The California State Schools system often referred to as “The Cal State system” was created and part of the California Master Plan for education initiated in the 1960’s. The Cal State system consists of 23 distinct schools and like most state collages, Cal State schools were originally created to serve residents of the state. Up to date California students still enjoy preferential treat in admissions as well as a lower in-state tuition rate at the Cal State schools. However, students from outside the state are eligible to apply though they stand lesser chances of admission as compared to in-state children. This therefore begs the question whether or not California state schools ought to incorporate students outside the state or increase the number of admissions of in-state students into the schools. Arguably in my own view as much as in-state students ought to be give priority in the admission and in-state tuition services, non-resident students also deserve a place in the system.
Foreign students undeniably spice up the values of the state schools, in a society where we are fighting for education for all and for equality in education, denying students who come from outside a particular state school would be a violation of their rights to education. As much as priority should be given to in-state students, a particular portion of the places in the state schools should be opened up for students from outside the state.
States schools often struggle to meet their financial obligations and budgets; this can be attributed largely to the policy that allows in-state students to pay less amount of fees as compared to non-resident students. This policy has rendered some of the state schools incapable of funding its operations and activities. Over the recent past state contributions towards financing these state schools have significantly gone down thus rendering state schools unable to offer efficient, adequate and quality educational services owing to financial instability in the institutions. Some of the programs such as the in-state tuitions are not offered in some of the Cal state schools since funding such programs would require finances which could only be raised if foreign and non-resident students were allowed into the schools and its programs. Finances collected from admitting non-resident students are normally the only hope for state schools now that state government funding is not a guarantee. This therefore means that the idea of Cal state schools accepting more in-state students would be literally inviting more financial troubles. Instead, state schools should initiate efforts to accept more non-resident students from which they will get more revenue to fund its activities since such students are charged relatively higher as compared to in-state students (Gabbard and Ross 22).
Imagine a situation being born in state of California and schooling entirely in the same state. It goes without saying that it is boring and less adventurous. So imagine if all the all the state schools had the policy of favoring the in-state students over out-of-state students. This will mean that most of the students’ lives will be centered primarily on their state locking them out of the experiences out of their state. Experiences is part of learning and so to meeting and making new friends hence is state schools only encourage students from around the state then they will be not only denying the out-of-state these experiences but they will be also denying their students the same experiences out of their state.
One other challenge with accepting more in-state students can be attributed to the fact that most of the Cal state schools have suffered congestion from in-state students. This can be attributed to the policies that have encouraged in-state students to pay less tuition fees as compared to the out-of-state students which encourages most of them to apply and join these. This is not a bad idea at all, perhaps a society which values education is headed the right way but what about the quality of the education in congested school setting, is a school with large class sizes really manageable? What about the ratio between the instructor and the students, is this ratio still considered when admitting more in-state students? The answers to these two questions point squarely to the fact that accepting more in-state students into the Cal State schools is inviting more trouble and disaster. The quality of education will obviously go down with the large class sizes which deny the professors/instructors opportunity to attend to each and every individual learner’s needs.
A huge population of students attend to California state schools each year as compared to other state schools. This could be seen as a positive thing but have we considered the kind of pressure that the schools get out of this huge populations. The pressure is definitely enormous as well which means that as much as we are celebrating the fact that Cal State schools are probably the most attractive state schools, we should be concerned of whether in-state students really get the quality education that they are entitled to. Monitoring students in such an uncontrollably large school setting is almost impossible meaning there are chances that student’s behavior may not be well coached as there is lack of direct contact between the instructors and the students. Accepting more in-state students would not be a remedy either maybe we should think about ways to decongest these state schools in order to attain quality education for all. This could be achieved by allowing inter-state school transfers whereby state schools who feel much pressure is being mounted on them by the huge student population can allow their students to transfer to other state schools.
Criticism may be leveled against my view with regards to how state schools would deny admissions to in-state students yet they were created solely for the purpose of offering education to the resident students of the state. In relation to funding, some critics may argue that the issue of financing is an issue which should be addressed to the state governments to handle and ensure contributions towards financing the state schools is issued promptly in order to aid in the smooth running of the schools. The idea of declining applications of in-state students on the basis of lack of enough funding to cater for their educational needs is therefore subject to criticism. Other critics might also argue that the idea of accepting more out-of-state students at the expense of in-state students simply because foreign or non-resident students pay more tuition fees and revenues would be a greedy and unfair method of determining the eligibility of students for admission. Since the state governments are the one tasked with financing education in state schools then the issue of financing as some will argue, should be left entirely to the state governments to worry about. The act out accepting more out-of-state students for financial gains would be there seen as turning the state schools into money making schemes (California 16).
In a nutshell, basing on the arguments and evidence presented in the discussion above, it is arguably not advisable to accept more in-state students into California state schools without first of all tackling the issues facing the schools such as congestion and lack of enough financing from state governments. It is without doubt that in-state students deserve more priority when it comes to admission into the state schools near them. However, out-of-state students equally deserve a place in the state schools.
Rhetorical Process Memo
In the argument that I raised in the discussion above, I ensured the audience attention and focus was captured and maintained in order to effectively communicate my argument using the following ways; part of my arguments were raised through the use of rhetorical questions. I engaged the audience by asking them rhetorical questions such as asking them whether or not they think quality education can be attained in a congested class setting. By so doing I am able to engage the audience in the argument which is a good strategy of ensuring their attention and focus is maintained during the presentation. The rhetorical situations make the audiences engage in rigorous thinking try to unravel the logic behind the question in relation to my argument. My incorporation of the thoughts of those audiences that my act as critics to my argument also forms part of the strategy I used to ensure I maintained the focus of the audience in the process of driving the sense of my argument into their minds. An incorporation other views contrary to my argument ensures that audiences opposing my argument see some logic behind my point of view since this makes them feel not to have been left out when coming up with the argument.
My argument employed the classical argumentative model whereby the audience is first of all introduced to the theme of the argument. A narration that summarizes the environment and the circumstances of the argument as well as providing information of how I arrived at my argument. This is then followed by a presentation of my argument with supporting ideas ranging from the strongest to the weakest supporting claim. After exhausting the points supporting my argument, I then proceeded to highlighting some of the views that might arise contrary to my argument, acknowledging the fact that there might be views contrary to my point of view. Then lastly, a summary with a strong conclusion reinforcing the theme of the argument presented.
In terms of the rhetorical effectiveness of my sentences. I employed several sentences that indulge the audiences in an answer seeking mission and in the process I am able to maintain the audiences focus as well as their attention. My selection of these sentences were based on some of the points that could otherwise be termed as two-sided meaning that they are views that are attract criticism such as the argument on the financial factor as one of the reasons not to accept more in-state students. In order to avoid sounding bias, I posted a rhetorical question on the issue so as to seek the audiences’ approval of my argument indirectly. (Flood, et al. 12).
My position is well articulated immediately before the end of my introduction to the theme of the argument. This is a strategy to ensure my audiences are prepared and are fully aware of what to expect in my presentation. In the presentation of my argument, I employed the use of two rhetorical appeals, the appeal of pathos and logos. The rhetorical appeal to logos is the most dominant appeal that I employed in my presentation since the audiences are convinced when provided with logical arguments. Logic in my argument is reflected in the fact that I not only argue my point without the consideration of other interpretations that may arise from my argument. My incorporation of other opposing arguments into my presentation makes it not only sound appealing to the audience but also logical.
In the quest to ensure my argument incorporated views not only in support of the claims I made in my presentation but also the opposition views, I conducted a research on the possible opposition points that the points raised in my argument may attract. One of the research that I made indicated that in fact, contrary to my argument that the in-state students were the majority in California state schools, most of the state schools had incorporated a significant number of out-of-state students.
Rhetorical Decisions Memo
Purpose
The purpose of coming up with my argument is to ensure my readers understands the importance of diversity in a school setting. This therefore means that the readers ought to agree with me that accepting more in-state students into California state schools which already have an overwhelming population of in-state students is sabotaging diversity. The change in attitude that my argument is seeking from my audience is the change from the attitude that state schools should favor only in-state students.
Audience
My target audience are in-state administrators in the state of California who have the idea that accepting more in-state students would be doing justice to California state schools. Their perception is that the in-states students deserve more priority which is true though they should consider the out-of-state students who also deserve places in the state schools. What they need to know is the fact that diversity is good for a conducive education setting and accepting more and more in-state students threatens this diversity.
Writer
As a writer I am well conversant with the situation in California state schools since I passed through the same system. It is therefore my experience in one of the state schools in California that made me develop and support my argument. I also conducted a research on the situations of states schools in California and combined it with my previous experience in the schooling system in developing and supporting my argument.
Works Cited
California. A guide for vision screening in California public schools. California State Dept. of Education, 1984.
Flood, J., et al. Literacy development of students in urban schools: Research and policy. International Reading Association, 2005.
Gabbard, D., and E. W. Ross. Defending public schools. Praeger Publishers, 2004.
