GambleAU4

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Purdue Global University *

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Jan 9, 2024

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1 Unit 4 Assignment Alana Gamble Purdue University Global CM 220 Professor S. Wink 1/10/2023

2 Developing an Argument for Change CM 220 Unit 4 Assignment Part I: Thesis Review the Unit 3 reading on thesis statements and identifying the underlying assumption and common ground. You may also want to review the Writing Center’s Writing a Thesis Statement . What is your thesis statement (claim + reason)? To help ensure a more financially sound adult, parents and teachers should work together to establish solid financial literacy classes or workshops for teenagers beyond the classroom because they should have the proper education, tools with ways to manage their finances before entering the adult world on their own. This will give teenagers a much more successful start in their jobs, better background to know how to pay for college and to learn to be debt free before entering the adult force. What is the underlying assumption (major premise) for your thesis? The underlying assumption for my thesis is creating additional financial literacy classes for teenagers. If we want them to start off debt free and knowing how to manage their own finances before leaving home. What common ground do you anticipate that you will share with your audience? The common ground that I anticipate my audience will share is that there is a gap in financial education available for our youth. From the research I have done so far, teenagers themselves, parent and teacher all have the similar options that teenagers are increasingly going into the adult world ill prepared. Part II: Rhetorical Situation Review the Unit 1 reading on the rhetorical situation. What is your purpose? How would you describe the problem and what are examples that illustrate the problem? My purpose would be to incorporate more financial literacy classes beyond the traditional home and classroom setting. I would describe the problem as a growing number of adults who find it hard to manage their finances to stay out of debt because they didn’t have access to financial literacy classes early on. Some examples would be when teens start working, they spend money because they have it, instead of saving some of it or investing. They don’t understand how credit works, so when they do open credit cards, they start what can be an endless stream of debt Including college loans. Describe your audience. How does the issue affect different community The audience would be parents, teachers as well as students. Students are the underrepresented stakeholders. Other than parents and teacher, local banks (Chase bank and PNC bank) can assist in the proposed solution by offering their proficient financial knowledge to aid in the education.

3 stakeholders? Who would be underrepresented stakeholders? Who can implement your proposed solution? How would you describe your setting? What are key elements of the setting that affect the problem? There can be multiple settings here. The setting could be in classrooms of the schools, local libraries, the YMCA as well as inside a student's home. The key elements of each setting affecting the issue would be the lack of resources available. Part III: The Appeals Review the “ Three Appeals of Argument ” Podcast in the Unit 4 reading. Respond in full paragraphs for each of the appeals and include specific examples to illustrate how you will use those appeals. Reference at least one source that you can use to support your claims, and also be sure to identify a particular logical fallacy and how you will avoid it in the logos section. For more on fallacies, review How to Support an Argument and Avoid Logical Fallacies . How will you use the ethos appeal? How will you ensure your audience trusts you? Who might be stakeholders that may have reservations or negative results from the proposed solution? What is at least one rival hypothesis you will need to address and how can you overcome that challenge to your argument? Ethos is the main component in my thesis. Doing the right thing in the hopes of yielding better results for a more promising financial future for our teens. I will use the facts and resources found to gain and maintain my audience's trust. Reinicke (2022) wrote that 54% of teens feel unprepared for their financial future according to recent surveys. With these statistics, some stakeholders may even feel that because of the other 46% of teens that do feel prepared, is enough. They may feel that there are no other sources or tools that should be fulfilled. To overcome this rival hypothesis as well as overcome this challenge, I will try to help them understand that “Financial literacy enables people and families to manage their money effectively because they have the necessary knowledge and skills.” (Hagler, 2022, para. 10) How will you use the pathos appeal? What are ways you can connect with your audience? What might be specific examples Using pathos, I will appeal to the sense that many of us have been or know someone, who is or was in severe financial restraint at any point of time in their lives. Being in this financial restraint causes stress, leads to unfavourable out comes such as choosing a job that we may not want just to make ends meet. Even dropping out of school prematurely because of the lack of financial knowledge to navigate through the toughest of times. No one is above falling behind financially or gaining debt. However, if we

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4 that you could use to illustrate the problem? have the education and tools starting from our teenage years, it may make the tough financial decisions less stressful. Some examples would be not having enough in a savings account to aid when a job is lost. Not knowing ahead of time that simply having at the minimum of 6 months' worth of expenses saved will help ease the transition of finding the next job. How will you use the logos appeal? What evidence supports that this is the best solution? What research will you need to conduct? What is one source you have found that will help you support your claims? By appealing to the logic, I will use the evidence found that “The financial situation of today's youth is characterized increasingly by high levels of debt.” (Lusardi, Mitchell & Curto, 2010, para. 4). By helping them see the reality that not knowing about how to manage finances early on is not only detrimental to the local community, but to the economy as a whole. Much of the evidence that need to support this solution is in the references provided below, from the encyclopaedia article found in the PGU library, news articles from CNBC and articles from a well-known financial source Charles Shwab. There are multiple sources that I will use to support my claims. I don’t believe that one source will be enough. All of the sources certainly have similar but different points of views. What is a specific logical fallacy (like a hasty generalization) that you will need to avoid and how do you plan to avoid that fallacy? Mistaking Time for Cause and Effect is the logical fallacy that I will need to avoid. I understand that not all teens will have financial struggles in adult hood. I also understand that many will find their own way that works. Although I feel my argument is sound, I also have to be open minded in the sense that some teens will be able to naturally find their way without the intervention of a teacher or parent to teach them about managing their finances. One way I plan to avoid this is to stick to the facts and evidence that support my claims. After all, facts are much more solid, than opinions.

5 References: Reinicke, C. (2022, June 1). 54% of teenagers feel unprepared to finance their futures, survey shows . CNBC.com. Retrieved January 6, 2023, from https://www.google.com/amp/s/www.cnbc.com/amp/2022/06/01/54percent-of-teens-feel- unprepared-to-finance-their-futures-survey-shows.html Hagler, G. M. (2022). Financial Literacy. Salem Press Encyclopedia . https://eds-p-ebscohost-com.libauth.purdueglobal.edu/eds/detail/detail?vid=5&sid=b82c8a44- 3655-432e-b7ed-9d476c471377%40redis&bdata=JnNpdGU9ZWRzLWxpdmU %3d#AN=100039076&db=ers LUSARDI, A., MITCHELL, O. S., & CURTO, V. (2010). Financial Literacy among the Young. The Journal of Consumer Affairs , 44 (2), 358–380. Terrific work here breaking down the elements of your argument, Alana! You understand the assumption driving your solution to the problem. --Solid knowledge of common ground --Excellent researching goals and use of pathos --Success stories make for powerful evidence! Showing how other communities instigated financial literacy programs will give your stakeholders a clearer vision of how your solution can be successful where you are. --With a topic like this, it is VERY tempting to focus so much on proving the severity of the problem that we forget to fight for the star of our argument—the solution! So long as the solution has plenty of evidence and reasoning to prove its power, then you’ll be okay. Let’s get ready for the next phase of our project: hunting down credible sources! Cheers -Prof. SW

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