Rhetoric

This article discusses the Every Student Succeeds Act (ESSA), an act with the purpose to incorporate art and collaboration into education and combat a focus on just the primary core subjects: Math and English. This act comes in response to the education system defining success through tests, which primarily assess math and literature competency rather than incorporating social skills and creativity in learning. One thing the NEA highlights is that while Math and English are critical for college and occupational success, education becomes most collaborative, pleasant, and satisfying when a holistic approach is taken. While this approach to schooling grants students a more fulfilling education, enacting such a culture is easier said than done. Focusing on a broad range of subjects requires time and money that some programs don't have. And, as the article describes, while certain policies push for a well-rounded education, the responsibility ultimately falls on the school to enact them, leaving some districts unable or unwilling to do so.

This NEA article discusses why the enactment of the ESSA act was an important step toward improving education. The article begins by employing ethos, using the credibility of a social studies teacher as he says, "Test scores were everything. I wanted to be a creative history teacher - to cover topics and dig deep into the material, but we had little flexibility." Then, the NEA utilizes pathos as it uses dramatic verbs and wording to touch the emotions of the reader as it states, "NCLB's rigid testing regime forced school across the country to focus their time and energy on preparing for tests in a narrow range of subjects." The article then transfers to a more factual approach as it mentions how a heavy emphasis on test-taking subjects, primarily math and English, "compel teachers to tailor instruction to the test." Lastly, the article introduces an ethical argument, stating that this problem is worse in disadvantaged schools as they have little funds for subjects like science, social studies, arts, etc. that won't appear on standardized tests. We believe that incorporating an emotional, factual, and ethical argument in this article is an effective writing technique that persuades the audience and allows one to understand the importance of the ESSA act.

The article displays the achievements of the ESSA act and all it will do for students around the country but closes with an important message to the audience. The article transitions with "But here's the rub," and then describes how the act gives power to educators but doesn't guarantee schools take any action. At this point, the article shifts into descriptions of the act's purpose and urges educators and schools to capitalize on ESSA and grant their students the most fulfilling holistic education that they can. The article states, "The law's ultimate success, however, depends on how these new provisions are actually implemented and carried out," directing some responsibility towards those who design school curriculums. The article closes with a call for action on the account of multiple parties, stating, "Educators need to inform themselves on the opportunities within ESSA and talk to parents, administrators, community leaders and other stakeholders about how to become the voice of educational change. They can't assume that this will happen without their input." In ending this way we believe the NEA is effectively inspiring and encouraging its audience to take action and support the potential that the ESSA act has for improving children's education around the country.

A well-rounded education can have a positive impact on students, but can also be seen as a waste of their time. Those that focus on specific subjects can become experts in a certain field and excel in their future professions. This article from Campus Times describes how "students who go from top high schools to top universities may spend all four years of high school and an additional two in college trudging through general education requirements when they could be focusing on a specialization of their choice." The author employs emphatic diction, such as the word "trudging," to describe the difficult experience that students can have throughout their education. The author's use of pathos demonstrates how the educational system in the United States can waste students' time because they cannot focus on the subjects they enjoy and excel in. Students should be given the option of taking a variety of courses or only focusing on a certain subject that they want to pursue.

In addition, the article describes how "there is a place and a time, and more importantly, a person, a student, who fits each of these different types of education – from the traditionally accepted liberal arts to career-focused schools, to vocational apprenticeships." The author appeals to their audience through logos by explaining how students should not be forced to embrace a well-rounded education when they have specific passions or aspirations. A multifaceted educational experience may be the right choice for someone unsure of what career they want to pursue, but the pathway of specialization should be cleared for those who desire that form of education.

The United States educational system needs to provide more "options for its students." A wider range of educational paths would make education more appealing to those uninterested in learning about all core subjects. An educational system with an increased variety of educational pathways gives more people the chance to learn about what they want. Such a system is more approachable and could entice more people to stay in school than if they were forced into the regular curriculum. A flexible approach to education can open the doors to new possibilities and make education a better experience overall.