Expert answer:4 Sentence Rhetorical Précis
Solved by verified expert:Read the attached article”5 MYTHS ABOUT WHO GETS INTO COLLEG”, then write very well written 4 sentiences as “Rhetorical Précis” Please flow the guidelines and the sample attached .Thanks,
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446
SECTION 5 A COLLECTION OF READINGS
5 MYTHS ABOUT WHO GETS
INTO COLLEGE
RICHARD D. KAHLENBERG
A senior fellow at the Century Foundation, Richard Kahlenberg is an expert on K–12
schooling. He is the author of four books on education and the editor of seven more,
most recently Rewarding Strivers: Helping Low-Income Students Succeed in College
(2010). His articles are widely published, and he is a frequent guest on TV talk shows.
The following article appeared in the Washington Post on May 23, 2010.
PREREADING QUESTIONS In preparation for reading, glance at the five myths the
author will examine. Which, if any, myths do you think are accurate? Even if there
is just one that you thought was an accurate statement, is that sufficient reason to
study Kahlenberg’s analysis?
1
This spring, more than 3 million students will graduate from America’s high
schools, and more than 2 million of them will head off to college in the fall. At
the top colleges, competition has been increasingly fierce, leaving many high
school seniors licking their wounds and wondering what they did “wrong.” But
do selective colleges and universities do a good job of identifying the best and
brightest? And is the concern about who gets into the best colleges justified?
2
1. Admissions officers have
figured out how to reward merit
above wealth and connections.
A 2004 Century Foundation study
found that at the most selective
universities and colleges, 74 percent of students come from the
richest quarter of the population,
while just 3 percent come from
the bottom quarter. Rich kids can’t
possibly be 25 times as likely to be
smart as poor kids, so wealth and
connections must still matter.
Leading schools have two
main admissions policies that favor
wealthy students. The more glaring
of these is legacy preferences—an
admissions boost for the children
of alumni. Legacy preferences
increase a student’s chances of
admission by, on average, 20 percentage points over non-legacies.
Schools use such preferences on
the theory that they increase donations from alumni, but new research
by Chad Coffman questions that These students enjoy one another and their
premise. Those universities that beautiful campus.
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CHAPTER 19
447
America’s Colleges: Issues and Concerns
have abandoned legacy preferences—or never used them—have plenty of alumni
donors. Examples include Caltech, Texas A&M and the University of Georgia.
Less obvious is the role of the SAT, which was, when it was introduced in
1926, supposed to help identify talented students from across all schools and
backgrounds. Instead, it seems to amplify the advantages enjoyed by the most
privileged students. New research by Georgetown University’s Anthony
Carnevale and Jeff Strohl finds that the most disadvantaged applicants (those
who, among other characteristics, are black, attend public schools with high
poverty rates, come from low-income families and have parents who are high
school dropouts) score, on average, 784 points lower on the SAT than the most
advantaged students (those who, among other things, are white, attend private
schools and have wealthy, highly educated parents). This gap is equivalent to
about two-thirds of the test’s total score range. If the SAT were a 100-yard dash,
advantaged kids would start off 65 yards ahead before the race even began.
4
2. Disadvantages based on race are still the biggest obstacle to
getting into college. More than race, it’s class: The effects of racial discrimination are increasingly dwarfed by the impact of socioeconomic status. Take
that 784-point difference in SAT scores between the most advantaged and the
most disadvantaged students. All other things being equal, the researchers
found that there was a 56-point difference between black and white students.
Most of the rest of the gap was the result of socioeconomic factors. To truly
even the playing field, the system would therefore need to provide a lot of
affirmative action to economically disadvantaged students who beat the odds
and a little bit of affirmative action based on race.
Yet colleges and universities today do the opposite: They provide substantial preferences based on race and virtually none based on class. According to
researchers William Bowen, Martin Kurzweil and Eugene Tobin, at highly selective institutions, for students within a given SAT range, being a member of an
underrepresented minority increases one’s chance of admission by 28 percentage points. That is, a white student might have a 30 percent chance of
admission, but a black or Latino student with a similar record would have a
58 percent chance of admission. By contrast, Bowen and his colleagues found,
students from poor families don’t receive any leg up in the process—they fare
neither better nor worse than wealthier applicants.
5
3. Generous financial aid policies are the key to boosting socioeconomic
diversity. In response to the growing scarcity of poor and working-class students
on campus, roughly 100 universities and colleges have boosted financial aid in
the past several years. But these programs have not been enough to change the
socioeconomic profile of these schools’ student bodies. At the University of
North Carolina at Chapel Hill, for example, a generous financial aid program, the
Carolina Covenant, was instituted in 2004. Under its terms, low-income students
are not required to take out loans as part of their financial aid packages.
According to research by Edward B. Fiske, the program has been successful in accomplishing one important goal: boosting the graduation rate among
low-income students. Traditionally, low-income and working-class students
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448
SECTION 5 A COLLECTION OF READINGS
9
drop out at much higher rates than do higher-income students, as financial
worries and jobs with long hours distract from their studies. Fiske found that
the Carolina Covenant raised the four-year graduation rates of low-income students by almost 10 percent.
Yet the proportion of low-income students at UNC-Chapel Hill remained
flat between 2003 and 2008, because the university has not given such students (those eligible for federal Pell grants, 90 percent of which go to students
from families making less than $40,000 a year) any break in the admissions
process. A few other institutions, including Amherst and Harvard, have begun
to consider a student’s socioeconomic status in their admissions decisions;
these schools provide a promising example. At Harvard, the percentage of
students receiving Pell grants has shot up from 9.4 percent in the 2003–2004
school year to 15 percent in the 2008–2009 school year.
4. Selective colleges are too expensive and aren’t worth the investment.
A selective institution with a large endowment may indeed be worth the money.
The least selective colleges spend about $12,000 per student, compared with
$92,000 per student at the most selective schools. Put another way, at the
wealthiest 10 percent of institutions, students pay, on average, just 20 cents in
fees for every dollar the school spends on them, while at the poorest 10 percent of institutions, students pay 78 cents for every dollar spent on them.
Furthermore, selective colleges are quite a bit better at retention: If a
11
more selective school and a less selective school enroll two equally qualified
students, the more selective school is much more likely to graduate its student. Future earnings are, on average, 45 percent higher for students who
graduated from more selective institutions than for those from less selective
ones, and the difference in earnings is widest among low-income students.
And according to research by Thomas Dye, 54 percent of America’s top 4,325
corporate leaders are graduates of just 12 institutions.
10
12
5. With more students going to college, we’re closer to the goal of
equal opportunity. The good news is that students are going to college at a
higher rate than ever before; the bad news is that stratification is increasing at
colleges and universities. Much as urban elementary and secondary schools saw
white, affluent parents flee to suburban schools in the 1970s and 1980s, less
selective colleges are now experiencing white flight. According to Carnevale
and Strohl, white student representation declined from 79 percent to 58 percent
at less selective and noncompetitive institutions between 1994 and 2006, while
black student representation soared from 11 percent to 28 percent. American
higher education is in danger of quickly becoming both separate and unequal.
Source: Washington Post, May 23, 2010. Reprinted by permission of the author.
QUESTIONS FOR READING
1.
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What numbers demonstrate that selective colleges are not rewarding merit
above wealth and connections? What two admissions policies favor the rich?
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4 Sentence Rhetorical Précis
Formatting Requirements
Sentence #1 – Name of the author and title of the work followed by the publishing information, date, and
page numbers in parentheses, a rhetorically accurate verb (chosen from the chart below that
best indicates the author’s attitude – his/her tone) followed by that word “that” and a clause that
gives us the overall thesis (point or claim) the author is making with the overall article.
acknowledges
advises
agrees
analyzes
answers
embraces
reveals
satirizes
rejects
surveys
considers
criticizes
declares
disagrees
discusses
opposes
assumes
abhors
reveals in
illustrates
interprets
chastises
lists
objects
offers
asserts
claims
denounces
supports
illuminates
remarks
replies
reports
responds
appreciates
emphasizes
retorts
admonishes
preaches
debunks
Sentence #2 – A brief summation of the main points (at least 3) that the author uses to develop
or support his thesis – written in the same relative order as is introduced in the essay.
Pay attention to punctuation – make good use of semi-colons here. Do not repeat
points. Be able to distinguish new information from elaboration of already introduced
points. Remember, these key points must be contained in one sentence. (Do not create a run-on
sentence by hooking the points together with commas.)
Sentence #3 – A statement of the author’s purpose, begun with the author’s name or some variation
(This writer) followed by an appropriate verb (remarks, argues, etc.), and then the word phrase
“in order to.” With this sentence, you are identifying the writer’s purpose – why is he or she
writing the article – what is his/her objective.
Sentence #4 – A description of the audience. The final sentence identifies for whom, specifically, is the
article intended? Sometimes the audience is “anyone,” but usually, the author has a particular
audience in mind.
A completed précis will look and read something like this:
Carol Jago, in “Entrance to High School Should Not Be Automatic” (Education
Journal, Vol. X, No. 7, 1999: 56-57) contends that to improve the public education system,
students should be made to deem going to school a privilege. Jago supports her contention
by delineating two types of students who do not belong in a public high school: those who
do not have the basic skills, and those who do not have the motivation, suggesting
remediation for the former and apprenticeship programs for the latter. This author
proposes her plan in order to ensure that students entering high school are prepared both
academically and motivationally. This educator urges those in policy-making positions to
make students work for their “free” yet very expensive education.
…
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