Practical Argument: A Text and Anthology

Writing Deductive Arguments

Deductive arguments begin with a general principle and reach a specific conclusion. They develop that principle with logical arguments that are supported by evidence—facts, observations, the opinions of experts, and so on. Keep in mind that no single structure is suitable for all deductive (or inductive) arguments. Different issues and different audiences will determine how you arrange your ideas.

In general, deductive essays can be structured in the following way:

INTRODUCTION	Presents an overview of the issue States the thesis
BODY	Presents evidence: point 1 in support of the thesis Presents evidence: point 2 in support of the thesis Presents evidence: point 3 in support of the thesis Refutes the arguments against the thesis
CONCLUSION	Brings argument to a close Concluding statement reinforces the thesis

CRYSTAL SANCHEZ
COLLEGE SHOULD BE FOR EVERYONE

Until the middle of the twentieth century, college was largely for the rich. The G.I. Bill, which paid for the education of veterans returning from World War II, helped to change this situation. By 1956, nearly half of those who had served in World War II, almost 7.8 million people, had taken advantage of this benefit (U.S. Department of Veterans Affairs). Even today, however, college graduates are still a minority of the population. According to the U.S. Census Bureau, only 27.5 percent of Americans age twenty-five or older have a bachelor’s degree. In many ways, this situation is not good for the country. Why should college be just for the privileged few? Because a college education provides important benefits, such as increased wages for our citizens and a stronger democracy for our nation, every U.S. citizen should have the opportunity to attend college.1

One reason everyone should have the opportunity to go to college is that a college education gives people a chance to discover what they are good at. It is hard for people to know if they are interested in statistics or public policy or marketing unless they have the chance to explore these subjects. College—and only college—can give them this opportunity. Where else can a person be exposed to a large number of courses taught by experts in a variety of disciplines? Such exposure can open new areas of interest and lead to a much wider set of career options—and thus to a better life (Stout). Without college, most people have limited options and never realize their true potential. Although life and work experiences can teach a person a lot of things, the best education is the broad kind that college offers.2

Another reason everyone should have the opportunity to go to college is that more and more jobs are being phased out or moved overseas. Americans should go to college to develop the skills that they will need to get the best jobs that will remain in the United States. Over the last few decades, midlevel jobs have been steadily disappearing. If this trend continues, the American workforce will be divided in two. One part will consist of low-wage, low-skill service jobs, such as those in food preparation and retail sales, and the other part will be high-skill, high-wage jobs, such as those in management and professional fields like business and engineering. According to a recent report, to compete in the future job market, Americans will need the skills that colleges teach. Future workers will need to be problem solvers who can think both critically and creatively and who can adapt to unpredictable situations. They will also need a global awareness, knowledge of many cultures and disciplines, and the ability to communicate in different forms of media. To master these skills, Americans have to be college educated (“Ten Skills for the Future Workforce”).3

Perhaps the best reason everyone should have the opportunity to go to college is that education is an essential component of a democratic society. Those without the ability to understand and analyze news reports are not capable of contributing to the social, political, and economic growth of the country. Democracy requires informed citizens who will be able to analyze complicated issues in areas such as finance, education, and public health; weigh competing claims of those running for public office; and assess the job performance of elected officials. By providing students with the opportunity to study subjects such as history, philosophy, English, and political science, colleges and universities help them to acquire the critical-thinking skills that they will need to participate fully in American democracy.4

Some people oppose the idea that everyone should have the opportunity to attend college. One objection is that educational resources are limited. Some say that if students enter colleges in great numbers they will overwhelm the higher-education system (Stout). This argument exaggerates the problem. As with any other product, if demand rises, supply will rise to meet that demand. In addition, with today’s extensive distance-learning options and the availability of open educational resources—free, high-quality, digital materials—it will be possible to educate large numbers of students at a reasonable cost (“Open Educational Resources”). Another objection to encouraging everyone to attend college is that underprepared students will require so much help that they will take time and attention away from better students. This argument is actually a red herring.° Most schools already provide resources, such as tutoring and writing centers, for students who need them. With some additional funding, these schools could expand the services they already provide. This course of action will be expensive, but it is a lot less expensive than leaving millions of young people unprepared for jobs of the future.5

A college education gave the returning veterans of World War II many opportunities and increased their value to the nation. Today, a college education could do the same for many citizens. This country has an obligation to offer all students access to an affordable and useful education. Not only will the students benefit personally, but the nation will also. If we do not adequately prepare students for the future, then we will all suffer the consequences.6

Works Cited

“Open Educational Resources.” Center for American Progress, 7 Feb. 2012, www.americanprogress.org/issues/labor/news/2012/02/07/11114/open-educational-resources/.

Stout, Chris. “Top Five Reasons Why You Should Choose to Go to College.” Ezine Articles, 2008, ezinearticles.com/?Top-Five-Reasons-Why-You-Should-Choose-To-Go-To-College&id=384395.

“Ten Skills for the Future Workforce.” The Atlantic, 22 June 2011, www.theatlantic.com/education/archive/2011/06/ten-skills-for-future-work/473484/.

United States, Census Bureau. “Bachelor’s Degree Attainment Tops 30 Percent for the First Time, Census Bureau Reports.” US Census Bureau Newsroom, 23 Feb. 2012, www.census.gov/newsroom/releases/archives/education/cb12-33.html.

---, Department of Veterans Affairs. “Born of Controversy: The GI Bill of Rights.” GI Bill History, 20 Oct. 2008, www.va.gov/opa/publications/celebrate/gi-bill.pdf.

Identifying the Elements of a Deductive Argument

Paraphrase this essay’s thesis.
What arguments does the writer present as evidence to support her thesis? Which do you think is the strongest argument? Which is the weakest?
What opposing arguments does the writer address? What other opposing arguments could she have addressed?
What points does the conclusion emphasize? Do you think that any other points should be emphasized?
Construct a syllogism that expresses the essay’s argument. Then, check your syllogism to make sure it is sound.