Boot camps and Volunteering, The editorial, p. 46
Key arguments and viewpoints:
- The editor endorses Mr Carnegie’s proposal that more Australians should become involved in volunteering and contribute to civic life.
- The editor also supports the view that compulsory “boot camps” for students is not an anomaly but would lay the foundation for greater involvement in communities.
- The editor also suggests that voluntary service could be used as an exchange for Higher Education education fees (HECS) as a typical type of concession to encourage greater community involvement.
What reasoning strategies are critical to these views?
- The editor argues by analogy: he suggests that there are many things in our democratic country that are compulsory and so making volunteering compulsory does not undermine our freedoms. Rather, he suggests, volunteering enhances community life.
- Appeal to logic/common sense: he reasons that there are many things that are compulsory in society so that communities can function co-operatively. Therefore, it should be reasonable to “mandate” volunteering.
- The editor appears reasonable by sympathising with/showing sensitivity towards the pressures experienced by individuals in society.
What are his persuasive strategies embedded in many reasons?
Appeals/values/priorities: The editor appeals to social justice principles; they also appeal to fairness and the need for citizens to show duty of care towards the community. (the editor prioritises social justice principles over independence and absolute freedoms.)
Quotes/word level analysis: “invest in social capital”; “mandate volunteer boot camps”; a “social bond”; and the use of repetitive and inclusive terms throughout: “we are one of the ..” to tap into patriotic community-minded sentiments and encourage social conscience; “we understand there may be good reasons”.
Purpose: to encourage good citizenship; inspire people to become more involved; encourage policy makes to be more forceful/stricter with regards to the need to encourage community involvement. The editor reminds all patriotic Australians about their duties as a citizen and encourages us to think about the importance of social engagement. Taps into patriotic sentiments and feelings of national pride and …
Metalanguage: endorses, recommends, advocates; adopting the high moral ground; upstanding (moral) diplomatic, reasonable tone; analogies and comparative references; logic (anomalies); appeals to social justice principles; to deflect bias; appear fair-minded;
Use the above points to write two paragraphs:
Paragraph 1: The editor endorses a HECs scheme that would encourage and reward civic involvement.
Paragraph 2: The HECs scheme should be “mandated” (compulsory), which is not necessarily a contradiction in our free democratic society.
Exercise 15, The student debt crisis by Ms Sally Crompton, p. 50
- Ms Crompton contends that full fee-paying courses will mean that students are paying too much for their education and will suffer a burden of debt;
- Ms Crompton opposes changes to the fee structure and believes that it will not be in the best interests of a student’s wellbeing
- She maintains that their stress will be exacerbated, (compounded (made worse) by other burdens they will face as house-owners, workers and parents.
Persuasive/reasoning strategies are embedded in main contention/reasons:
- reputable expert; statistics and comparisons to highlight/reinforce the rise in student debt.
- The author attacks a public/education policy that will increase the students’ stress
- The author appeals to students’ health and wellbeing and their quality of life.
Quotes/Word level: “burden of debt will hang like a millstone around their academic necks”; “imagine the stress put upon future working parents”
Purpose: to elicit sympathy for students who will suffer from greater stress and anxiety; to encourage us to oppose the measures and to stop the government from introducing changes to the fee-system.
Metalanguage: Ms Crompton condemns the proposed changes; reputable experts; comparative rise in debt; words to describe sympathy and consequences.
- See Student responses and assessor’s comments: Exercise 14, Boot camps and HECs, Editorial, pp 46
- Return to Now Turn to Exercise: orange workbook