languageofcomp2e

Identifying the Issues: Recognizing Complexity

The fact is, you can rarely change a reader’s mind, at least not radically or immediately. Instead, what you want to aim for is a compelling argument that leaves the reader thinking, questioning, considering, and reconsidering. To do this, you have to acknowledge that the issue at hand is a complex one with no easy solutions and a variety of valid perspectives on the matter. You want to present a reasonable idea in a voice that is logical, sincere, and informed. To write a qualified argument, you must anticipate objections to your position and recognize and respect the complexities of your topic. A reasonable voice recognizes that there are more than two sides to an issue—more than pro–con, which is the written equivalent of a shouting match.

Careful reading has already revealed some of the complexities surrounding the issue of mandatory community service in schools. Let’s explore a few.

Source 1, the excerpt from Millennials Rising, describes what community service has meant for various generations, ranging from Selective Service in the early twentieth century to service learning today.
Source 2, the mission statement from the Dalton School, offers an argument for community service based on morality and a sense of responsibility to a community. However, the statement is from a small private school. Might this limit its wider application?
Source 3, “Volunteering Opens Teen’s Eyes to Nursing,” is quite positive and possibly persuasive if you are writing in support of community service. However, it focuses on the experience of a seventh-grader, which might not be relevant to high schools.
Source 4, on resume padding, is a good counterexample to Source 3. It reports on the cynical attitude of students who perform community service specifically to bolster their college applications. Would nationwide mandatory community service eliminate this issue? Would it make it more difficult for truly altruistic students to distinguish themselves?
Source 5, on mandatory volunteerism, reports that requiring community service may discourage future involvement, making it less likely that volunteering will become a lifelong habit. Does this finding ring true for you?
Source 6, the graphs from Mark Hugo Lopez’s study, raise further questions about required community service. Graph 1 shows that support for requiring such service is weakest among those currently in school and is evenly split among those over the age of twenty-one. Does this finding suggest that community service is “good medicine” for high school students, who will eventually appreciate the experience? Graph 2 shows that young people with greater levels of education (“Educationally Successful,” signifying completion of a BA or some college work, as opposed to only a high school education) are more likely to support a community service requirement in high schools.