Wednesday, July 17, 2019

What to Do with a Ba in History

The Value of a Liberal Arts cultivation When you see the treatment college, what comes to mind? For most of you, you probably immediately see of p deviceying, drinking, and meeting new quite a little. Those who choose to go to college get out have the opportunity to bed the social life, un slight what you choose to get wind apprize control your hereafter. In How to Get a Real Education at College by Scott Adams and What Do You Do with a B. A. in History by Ken Saxon, they agree that college is charge going to solely they have different outlooks on what to do with that college reading.Scott Adams believes in the concept of B students, which argon just average students, and thinks they should orbit entrepreneurship because he has own(prenominal)ized experience in this major(ip). He is against the idea of B students studying sp ar arts and finds this major to be useless for them in the veridical world. Ken Saxon has completely opposite views. Saxon believes that a bou ntiful arts education is very valuable because with this education, you passel do anything you want. He withal argues that the skills you learn in these classes will help you change by reversal a transgress person and will prepargon you for whatever you go under to do.Although both Adams and Saxon relate to their sense of hearings and form fast(a) ethos through their personal examples, Adams fails to be as win over as Saxon because Saxon uses more exclusivelyt say, is open-minded, and uses a more inspiring tone which establishes beardown(prenominal) pathos. In How to Get a Real Education at College, Scott Adams does a fair job of establishing ethos. He uses his business experience in college as the theme of his evidence. For example, he worked at the Coffee house as the minister of finance, designed a plan to go bad student patchager of his dormitory, and even started a soccer club (Adams 528).His anecdotes give him credibility because he has experience in the field of entrepreneurship, merely he lacked clinical evidence. If he included more statistics or full testimonies, then it would make his wrinkle more convincing and appealing to the readers. At the beginning of the article Adams stated, I speak from experience because I majored in entrepreneurship (527). This makes him search alike he knows what he is talking around, notwithstanding this statement overly worked against him and makes him calculate one-sided.He is biased toward an education in entrepreneurship. This is evident when he wrote some of my peers were taking courses in art history so theyd be prepared to remember what art looked like just in case anyone asked (528). This shows he thinks separate majors, especially bounteous arts, are a joke. He doesnt think people need to study liberal arts because what you learn in these classes is honey oil sense. Although Adams lacked objective evidence and came across as bias, he make his article very appropriate for his audi ence.With his audience macrocosm college students, it is easy to persuade them because some of those students come int really know what to study and entrepreneurship could seem more appealing after reading this article. Adams think to his audience still his sarcastic tone and sniffy comments were a turn off. He wrote many things that shamefaced the majority of students, or as he calls them, the B students (527). For example, at the end of the essay he said, Remember, children are our future, and the majority are B students. If that doesnt become flat you, it probably should (529).Adams said this to be humorous but it can be easily misinterpreted as lowbred and snide. He also talked round how easy it is to become an entrepreneur and how it doesnt even civilise real knowledge to be flourishing. When he was talking about selecting a new attraction for the Coffee House he stated, I pointed out that my booster rocket-the soon-to-be fired bartender-was tall, comfortably looki ng and so gifted at b. s. that hed be a perfect worker (528). This statement makes it seem like to be successful in business its all about being sly and tricky, making Adams appear less sincere.Scott Adams was convincing in some ways but his sarcastic tone, lack of evidence, and bias hurt his overall appeal to his audience. Similar to Adams, in What Do You Do with a B. A. in History? Ken Saxon manages to appeal to his audience in his speech by using personal experiences. His speech is for freshman students at UCSB and the evidence he uses relates specifically to this audience. He gives split of examples of liberal arts classes and how those classes helped him develop life skills.For example, Saxon says, from studying philosophy, I learned that abstract theories were intellectually interesting to me, but not so satisfying. Turns out, Im a doer, an entrepreneur (525). Saxon also talks about qualities he looks for in people when hiring employees, these include, initiative and leade rship, work ethic, communication skills, and emotional scholarship and interpersonal skills (523). These are skills that you dont necessarily learn in a certain major, but you learn by experience, and Saxon learned these qualities by taking liberal arts classes.Unlike Adams, Saxon apply a variety of evidence. He uses many personal experiences and also uses objective evidence. One piece of utile objective evidence is the commencement speech by Steve Jobs. In this speech to Stanford, Jobs stated that a chirography class helped him create the first computer with fine typography (524). This helps make Saxons argument convincing because Steve Jobs was a very successful man and this example reemphasizes Saxons film that we cannot auspicate our future, so we should take some liberal arts classes.If Steve Jobs never took this calligraphy class, who knows if Apple would be the very(prenominal) as it is today. He also uses the example of his friend who went to med school to later fin d out he hated what he was doing so he canvas business instead (522). This example shows that not pear-shaped(p) liberal arts classes a chance, can lead to you wasting your time because you havent spy what you truly want to do for your flight yet. other way that Ken Saxon is convincing in his article is by being open-minded and by using an encouraging tone that establishes strong pathos.He isnt forceful with his claim even though he feels strongly about his argument. He is just motto that college is a time for experimentation so, what the heck, why not just take some liberal art classes? He even says, there will apparent be no other time in your life when it will be easier to try so many interesting things (522). He is encouraging us to just take a few liberal art classes and give it a chance. Saxon also makes some good points when he discusses the expensive footing of college and feeling the pres authorized to choose a major in which we will get repaid in the future (522). Saxons argument to this is how can you be sure you know where the better paying fields are going to be in five old age? (523). The point he is trying to make is if you buy the farm all your time in college focusing in one specific major, what happens if that area in your career field goes down the drain in a couple years? In the closing split up Saxon says, Think forward. In 15 or 20 years, many of you will be bury in responsibilities- work, familythis opportunity will be bygone before you know it (527). Saxon is stressing the point that college is alone a few years of our lives so we capacity as well make the most of it.This can do attitude and inspiring tone made his article more convincing and more sweet to read then Adams. All in all, Ken Saxons argument that we should take liberal arts classes was more convincing than Scott Adams claim that we should just study entrepreneurship. Both of them clearly silent their audience and use effective personal examples, but Saxons use of objective evidence and an inspiring tone led to his speech being more persuasive. If a group of students were to choose what to study after reading these two articles, a large portion of them would choose to take some liberal arts classes.

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