Argument for Change

Arguing a position and arguing for a change are somewhat similiar yet they still have their differences. In arguing for a position, the writer is trying to convince the reader of his or her point of view; whereas, in arguing for a change, the writer not only has to convince the reader of their view point but also convince them to take action and follow through with not just believing your point but acting upon it. For example, Jefferson uses many examples of how poorly the king treats his subjects; he names the many horrible things he does and poses ways to change him or eradicate him from the throne. In arguing a position, Clark in "Life Without Health Insurance" simply adds personal experiences to make her point stronger about why life is harder without insurance. She does not pose ways to change the way things are run like Jefferson does. However they both are similiar in that they add personal experience to make their point seem more credible to the readers.

Response for Wednesday: Arguments for Change

The two readings assigned for Wednesday's (online) class have to do with another kind of scholarly argument: arguing for change. What, in your opinion, are some major distinctions between arguing a position (what we're writing for this unit) and arguing for change (the next unit's topic)? Look carefully at the Jefferson example of arguing for change. Use this example to compare and contrast against one position argument example we've read from Chapter 13, Arguing a Position.

In your post, explain one or two similarities or differences between the two types of argument, using examples from the Jefferson reading and one other reading we've already done in this past unit.

--ejfleitz

Outline

I.Intro
A. Thesis: the check in policy at Bowling Green is not proficient nor effective at most residence halls on campus.
II.Campus safety
A.the importance
B. things that are put into action to make things safe
C. how students can make residence halls unsafe
III. Check in policy
A. talk about what it is
B.how it is supposed to be enforced
C. why it is not effective
IV. counterargument
A. the check in policy is fine
B. quote from students who feel the RA's are proficient
C. why some students feel that check in policy should not exists
V. Conclusion

Some things that i need to change about my paper is the organization of the whole thing. i need to make sure that i have a clear stand point on my argument. i also need to make sure that each paragraph transitions smoothly to next.

Comment on changes-Tim Fisher

I believe that to continue to improve on my essay, I need to include more facts and a stronger argument. These two things coupled together could really make my argument very strong

Outline-Tim Fisher

I. Introduction
A. Planned Effects of Title IX
1.) Signed in 1972
2.) Part of Educational Amendments
3.) Equal Rights for men and women
B.) What is right with Title IX
1.) More women earning medical degrees
2.) More women earning Law degrees
3.) More women earning doctoral degrees
II. Body of Argument
A. Problems with Title IX
1.) More men's programs being cut.
2.) The formula for programs needing to be cut is wrong
B. Reverse Discrimination
1.) Females can't be refused participation in sports
2.) Men can be, and generally are
3.) Females now hold all the cards
III. Conclusion
A. Restating of thesis and main points
1.) Title IX not ok
2.) Ideas are good
3.) Needs to be reworked to be fair.

Reinstate the BG hyrbrid bus-Thesis
I. Lower carbon emissions
A. no true mesmurement conducted, but obvious evidence
B. rooom for improvement of engine by design
C. goal in remodling to generate 45% in carbon and fuel savings
II. Lower Cost
A. lower cost in gas- how much regular buses use
B. rising prices of gas
C. the mileage when the hybrid engine kicks in
III. warm reception
A. there would be no one against it
B. warm reception when it was first introduced
C. BG trying to be green- warm reception now

I really need to organize my paper and put in some detail. The analyzation is a little off andd I need to cite my sources correctly.

Outline

I. Intro
A. Thesis: no pets other than fish should be allowed in dorms
B. Background info: policy at Ohio Wesleyan
II. Small size of dorm rooms
A. size of rooms is not conducive with keeping caged animals
B. made for 2 people, not an animal too
C. cite specific measurements
III. Cleanliness and noise levels
A. would cause problems
B. dirty, smelly
C. roommate/neighbor conflicts
IV. Fish are suitable pets
A. perfectly acceptable option for a pet
B. colorful, cheerful, inexpensive, small
C. decorative
D. ideal pets for college students
V. Counterargument: Pets give companionship
A. something to give attention to
B. students spend too much time on school work, jobs, and social life
C. not enough time to devote to pets
VI. Counterargument: Pets help build a community feeling
A. give feeling of closeness
B. noisy, smelly, dirty
C. would actually cause annoyances
D. pets do not contribute to a feeling of close community
VII. Conclusion
A. keeping pets other than fish is a bad idea
B. small animals would be smelly, dirty, and noisy
C. they would cause conflicts
D. fish are good pets for college students

One thing that I could improve upon in my essay is to work on the organization so that the ideas flow well. I am going to combine and change some of the paragraphs in order to make the essay more effective. I also want to work on having a clear thesis statement for each paragraph so that the main idea is clear and easy to understand.