Analysis Of Class-Based Without Gonski Reforms

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In response to the recent issue about the school education reforms, THE AGE published the editorial entitled “we remain class-based without Gonski reforms” on April 16, 2013. In an appeal to the Australian government and the people, the editor uses a concerned tone to argue that education reforms in Australia are needed for the country to remain a classless society and for the disadvantaged to get the amount of funding they need to have an equal education as the advantaged. The editor starts with in a serious tone saying how important the issue is as it will help Australia “make the most of its future”. As the students that are studying are going to be the people who would lead the nation in the future, it is important to provide them with…show more content…
The editor says in a critical tone that “we buy our children an education based on what we can afford, and what we aspire for them to be.” By using the inclusive language “we”, it invites the parents to share the same opinion of the editor. It also creates a sense of guilt among her readers and makes the readers take pity on those who are not able to afford good education due it being “class-based”. By using the appeals of negative connotation, the word “buy” for education make the readers think that the current situation is ludicrous. Education should be provided for everyone no matter who rich or poor the family…show more content…
By showing that she has taken 2 years to come up with a decision, and yet tells the media of her decision first instead of the “Premier” shows her “’passion’ for improving education”. The writer also says “words fail me” instead of just the word shock as it has a greater impact on the reader. By showing the fact that, Colebatch, himself, is “the economics editor of THE AGE shos that he is also a stakeholder in the situation and his view is credible. The cartoon further supports the argument for “Gonski reforms”. The broken windows, terrible condition of the school position the readers to show pity for the children studying in the schools. The two students in the cartoons also appeal to the reader’s emotion as they wish the school had facilities. This shows that state schools are poorly resourced due to the lack of “shelter sheds” and other important resources to provide the children with a good study environment. The editor concludes by saying “We ought to grasp it”. By placing a strong inclusive sentence at the end creates an impact on the reader. In conclusion, the editor tries to persuade readers to take on his point of view. He uses many persuasive techniques such as rhetorical questions, statistics as evidence and different

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