The Rhetorical Analysis Of 'Is College For Everyone'

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Analyzing the Issues Below the Surface How many people actually go to college and make it through with a degree? This question is asked a lot and the article, “Is College for Everyone?”, discusses the options one has other than college and why some people should not attend college. Pharinet presents her argument of how the reality is college is not for everyone and she makes this clear in different ways. She discusses how different factors are the key reason one chooses to attend college, instead of the desire for learning. She does this by using several different techniques to reach her audience and make her argument known such as: nods to the opposition, logos, diction, and syntax.
By reaching her audience, Pharinet nodes to the opposition …show more content…

However, not every person should attend college” (Pharinet 680). This shows how Pharinet makes it clear that she agrees that education is important and everyone has the right to attend school, but then states her argument. By doing so she allows the readers to understand her view point, while not being able to question it. She then continues her argument by additional nodes to the opposition that allow other contradicting statements to be refined to a point where one’s interpretation can be unified. She points out the fact of “If college is for everyone, why do we rely on SAT scores and high school transcripts? Why doesn’t every school have an open admissions policy? Quite simply, because not everyone should attend college’’ (Pharinet 681). This example expresses another valid point that supports Pharinet’s argument of how college might not be for everyone. It allows the reader’s insight on additional information that she brings into her argument that is completely true. Nether the less allowing for the mental processing of the argument to be understood and more detailed. It uses the key components of admission to college against itself to support the intelligence theory she uses as in scores or results of test. Therefore, if one was to

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