Ungrateful students, by Mr Ken Appleby, p. 46
Mr Appleby (categorically, phlegmatically, stridently, unequivocally) defends the government’s plan to deregulate university fees on the grounds that all taxpayers must be treated equally.
Evident: Minister’s quotes: Mr Appleby supports the Minister’s comments that students should not be relying on taxpayers’ funds/subsidies.
Appeals: He appeals to moral notions of fairness and equity; he believes that taxes need to be fairly distributed.
Attacking devices: he criticises/shames students who he stereotypically paints as indulgent and self-serving. By reinforcing a rather stereotypical view of the advantaged and indulgent student, Mr Appleby expects members of the community to indignantly reject any attempt to provide extra subsidies to this group of the community. (He creates a clear division between the struggling taxpayer and the ungrateful students, thereby challenging our allegiances.)
Close word analysis: (reinforcing big picture but being as analytically precise as possible)
- His quote that they should be “particularly grateful” is designed to arouse/ stimulate guilt among those students who do not appreciate the subsidies/ believe that they are entitled to greater taxpayer subsidies.
- The clichéd reference to the “magic pudding”, highlights the fact that there are not limitless funds to devote to tertiary studies and student qualifications.
- (Moral) The fact that “you have to take it from other areas” is designed to encourage students to show social responsibility = guilt if they believe that they are entitled to these fees.
Practice writing comparative sentences:
In contrast to Mr Appleby who discredits students’ attitudes, Ms Crompton defends the students’ rights to an education.
OR
Contrastingly, Ms Crompton defends the students’ right to a universal education on the grounds that the cost of tertiary education will soon become prohibitive/ exorbitant. Unlike the previous author who stereotypes students as ungrateful, Ms Crompton seeks to justify their concerns on the grounds that the fees will lead to intolerable stress. Specifically, the debt is figuratively like a “millstone” and will lead to an increase in stress levels.
Both authors attempt to monopolise the sympathy of their audience. Mr. Appleby focuses on the taxpayer whilst Ms Crompton foregrounds the students. Ms Crompton seeks to counter the stereotypical impression given by Mr Appleby, on the grounds that students will unreasonably incur a great deal of debt in their life times.
- Return to Exercise 15: Students @ Spencer
- Return to Orange Workbook Program