November 2018 SAT Test in Asia Essay Sample: "The Real Reasons to Support Language"

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November 2018 SAT Test in Asia Essay Sample:  "The Real Reasons to Support Language"

It is common sense that the command of languages, particularly of English, equips communicators with tools to acquire and exchange information. However, the author, Mauro Gillen, in the passage "The Real Reason to Support Language",manages to disprove this common sense by revealing the positive roles that language acquisition plays in the globalization. In order to resist against the declining budgets in college language programs, he constructs his argument by means of credible evidence, logical reasoning and emotional appeals.

One of the most crucial components of Mr. Gillen's success in delivery is the logical structure of his discourse. He first leads in the topic—language programs have been sacrificed for emerging priorities. Specifically, the budgets invested in languages are reallocated to other subjects. Also, the author recapitulates the underestimate of languages to be "a fundamental misunderstanding".Rather than engage readers in the literal sense, Mr. Gillen embarks on his coherent explanation why "there is a fundamental misunderstanding of the role that language learning should play". For one thing, he admits that "the conventional wisdom" that the mastery of languages only equips learners with tools to express or exchange information has been ingrained in our minds. The use of concession signals the prevalent views the public hold and empowers readers to keep reading in accordance with the logical steps. After all, to reverse this trend is really difficult; so many readers are likely to be curious about how to refute this "conventional wisdom". As expected, the author comes up with two additional benefits, responding to readers' curiosities and undermining the concession explicitly. This seemingly common sense is qualified as "limited view", because language acquisition not only hones problem-solving abilities, but also incorporates learners into diversity of the world. For another, it is anticipated that some skeptics would make strong response—English is sufficient in the globalization. Here, Mr. Gillen repeats the concession,admitting that English seems to be a dominant language and students are recommend sparing time on other subjects if they have a good command of English. However,he follows the pattern of the passage with a rebuttal that we tend to lose competitive edges for employment if we have no idea of other languages. Thus,language proficiency, besides English, is necessary "when we pursue a successful professional career in an international context." The second pair of concession and refutation escorts readers to the next misconception and refutes the extreme views appropriately.

Mr.Gillen enjoys a good participation in language programs in terms of his proximity to this field.Initially,by means of conversations with parents and officials, he introduces limited view that languages are used to "achieve an end". In the middle position where the author deals with misconceptions, he refers to his first-hand observation that "students with exposure to two or more languages and cultures are more creative in their thinking' and lists case-based evidence to prove the positive correlation between the more languages you master and the more success you'll gain in workplaces. Here, readers can find the author's real interests in this topic and believe his argument warranted, just as the maxim says one who makes no investigation has no right to speak. Finally, the author cites his teaching experience to reiterate that "those who have knowledge of languages other than English tend to perform better." Overall, his reputation is determined by his proximity to language programs, which not only reflects his expertise, but makes his argument more persuasive.

Although his use of logos and ethos makes people comprehend the issue on an intellectual level, the emotional nature of this controversial subject produces a very natural pathos. Mr. Gillen starts off with a critical tone exuded by several words, such as "luxuries", "euphemistically" and "shortsighted". These words convey his criticism for some universities' practice that language programs are downplayed and give way to "emerging priorities". Meanwhile, the author thinks this stance shortsighted because other merits of languages are ignored. Therefore,readers, especially who support such practice, can be deeply impressed by his firm standpoint. In the middle position, the author fills the framework with concession and refutation, which reflects his objective tone towards "conventional wisdom" and his objection to those people's ideas. Before ending his argument,Mr. Gillen summarizes and restates the importance of learning other languages and his tone develops into the final stage—earnest tone. After decoding his preference for language learning, readers can realize the author's keen desire to reinvigorate language programs in colleges and mull over whether the decreasing budgets are plausible or not.?

Through the effective use of rhetorical tools and the mindful arrangement of this essay, the author persuades the audience that the main idea.?

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