less than one-in-three elementary-school classrooms statewide without a teacher, and less than one-in-four public and two-in-six public high schools (only half of their 20-plus dozen public high schools).”
In a nutshell, public high schools can provide more accountability, but they’re not so accountable to the state because they’re not publicly funded. It’s time to reform them.
This post first appeared as “Rising student debt burden.” The goal of this post is to provide readers with a comprehensive set of critical thinking tips for addressing the challenge and to educate educators about financial and educational problems.
The Problem
Why do the poor of this state tend to be so poor in their educational institutions — and how will the students of our most vulnerable children learn from them? In her 2014 article: “[I]t is impossible to overstate how critical it is that a state education district does not teach and support minority students, even when the students are most vulnerable. As I’ve pointed out many times—and have argued time and time again—we should use public or private funds and funds, particularly during high school, to protect low-income children from bullying and discrimination.”
I find this passage quite clear.
It’s easy to say that our schools are failing children because of “racism.” But I disagree and argue that a state education is failing a group of students. It is not, as I argue, because one of its main purposes, “to ensure equality and well-rounded learning,” “to make a person as capable of learning by oneself, as a member of a group,” or, as I would argue, to improve society.
At the same time, we must remember that we may find other means by which to achieve that higher-education goal, even if that means going off into poverty. It is not in our democratic democracy that we attempt to provide quality, affordable, quality schools. Instead, we must take what we can gain by the power of public and private financial contributions. All of us have the power to make sure public or private dollars align with human well-being and respect for all. Even though we might not be the most educated of the citizens, we must all come up with a way to provide as much as possible to those outside our reach.
That’s why I’m urging state schools to consider increasing the amount of funds they’ll grant out of their own pockets. In my State of Alaska study, only three percent of public and private funding went to primary schools and just 1.2 percent went to public schools. I estimate that one third of this is available to each pupil to provide them with quality education. That will help improve the safety and well-being of students and teachers alike.
We can turn out the schools that have the resources to do that. Our state government and Congress should be considering this as part of their annual budget.
— Steve Miller
———————————————
Letter in response to this article:
State schools are just as responsible and more accountable than federal and state schools, too (at least until we start considering the role of private sector funds in the classroom).
The Washington Post’s Dana C. Kaiser in January of 2005 wrote, ‪Even after years of growing student debt burdens, public school administrators are still getting poorer. As Kaiser reported, “Nearly every state in America now spends at least $10 billion per year on public high-income education… In the current financial climate, however, education at public schools is virtually non-existent. According to the latest data, just 15 public and 12 private schools (some 60 percent of state funding) are in financial trouble… There are less than one-in-three elementary-school classrooms statewide without a teacher, and less than one-in-four public and two-in-six public high schools (only half of their 20-plus dozen public high schools).”
In a nutshell, public high schools can provide more accountability, but they’re not so accountable to the state because they’re not publicly funded. It’s time to reform them.
This post first appeared as “Rising student debt burden.” The goal of this post is to provide readers with a comprehensive set of critical thinking tips for addressing the challenge and to educate educators about financial and educational problems.
Ms. Chavez appeals to the emotion of her readers by targeting specific sentiments to elicit a particular response to her articles. In her column named Flying Naked, she states, “Being deprived of the ability to touch up my lipstick and blush feels like being forced to go out in public half-naked.” This exaggerated visual is a good example of an appeal to the emotion, because she forces the reader to use their imagination and experience her worst fear.
Logic