Investments for Future:
Early Childhood Development and
Education
Hülya KARTAL*
Abstract
Investments relevant to the first years of life are directly connected to the future of
societies. It can be argued that investments for early childhood development and
education are one of the best ways of decreasing social inequality caused by adver-
se environments which hinder development in early ages and tackling poverty by re-
ducing the rate of infant and child deaths, increasing the attendance rate to school,
decreasing the rate of failure and drop-out rates in schools and the percentage of cri-
me rates. In this article, the effects of alternative early childhood education programs
on children and their parents were investigated. These programs were developed as
an alternative to institutional programs, had lesser costs, intended to support chil-
dren who carried developmental risks by providing them with education, health, and
nutrition/nourishment. These programs were supported by the World Bank in deve-
loping countries.
Key Words
Early childhood Development and Education, Early Childhood Education Prog-
rams end Effects, Dealing with Impoverishment, Social Improvement.
© 2007 E¤itim Dan›flmanl›¤› ve Araflt›rmalar› ‹letiflim Hizmetleri Tic. Ltd. fiti.
* Correspondence: Hülya KARTAL, University of Uludag, Faculty of Education Department of Ele-
mentary Education 16090 Görükle, Bursa- Turkey. E-mail: hkartal@uludag.edu.tr
Educational Sciences: Theory & Practice
7 (1) • January 2007 • 543-554
Human wealth education can be seen as an investment for the for-
mation of personality. It is also described as a process of forming in-
tended behaviors, a crucial factor for the national economy and so-
cial development.
When the “Education for all Committee” met in Amman in 1996,
it was stated that formal education age was too late for a child to
start education. Basic education must begin with birth because le-
arning in early ages forms the basis of learning in later years. Majo
r
developmental theories indicate that a child completes a great deal
of her/his development until s/he begins school. So formal educati-
on age is too late to deal with the learning needs of children; con-
sequently, early childhood care and developmental programs have
to be focused on.
Many studies in recent years showed that being well nourished, he-
althy, and cared for in her/his early ages of life are very important
for a child’s physical, mental, and social development. As a result of
better school performance, fewer criminal behaviors, better health
care, proper nourishment, and proper environments, there is a grea-
ter possibility of raising more socially harmonious people.
Early childhood development and education services are interven-
tions that aim to support 0-8 aged children’s development (i.e., cog-
nitive, physical, emotional, and social), provide them with healthy
and adequate development, protect, give learning opportunities,
develop their own self-sufficiency, and help them in interactions
with society in which they live. On the other hand, such programs
also aim at informing parents about relevant new knowledge and
skills about child care, development, and education.
The services mentioned are conducted by early childhood care and
educational institutions that serve in different ways such as day ca-
re centers, kindergartens, or primary schools as full or prime time
programs in many countries. When the early intervention programs
are examined, it is observed that these programs are generally ba-
sed on home visits, institution-centered early childhood programs,
institution-centered programs in primary school structure, child-pa-
rent centered programs, and health care services.
When the results related to studies carried out to determine the ef-
fects of early childhood programs, the effects of these programs on
544 • EDUCATIONAL SCIENCES: THEORY & PRACTICE
children and parents can be summarized as in the following:
Programs have many positive effects on children’s cognitive deve-
lopment and school achievement, learning motivation in the sense
of social and emotional sufficiency; reduce in children’s behaviors
toward crime and percentage of arrestment; care for children’s nut-
rition and increase their immunity level.
Programs also have positive effects on decrease of the percentage of
mothers’ pregnancy and mothers’ positive attitude towards preg-
nancy; increase in the quality of mother-child interaction and dec-
rease in percentage of mothers’ maltreatment of children; increase
in mothers’ completion of their education and graduation from high
school; increase in percentage of mothers that have a job and dec-
rease in percentage of mothers’ behavioral disorder-directed crime
and addiction of alcohol and drug.
On the other hand, when the effects of the program which parents
participated were examined, it was established that family partici-
pation had a very important effect on child’s academic achieve-
ment. When children whose families attended these kinds of prog-
rams compared with the children whose families didn’t attend any
program, there was a significant difference between the groups in
favor of first group in respect of school achievement, children’s mo-
re regular school attendance, higher percentages of graduation fro
m
high school and higher rate of university education. It was also ob-
served that families that participated in these programs encouraged
their children to continue higher education and cooperate more
with their children’s teachers and give more support in solving
school problems.
Programs have positive effects on cognitive development of chil-
dren that have disadvantages in respect of socio-economic level and
have positive effects in reducing the inequality based on gender
among these children. Also programs that focus on language deve-
lopment affect these children’s school achievement in a positive
manner.
There are also long-term effects of the programs such as decline in
rate of quitting the job and not taking the job seriously, increase in
level of income and high preference to work independently.
KARTAL / Investments for Future: Early Childhood Development and Education • 545
One of the best indicators of short and long-term effects of early
childhood development and education programs is the difference
between demographic characteristics of the G8 countries (i.e.,
France, Canada, Italy, Japan, Germany, England, the U.S.A. and
Russia) and developing countries. When table-1 is examined, it is
seen that while infant mortality rate in the G8 countries does not
exceed 1%, this rate increases to 7% in India. India is one of deve-
loping countries while GDP (Gross Domestic Product) per capita in
G8 average 25.000 US$ (except Russia), this amount decreases to
2.497 US$ in developing countries. Another important data is that
the rate of children that do not attend school despite being in scho-
ol age, is 14% in Turkey, while this rate is 17% in Germany. Howe-
ver, there is about by half (28% / 51%) difference between rates of
children that continue high school in the same two countries.
Data clearly demonstrate that investments made for early years of
the life are made for the future of societies. So, the educational le-
vel of a society and the level of welfare also increase. In this con-
text, early childhood educational programs have been supported by
the World Bank in developing countries. These programs have fe-
wer costs and developed for children who face developmental risks,
education, health, nutrition and nourishment needs. The effects of
these programs on children and their parents have been assessed.
Results of the studies conducted in Bolivia (Bolivia Integrated
Child Development Program (Proyecto Integral de Desarrollo Infan-
til, PIDI), Brazil (Criança Maravilhosa and Alimentaçao de Pre-es-
colar (PROAPE), Colombia (Bogotá Study of Malnutrition, Diarr-
heal Disease and Child Development, Home-Based Community Day
Care), India (Early Childhood Education Project (ECE), Jamaic
a
(Nutritional Supplementation and Psychosocial Stimulation Combi-
ned) and Turkey (The Early Enrichment Project) verify the positi-
ve effects of these programs on the child and the family. Applicati-
on of these programs particularly to poor families and their children
are crucially significant in the sense that families become more
awareness of the importance of education and these programs help
to reduce or even eradicate the differences likely to be caused by
socioeconomic reasons, that is social inequalities to be experienced
by those children when they start school.
The relationship between human development and economic
546 • EDUCATIONAL SCIENCES: THEORY & PRACTICE
growth also attaches more significance to the early childhood edu-
cation that directly affects human development. As a result, the sig-
nificance of early childhood education has been gradually increa-
sing on the international arena. The United Nations and the World
Bank attach increasing significance to early childhood development
education on the basis of human development and provide financi-
al resources (Bekman, & Gürlesel, 2005). The expansion of servi-
ces of early childhood education (ece) and preschool education to
the all sections of community is one of the targets of social develop-
ment today. However, the high cost of those services prevents the
neediest children of low-income families from benefiting from this
service. Thanks to initiatives of both universities and non-govern-
mental organizations in the recent years in our country that some
models have been developed aiming to support especially children
and their families facing the risk of development (Anne-Çocuk
E¤itim Program›, Aile-Çocuk E¤itim Program›, KEDV’n›n Kad›n
ve Çocuk Merkezleri, Milli E¤itim Bakanl›¤› K›z Teknik Ö¤retim
Genel Müdürlü¤ü Anne-Baba-Çocuk E¤itimi Projesi, Ana-Baba
Okulu, Baba Destek Program›, Güneydo¤u Anadolu Bölgesi’nde
Bir Erken Müdahale Modeli: Yaz Anaokulu Pilot Uygulamas›, Çok
Amaçl› Okulöncesi E¤itim Merkezi, Gezici Anaokulu Projesi,
AÇEV-TRT Televizyon Yoluyla E¤itim Projesi). The fact that the
rate of schooling among preschool children is only 16% reveals that
those models have to be urgently made more widespread all over
the country. When the existing applications and other applications
in our country are compared, it is clearly observed that there exist
some deficiencies. The most serious of those deficiencies is that
preschool education is mostly oriented to 5-6 year-old children. Ho-
wever, the results of studies have shown that the “interventions” or
“preventive” programs implemented within the framework of ece
have more lasting effects on both children and mothers. In this re-
gard, the applications in our country are crucially significant in or-
der to provide early support to those children and their families fa-
cing the risk of development. Within the framework of a program,
if those applications are commenced at the early stages of preg-
nancy during which the effects of prospective mothers on the de-
velopment of the baby in the antenatal period, and if the nutriti-
on and welfare of the infant, the significance of the infants first ye-
KARTAL / Investments for Future: Early Childhood Development and Education • 547
ars and the support and guidance for parental skills are well explai-
ned and provided, developmental defects and problems will be re-
duced and the prospective mothers will be made more conscious of
child development. On the other hand, the intervention program
should not only support the development of children, but also pro-
vide opportunities for mothers so that they can improve themselves
within their own capacities. There is no doubt that all these can be
accomplished through steps to be taken in restructuring in the pub-
lic policies on this matter and increasing the one-per thousand sha-
re of the cost of preschool education in the general budget.
In conclusion, as was seen in effects of programs mentioned in this
study, it can be said that investments for early childhood develop-
ment and education are one of the best way of decreasing the rate
infant and child deaths, increasing the time spent at school, decrea-
sing the rate of class repetition, dropping out school and delinqu-
ency and finally decreasing social inequality caused by adverse en-
vironments which hinder development in early ages and tackling
poverty. But despite all these efforts, in a world in which the ave-
rage of rate of children who continue their education up to fifth gra-
de is below 75%, it can be said that there is a long way to go.
548 • EDUCATIONAL SCIENCES: THEORY & PRACTICE
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EK Tablo 1 Bolivya 8.645 1.9 59 34 2497 4 47 3 95 39 86.5
Brezilya 176.257 1.2 35 22 7.726 7 57 8 97 21 88.4
Kolombiya 43.526 1.8 20 23 6382 10 37 6 87 24 94.2
Hindistan 1.049.549 1.6 68 81 2.674 … 34 1 88 12 61
Jamaika 2.627 0.8 17 13 3.950 5 86 7 95 17 87.6
Türkiye 70.318 1.6 38 10 6.389 14 16 … 86 28 88.3
Fransa 59.850 0.5 4 … 27.123 0 100 12 99 56 98.7
Kanada 31.271 0.9 5 … 29.865 0 65 4 100 69 98.7
‹talya 57.482 0 4 … 26.460 0 100 8 100 69 91.4
Japonya 127.478 0.2 3 … 26.808 0 85 3 100 51 98.7
Almanya 82.414 0.2 4 … 27.175 17 100 9 99 51 98.7
‹ngiltere 59.068 0.3 5 … 26.134 0 78 … 100 64 98.7
A.B.D. 291.038 1.1 7 … 35.924 7 58 … 92 83 98.7
Rusya Fed. 144.082 -0.5 18 … 8309 11 98 … 90 69 97.4
Ü e r N fu (0 N A ›fl ra n (% B e Ö m O n Y o su u O D fl e Y l› G ri ik r› $ O u Ç d O p id e le n ra › ) E e Ç u lu E ¤ im A a Ç k k ¤ im e y la O ‹l o u D e E e n O O a ti e e E e Y flk O u – a o n
Chapter 8
Body Paragraph Strategies
If the introduction sets up your paper’s thesis, and the thesis makes the claim, the Concept of Unity
In English 100 and 101, we talked about the idea of “forecasting”. This means It’s not hard to tell from the title of this article what the main thesis is or what it Antagonism toward GMO foods also strengthens the stigma The topic sentence I have highlighted in bold clearly connects to the main thesis students feel that the evidence speaks for itself and they don’t set it up enough. This Sometimes topic sentences refer to the paragraph above to create a transition. Many people argue for GMO labels in the name of increased Americans who oppose genetically modified foods would Here we can see that the topic sentence (s) references the example in the So, topic sentences may have elements of transition as well, but let’s look at an Let’s look at a couple of paragraphs from the article: Thomas, Scarlett. “The Great Chick Lit Conspiracy.” Contemporary Literary nuls.idm.oclc.org/login?url=http://go.galegroup.com/ps/i.do?p=LitRC&sw=w&u= However, despite the identity it covers and the join-the- Chick lit is not just bad for the reader—it is bad for the These paragraphs demonstrate two principles. They show how the concluding So, we have talked about what happens at the beginning and end of a body Strategies to Develop Paragraphs—Proving Your Point
• Analyze Texts Define Terms
• Make Comparisons
There are many different types of evidence in a paper. The type of evidence you In English 101, we explored papers whose purpose was to analyze a text. If the For example, let’s take a paragraph from the following article:
Shaham, Inbar. “Brienne of Tarth and Jaime Lannister: A Romantic Comedy nuls.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true& Indeed, as in Deleyto’s definition, the main theme
concerns their interpersonal relationship. They are ‘in it If you took English 101 at National, you’ll notice the same structure we The main proof of the author’s point are scenes from the show. The author goes • Ethos: statements on credibility Logos: Data and Statistics
Of these Aristotelian appeals, Logos is often the most prevalent in academic Ghemawat, Pankaj, and Steven A. Altman. “Is America Enriching the World at Turning to immigration, first-generation immigrants make up 27th in the world on this metric—above average, but nowhere near It’s not hard to see here that this paragraph proves its point with facts and This is not to say that authors never use appeals to emotion mixed with data, To curb vitamin A deficiency—which blinds as many as Yes, this paragraph cites numbers, but it is hard not to think of the poor blind your ethos as an author, or you can cite the sources according to the citation Narrative or Anecdote
In some fields like counseling or education the personal stories of people are Let’s take a look at an example. In this article, the authors use real examples of Spector, Nancy, and Dawn M. Kappel. “Guidelines for Using Electronic and nuls.idm.oclc.org/login?url=http://search.proquest.com.nuls.idm.oclc.org/docvie In yet another case where there was no original intent to Define Terms Body paragraphs are also used to define terms for the reader. If your audience Satel, Sally. “Treating Opioid Addiction.” National Review, vol. 69, no. 4, 6 Mar. nuls.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ap Neonatal addiction is just one facet of America’s opioid Make a Comparison
Another strategy to prove your point in body paragraphs is to make a Levine, Benjamin D. “Should ‘Artificial’ High Altitude Environments Be nuls.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=s3h However, athletes sleeping in a hypoxic tent, with the These are some of the major strategies for proving your point in a body Turnitin Report Formatting Title Page Citation Outline
ference in academic, economic and social arenas (Vol. 120). Copyright Project Inno-
vation, Provided by ProQuest Information and Learning Company. Retrieved Feb-
ruary 17, 2005, from http://findarticles.com/.
nal report of the head start evaluation, synthesis, and utilization project (pp.34-57).
Washington, DC: CSR Incorporated for the Head Start Bureau, Administration for
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60-78). ‹stanbul: Anne-Çocuk E¤itim Vakf›.
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se, child abuse and neglect, and children’s arrests: Fifteen year follow-up of a rando-
mized trial. International Journal of Psycho-Analysis, 78, 637-643.
içinde (s.34-51). Ankara: Kök Yay›nlar›.
in Brazil. Rio de Janerio: Institute of Applied Economic Research. Retrieved De-
cember 24, 2004, from http://www.worldbank.org/children/csbrazil1.html.
of early intervention programs, Pediatric Developmental Services Program prepared
for The Commonwealth Fund by The Institue for Health Services Research and
cal Nutrition, 41 (6), 1322-1331.
maican case studies. Food and Nutrition Bulletin, 20 (1), 108-120. Retrieved Janu-
ary 22, 2004, from http://www.unu.edu/Unupress/food/V201e/ch10.htm.
American Medical Association, 285, 2339-2347.
cial education: New evidence from the Chicago longitudinal study. Focus: University
of Wisconsin-Madison, Institute for Research on Poverty, Heartland Institute,
artland.org//pdf/ACF24
high/scope perry preschool study through age 27. Monograph of the High/Scope Edu-
cational Research Foundation, 10. Ypsilanti, MI: High/Scope Press.
lings. Child Development, 65, 677-683.
family and community involvement. Paper presented at the annual meeting of the
American Sociological Association, Anaheim, CA. Retrieved May 24, 2004 ,from
el kitab›. Modül 12, Millî E¤itim Bakanl›¤› Web Sitesi. 5 Haziran 2005 tarihinde
http://iogm.meb.gov.tr/Modul-12 adresinden edinilmifltir.
vant to young children at risk of or who have challenging behavior. Funded by the Of-
fice of Special Education Programs, U.S. Department of Education, Center for Evi-
dence-Bades Practice, Young Children with Challenging Behavior. Retrieved Feb-
ruary 18, 2005, from http://challengingbehavior.fmhi.usf.edu/resources/smith-fox-
terly, 18, 255-270.
luation of the comprehensive child development program. Final Report. Retrieved
nity Guide. Retrieved May 24, 2005, from http://mid.gui-
de.gmnews.com/news/2003/0730/Schools/.
e¤itiminin önemi üzerine düflünceler ve öneriler. ‹stanbul: Anne-Çocuk E¤itim Vak-
f›.
lementation and psychosocial intervention on the physical growth of Colombian in-
fants at risk of malnutrition. Child Development, 61 29-49.
çocukluk e¤itimi politikalar›: Yayg›nlaflma, yönetiflim ve yap›lar toplant›s› raporu.
Ankara. 4 Ocak 2004 tarihinde http://www.acev.org/arastirma/raporlar.html adresin-
den edinilmifltir.
göstergeleri 2004. 4 fiubat 2006 tarihinde http://nkg.die.gov.tr/goster.asp’aile=1 adre-
sinden edinilmifltir.
from http://www.uis.unesco.org.
http://www.unicef.org/.
http://www.unicef.org/infobycountry/bolivia_statistics.html#11.
cef.org/india/children.html.
An economic analysis. Washington, D.C.: World Bank. Retrieved May 17, 2005, from
http://www-wds.worldbank.org.
hools, Document of the World Bank, Report No. 22841-BR. Retrieved April 24, 2005,
from http://web.worldbank.org/
comes and delinquency. The Future of Children, 5 (3), 51-75.
child experiences survey faces: Longitudinal findings on program performance. Third
progress report. Washington, DC: Administration on Children, Youth, and Families,
UNESCO ‹statistik Enstitüsü Verilerine Göre Baz› Ülkelerin 2004 Y›l› Demografik
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duty of the body paragraphs is to prove the claim. There are many different ways to
prove your claim, but let’s first start by looking at the structure of a body paragraph
because no matter what kind of proof you are using, it is likely that all body paragraphs
will use some of these major writing strategies to help the reader feel grounded and
make the paragraph feel organized.
you want your reader to know where you are going. The main way we do this is with
topic sentences. A topic sentence tells the reader what part of the thesis the paragraph
will prove. It typically comes as the first sentence of a paragraph. There are times when
this is not the case, but it may be best to get in the habit of placing it there since this
strategy can never go wrong. Let’s look at a couple topic sentences from the course
readings. This is a body paragraph from the article, “Labels for GMO Foods are a Bad
Idea.” Scientific American, 1 Sep. 2013.
is arguing. Here is a body paragraph.
against a technology that has delivered enormous benefits to
people in developing countries and promises far more. Recently
published data from a seven-year study of Indian farmers show
that those growing a genetically modified crop increased their
yield per acre by 24 percent and boosted profits by 50 percent.
These farmers were able to buy more food—and food of greater
nutritional value—for their families.
and it sets up the evidence to follow. A common error in body paragraphs is that
may be true in some cases, but eventually your reader will start to feel lost and
unguided through all the evidence. We want them on a clear path the whole time.
The transition if often the last sentence in a body paragraph, but the topic sentence can
also connect paragraphs and make its main point. Let’s look at two more paragraphs
from the same article.
consumer choice. On the contrary, such labels have limited
people’s options. In 1997, a time of growing opposition to GMOs
in Europe, the E.U. began to require them. By 1999, to avoid
labels that might drive customers away, most major European
retailers had removed genetically modified ingredients from
products bearing their brand. Major food producers such as
Nestlé followed suit. Today it is virtually impossible to find
GMOs in European supermarkets.
celebrate a similar exclusion. Everyone else would pay a price.
Because conventional crops often require more water and
pesticides than GMOs do, the former are usually more expensive.
Consequently, we would all have to pay a premium on non-GMO
foods—and for a questionable return. Private research firm
Northbridge Environmental Management Consultants estimated that
Prop 37 would have raised an average California family’s yearly
food bill by as much as $400. The measure would also have
required farmers, manufacturers and retailers to keep a whole
new set of detailed records and to prepare for lawsuits
challenging the “naturalness” of their products.
paragraph above, and introduces the author’s next point. We can also see that a topic
sentence does not always have to be just one sentence. Here two short sentences are
used for rhetorical effect.
example of a transition sentence used in a more typical place, to conclude the body
paragraph.
Criticism, edited by Jeffrey W. Hunter, vol. 210, Gale, 2006.
nu_main&v=2.1&id=GALE%7CH1100067185&it=r&asid=e74cf63bb5aee5eda1319978b1e
fbec8
dots plots, almost everyone you ask in commercial publishing
says—at least publicly—that chick lit is not formulaic,
exploitative or cynically produced. In fact, it is almost a
conspiracy. It is virtually impossible to find anyone prepared
to criticize the genre other than Beryl Bainbridge (who
notoriously labeled it “froth”). Jenny Colgan says that comments
like those from Bainbridge imply that “young women are too
stupid to a) write books and b) read them”. The author Matt
Thorne agrees. “People who are dismissive of chick lit are
misogynistic and elitist,” he says. “Chick lit is a perfectly
acceptable genre, no different from ‘literary fiction’. The best
writers in the genre are producing some of the best writing
around today.” Some suggest that because chick lit is a wholly
female enterprise, it is virtually feminist. Dr Stacy Gillis, an
expert in gender and popular fiction from Exeter University,
rejects this. “Frankly, chick lit is not feminist but backlash.
It serves to reinforce traditional categories of sex and gender
divisions while appearing to do the opposite.” Or to put it
another way, books that are for women, by women, but actually
about searching for Mr. Right are never going to be feminist.
And criticizing them is anything but misogynistic.
author too. Many chick lit authors are little more than
assembly-line workers, as one publisher put it. “The ideal
commercial fiction author is someone who delivers one book and
then goes on to keep writing, well, not exactly the same book
again and again, but certainly one that’s very similar.” Knowing
how controversial these realities are, this publisher, like
several I talked to for this piece, asked not to be named.
sentences in a paragraph usually sum up or restate the paragraph’s main points and
how the concluding sentences often transition us into the next paragraph. Look how
well the last two sentences of the prior paragraph work together with the topic sentence
of the next paragraph. They flow smoothly into each other suggesting the connection of
the ideas of feminism and the means of production. We should all strive for our body
paragraphs to flow together so nicely.
paragraph, but what is typically in the middle? In the middle of a body paragraph is
usually the evidence.
• Present Data
• Tell Narratives or Anecdotes
•
use will generally depend on the paper’s purpose.
goal of your paper is to analyze something, then the evidence in your paragraphs will
likely be observations from the thing you are analyzing.
within HBO’s Game of Thrones.” Mythlore, vol. 33, no. 2, Spring/Summer 2015, pp. 51-
73.
db=lfh&AN=102420821&site=ehost-live.
throughout Brienne and Jaime’s journey to King’s Landing is
their budding relationship. Numerous shots in their story
include the two of them facing a third party, or facing each
other in shot-reverse-shot pattern. Even when one is interacting
with someone else, quick glances at the other’s reactions are
given (for instance, when Lord Bolton tortures Jaime with a slow
rendition of bad news about his family, short shots depict
Brienne’s reactions). When one is missing, the other talks to a
third party about the missing one (Jaime negotiates Brienne’s
ransom with Locke; Qyburn tells Jaime what will happen to
Brienne in Harrenhal). In other words, their story has a central
ingredient of romantic comedies: a focus on a pair of characters
and their evolving rapport. Despite the considerable presence of
elements featured in adventure stories, such as fearsome
obstacles and extreme physical hardship, the tale mainly
together’ and the gazes that pass between them accumulate
meaning as they accumulate shared adventures. The rest of the
characters are there to test their bond and provide them with
joint or mutual challenges.
discussed in this body paragraph. The evidence here follows the Observation, Inference,
Explanation form.
on to infer from those scenes connections he makes about the genre of romantic
comedy. So, if your paper analyzes something, much of your proof will come from the
object you are breaking down. Most of you, however, for this paper, will likely write an
argumentative paper. Arguments, you may also recall from ENG 101, often use
Aristotelian strategies:
• Pathos: appeals to emotion
• Logos: logic, facts and statistics
writing as academics strive to be logical and rational. Many of you will be dealing with
subjects that are highly technical in nature, and data and statistics will be a big part of
your arguments, if you are in a logic and data-centered field. In these fields, the thing
that matters the most is the depth and quality of data. So, if your paper is primarily
research-based and in data-driven fields, then most of your body paragraphs will use
nothing but Logos. Let’s look at an example.
Its Own Expense? That’s Globaloney.” The Washington Post, 3 Feb. 2017.
about 14 percent of the U.S. population. The United States ranks
the top. And yet Americans tend to think there are far more
immigrants in the United States. On average, Americans estimated
that 33 percent of the country’s population was born abroad in a
2015 survey conducted by Ipsos Mori. U.S. respondents were even
further off the mark in a 2013 German Marshall Fund study,
guessing on average 42%—three times the correct answer.
Interestingly, simply telling respondents the actual level of
immigration into the United States cuts the proportion who think
there are too many immigrants in half. As for the standard
refrain that immigrants are to blame for the loss of American
jobs, mainstream economists agree that technology has cost far
more jobs than has immigration or international competition.
statistics. This lines up nicely with the article’s goal of trying to disabuse its readers of
various commonly held feelings they might have about what is “true” or not. As you
can see, these authors (and likely their field) value data over belief.
especially in persuasive arguments. The following paragraph from the article on GMO
foods we cited above primarily uses data, but data that certainly pulls on the
heartstrings.
500,000 children worldwide every year and kills half of them—
researchers have engineered Golden Rice, which produces beta-
carotene, a precursor of vitamin A. Approximately three quarters
of a cup of Golden Rice provides the recommended daily amount of
vitamin A; several tests have concluded that the product is
safe. Yet Greenpeace and other anti-GMO organizations have used
misinformation and hysteria to delay the introduction of Golden
Rice to the Philippines, India and China.
children behind those numbers. Whether you are pulling the heartstrings or not, it is
important that when you use data, statistics, or facts that you make sure they are
credible. You can mention the source of your facts in the paper itself to help build up
conventions of your field.
going to be of great importance, so sometimes the proof in a body paragraph is a
narrative.
situations that happened to nurses to exemplify possible conflicts in using social media.
Social Media: The Regulatory Perspective.” Online Journal of Issues in Nursing, vol. 17,
no. 3, 2012, pp. 11-1.
w/1428550303?accountid=25320.
harm (NCSBN. 2011e), a student nurse wanted to remember the 3-
year-old pediatric patient she had been caring for who was
receiving chemotherapy for leukemia at a children’s hospital.
She took his photo, with his room number visible in the
background. She then posted his photo on her Facebook® wall for
friends to see, writing about how brave her patient was and how
proud she was to be a student nurse. This student, like many who
are naive about social networks, did not realize that others can
access posts even when appropriate privacy settings are in
place. In this case, someone forwarded the information to a
nurse at the children’s hospital who then contacted her
supervisor. Since the nursing program had a clear policy about
students not breaching confidentiality and the Health Insurance
Portability and Accountability Act (HIPAA) violations (U.S.
Department of Health & Human Services. 20121. the student was
expelled from the program. Further, the nursing program was not
allowed to come back to the children’s hospital for pediatric
clinical experiences and the hospital faced HIPAA violations.
might not understand certain technical terms of a concept that is central to your
argument, you might need to define them. Here is an example.
2017, pp. 26-29.
h&AN=121302518&site=ehost-live.
crisis, which now claims the lives of between three and four
people every hour. The term “opioid” refers to narcotic
prescription medications, such as oxycodone (the narcotic in
Percocet and OxyContin) and hydrocodone (Vicodin), as well as
heroin and synthetic drugs such as fentanyl, which is 25 to 50
times as potent as heroin. In 2015, more than 35,000 Americans
died of overdoses (13,000 from heroin, 9,600 from synthetic
opioids, and 12,700 from prescription pills)—nearly equal to the
number of deaths from car crashes.
comparison or analogy. Here is an example from the field of Allied Health.
Considered Doping?” Scandinavian Journal of Medicine & Science in Sports, vol. 16, no.
5, Oct. 2006, pp. 297-301.
&AN=22308201&site=ehost-live.
intent at least in part to increase endogenous production of
erythropoietin, present an image that makes some in the sporting
community uncomfortable. Therefore, WADA has turned its
attention to these devices to determine if they meet the
criteria for placing this method on the Prohibited List for
2007. In doing so, they convened a panel to help clarify the
meaning of the ‘‘spirit of sport.’’ Although the attempt to
clarify the concept of the ‘‘spirit of sport’’ is laudable and
indeed critical for WADA to fulfill its mission, unfortunately
the ethics committee report has a number of serious problems.
Most critical of these is the argument that it is the
‘‘passive’’ use of the high-altitude simulation that constitutes
the most egregious violation of the spirit of sport. As
discussed below, this concept is based on false premises which
undermine the conclusions of the committee. An analogy which I
call the ‘‘flat earth’’ premise illustrate this problem. For
example, if an ethics committee was convened in the early 15th
century in Europe to determine if it was ethical for a company
to send a ship sailing to the west, it could be argued that
because the earth is flat, the risk of the ship sailing over the
edge of the earth is too great to justify and such a plan would
be unethical. Based on the scientific knowledge of the day, such
a determination would be reasonable. However, to argue such a
train of logic in the 21st century would be ludicrous.
paragraph. This list is by no means exhaustive, and many of these strategies can be
combined, in fact should be combined to prove your nuanced argument. Order an Essay Now & Get These Features For Free:
