Distinguish differences among observations, inferences, facts opinions

Please cut and paste the same article that you analyzed in Discussion Seven into the text box and into the draft you will use an attached copy. This will appear at the end of your discussion and it will not count towards the discussion's word count. Please note that your word count for this assignment will NOT include the copy of the article that you put at the end of your discussion.
After you have cut and pasted a copy of the article into your discussion, now toggle up to the top of your discussion and begin working on the following items:
1. Evaluate and discuss the elements of argument in the article you are analyzing. These include the following: logic, credibility, evidence, psychological appeals, and fallacies.
2. Distinguish differences among observations, inferences, facts, and opinions.
3. Identify the Rogerian elements of argument: A. State the problem; B. Give the opponent's position; and C. Grant whatever validity the author of the article you are analyzing finds in that position--for instance, how the author recognizes the circumstances in which the position would be acceptable. These elements are covered in Chapter 10 in your Critical Thinking course textbook.
Responses to other discussions: Unlike D1-D6, there is no reply requirement in this assignment. Just focus on your own progress. DO NOT PLAGIARIZE other peoples' work. Yes, it's find to have a look and see what others are doing, but I will be forced to throw out your discussion if I determine that you have plagiarized someone else's work on the board.
Note: All of the information from Discussions Seven and Eight will be used in Discussion Nine, the last discussion of the term. D9 is worth twice the points of any other discussion because it is longer (approximately two pages in length).
This discussion is worth up to 15 points. 15 points is an A+. Most people earn less than 15 points unless their discussion is A+ caliber work.
*D7-D9 have been mandated by Chemeketa's Writing Department. Including them in my course is mandatory.
MAKE SURE YOUR INCLUDE A BOX COPY, AS WELL AS AN ATTACHMENT. YOU MUST DO BOTH TO QUALIFY FOR THIS ASSIGNMENT. IT'S NEAR THE END OF THE TERM NOW. YOU SHOULD KNOW HOW TO INCLUDE A BOX COPY AS WELL AS AN ATTACHMENT. NO EXCUSES PLEASE. JUST DO IT. :))

Example
Words: 579
Discussion Eight

1. Evaluate and discuss the elements of argument in the article you are analyzing. These include the following: logic, credibility, evidence, psychological appeals, and fallacies.
In the article, “The Good and Bad News About Arts Education in U.S. Schools” written by Tim Walker, he discusses the issues surrounding children not being taught enough art in elementary or secondary schools. Walker had strong evidence to support why there schools should include art and other activities that do not involve math or science. “In addition, economically-disadvantaged students who had exposure to the arts were more likely to have planned to earn a bachelor’s degree (74 percent) than were economically-disadvantaged students with little or no access to the arts (43 percent).” Walker in the article mentions the DOE, or the United States Department of Education, as his resource for his facts and information throughout the essay. However, it was hard to find his support for why there is not a lot of art in schools anymore, and he failed to mention the reasoning behind schools cutting arts. Another thing within Walker’s article was that he included a small bias, but it was still able to detect. When he mentioned the equity gap he mentions that it was the hardest thing for him to discover. “The most troubling finding in the report is the “equity gap” between the availability of arts instruction for students in more affluent schools compared to those in high-poverty schools. Economically-disadvantaged students simply do not have the same access to the diverse learning experiences – including arts – of affluent students.”
2. Distinguish differences among observations, inferences, facts, and opinions.
With the article written by Tim Walker explains the issues surrounding art in schools, he uses mainly facts to explain what studies have found with having art in schools and graduation. The observations and inferences Walker made came with no facts, however there was not that many of those claims. Opinions were scattered in the article, although Walker never directly stated a “the school system should have more art”.
3. Identify the Rogerian elements of argument: A. State the problem; B. Give the opponent's position; and C. Grant whatever validity the author of the article you are analyzing finds in that position--for instance, how the author recognizes the circumstances in which the position would be acceptable. These elements are covered in Chapter 10 in your Critical Thinking course textbook.
A.
Is art an important thing schools should be teaching? The author argues that having art in schools is very important, and it can show improvements to students life outside of schools. Walker states, “More than 1.3 million elementary students fail today to get any music instruction — and the same is true for about 800,000 secondary school students. And nearly four million elementary school students do not get any visual arts instruction at school.”

B.
The author, Tim Walker discusses the opposing side very briefly, mentioning that there are more outside art programs showing up so kids are still able to develop their knowledge in the arts, so that schools do not have to focus on art so much.

C.
The author discusses the value of a child receiving the whole education, not just math and science. Due to budget cuts in schools, education departments have had to make cuts on their art programs. Walker states that it is important for the students to be taught as a whole, and given more chances to be shown courses other than math and science.


The Good and Bad News About Arts Education in U.S. Schools
BY TIM WALKER
The U.S. Department of Education painted a somewhat bleak picture of the state of arts education in America’s schools this week. According to new findings – the first government survey in a decade that tracks the availability of arts in schools – fewer elementary schools are offering visual arts, dance and drama classes than during a decade ago. More than 1.3 million elementary students fail today to get any music instruction — and the same is true for about 800,000 secondary school students. And nearly four million elementary school students do not get any visual arts instruction at school.
On the brighter side, said US Secretary of Education Arne Duncan, there has not been a “dramatic narrowing” of the arts curriculum, despite some troubling patterns, and that dance and drama are still widely offered at the middle and high school level.
“It’s a good news, bad news story,” according to Duncan but cautioned that “a well-rounded education is simply too vital to our students’ success to let the teaching of the arts and humanities erode.”
Deep budget cuts – which haven’t reached their bottom – and the decade-long focus on reading and math have clearly taken their toll on the availability of arts instruction. Duncan said the report is the first survey that enables policymakers to get a clear sense of how the No Child Left Behind law has affected arts education.
The most troubling finding in the report is the “equity gap” between the availability of arts instruction for students in more affluent schools compared to those in high-poverty schools. Economically-disadvantaged students simply do not have the same access to the diverse learning experiences – including arts – of affluent students.
“The arts opportunity gap is widest for children in high-poverty schools,” Duncan said. “This is absolutely an equity issue and a civil rights issue- just as is access to AP courses and other educational opportunities.”
The DOE’s report come on the heels of a recent study by the National Endowment for the Arts that specifically tracked the impact arts has on economically disadvantaged students. These students who have access to arts in or out of school tend to have better academic results, better workforce opportunities, and more civic engagement, according to the report. Specifically, low-income students who had arts-rich experiences in high school were ten percent more likely to complete, for example, a high school calculus course than similar students who had less exposure to the arts.
In addition, economically-disadvantaged students who had exposure to the arts were more likely to have planned to earn a bachelor’s degree (74 percent) than were economically-disadvantaged students with little or no access to the arts (43 percent).
The National Education Association believes the arts play an important role in providing students with a well-rounded education.
“We must focus on educating the whole child,” NEA President Dennis Van Roekel said. “Students should be exposed to a broad and rich curriculum that includes not only math and reading, but courses and clubs that focus on dance, music, art, theater and other creative disciplines. The arts are important. They enrich our lives. They have always offered ways to learn and express ideas.”
http://neatoday(dot)org/2012/04/05/the-good-and-bad-news-about-arts-education-in-u-s-schools-2/