modification

For our final essay, I am writing my commentary in a more conversational way (rather than as marginal notes in Canvas. My purpose is to allow myself to respond to the argument you are making in the paper as any thinking audience member would (not just a professor looking at technical elements like formatting and grammar). While formatting and grammar are still important, it is my belief that this paper deserves paramount attention to your reasoning, evidence, and use of strategies to convince people of your thesis. My comments will focus on that. If you believe that my observations are challenges are critical, please know that I do so only for the purpose of “helping” by getting you to think about how to strengthen your case for a broad audience with disparate opinions. Here goes…

Keep in mind each of the elements of an essay that we’ve stressed throughout the course. For example, is your initial paragraph a designed “lead” that attracts the audience in a unique and compelling way? Do you fairly and adequately deal with opposing views?  Are all sources cited clearly with the use of signal phrase introductions and proper in-text citations?  Use your experience over the past two essays (as we brainstormed in our checklist flyer group assignment a few weeks ago) to keep your own checklist of qualities to test for as you revise.

My main concern with the essay at this point is that your title is misleading.  In your title, you suggest that lifelong learning is “NOT” required to be successful, but then your essay is about the value of lifelong learning.  Is the title a mistake?  Also, if you’re arguing that lifelong learning is NOT required, then readers will expect to see more information about successful people with no secondary education.  Secondly, I think this paper could use more actual “people” on the page.  All of your information is statistical or abstract reasoning.  What readers could benefit from here is a case study example of one of your points.  Show them how a specific person’s experience demonstrates the point you’re making.  Readers will be more persuaded by “seeing” an actual person’s case alongside your explanations than they will be by explanations only.

Again, I hope you will consider these thoughts and observations as you work (from now until the 21st) to make your argument as solid and as comprehensive as possible. While you should certainly take these comments seriously, the ultimate decision about how to best complete your vision for this paper is entirely yours. As I have taught from our very first day, a worthwhile paper can only be one that you truly believe in and are committed to defending.

If you would like to follow up on any of these comments or have further (specific) questions, don’t hesitate to message me through Canvas and ask them. I would be glad to offer further help as you make decisions that develop and change this draft.

Running head: LIFELONG LEARNING AND CAREER SUCCESS 1

LIFELONG LEARNING AND CAREER SUCCESS 6

Life-long Learning is not Required to be Successful in a Career

It is a great debate sometimes on whether one should continue to learn or not to learn. Learning is linked to formal education. However, education also has its costs and sometimes one wonders if after studying they will be able to secure a good job or not. Other factors like having to take study loans affect whether one gets an education or not. Some people are also already successful in business but they are torn between getting that further education or just sticking to business (Livingstone, 2015). The question, however, remains whether continuing with higher education can actually lead to career success.

Getting a formal education is considered to be a determinant of how successful one will be in the future. A college degree enables one to be ahead in the job market. Many employers look at the academic qualifications that one has before they hire. Employers usually prefer people who have achieved higher qualifications as they perceive them to be more suitable for the job. Some professions are also quite specialised hence once requires an education so that they can actually learn the basics of the profession and get further experience while on the job. Getting a formal education opens up one’s mind to many situations around the world and gives one a lot of information about career fields all over the world (National Career Fair, 2018). One gets to know the dynamics of the employment world and how one should approach things like job searches or networking. One might argue that even without a formal education a job is possible, but the truth is that lifelong learning gives one a better chance in the employment industry and in other opportunities that may come along the way.

Lifelong learning is worthwhile since one will be more valuable as an employee. When one gets a formal education, they can bargain in the job market and get a higher salary. Someone who has a bachelor’s degree, for example, will be paid much more than one who does not. Lifelong learning, therefore, leads to career success and it should, therefore, be considered as an investment rather than an expense. When one has the academic papers and qualifications they are likely to earn a more substantial amount than those who do not. Research even shows that if one is a graduate they can earn more by at least $1,000 than their counterparts who may not have such qualifications. This can enable one secure their future and they can also use it as a basis for getting their next job (National Career Fair, 2018). Despite the argument that one can learn on the job even if they lack an education and at the same time grow their income, it is easier and will take shorter if one has the academic qualifications required.

Lifelong learning can help one manage their business better if they are an entrepreneur. The business world is constantly changing and there is a myriad of factors that affect businesses. Some of these factors are external while others are internal. Learning can enable one get a lot of information concerning running their businesses and even factors that can affect their businesses negatively and lead to failure. Learning enables one to keep up with what is happening in the globe and how it can affect business. One also gets to learn the best practices around the world and this can be applied to make their business successful. Learning is important as it also enables one know how to manage the employees that may be working for them in their business. Many startups or small businesses are usually faced with a high turnover rate since the owners do not understand the basics of human resource management. Despite the feeling that one may succeed in business without getting a formal education, the fact is that learning helps one to manage their business better and opens many more paths for success since there is a lot learnt concerning business.

Despite the fact that there are high rates of joblessness, lifelong learning leads one to have more career opportunities. When one does not have a formal education, they are quite limited to the number of career options that they can take. Mostly they settle for any job that can sustain them or something which they are good at. When one gets a formal education, however, they can choose a number of career paths. Someone who does a Masters or PhD. for example, has options like becoming a lecturer even if they do not find the type of job they may have wanted in the corporate world. A college degree also becomes beneficial as one is able to study for a certain field but get a job in another field because of the fact that they hold the college degree. Lifelong learning is therefore good as it brings with it a number of opportunities along the way. One may argue that even despite a formal education, getting a job may be hard or one may end up where they do not wish to be (Livingstone, 2015). As much as this may happen, having that education enables one to continue searching for opportunities which are many for those that have formal education.

Lifelong learning can help one to secure their future. With a great job comes great perks like being able to purchase a house, car and give a good life to one’s family. At the end of the day, everyone wants the best for their families and would like to give them the best life possible. People would also like to own their own assets rather than struggle with paying rent for most of their lives. Lifelong education can help one to achieve this since one is exposed to great opportunities that can help them invest and secure their future (National Career Fair, 2018). When one has a secure future, they avoid many problems that are stress related and may come about due to minimal finances. A few people may say that it is possible to secure one’s future even without the lifelong learning, however, with learning one gets better opportunities and they are even wiser when it comes to investments.

Lifelong learning is a positive aspect of life that each person should embrace. Despite the high costs of education that sometimes leads people to huge debts, learning should be taken as an investment rather than an expense. It can lead people into great careers that will enable them to have great futures. With an education one also becomes independent and does not have to depend on others. Lifelong learning should therefore not be shunned but taken as a platform that brings about success in the future.

References

Livingstone, D. W. (2015). Lifelong learning in paid and unpaid work: Survey and case study findings. NY, Routledge.

National Career Fair (2018). Career Fair for Job Seekers. Feb 2018 at the Student Center.

Persuasive Essay Rubric (ENGL 102)

Exemplary

17.0 pts
Proficient

14.0 pts
Acceptable

12.0 pts
Needs Work

0.0 pts
Not There Yet

20.0 pts

Exemplary

13.0 pts
Proficient

11.0 pts
Acceptable

9.0 pts
Needs Work

0.0 pts
Not There Yet

16.0 pts

16.0 pts

16.0 pts
Exemplary

13.0 pts
Proficient

11.0 pts
Acceptable

9.0 pts
Needs Work

0.0 pts
Not There Yet

16.0 pts

16.0 pts
Exemplary

13.0 pts
Proficient

11.0 pts
Acceptable

9.0 pts
Needs Work

0.0 pts
Not There Yet

16.0 pts

16.0 pts
Exemplary

13.0 pts
Proficient

11.0 pts
Acceptable

9.0 pts
Needs Work

0.0 pts
Not There Yet

16.0 pts

Persuasive Essay Rubric (ENGL 102)
Criteria	Ratings	Pts
This criterion is linked to a Learning OutcomeThesis 20 percent – Thesis indicates original and engaging argument with evidence of development strategy. Nuanced response to assignment. 17 percent – Thesis competent but lacks originality. Good response to assignment. 14 percent – Thesis too broad or lacks well-defined position. Adequate understanding of assignment. 12 percent – Thesis unclear and vague. May not fully respond to assignment. 0 percent – No controlling idea. Poor or mistaken response to assignment.		20.0 pts
This criterion is linked to a Learning OutcomeOrganization 16 percent – Sequence of ideas is consistently clear, logical, and relevant to thesis. Paragraphs unified; transitions effective. 13 percent – Sequence of ideas reasonably clear and logical, although parts of argument may not be explicitly connected or may digress. Paragraphs reasonably coherent but could be better connected. 11 percent – Ideas could be more logically arranged. Significant parts may not explicitly advance thesis. Paragraphs not tightly unified or well related to each other. 9 percent – Lacks a complete organizational structure. Structure changes or ends before the conclusion. 0 percent – No clear sense of an evolving argument or logical arrangement of ideas; haphazard. Paragraphs may be incoherent, undeveloped, and unrelated.						16.0 pts
This criterion is linked to a Learning OutcomeSupport/Development 16 percent – Complete mastery of text. Assertions supported with well‐chosen textual evidence. Appropriate quotations with necessary and full explication. 13 percent – Good understanding of text. Sufficient but predictable textual evidence. Good use of support/quotation but too many or too few and/or lacking careful explication. 11 percent – Adequate but predictable understanding of basic ideas in text. Insufficient use of textual evidence. Quotations/support insufficient, ill‐chosen, misplaced, or lacking explication. 9 percent – Insufficient understanding of text. Little useful textual evidence for an argument. Lacks appropriate support/quotations or quotes heavily without purpose or explication. 0 percent – Misses the point of the text. Lacks support for claims. Essay is incomplete. Inappropriate quotations (or none at all), and support not integrated in the essay. No clear plan.				16.0 pts Exemplary 13.0 pts Proficient 11.0 pts Acceptable 9.0 pts Needs Work 0.0 pts Not There Yet
This criterion is linked to a Learning OutcomeResearch/Documentation 16 percent – Effective integration and documentation of ideas and sources. 13 percent – Well-integrated and documented ideas and sources. 11 percent – Awkward integration of ideas and sources; documentation reflects some errors. 9 percent – Ideas and sources reflect numerous errors in documentation. 0 percent – Poor or missing integration and documentation of sources.
This criterion is linked to a Learning OutcomeDiction & Tone 16 percent – Distinctive word choice; approach to material greatly enhances argument with intended audience. 13 percent – Appropriate word choice. Effective awareness of intended audience. 11 percent – Inconsistent choice of words. Portions of the essay interfere with comprehension of intended audience. 9 percent – A pattern of using words inappropriately and/or may show little awareness of intended audience. 0 percent – Frequent misuse of words. Ignores needs of intended audience.
This criterion is linked to a Learning OutcomeGrammar/Mechanics 16 percent – Presents ideas in well-crafted, varied, engaging, and virtually error-free sentences. 13 percent – Conveys ideas with effective and varied sentence structure. Few errors at word and sentence level. 11 percent – Clear but basic expression of ideas—little variation in sentence form; some errors at word and sentence level. 9 percent – Many basic errors at word and sentence level, but sense of ideas conveyed. 0 percent – Multiple errors in arrangement, punctuation, and sentence structure undermine sense—incoherent.