珀斯代写assignment:经济阶级的角度

2017-10-06 20:44

这篇文章的目的是为了回答一个前提问题，从经济阶级的角度看我对大学生来说意味着什么？我认为这不是一个简单的任务，因为这个问题涉及许多方面，如学术、社会、种族、文化条件和力量。既然我在谈论高等教育及其与经济阶层的关系，我将简要说明两者是如何相互联系的。让我们把两个在学术能力上相等的学生，但不是在经济类中；一个比另一个有更多的钱。他们在高中都取得了相当好的成绩，比如说B，他们现在在考虑他们有机会申请哪所大学。低经济阶层的学生有有限的选择，因为他负担不起私立大学的费用，即使他可以，他还是会想着他怎么活的高年级学生，另一方面，高的经济类学生得到更多的选择，在很多不同的大学，毕业成为一名医生如果他想。因此，从低很多同学不进入大学，因为他们感到失望，或者直接去工作，因为他认为挣钱。一些学生可能低估的争论这样一个问题的答案的意义，因为他们还没有听说过Lester Faigley写的片段的理性主体的建模不一样的关系是一个很好的作家或有良好的来源，从影响体验效果的一写什么（Faigley 23）。此外，杰姆斯认为，大学修辞课程不仅要引导学习者未来的职业生涯，而且要帮助他们成为政治变革和社会活动的积极分子（1）。这两种思想都表明，我们应该研究我们的文化，引导我们思考我们的主要问题：“从经济阶层的角度看，我是一个大学生意味着什么？”因此，我将通过三种不同的观点来讨论这个问题：1。功能/实用部分2。人/人科3。功能和人科。
珀斯代写assignment:经济阶级的角度
The purpose for this essay is to argue an answer to the premise question, what does it mean for me to be a college student from the perspective of economic class? Which I guess is not a simple task because this question relates to many perspectives such as academic, social, ethnic, cultural conditions and forces. Since I am talking about the higher education and how it relates to economic class, I will give a brief example on how both are related to each others. Let’s take two students equal in academic abilities but not in economic classes; one has more money than the other. Both got fairly good grade in high school let’s say a B and they are now thinking about what universities they have the chance to apply to. The low economic class student has limited options because he can’t afford private universities fees and even if he can, he will still be thinking about how he is going to live among students from higher class, on the other hand, the high economic class student gets more options in too many different universities and can graduate as a doctor if he wants. Therefore, lots of students from the low class don’t enter universities because they either feel disappointed about it or go directly to work because he thinks about earning money.Some students may underestimate the significance of arguing an answer to such a question because they haven’t heard about what Lester Faigley wrote in Fragments of Rationality that the modeling of subjects is not as much related to being a good writer or having good sources as from the effects of experiencing the effects of what one writes about (Faigley 23). Moreover, James Berlin argues that college rhetorical curriculum should not only guide learners through their future careers, but also help them become active members of political change and social (Mays 1). Both the ideas suggest that we should study our culture leading us to think about our main question “what does it mean to me to be a college student from the perspective of economic class?” Hence, I am going to argue this question via three different points of view: 1. Functional/practical section 2. Human/personal section 3. Functional and human section.

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