Role Of Education In Society Free Essays On Abortion
Are you debating whether or not to take the optional ACT essay? Some schools require it, so we highly recommend that you take it (make sure to register for ACT with Writing).
But no need to stress! The essay follows a predictable format, which means you can practice and prepare beforehand. Take a look at a sample ACT writing prompt and learn five key steps to penning a high-scoring essay.
ACT Writing Prompt
This example writing prompt comes straight from our book Cracking the ACT:
Education and the Workplace
Many colleges and universities have cut their humanities departments, and high schools have started to shift their attention much more definitively toward STEM (Science, Technology, Engineering, Mathematics) and away from ELA (English, Language Arts). Representatives from both school boards and government organizations suggest that the move toward STEM is necessary in helping students to participate in a meaningful way in the American workplace. Given the urgency of this debate for the future of education and society as a whole, it is worth examining the potential consequences of this shift in how students are educated in the United States.
Read and carefully consider these perspectives. Each suggests a particular way of thinking about the shift in American education.
|Perspective 1||Perspective 2||Perspective 3|
|ELA programs should be emphasized over STEM programs. Education is not merely a means to employment: ELA education helps students to live more meaningful lives. In addition, an exclusively STEM-based program cannot help but limit students’ creativity and lead them to overemphasize the importance of money and other tangible gains.||ELA programs should be eradicated entirely, except to establish the basic literacy necessary to engage in the hard sciences, mathematics, and business. Reading and writing are activities that are best saved for the leisure of students who enjoy them.||ELA and STEM programs should always be in equal balance with one another. Both are necessary to providing a student with a well-rounded education. Moreover, equal emphasis will allow the fullest possible exposure to many subjects before students choose their majors and careers|
Write a unified, coherent essay in which you evaluate multiple perspectives on the issue of how schools should balance STEM and ELA subjects. In your essay, be sure to:
- analyze and evaluate the perspectives given
- state and develop your own perspective on the issue
- explain the relationship between your perspective and those given
Your perspective may be in full agreement with any of the others, in partial agreement, or wholly different. Whatever the case, support your ideas with logical reasoning and detailed, persuasive examples.
How to Write the ACT Essay
Your job is to write an essay in which you take some sort of position on the prompt, all while assessing the three perspectives provided in the boxes. Find a way to anchor your essay with a unique perspective of your own that can be defended and debated, and you are already in the upper echelon of scorers.
Step 1: Work the Prompt
What in the prompt requires you to weigh in? Why is this issue still the subject of debate and not a done deal?
Step 2: Work the Perspectives
Typically, the three perspectives will be split: one for, one against, and one in the middle. Your goal in Step 2 is to figure out where each perspective stands and then identify at least one shortcoming of each perspective. For the example above, ask yourself:
- What does each perspective consider?
- What does each perspective overlook?
Step 3: Generate Your Own Perspective
Now it's time to come up with your own perspective! If you merely restate one of the three given perspectives, you won’t be able to get into the highest scoring ranges. You’ll draw from each of the perspectives, and you may side with one of them, but your perspective should have something unique about it.
Step 4: Put It All Together
Now that you have your ideas in order, here's a blueprint for how to organize the ACT essay. This blueprint works no matter what your prompt is.
Body Paragraph (1)
|Body Paragraph (2)|
Step 5: (If There's Time): Proofread
Spend one or two minutes on proofreading your essay if you have time. You’re looking for big, glaring errors. If you find one, erase it completely or cross it out neatly. Though neatness doesn’t necessarily affect your grade, it does make for a happy grader.
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Have you met the Stepford students? They’re everywhere. On campuses across the land. Sitting stony-eyed in lecture halls or surreptitiously policing beer-fuelled banter in the uni bar. They look like students, dress like students, smell like students. But their student brains have been replaced by brains bereft of critical faculties and programmed to conform. To the untrained eye, they seem like your average book-devouring, ideas-discussing, H&M-adorned youth, but anyone who’s spent more than five minutes in their company will know that these students are far more interested in shutting debate down than opening it up.
I was attacked by a swarm of Stepford students this week. On Tuesday, I was supposed to take part in a debate about abortion at Christ Church, Oxford. I was invited by the Oxford Students for Life to put the pro-choice argument against the journalist Timothy Stanley, who is pro-life. But apparently it is forbidden for men to talk about abortion. A mob of furious feministic Oxford students, all robotically uttering the same stuff about feeling offended, set up a Facebook page littered with expletives and demands for the debate to be called off. They said it was outrageous that two human beings ‘who do not have uteruses’ should get to hold forth on abortion — identity politics at its most basely biological — and claimed the debate would threaten the ‘mental safety’ of Oxford students. Three hundred promised to turn up to the debate with ‘instruments’ — heaven knows what — that would allow them to disrupt proceedings.
Incredibly, Christ Church capitulated, the college’s censors living up to the modern meaning of their name by announcing that they would refuse to host the debate on the basis that it now raised ‘security and welfare issues’. So at one of the highest seats of learning on Earth, the democratic principle of free and open debate, of allowing differing opinions to slog it out in full view of discerning citizens, has been violated, and students have been rebranded as fragile creatures, overgrown children who need to be guarded against any idea that might prick their souls or challenge their prejudices. One of the censorious students actually boasted about her role in shutting down the debate, wearing her intolerance like a badge of honour in an Independent article in which she argued that, ‘The idea that in a free society absolutely everything should be open to debate has a detrimental effect on marginalised groups.’
This isn’t the first time I’ve encountered the Stepford students. Last month, at Britain’s other famously prestigious university, Cambridge, I was circled by Stepfords after taking part in a debate on faith schools. It wasn’t my defence of parents’ rights to send their children to religious schools they wanted to harangue me for — much as they loathed that liberal position — it was my suggestion, made in this magazine and elsewhere, that ‘lad culture’ doesn’t turn men into rapists. Their mechanical minds seemed incapable of computing that someone would say such a thing.
Their eyes glazed with moral certainty, they explained to me at length that culture warps minds and shapes behaviour and that is why it is right for students to strive to keep such wicked, misogynistic stuff as the Sun newspaper and sexist pop music off campus. ‘We have the right to feel comfortable,’ they all said, like a mantra. One — a bloke — said that the compulsory sexual consent classes recently introduced for freshers at Cambridge, to teach what is and what isn’t rape, were a great idea because they might weed out ‘pre-rapists’: men who haven’t raped anyone but might. The others nodded. I couldn’t believe what I was hearing. Pre-rapists! Had any of them read Philip K. Dick’s dystopian novella about a wicked world that hunts down and punishes pre-criminals, I asked? None had.
When I told them that at the fag-end of the last millennium I had spent my student days arguing against the very ideas they were now spouting — against the claim that gangsta rap turned black men into murderers or that Tarantino flicks made teens go wild and criminal — not so much as a flicker of reflection crossed their faces. ‘Back then, the people who were making those censorious, misanthropic arguments about culture determining behaviour weren’t youngsters like you,’ I said. ‘They were older, more conservative people, with blue rinses.’ A moment’s silence. Then one of the Stepfords piped up. ‘Maybe those people were right,’ he said. My mind filled with a vision of Mary Whitehouse cackling to herself in some corner of the cosmos.
If your go-to image of a student is someone who’s free-spirited and open-minded, who loves having a pop at orthodoxies, then you urgently need to update your mind’s picture bank. Students are now pretty much the opposite of that. It’s hard to think of any other section of society that has undergone as epic a transformation as students have. From freewheelin’ to ban-happy, from askers of awkward questions to suppressors of offensive speech, in the space of a generation. My showdown with the debate-banning Stepfords at Oxford and the pre-crime promoters at Cambridge echoed other recent run-ins I’ve had with the intolerant students of the 21st century. I’ve been jeered at by students at the University of Cork for criticising gay marriage; cornered and branded a ‘denier’ by students at University College London for suggesting industrial development in Africa should take precedence over combating climate change; lambasted by students at Cambridge (again) for saying it’s bad to boycott Israeli goods. In each case, it wasn’t the fact the students disagreed with me that I found alarming — disagreement is great! — it was that they were so plainly shocked that I could have uttered such things, that I had failed to conform to what they assume to be right, that I had sought to contaminate their campuses and their fragile grey matter with offensive ideas.
Where once students might have allowed their eyes and ears to be bombarded by everything from risqué political propaganda to raunchy rock, now they insulate themselves from anything that might dent their self-esteem and, crime of crimes, make them feel ‘uncomfortable’. Student groups insist that online articles should have ‘trigger warnings’ in case their subject matter might cause offence.
The ‘no platform’ policy of various student unions is forever being expanded to keep off campus pretty much anyone whose views don’t chime perfectly with the prevailing groupthink. Where once it was only far-right rabble-rousers who were no-platformed, now everyone from Zionists to feminists who hold the wrong opinions on transgender issues to ‘rape deniers’ (anyone who questions the idea that modern Britain is in the grip of a ‘rape culture’) has found themselves shunned from the uni-sphere. My Oxford experience suggests pro-life societies could be next. In September the students’ union at Dundee banned the Society for the Protection of Unborn Children from the freshers’ fair on the basis that its campaign material is ‘highly offensive’.
Barely a week goes by without reports of something ‘offensive’ being banned by students. Robin Thicke’s rude pop ditty ‘Blurred Lines’ has been banned in more than 20 universities. Student officials at Balliol College, Oxford, justified their ban as a means of ‘prioritising the wellbeing of our students’. Apparently a three-minute pop song can harm students’ health. More than 30 student unions have banned the Sun, on the basis that Page Three could turn all those pre-rapists into actual rapists. Radical feminist students once burned their bras — now they insist that models put bras on. The union at UCL banned the Nietzsche Society on the grounds that its existence threatened ‘the safety of the UCL student body’.
Stepford concerns are over-amplified on social media. No sooner is a contentious subject raised than a university ‘campaign’ group appears on Facebook, or a hashtag on Twitter, demanding that the debate is shut down. Technology means that it has never been easier to whip up a false sense of mass outrage — and target that synthetic anger at those in charge. The authorities on the receiving end feel so besieged that they succumb to the demands and threats.
Heaven help any student who doesn’t bow before the Stepford mentality. The students’ union at Edinburgh recently passed a motion to ‘End lad banter’ on campus. Laddish students are being forced to recant their bantering ways. Last month, the rugby club at the London School of Economics was disbanded for a year after its members handed out leaflets advising rugby lads to avoid ‘mingers’ (ugly girls) and ‘homosexual debauchery’. Under pressure from LSE bigwigs, the club publicly recanted its ‘inexcusably offensive’ behaviour and declared that its members have ‘a lot to learn about the pernicious effects of banter’. They’re being made to take part in equality and diversity training. At British unis in 2014, you don’t just get education — you also get re-education, Soviet style.
The censoriousness has reached its nadir in the rise of the ‘safe space’ policy. Loads of student unions have colonised vast swaths of their campuses and declared them ‘safe spaces’ — that is, places where no student should ever be made to feel threatened, unwelcome or belittled, whether by banter, bad thinking or ‘Blurred Lines’. Safety from physical assault is one thing — but safety from words, ideas, Zionists, lads, pop music, Nietzsche? We seem to have nurtured a new generation that believes its self-esteem is more important than everyone else’s liberty.
This is what those censorious Cambridgers meant when they kept saying they have the ‘right to be comfortable’. They weren’t talking about the freedom to lay down on a chaise longue — they meant the right never to be challenged by disturbing ideas or mind-battered by offensiveness. At precisely the time they should be leaping brain-first into the rough and tumble of grown-up, testy discussion, students are cushioning themselves from anything that has the whiff of controversy. We’re witnessing the victory of political correctness by stealth. As the annoying ‘PC gone mad!’ brigade banged on and on about extreme instances of PC — schools banning ‘Baa Baa, Black Sheep’, etc. — nobody seems to have noticed that the key tenets of PC, from the desire to destroy offensive lingo to the urge to re-educate apparently corrupted minds, have been swallowed whole by a new generation. This is a disaster, for it means our universities are becoming breeding grounds of dogmatism. As John Stuart Mill said, if we don’t allow our opinion to be ‘fully, frequently, and fearlessly discussed’, then that opinion will be ‘held as a dead dogma, not a living truth’.
One day, these Stepford students, with their lust to ban, their war on offensive lingo, and their terrifying talk of pre-crime, will be running the country. And then it won’t only be those of us who occasionally have cause to visit a campus who have to suffer their dead dogmas.