October 2018 SAT Test in Asia Essay Sample: "All Girls Deserve Education Beyond Primary"

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October 2018 SAT Test in Asia Essay Sample: "All Girls Deserve Education Beyond Primary"

Many young girls, from poor areas, are deprived of secondary education rights. In response to this unfair treatment, the author, the former Nobel Prize winner Malala, takes Amina as an example in "All Girls Deserve Education Beyond Primary", to advocate 12 years of education for girls. In order to reveal the truth behind this inequality and deepen her concerns about quality education,she mainly employs personal experience, rhetorical shift and appeals to emotion throughout the passage.

The author starts off the argument by raising a question "who inspires you",subsequently followed by her first hand contact with exceptional girls. And the straightforward response comes with "they inspire me." Such a rhetorical question catches readers' attentions on the topic about girls and education,and readers tend to keep figuring out how these young women inspire the author herself. Among girls living in refugee camps does Amina become the limelight of the passage. Although terrorists deterred Amina from receiving normal secondary education, "she stood up for her right to an education" with great courage.What's more, she was successfully endowed with scholarship and serves as a mentor. Amina's persistence and success imply the potential risks imposed on girls showing up at school; meanwhile, her story illuminates the author's determination to promote secondary education. Further, Malala characterizes the education as birds' wings, which facilitates girls' growth like dynamics. After decoding Amina's experience and Malala's feelings, readers will show compassion for these girls and realize the transformation of secondary education from "a brave, bright girl" to "a confident and strong leader."

In the middle position, the author engages readers to recognize the current situation where a majority of girls are excluded from secondary education. In order to signify the difference between the ideal and the actuality, Malala makes full use of rhetorical shift. First, it is common sense that every girl should be involved in secondary education. The rhetorical shift with latest figures from UNESCO nullifies this expectation, because "tens of millions of girls are still being left behind." What's worse, the common sense is actually a sheer dream. The reason is that leaders' children are able to enjoy full-time secondary education while the remaining only stay at school for five or six years. By inserting the first rhetorical shift, the author separates the girls' sufferings from lucky ones and confusion and indignation begin to stir in readers' minds. On the surface, world leaders have carried out plans, such as the Millennium Development Goals, to improve education and "expand the global education goals beyond primary school." Malala undermines these official measures with the second rhetorical shift—girls' education should be valued as top priorities. This shift indicates that governments have not made adequate efforts to ensure girls' secondary education and readers in turn further realize the gap between tentative plans and realities and anticipate why the author is trying to spread secondary education for girls. Then, the writer admits that some countries start with tuition-free secondary education. It is the third rhetorical shift that negates these efforts with the wrong choice that nine years of schooling replace 12 years of free education. The author reiterates the unfairness in education—leaders equip their kids with 12 years education while other kids fail to get the same rights. This shift makes it clear that to reverse the inequality is hard and foreshadows the author's strong desire that "world leaders must promise all children will be able to participate in at least 12 years of quality education for free by 2030." The author crafts the shift between ideals and realities, not only revealing the hard fact that there is a global resistance against 12 years of free education for girls, but also arousing readers' awareness of this issue.

Before terminating her argument, Malala empowers readers to perceive her tones towards girls' schooling. For one thing, she constructs a hypothetical situation where some unrealized potentials, like leader, writer and scientist, were deprived of secondary education and the world finally suffered a lot. Between the lines exude the regret and sorrow. Although this scenario is hypothesized, readers will share the similar tone and show empathy towards young girls' hardships.For another, the author is not only immersed into sorrow, but her pessimism turns into optimism, because many girls are "desperate to learn and to lead"and they have power to achieve their dreams. The determined tone, replacing the sorrowful one, diffuses within the last two paragraphs, also instilling confidence into readers. Particularly, girls, who are also stripped of secondary education, are willing to accept the claim "our joy knows no bounds."

Through the use of dramatic and emotional language, the author was able to appeal to the audience's emotion and imagination and leave them with the reminder that main idea.

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