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Examine Rose's introductory paragraph. How does he structure this opening unit?

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How does Rose tailor his message to his audience of college administrators?

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Explain Rose's tone and voice in this essay. Where does he personalize his argument, and what is the effect?

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What is the relationship of Rose's concluding paragraph to his claim and to the evidence that he offers in the body of his essay?

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The history of chronic joblessness and poverty that has historically been ignored in America has been made prevalent as an impact of a lack of social services and education

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Pathos - Rose uses vivid description to gather sympathy for the poor Americans who are unable to get adequate education due to their socioeconomic status.
Rhetorical Question - Rose uses these questions in order to get the reader to think about what he's about to introduce in his essay.

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"But he would find more of them, especially, the young, their situation worsened by further economic restructuring and globalization".(Rose 2)
"In fact, the poor are drifting further into the dark underbelly of American capitalism".(Rose 2)
"And while the poor he wrote about were invisible in a time of abundance, ours are visible in a terrible recession".(Rose 2)
"The stakes go beyond the economic to the basic civic question: What kind of society do we want to become?"(Rose 1)

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Examine Rose's introductory paragraph. How does he structure this opening unit?
Rose opens up the paragraph with an overall general rhetorical question that would have readers thinking throughout reading the paragraphs followed by the issues that are currently happening today. He summarizes the main idea of the paragraphs by referring to Michael Harrington who wrote "The Other America" which describes America's problem with the jobless poor and uneducated Americans mentioning it as "invisible poverty"

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Poverty and less education amongst younger people as seen in the past, has been magnified and become more of an issue in the present.

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The students that were attending the college at the time of his observation showed a lot of hope and prosperity. If more people were given the chance to go through a program like this or a better program than they could get into the workforce. However, they continue to be restricted to the number of students and number of classes minimizing their community outreach.

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Rose structures his opening paragraph as a rhetorical question. He asks "What kind of society do we want to become?" This sets the tone for the rest of the essay as he talks about different ways to change society. It also engages the reader by making them think about the topic from the very beginning of the essay.

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Metaphor- Referring to the underbelly as the poor in American cpaitalism showing the poor as extremely vulernable., Rhetorical Question- The question is used to draw the reader in at the beginning of the paper and to give the reader an idea of whats ahead in the paper.

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The opening sentence of paragraph 7 uses personification to better emphasize his point about the majority of students needing financial aid and remedial classes.

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Metaphor - "In fact, the poor are drifting further into the dark underbelly of American capitalism."
Rhetorical question - "The stakes go beyond the economic to the basic civic question: What kind of society do we want to become?"

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This is a prefix duplication. It enhances the severity of the problem. The prefix "anti" is utilized three times in the sentance.

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In the excerpt Rose makes the claim that it is not a future innovation that will we deem to the be the savior of the economy but rather, investing in social and economic services will help millions of unemployed Americans. He goes on to make the claim that the current policy initiatives are not on the scale that they should be.

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"As I have gotten to know these students, the numbers have come alive" - personification

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"But we need to resist the framing of our situation as inevitable or normal"

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"Antigovernment, anti-welfare, antitax - this ideology undercuts broad-scale public responses to inequality

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In the final paragraph, Rose restates his claim that if we continue to make budget cuts to public education, there will be long term consequences that outweigh the immediate gains.

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The education cuts that are being made during the recession will end in catastrophe. Simply ignoring or normalizing the problem will have long term consequences. Additionally, the new regulations that are exacerbating the problem will also not lead to a beneficial end. If the United States wants to be a society of low poverty and non-existent social divides, addressing the education cuts that provide immediate rather than long term gain is the first step.

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The author employs specific and relatable diction by using the word "we" often throughout the 4th paragraph to establish a connection with the audience and a sense of unity as they must work together to put in more effort and investments into public education. In the 6th paragraph, the author also appeals to logos by stating and incorporating statistics into his argument.

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Answer the following Question:How does Rose tailor his message to his audience of college administrators?

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Answer the following Question:How does Rose tailor his message to his audience of college administrators?

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Rose tailors his message to his audience of college administrators by discussing a notable dilemma; the lack of educational services in some regions have contributed to American Inequality. He goes on to discuss how economic programs aimed to increase equality in post-secondary education can make significant impacts in the lives of young adults leading to an increase in their well-being and thus an overall trend towards equality. By stating this he encourages college administrations to open their doors to underperforming or average students of low-inccome backgrounds who, through college will gain the resources necessary to thrive.

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A lot of the impact in Rose's essay comes from the way he words it. He depicts college - and the educational system as a whole, really - from the standpoint of a lone observer watching in. The argument becomes personal, something more an anecdote, by the midpoint of the essay, shifting from what is quite the easy point to make (college needs improvement), to a personal experience that showcases that point.

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Logos- "More than 90% one or more basic skills course ; 60% are on financial aid. A fair number have been through the criminal justice system"
Repetitive Diction- "We are looking toward the horizon of innovation when we should be looking straight in front of us the tens of millions of chronically unemployed Americans ... We risk the 'calcifying into the European-style class-based society. For people without school or work we already have."

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Fatima Sarfraz

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Kristina Boscana-Santiago
Jamira Shird
Eli Choi
Lorenzo Di Mauro
who am I missing?