What could be More Beneficial- A Free Education or Guaranteed Job Placement After Graduation?
Your final research submission should include a Cover Page with Title, Abstract, and Works Cited.
You are actively in your final week. This should be a breather for you all!
Drafts are being read and will be soon returned to all.
Pay attention to the reading assignments on citing and using sources;
students’ examples are clear.
Use the links provided as you review.
Keep in mind that this is an argumentative research, not an informational
Pay attention to what is required of your final, from cover to citations
o papers that are mere copies of drafts with no solid revisions will hurt
o the first thing checked is the manner of sourcing within and at the end
of the paper
â–ª No paper–draft or final should have ‘Working Bibliography’, for
instance. No paper should read like the Proposal, of “what this
paper will do”–DO NOT ANNOUNCE; the Proposal is done.
Drafts will be returned with overall comments/observations; again, you are
your own editor. Continue working with tutors on specific areas as needed.
Make this last week count! But please note that attempting to submit weeks of
assignments will not be honored at this point and late papers for the final are
not an option. COL closes the system.
Your discussions show that you recognize the power of anecdotes. Make sure
they are not overdone as you get to your draft; use them to tightly connect to, and
expand on, selected points of evidence
As you continue to work through this unit, note that the draft is a reflection of
the final paper; the final is roughly 7-10 double-spaced pages (specifics on
pagination, etc. will follow), excluding the cover and Works Cited/Reference
pages. Thus the draft, Unit 6’s assignment, should range from 5-7 pages.
ENG 102 Composition II
Your final paper is about 10 pages (excluding cover and Works Cited). It is doublespaced, size 12 font with 1â€ pagination. (Check link from Purdue University or HCCC
library for more specifics).
o MLA: http://owl.english.purdue.edu/owl/resource/747/01
o APA: http://owl.english.purdue.edu/owl/resource/560/01
It is well revised for proper use of documentation, grammar, sentence
clarity, and overall coherence & unity
It reflects your thoughts on an issue with embedded
discussions/arguments from experts
Name, course, date or semester and year, instructorâ€™s nameâ€”upper
left hand corner (size 12 font)
Title is centered (with larger fontâ€”16-20). This should be creative and a
reflection of your issue (you may include a picture that directly relates to
your topic). After 2-3 line spaces, begin your ABSTRACT
o Underline and bold the word ABSTRACT (left flush)
o D elete both bold and underline; beneath the word ABSTRACT, create a
paragraph 5-8 sentences about what was done and discovered in your
research. Hint: Refer to your Proposal , but this time write in the past tense.
For instance: â€œthis paper examined gay marriages in America. During research,
I discovered thatâ€¦â€
o Write this doc in single space (and yes, this will all comfortably fit
on the cover)
The numbering of your final paper begins after cover.
o In Word, Header and Footer, choose upper right, with your last name
only and page numbers. Reviewed sample papers as well as the
listed website illustrate the Header.
ENG 102 Unit Seven p 1
The argumentative essay goes beyond creating a structured story. It
evokes thought and allows students to see that their thoughts and positions
on issues have a place in possible changes. It places the student in the midst
of controversial issuesâ€”issues in students’ own backyards, within
communities, and globally. The argument is in every aspect of everyday living.
It is present in every advertisementâ€”which sneaker should I buy? What
disposable diaper is best? Which shaving cream should I use? It is present in
every political rally when the audience considers who to vote for because of
how the issues they are familiar with, vaguely knowledgeable about, or
clueless to, are presented. It is in decisions to build a park or new prison. It is
ever thought-provoking reminding students that they are not on the sideline
and that their very opinions translated into solid views and claims, built by
varying factors, and manipulated by existing and historical discussions can
Writers become aware of producing strong claims, varying them to suit
specific arguments, writing, and rewriting until claims are simple and clear to a
reader. Writers learn to embed claims in introductions that hook readers,
cajoling them to stay for the long haul; writers follow through with wellselected diverse evidence that integrates oppositions’ views and combines
emotions, logic, and credibility. Writers are readers. Critically reading and
analyzing arguments place the writer in a position to recognize fallacies both
in the readings as well as their own writing; they learn to understand the
power of these faults and why even when wrong, they continue to be
entrenched in arguments.
One of the most compelling factors of the argument today is the appreciation
that there are gray areas. Students now know that arguments need not be a
straight yes/no or agree/disagree situation; however, they know that middle
ground argument means that their writing must clearly present why the issue
cannot simply be placed in one category or another and that the reasoning on
either side has solid validity. The audience is crucial to a writer who must
consider many factors when writingâ€”diction, general essay order, which
evidence, the best combination of logos, ethos, and pathos, to name a few.
Selecting which of these factors is best goes hand-in-hand with the already
Structure and clarity must tie all these ideas and stands on issues.
Considering how well a sentence, paragraph, and essay are written is
paramount in wrapping up. Which ideas should be removed or expanded on?
Where should which evidence be placed and what type?
Does each paragraph or grouped paragraphs have a control element/point? Is
there unity and coherenceâ€”consistency of tense, person, mood? Is there
control of the language, sentence structure, and grammar? Has the fuzziness
and the cloudiness been cleared eliminating the need for readers to do the
writer’s work? Does the writing distract the reader from the argument or does
the writing itself fade to the background as the presented argument takes
The researched argument goes a step further by placing writers in
conversation with others. Focused library and internet searches permits for
more control of a well-structured research paper. Seeking out variations of a
topic’s conversations creates a well-informed researcher. What are opponents
saying/feeling? Which specific aspects are they focused how? Can I find
loopholes in their arguments or agree with valid points? The research allows
writers to combine others’ thoughts and views into their own, ultimately
becoming the expert on the chosen topicâ€”a topic that undoubtedly caught the
attention of the student writer. Choosing topics of interest, topics that (for
whatever reason) invoke curiosity, is the first step into building a
search. Incorporating self into the process makes for an enjoyable journey.
Writers must now recognize that all evidence and sources are not created
equal and must decipher between the good and the bad, selecting reliable,
valid sources that work with their claims, incorporating compelling opponents’
views, and meticulously document all within and at end-of text using the one
form of documentation the instructor selected. In so doing, recognizing that
plagiarism can be an easy pitfall is essential to a proper research. Effective
summarizing, paraphrasing, and quoting help present a well-packaged
research so long as the writer’s views stay in control.
Working with topics that matter to students, carefully exploring issues that
affect their lives locally and globally, building solid, clear claims that are
relevant to the particular argument, considering who the audience is and the
best way to reach them are vital in presenting an argument. Understanding
how to best search the most relevant issues within a given topics, deciphering
the good from the bad, properly documenting others’ views, including
opposition, in a research, and possibly filling a hole in on-going conversations
on a topic, presents a fair-minded, diligent researcher.
Writing all clearly through tireless, passionate revising and rewriting pulls it all
together for the reader.
What could be More Beneficial- A Free Education or Guaranteed Job Placement
Unsurprisingly, people enjoy the notion of a guaranteed job rather than free education,
but still the government does not provide a job to anybody who wants one. Long-term
unemployed has devastating effects on families, health, living standards, and towns, all of which
have been well-documented. Because it is a “macro prudential stabilizer,” the administration
spends more when the economy is bad because it funds the assured employment. When the
business grows, government expenditure drops. So a guaranteed job is believed to be better as
compared to free education.
The initiative would compel private enterprise businesses to equal the types of salaries,
working environment, and perks that are accessible to sector employees. “It eliminates all forms
of unpaid unemployment and internships. The most general objection is that a job assurance
would cost a lot of money, which isn’t very convincing. Typical annual estimates range from $20
to $30 billion. These figures are impressive, but they are also deceptive. After all, the funds
aren’t just going to disappear. Even more crucially, the social consequences of inactivity of
youngsters must be balanced against the employment presupposes expense in terms of money
(Yousif, 2019). As long as GDP growth continues to outpace the rates on government bonds,
there is no compelling incentive to repay the federal debt. Therefore, the economic case is
weaker than ever and mere education is not enough to make the country stable. The presence of a
superior option and the larger concerns associated with a citizen’s income make it an unwise
decision. Public support for the assured minimum income proposal might also assist hold
legislators to responsibility for assuring that their ideas for a federal hiring guarantee genuinely
live up to the mark.
Even though a guaranteed employment is preferred but the comprehensive employment
commitment is not a cure-all for the American economy. Such a guarantee would not address the
problem of ethnic disparity in wealth. The United States would not have a government
employment assurance without other factors. Providing jobs for everyone is a radical departure
from the neoliberalism economics that have dominated the previous half-century. It reimagines
the role of the state in the market and the types of expenditures considered socially and
economically feasible. Workers would have much more leverage over their employers if a
national standard were established for a decent job (Yousif, 2019).
It’s hard to see how we can withstand such financial pressure without significant
sacrifices. Most of the time, they depend on the administration set or strongly influence salaries,
resulting in fewer employment created than those created. Unemployment should be reduced to a
level lower than the natural level, which can only be achieved via productive output reforms.
Both are within the power of governments, but they choose not to (Yousif, 2019). The practical
issues of a job guarantee are far greater. According to the Australian Bureau of Statistics, there
are several issues for those who have been out of work for an extended period. These range from
a lack of education and coaching to poor physiological and cognitive health, lower support
networks, and higher association with substance abuse. Long-term jobless people need more than
Long-term unemployed is both a cause and an effect of many of these issues, but they
must be overcome before the first interview. Work guarantee proponents urge efforts to improve
educational attainment, health care access, and job preparedness. However, these programs aren’t
being adopted today because of the lack of reliable offers. It’s important to acknowledge the
many advantages of having a job that isn’t subject to change. First, it provides full unemployment
by making work opportunities accessible to everyone who wants one within the program’s
parameters. Second, employees who take these positions and would otherwise be on assistance
are paid instead of receiving welfare payments. It may have supply-side advantages when jobless
employees can keep their skills and avoid getting disconnected from the workforce (Kasy, 2020).
A fourth advantage of having employees with job security is that people benefit from the
services they provide. Fifth, it possesses many desired features of counter-cyclical stability.
A primary macroeconomic problem revolves around the cost of a Guaranteed Job. This is
a complicated issue with many facets. If the economy is weak, a Permanent Job’s economic cost
will vary. The higher the employment rate, the more expensive the program will be in a market
with a worsened AD generating process, as seen by a smaller wage share and more disparity.
Thus, a Guarantee Job should be used in conjunction with other traditional fundamental
Macroeconomic policies to resolve the problems that led to AD’s decline (Kasy, 2020). Financial
and policy trade-offs are the second problem in macroeconomics. Government policy must be
based on a compromise if funds are limited. It is possible that having adopted a Permanent Job
may necessitate us to sacrifice other favorable actual policies, such as increased consumer
infrastructure spending, affordable daycare, trying to cover the deficit in Welfare Benefits
through general revenues, free university education at state colleges, abolition of school debt, or
a unified basic income (UBI).
Discussions regarding a Permanent Job often devolve into wider debates about public
finance due to this limitation on the president’s ability to spend. Proponents of the “Secure Job”
policy tend to assume that the administration has unlimited financial resources and can afford
everything it wants. Taxes may then be raised to take back the money created by the
administration. Neither the financial, industrial, nor political systems will be disrupted nor
distorted. A modern institution financial (MMT) theory rejects monetary restrictions on behavior
and contends that only essential resources are a limitation. In contrast, more conventional public
finance macroeconomics argues that history, economic situation, markets, and political process
impose financial, economic, and political constraints on governments that are difficult to thread.
Though the government has the technical ability to pay for everything owing to its power to issue
money, doing so in an excessive fashion will provoke disruptive and distorting financial,
economic, and political reactions.
Contrarily, more traditional public financing mainstream economics asserts that
administrations face challenging economic, economic, and legal restrictions due to history, the
economy, marketplaces, and democratic structure. Society can technically pay for anything since
it has the authority to print money, but doing so too often will negatively affect the financial,
industrial, and legal life. The government’s technological capacity to pay for everything becomes
an economical will-o-the-wisp due to the probability of such responses (Capano, 2011). An
administration with a limited-time vision can fund its policy ambitions by printing money. Still,
later market responses to budget overflow would add costs and render the programs unworkable.
In contrast, an administration with a longer duration perspective considers such potential
responses while formulating present policy, resulting in de facto budgetary constraints despite
the impression of public spending.
Inflation is a third socioeconomic worry. Since the permanent job pay is a real salary,
inflation must be a factor in determining the promised job nominal wage. To ensure an adequate
pay disparity, private enterprise actual earnings may be linked to the wage rate for Guaranteed
Jobs. As a result, the nominal salary for the Assured Job may begin to function as an indicator
for nominal terms throughout the whole sector. Such equalization may result in an unstable
wage-price spiral, especially if the presence of a Certain Job exacerbates macroeconomic tension
by raising pay demand from the private market. Raising the salary share of the private market
may be a positive development but also highlights the need for more economic stabilization
policy measures. Supporters of the Assured Job either disregard or dispute that necessity.
According to microeconomics, a Confirmed Job’s minimal salary is a worry. For the
program to succeed, employees must be willing to switch from their guaranteed employment to
those in the corporate sector when such opportunities arise. That necessitates that the value of a
corporate job outweighs the value of a guaranteed job. The value of a job relies on the salary,
perks, and workplace conditions included in the employment package (Capano, 2011). To put it
another way, a Confirmed Job would act as a minimum wage for commercial sector workers.
Employees will leave the corporate investors if the job arrangement with lifetime jobs is more
enticing than the job offer with employment growth. A high minimum hourly wage might impact
the commercial sector as a high minimum wage on reduced employees. Therefore private sector
companies may react by enhancing their job packages.
Finally, there are serious political and economic issues to be concerned about. The effect
of a Guaranteed Job on public workers is one of the first of these concerns. There is no
difference between work in the public sector and assured jobs, and both serve the public
economy at the same expense rate. So there would be a lot of pushback to cut public sector pay
and bonuses so that they are in line with decent employment. So there is a good chance that an
initiative like the Assured Job might be used to undermine public-sector unions and salaries.
Workfare is a secondary topic of political importance. In addition to undermining state spending,
the Assured Job may also be used to erode the entitlement to welfare benefits (Ahl, 2016). A
promised job might be a requirement for receiving social benefits. As a result, a Guaranteed Job
may be a double-edged sword, simultaneously slashing at both the government service and the
benefits system. When it comes to American politics, this isn’t a far-fetched idea, given that the
country’s massive jail populace has been used as a cheap labor resource by highly influential
Assured labor is a conservative economics problem. The public will indeed be sold on the
idea of a Job Lined up by politicians who point to the dynamic nature of Guarantee Job
employees. However, public institutions and managers may not have the organizational and
management capabilities to provide performance (Ahl, 2016). Such employment may be
considered as “do work” in such circumstances. Anti-government sentiment might feed into the
politics and economics, leading to policies opposing government supply of public utilities and
fiscal stabilization policy. This could have a domino effect.
To summarize, the Guaranteed Job issue is contentious. For economic and social reasons,
even individuals sympathetic to a Guaranteed Job’s goals and lean toward active government
policy may be apprehensive of it. A Guaranteed Job’s implementation needs personal will and
the appropriate political climate. That good time might be better used to adopt new policies (such
as a UBI) and to enhance a group of current policies that collectively give the same or more
benefits without economic concerns.
GORBACHEV, B. A., ESSIEN, E., ASARE BOAKYE, E. R. N. E. S. T., YUSIF, R., & ADU,
R. (2019). SKILLS IN ACCOUNTING EDUCATION: A MEDIATING FACTOR OF
GUARANTEED JOB OPPORTUNITY (Doctoral dissertation).
Kasy, M., & Lehner, L. (2020). Employing the unemployed of Marienthal: Evaluation of a
guaranteed job program PRE-ANALYSIS PLAN.
Capano, G. (2011). Government continues to do its job. A comparative study of governance
shifts in the higher education sector. Public Administration, 89(4), 1622-1642.
Ahl, H. (2016). Motivation in adult education: a problem solver or a euphemism for direction
and control?. International journal of lifelong education, 25(4), 385-405.
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