ENG 122 writiing_plan.docx ENG-122 Selected Some Lessons from the Assembly Line From th

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ENG 122 writiing_plan.docx ENG-122 Selected Some Lessons from the Assembly Line From the analytical reading of Andrew Braaksma's article "Some Lessons from the Assembly Line," It is evident that th... ere has been a significant change in his goals or objectives. Initially, the author's purpose was to create awareness to the audience on the importance of higher education and working hard. Therefore, this reveals that the initial interpretation was based on persuading the audience by explaining the difference between on and off-campus life. However, the current author's aim is not based on persuading but explaining how education is invaluable, how it can offer a stable career and the importance of avoiding undervaluing hard work. The previously mentioned key points were not healthy or firm enough to provide the necessary support to the author's objectives or goal. For this reason, an alternative was made purposively to point out or come up with specific vital points that would help bring strong support to the author's argument. The author's aspectof struggling with wages for blue color workers is an excellent example of key points. Another key point is seen in the author'sfeeling of guilt while using his job to satisfy his financial needs to complete education. In contrast, other people were making labor life their livelihood. For this essay, graduating high school students are the most appropriate audience. Perhaps, it is appealing to those young people with many financial desires and are likely to fa. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . [Show More]

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