Akimah Scott

March 21, 2019

2nd Period

Montenegro, C., Nguyen, H., & Onagoruwa, A. & Wodon, Q., (2018). Missed Opportunities.

The Cost of Not Educating Girls Series. Retrieved March 11, 2019, from
http://documents.worldbank.org/curated/en/775261531234655903/pdf/128171-replacem
ent-HighCostOfNotEducatingGirls-Web.pdf

The most compelling ideas of this article were pushed by the rhetorical device, logos,
which are the statistics and data that it provides about women and their education. For
example, children of mothers aged lower than 18 have a higher risk of being
malnourished and dying before 5 years old. Within these statistics the authors point out
the negative effects of a lack of education such as, decision-making abilities, higher rates
of poverty, and the simple deprivation of basic rights. The weakest points brought about
in this article were the general ideas that the lack of education of women weaken the
solidarity of communities and how it leads to a low tendency of altruistic behavior. This
isn’t an extremely effectual argument simply because of the lack of concrete information,
instead these ideas are left for interpretation and refutation. There is a liberal bias because
of how much this text pushes for progress and equality, and wants to better the current
policies for female education. This article is effective in accomplishing the goal of
arguing for the improvement of women’s education and informing about the lack of
female education.

Africa: Educated Girls Crucial for Skilled Workforce. (2018, October 11).

Retrieved March 11, 2019, from

https://www.hrw.org/news/2018/10/11/africa-educated-girls-crucial-skilled-workforce

The most compelling ideas in these piece are the specific examples provided about
female education in Africa and how the government deals with it. It gives a clear insight
 on the struggles that African girls go through for education. Specifically, in this article,
pregnant ones. Pregnant girls in Africa experience violent attacks, “economic hardship”,
denied re-entry, and are stigmatized by not only by people in their society but by
“government officials.”With this being said education is denied from them and officials
refused to enact policies to help them. There was also a policy implemented to build
Africa’s human capital and the AU called it “its most precious resource” , which seems to
be focused on more than the girls themselves. Logos was the rhetorical device used to
support these ideas. The weakest points presented were the ones about “giving students
time for prenatal checks” simply because the suggestions consisted of “eliminating
primary and secondary school fees” , “providing financial support for at-risk”, as well as
giving out “birth control.” The governments that they are proposing these ideas to, the
ones in Africa, are typically not financially able to do these things nor does the birth
control idea align with major societal views. This article most definitely has a liberal bias
because of it’s rebuttal against traditional views. This article is effective in accomplishing
the goal of arguing for the improvement of women’s education and informing about the
lack of female education.

Global Section: Girls' education plays a large part in global development. (n.d.). Retrieved

March 11, 2019, from ​http://www.ungei.org/news/247_2165.html

The most compelling ideas from this article were the ones about how the benefits from
educating women. The author used a lot of logos in order to push these ideas. For
example, women who are educated are less susceptible “toward sexual abuse” which in
turn protects them from STDs. As well as, “access to higher paying jobs” and their
knowledge to give their children medical aid, “proper nutrition” and to keep their living
area sanitary. The weakest points presented were the ones that gave data on the
organizations that were helping, simply because it did not actually go towards my
research about the education of women. This article has a liberal bias because of its belief
of gender equality and its emphasis on “transforming society.” This article is extremely
effective in arguing for female’s right to education because of the reasonings that were
provided, even though there could be more statistic given to back them up.
Koch, M., Payne, K., & Sadasivam, H. (2018, March 8). Data of Women: Education and
Literacy

Around the World. Retrieved March 11, 2019, from

https://looker.com/blog/data-of-women-education-and-literacy-around-the
-world 

The most captivating points made in this article were that not only the “ access to an
education” is important but the quality too and the descriptions of the literacy rate gap
between male and females, as well as between the different countries. The authors used
the rhetorical device Logos to push these ideas, by using charts and graphs. Graphs
showed that the literacy rates were significantly lower in LDCs and the gap between the
two genders expanded. The only reason that weakest part is the part about the GNI (Gross
National Income) is because the reader may not feel as though it directly connects until
they have done research themselves because of its lack of clarity. There is a liberal bias
because of the push for reform and equality. There is less of a bias for just women, than
most of my other sources. This source is effective on providing information because of
the accuracy of the data and reasonings that it provided. 

Rueckert, P., (2019, January 24). 10 Barriers to Education Around the World. Retrieved March

11, 2019, from

https://www.globalcitizen.org/en/content/10-barriers-to-education-around-the-world-2/

The most captivating points made in this piece were the specific examples that children in
the world go through in order to get an education. For example, children in Sub-Saharan
Africa have overcrowded classrooms or they are falling apart. In Tanzania, less than 4%
of students in “grade 6” had access to a “reading book”. Most importantly the issue
brought up about girls having to miss school because of the don’t have access to
menstrual products. These ideas were supported by the rhetorical device, logos. The least
effective idea presented was the one about the need for “63 million new teachers” to
make the plan for equal education work. This is ineffective because it can create the idea
for the reader that the goal is a lot harder to reach. This article has a liberal bias because
of its push for change and reform. This article is effective in accomplishing the goal of
arguing for the improvement of women’s education and informing about the lack of
female education.