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While temporary cuts on education may be helpful to the economy in the short-term, these cuts will have long-term impacts on the education and economic success of the future.

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Educating people to a basic degree can make a difference in the economy especially to the disadvantaged and combating class based inequalities.

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The poor in our society written long ago and described as invisible has not disappeared and has actually become visible due to the new economic crisis. However, despite them being visible nowadays, they still function as invisible in public policy.

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Rose emphasizes the importance of an education that is personalized and specifically geared towards a certain career path. He suggests the detrimental affects that would result if such programs did not receive the proper resources.

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Rhetorical Question: Leaves the reader thinking about the future and what the current system means for our future
Counter claim: addresses the other side of the coin that advocates for budgetary cuts in education. Since he addresses the other side's points and provides a rebuttal, it strengthens his argument.
Anaphora: The repetition of "anti" emphasizes that being against these actions that may provide benefits is harmful and prevents change. In this sense, being opposed to something is not as helpful as being for something.

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in paragraph 4, Rose uses literary illusion. "otherwise to cite an earlier issue of the economist that also dealt with american inequality..." this helps advance rose's claim by showing other works that concur with this work.
Ethos is also used in paragraph 6: " for the last year and a half, i have been spending time at an inner city community college that serves this population, and i have seen first hand the effects of poverty." this gives Rose credibility and the reader confidence in rose's delivery

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Rhetorical question: "What kind of society do we want to become?"

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Rose uses personification and anecdotes to emphasize the importance of such education on students.

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"What kind of society do we want to become? Will there be another Michael Harrington 50 years from now writing about an America that has higher rate of poverty and even wider social divides?"
"I don't dispute the difficulty of budgeting in the recession, nor the fact that education spending includes wastes that should be cut. But we need to resist the framing of our situation as inevitable and normal"
"Antigovernment, anti-welfare-state, antitax-- this ideology undercuts broad-scale public responses to inequality"

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"A certificate or degree alone will not automatically lift them out of hard times- there is a bit of a magic-bullet thinking in these college initiatives- but getting a decent basic education could make a significant difference in their lives."

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"Into the dark underbelly of capitalism"
"although invisible in most public policy"
"especially the young, their situation worsened by further economic restructuring and globalization"

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In paragraph 7, Rose writes " As I have gotten to know these students, the numbers have come alive" and in paragraph 8 he writes "Hope and desire are brimming". These lines highlight his experience and position on the matters of a personalized education. In these paragraphs Rose uses his personal experience to provide support to his claims that students thrived when provided a more engaging and personalized education.

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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?

Through rhetorical questions, the concluding paragraph serves to allude to the unideal future, with regards to "social divides," "poverty," and the economy overall, which will become reality if this cycle of brushing off education is not broken.

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

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

Rose uses an informative and conversational tone as he writes, pulling from his own personal experiences and observations about education. This provides readers with an insight to the education system overall but also to Rose's personal experience which supports his claims of a personalized education.

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The government keeps claiming that they will promise a better future however they keep taking money and funds away from education which harms our long-term success more than it helps us.

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Logos: Incorporates facts and policies in support of his claims to show credibility and logic behind his main idea/claim.
Allusion: Incorporates and turns back to past events and people in order to further establish and support his claim.

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Allusion: "This is our "Sputnik moment," a very American way to frame our problems."
Allusion: "If he were writing today, Harrington would find the same populations he  described then: young, marginally educated people who drift in and out of low pay, dead-end jobs,

Logos: "There are a few current policy initiatives that are aimed to helping the disadvantage  gain economic mobility. -- The Federal American Graduation Initiative was sacrificed during health-care negotiations."

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

He begins the opening unit by stating and introducing the lasting problem of educational budget and initiative cuts. Rose introduces another viewpoint and author Michael Harrington in order to prove that the problem has been around for a long time. He also states the negative impacts that the budget cuts have on people in poverty.

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Krisha Karki, Eoin Navarra

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Andy Chen
Ngoc Cayas
Clare Oshman
Vaughn Rein Lopez
Owen Kalb

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Shakirah Mendoza, Liam Turska, Sam Wagner, Jacob Bylen, Grecia Morfin-Reyes

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lizzy bauer
emma white
hannah lee
megan chiericoni

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Rehema Ngobu
Aziza Mattaka
Daphin Wahome
Marleni Monge
Felix Chan

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

Rose tailors his message to emphasize cold, hard facts/statistics as well as his firsthand experiences in observing the effects of poverty. He does this because college administrators are more likely to be disconnected from the lower class and unaware of their struggles, and would therefore be more likely to react to the words and observations of a renowned writer who they see more as an equal. By citing the loss of the American Graduation Initiative, or the 60% of students on financial aid, Rose can elicit an emotional response from the college admins and upper class who may not even be aware of the disadvantages that the poor face.