The Truth about Single- Sex Schooling Essay -- Argumentative Persuasiv

Single-Sex Schooling Single-Sex Schools have been looked down upon by many due to the belief that students will not be able to function comfortably with the opposite sex when leaving to go to a coeducational College or University. This belief is usually also partnered with the thought that single-sex schools represent segregation, many people do believe that these types of schools promote the separation of males and females. Some also may believe that all single-sex schools are in fact private, meaning that tuition for these schools are expensive, and cater to the wealthy. However, all of these beliefs are far from the truth. Not only are single sex schools offered in public education, but studies have also shown that attending single-sex schools can be very beneficial in succeeding both academically and socially. Single-Sex education is especially beneficial for young females. This type of education offers females a more comfortable way of learning, students feel more comfortable asking questions and sp eaking up in a classroom setting. Also, teachers can focus on gender issues facing young females today, such as body concerns as well as focusing on more challenging subjects for young girls. Through studies made from various single-sex female schools, as well as the research made through comparisons to coeducational schools, the belief that single-sex school as being a bad idea is shown to be not only incorrect, but also a completely misguided belief. Unfortunately, for many adolescent and teenage girls? eating disorders and body concerns are very prevalent. However, according to a study made by Janel Messinger, a The Truth about Single- Sex Schooling representative from the Department of psychology at the City Universi... ...ly looked into the fabulous opportunities that their child could experience, traditions are formed, friends are made, and the education the students will have will truly last a lifetime. Works Cited: Blair, H. & Sanford, K. (1999). Single-sex classrooms: A place for transformation of policy and practice. pp.4-9. Retrieved on April 14 from Eric/EBSCO. Dollison, R.A. (1998). A comparison of the effect of single sex and coeducational schooling arrangements on the self-esteem and mathematics achievement of adolescent females. pp. 6-9. Retrieved on April 12 from Eric/EBSCO. Haag, P. (2000). K-12 single sex education: What does research say? pp.2-5. Retrieved on March 23 from Eric/EBSCO. Messinger, J. (2001). Gender and body concerns in adolescent females: Single sex and coeducational environments. pp. 5-9. Retrieved on February 28 from Eric/EBSCO.

Rhetorical Analysis of Walter Benn Michaels, “The Trouble with Diversity” Essay

Diversity isn’t something to be ignored, but is that where our primary focus should lie? It is in our very nature to celebrate our differences; without it we lose our identity. As a society we literally dance in the streets to celebrate our individualities. However, Walter Benn Michaels points out a very interesting issue that is not only social but economical as well, in his book The Trouble with Diversity: How We Learned to Love Identity and Ignore Inequality. When we strip away our color, our heritage and begin to look at our wallets we become embarrassed, even shy about our how fat or thin it becomes. His political stance is intended for a general audience to: show present concepts of cultural diversity, to illustrate how Americans have come to love race, and to shift the focus from race to economic inequality. The introduction of The Trouble with Diversity is merely a glance at Michael’s agenda and becomes quite confusing to an average reader. He spends a fair amount of time discussing how we have become engulfed in our, as Michaels puts it, â€Å"love affair† with diversity that his primary goals are diluted within the text. When we break it down, his arguments become clearer. To fully understand Michaels objectives one must take into account his general audience. It becomes clear with his use of the first person narrative, â€Å"The argument, in its simplest form, will be that we love race—we love identity—because we don’t love class.† As Michaels points out the bulk of society is below the poverty line and when discussing economic inequality no one will listen more closely than those who are suffering the most. The upper class will also be able to identify with because as he emphasizes, â€Å"Survey after Survey has shown, Americans are very reluctant to identify themselves as belonging to the lower class and even more reluctant to identify themselves as belonging to the upper class.† As a society, we would rather associate ourselves as being middle class. In this way, no matter what the race, we are alike. Beginning The Trouble with Diversity with F. Scott Fitzgerald famous saying to Ernest Hemingway, â€Å"The rich are different from you and me.† Expresses how some people view the upper class as a completely different race of individuals. Hemingway’s witty response, â€Å"Yes, they have more money.† Illustrated to Fitzgerald that there is no difference in the rich, or the poor, except their wallet size; they are still human. Michaels goes on from there to describe how we have come to warship diversity. In Bakke v. Board of Regents, the Supreme Court ruled that it was reasonable for colleges to consider race when accepting applicants, as long as was in the interest of diversity and not to exclude members of certain racial background. Along with racial diversity, diversity became something to describe more than just the color of our skin. It now is used for sexual orientation, medical coding, and religious preferences. Unfortunately, diversity became closely associated with the struggle with racism and ended up with a notion that we should be â€Å"a color-blind† society. As Michael states, â€Å"Why do we assume black people want to stop being black; why do we assume the deaf want to hear?† He finishes the intro of his book by illustrating how we have come to hate class. While we have become to love our identity, we have become increasingly uninterested in identifying ourselves based on the classification of income. He even accuses the left wing party (or liberals who have prided itself on working for social equality) in diverting focus of economic inequality. â€Å"Giving the priority to issues like affirmative action and committing itself to the celebration of difference, the intellectual left has responded to the increase in economic inequality by insisting on the importance of cultural identity.† So by his observation Michaels believes that even the liberals are guilty of thinking the solution to inequality is simply to appreciate the lower class.

Analysis Of John Milton s Paradise Lost - 1071 Words

Writing AP Exam Essays Advanced Placement English Literature Composition Name Juan Linares Major Work Data Page Paradise Lost Writer/Nationality John Milton/ UK 1608-1674 Theme/Meanings of the work as a whole Disobedience plays a key role in the unfolding of Milton’s poem. Satan disobeys God because God gave him free will, and causes Eve to disobey Adam, to disobey God. Justification of God. Death must happen to the world but because of the Son, Death is ultimately defeated. Characters Satan- The antagonist of the story, and some say the Promethean hero. He is at first grand and magnificent, but degrades to the squalor we associate him with. God- A giant lightbulb, an orb of ever radiant light which sits atop an unmovable throne in Heaven. Personifies reason and his responses seem cold as a result. Omnipotent being. A chorus like figure in Milton’s poem. The Son- God’s compassionate side. As God decrees the Fall of Mankind, the Son decides that, with his sacrifice, he will save Mankind. Technically Jesus though he had not been born at that time in Theology. Adam- The Apex of life in Eden. Witty, chiseled abs, keen and handsome. Alpha dog, top guy, call him whatever you want. Adam shows his respect to any he speaks with, knowing well his place in the hierarchical pyramid. He speaks kindly to Eve, even though she is inferior, he does not suck up to Raphael or God, for he understands they are superior. He represents aShow MoreRelatedAnalysis Of John Milton s Paradise Lost 1852 Words   |  8 Pagesliterary merit. Do not merely summarize the plot. (2010 AP Literature and Composition) Disobedience and Exile an Analysis of Satan from Milton’s Paradise Lost John Milton’s epic poem, Paradise Lost, has been the subject of criticism and interpretation through many years; these interpretations concur in that Adam and Eve are the sufferers of the poem, and it is their blight to lose Paradise because of their disobedience; however, their exile is merely a plight brought by Satan, and it is he who suffersRead MoreAnalysis Of John Milton s Paradise Lost Essay2201 Words   |  9 PagesEve’s story arc in Paradise Lost, by John Milton, is a bildungsroman, the German word for a â€Å"novel of education.† Eve develops through the five stages of a typical bildungsroman character, as demonstrated by several different works from the genre. It will be useful to discuss several different bildungsromans from different eras and regions to fully determine the necessary characteristics of a bildungsroman, like The Odyssey, To Kill a Mockingbird, David Copperfield, Adventures of Huckleberry FinnRead MoreAnalysis Of John Milton s The Of Paradise Lost 1122 Words   |  5 Pageshumankind could be considered heroic according to well-known author John Milton. Book IX of Paradise lost portrays this sense of heroism through the sins of Adam and Eve, but also creates a sense of controversy through the unexpected personality swap between Satan and of God. This literary work is a major contribution to biblical and literary history; therefore a reason why this work is still read today. The poem must turn tragic, and Milton asserts his intention to show this great fall is more heroic thanRead MoreAnalysis Of John Milton s Paradise Lost 1499 Words   |  6 Pagesbeing, an epic hero if that being has done what is required. In John Milton’s, â€Å"Paradise Lost†, the character of Satan presents itself as an epic hero, Milton tests that the character of Satan forces the reader to consider the possibility that Satan may actually be a hero, or at the very least, a character worth seeing in a more complex light. This along with the following examples are all showing how the character of Satan in â€Å"Paradise lost†, can be view and is viewed as an epic hero thought the novelRead MoreAnalysis Of John Milton s Paradise Lost 1035 Words   |  5 PagesSatan is the first figure to speak in Milton’s poems in Paradise Lost. His words to Beelzebub are the sort of utterances a politician would make to his party members after a defeat. It combines convincement with the virtue of emotional manipulation. Satan’s words shift like a dream from expression of grief and sympathy to the restatement of united defiance, to which Beelzebub replies unconsciously. Milton creates this shift so subtly that it is hardly noticed and highlights through this that theRead MoreAnalysis Of John Milton s Paradise Lost 869 Words   |  4 PagesIn his epic, Paradise Lost, Milton entertains the reader with his version of how one of the greatest falls of humanity occurred. Although many would conside r God or Adam and Eve as the main characters in a story like this, the main character of this epic is truly Satan. Satan is shown as a strong and powerful character who is completely overwhelmed with emotions which create a type of hell in his mind; even when he is in heaven, he cannot escape his true life. Satan’s desire for vengeance on God’sRead MoreAnalysis Of John Milton s Paradise Lost 1606 Words   |  7 PagesIn books one, two, four and nine of Paradise Lost, Milton portrays Satan as heroic, introducing freedom and reason to the minds and lives of humanity. Satan allows his subservient fallen angels, as well as Adam and eve to recognize authority, reason and the true meaning of freedom. The beginning of the story is told through Satan’s point of view, making him the first empathetic character the reader is introduced to. From the very beginning of Book One, Satan explains how him and other fellow angelsRead MoreAnalysis Of John Milton s Paradise Lost1442 Words   |  6 Pages(Name) (Instructor) (Course) (Date) Heroism in John Milton’s Paradise Lost There are many definitions of a hero, and establishing the hero in John Milton’s Paradise Lost has been object to scholarly debate. One definition of a hero is that by Aristotle, who defined a hero as a person who is divine and superhuman. However, other definitions encompass the aspect of virtue in heroism. Despite all the definitions for a hero, it remains factual that a hero would be someone that the readers would delightRead MoreAnalysis Of John Milton s Paradise Lost 1253 Words   |  6 Pages Students often read John Milton’s works with great difficulty; he is determined to have his audience know his goals and how important his writing is through epic metaphors and masterful language. In Paradise Lost, he tells his audience that this will the epic to end all epics and that this is the most important tale of all mankind: the fall of Man. Comparatively, Alexander Pope used the same style of epic not to tell an important tale, but to question much of the life of ar istocracy in his timeRead MoreAnalysis Of John Milton s Paradise Lost 1767 Words   |  8 Pagesthat won the support of the writer John Milton. Milton was known for his rhetorical writings against Charles I and for Oliver Cromwell at the time. It would not be until after the fall of Cromwell that Milton would complete his greatest work of literature however. When the Protectorate fell and Charles II rose to power in 1660, Milton was forced into hiding for fear that he would be punished for his involvement with Cromwell. This would actually benefit Milton for it was when he was in hiding that