Assignment 1.2: Conflicting Viewpoints Essay Part II Synthesizing and Writing

Assignment 1.2: Conflicting Viewpoints Essay Part II Synthesizing and Writing

Assignment 1.2: Conflicting Viewpoints Essay Part II Synthesizing and Writing

Due Week 4 and worth 100 points When looking for information about a particular issue, how often do you try to resist biases toward your own point of view? This assignment asks you to engage in this aspect of critical thinking. The assignment is divided into two (2) parts. For Part I of the assignment (due Week 2), you read a book excerpt about critical thinking processes, reviewed the Procon.org Website in order to gather information, and engaged in prewriting to examine your thoughts. * Remember that in the Week 2 Discussion, you examined the biases discussed in Chapter 2 of the webtext. In Part II of the assignment (due Week 4), you will write a paper to synthesize your ideas. Part II Writing Write at three to four (3-4) page paper in which you: 1. State your position on the topic you selected for Assignment 1.1. 2. Identify (3) three premises (reasons) from the Procon.org website that support your position and explain why you selected these specific reasons. 3. Explain your answers to the believing questions about the three (3) premises opposing your position from the Procon.org website. 4. Examine at least two (2) types of biases that you likely experienced as you evaluated the premises for and against your position. 5. Discuss the effects of your own enculturation or group identification that may have influenced your biases. 6. Discuss whether or not your thinking about the topic has changed after playing the Believing Game, even if your position on the issue has stayed the same. The paper should follow guidelines for clear and organized writing: Include an introductory paragraph and concluding paragraph. Address main ideas in body paragraphs with a topic sentence and supporting sentences. Adhere to standard rules of English grammar, punctuation, mechanics, and spelling. Your assignment must follow these formatting requirements: This course requires use of Strayer Writing Standards (SWS). The format is different than other Strayer University courses. Please take a moment to review the SWS documentation for details. Based on the guidelines in SWS, “A well-researched assignment has at least as many sources as pages.” Since this assignment requires you to write at least 3-4 pages, you should include at least 3-4 references. The specific course learning outcomes associated with this assignment are: Identify the informal fallacies, assumptions, and biases involved in manipulative appeals and abuses of language. Create written work utilizing the concepts of critical thinking. Use technology and information resources to research issues in critical thinking skills and informal logic. ******************************Assignment 1.1: Introduction Just like the names suggest, school uniforms are worn by learners for an educational institution. In most countries, uniforms are worn in both elementary and high schools. According to Penttiten (2011), clothing is considered as school uniform when it meets a number of criteria. This includes when it acts as team emblem, certifies the legality of an institution through uncovering the comparative position of an individual and repress individuality. The question of whether students should wear school uniforms attracts heated debate. Some strongly support the idea, while others vehemently oppose the school uniform policy. This research affirms that controversies surround the cons of the school uniform policy. Three premises Premise 1: School uniforms may improve attendance and discipline The premise assumes that both boys and girls are disciplined in the same manner in connection to school uniforms. However, this is far from the truth, since the third gender is not considered. Notable, the number of transgender students is significant. Hence, the group must be considered in any decision making and policy implementation process. However, the transgender students are the victim of school uniform policies. They are often sent away for wearing clothing that differs from the likely legal sex. Others are expelled from the yearbooks. This affirms that school uniform promotes discrimination, which reduces class attendance. Further, discrimination negatively affects the discipline of the affected students. This is because most school uniform policies do not outline guideline specifics to gender. Thus, for the argument that the school uniform policy improves discipline to be true, all-inclusive school uniform policies must be implemented. Premise 2: Students’ legal right to free expression remains intact even with mandatory school uniforms. This idea is outstanding since it does not draw any connection between freedom of speech and clothing. However, it is clear that school uniform restricts the students ability to express their personality. This is because clothing is commonly perceived as a way of expression. Thus, policies that force students to dress in school uniform interrupt their sense of distinctiveness. The school uniform policy hinders the students from dressing in the trending fashion. Further, in the case of Canady v. Bossier Parish School Board, parents were against the implementation of the dress code rule since it failed to put into consideration religious preferences (United States Court of Appeals, 2001). This has, however, seen students put on apparels that express their religion. Most state regulation and constitution safeguards the students rights to wear religious attire in schools. For instance, some schools allow Muslim students to cover their head and wear trousers to cover their legs. Others wear turban and yarmulke. The only condition that can make legal right remain intact argument true is the existence of effective school uniform policy accounting for various religious preferences. Premise 3: Wearing uniforms enhances school pride, unity, and community spirit. This argument affirms that school uniform brings a sense of belonging and unity. However, the school uniform policy does not have any significant impact on the social dynamic of the learning institution. This is because students always find a way of expressing the individuality. This is mainly achieved through minor modification of the school uniform (Da Costa, 2006). For instance, some girls tighten their skirts to showcase their body structure while others cut short their uniform more so those from the middle and high-income background. According to Penttinen, such move is associated with the feeling that uniform restrains their personality (Penttinen, 2011). This premise can only be true when the teacher, parent, and students are involved in the process of implementing the school uniform policy. Conclusion A number of controversies surround the cons of wearing school uniform. Proponents of the idea argue that the school uniform improves attendance. However, the transgender students are discriminated for wearing clothes that do not align with their perceived gender. The proponents also argue that it preserve the students freedom. This is not always the case since the religious freedom clause is not captured in most school uniform policies. They also argue that school uniform enhances community spirit. Nonetheless, the students find ways of expressing individuality. ? References DaCosta, K., (2006). Dress Code Blues: An Exploration of Urban Students’ Reactions to a Public High School Uniform Policy, The Journal of Negro Education Vol. 75, No. 1 pp. 49-59 Penttiten, L., (2011). Research upon school uniforms and personal style, thoughts and experiences of Japanese University Students. < https://epublications.uef.fi/pub/urn_nbn_fi_uef-20110453/urn_nbn_fi_uef-20110453.pdf > United States Court of Appeals, (2001). Canady v. Bossier Parish School Board, 240 F. 3d 437 – Court of Appeals, 5th Circuit 2001