i want someone who could write for me research paper for communication

For your final course paper, you will write a 2-3 page paper on one of the controversial topics listed below (see “Paper Topics”). The purpose of this paper is for you to choose a stance on a controversial issue and integrate your knowledge about rhetoric and persuasion to defend that stance. To do this effectively, you must conduct research on your topic and apply course concepts by creating a compelling and logical argument based on evidence. This assignment is worth 100 points. For grading criteria, see the Written Persuasive Appeal Rubric located in the Final Paper folder on eCampus.What to include in your paper: Structure your paper in an organized manner so that there is an introduction, body, and conclusion.In the introduction paragraph of your paper, make sure to clearly state your argument/claim. Your claim should be specific (e.g., if you are arguing for the legalization of euthanasia, are you arguing that it should be legalized under all circumstances or just certain circumstances?).In the body paragraphs of your paper, provide reasons (about 3) to support your argument/claim. Make sure to incorporate compelling evidence and various types of appeals that we have discussed throughout the course to persuade your audience. You should also address and refute potential opposing viewpoints.In the conclusion paragraph, summarize your claim/argument and the reasons you used in support. In addition, go beyond these points by providing implications about your argument. What should your audience do now?Format: Your 2-3 page paper should be typed and double-spaced, use 12-point Times New Roman font, have 1” margins, and follow APA 6th edition format for all in-text and reference citations. Visit http://libguides.wvu.edu/apa for clarification on APA style. The final paper must also include a separate cover page (that includes your name, date, section #, and ID#; see example cover page located in the Final Paper folder) and a copy of the rubric. Your document must be stapled.References: You must use at least 6 sources (that are credible, up-to-date, and relevant) to support your argument/claim. All sources must be cited both in-text and in the References section of your paper using APA 6th edition format.Paper Topics:Should higher education be free for students?NOTE: I attached files that you should use the sources and the information you needthe sources should be the used on the file attached
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Free Higher Education
Testimonials 2015. (2017, June 1). Retrieved from

Testimonials 2015


The article is a collection and consideration of testimonials of students who have been
enabled to access education through free education but through service scholarships which to them
is free. The Santa Ynez Valley Foundation enable good students to access tertiary education for
free in the institutions of choice which without the offer they wouldn’t have the ability to afford.
The source will be used as evidence of the gap that is bridged by the provision of grants and
ultimately free higher education for students. The evident of the difference between the presence
of free education and its absence. The information from these testimonials will support the benefits
and necessity of free higher education as found out through the study. The source is ultimately
important because it is a direct interaction with the beneficiaries of the free higher education
system through grants.
Bok, D. (2009). Universities in the marketplace: The commercialization of higher education.
Princeton University Press.
It is a sum up of the effects of commercializing education in simple term, turning education
into a profit earning venture for economies. It explores the differences in enrolments between the
time when England had the free college education policy and when it was abolished and as well
as the need for grants and scholarships between the two periods. The source will be used to
document the need to shift the education system from a commercial venture to more like an
amenity that should be an investment made by governments for its benefits in capacity building.
2
FREE HIGHER EDUCATION
The difference between the economies that have if free and those that do not. The information
from this source works as an emphasis on the need of the free higher education system for
economies for the economic benefits of workforce qualification and capacity building. It agrees
with the necessity of free higher education as in other sources. It is important to the study because
it elaborates the commercialization of the education sector and its repercussions, especially by
governments.
Richard J. Murphy, Judith Scott-Clayton, and Gillian Wyness. “Lessons from the End of
Free College in England.” Brookings, 26 Apr. 2017, www.brookings.edu/research/lessonsfrom-the-end-of-free-college-in-england/.
A literature of the venture of England in the establishment of free higher education and its
outcomes. It considers the reign of free college education in England stating how and why it was
not a success. The article will be a reference point for the steps to take and a checklist for the
implementation strategy for the free higher education system. The information here is a baseline
and a background study of the system that somehow negates the outcome of the strategy but
supports the implementation for the sake of the population with sufficient planning. The source is
important because it serves as a case study, a reference point and background study of the strategy.
Cloete, N. (2016). Free higher education. Another self-destructive South African Policy.
An exploration of the free higher education system in South Africa which is mainly focused
on the postgraduate level of education than undergraduate. The changes of the introduction and
shortcomings of the system especially the limited focus on the undergraduate section. The article
will be used as a case study of a currently operating system which enables the South African
education system to be the best in Africa. The information supports the information previously
3
FREE HIGHER EDUCATION
obtained in the other sources by indicating a demonstration of the strengths and shortcomings of
such systems. This source will be very beneficial to the final paper because it brings a practical
perspective to the study as well as an illustration of the scopes of the entirety of the system.
CCAP. “There Is No Such Thing As A Free College Education.” Forbes, 10 Oct. 2014,
www.forbes.com/sites/ccap/2014/10/03/there-is-not-such-thing-as-a-free-collegeeducation/#5deef0ff417a.
Forbes focuses on the cost-benefit analysis of the so-called free education system and
concludes that it’s just more theoretical than practical. This source will be used as a critique of the
information from the other sources. The information here is directly opposed to the entire
information from the other sources. It is important to the final paper because it challenges the
legitimacy of the strategy.
Psacharopoulos, G., & Papakonstantinou, G. (2005). The real university cost in a “free”
higher education country. Economics of Education Review, 24(1), 103-108.
Another cost-benefit analysis that considered the actual effects of the free higher education
system and its detrimental effects on the economy and who bears the burden. The information here
will be used to counter the information from the other articles used in the study as a test for the
legitimacy of the system. The information here also contradicts the other sources and opposes the
system as a burden to the economy. It is an important critique especially when considerations of
the economy are put into consideration.
4
FREE HIGHER EDUCATION
References
Bok, D. (2009). Universities in the marketplace: The commercialization of higher education.
Princeton University Press.
CCAP. “There Is No Such Thing As A Free College Education.” Forbes, 10 Oct. 2014,
www.forbes.com/sites/ccap/2014/10/03/there-is-not-such-thing-as-a-free-collegeeducation/#5deef0ff417a.
Cloete, N. (2016). Free higher education. Another self-destructive South African Policy.
Psacharopoulos, G., & Papakonstantinou, G. (2005). The real university cost in a “free” higher
education country. Economics of Education Review, 24(1), 103-108.
Richard J. Murphy, Judith Scott-Clayton, and Gillian Wyness. “Lessons from the End of Free
College in England.” Brookings, 26 Apr. 2017, www.brookings.edu/research/lessonsfrom-the-end-of-free-college-in-england/.
Testimonials
2015.
(2017,
June
1).

Testimonials 2015


Retrieved
from
1
Free Higher Education
Should higher education be free for students?
Tertiary education can be rather expensive and inaccessible for a significant percentage of
scholars. Free or subsidized tertiary education can enable greater numbers of scholar access highquality education. Higher education should, therefore, be made free for students so that as many
as possible can access high-quality education and for the sake higher capacity building in different
economies and the world economy at large.
Richard J. Murphy, Judith Scott-Clayton, and Gillian Wyness. “Lessons from the End of
Free College in England.” Brookings, 26 Apr. 2017, www.brookings.edu/research/lessonsfrom-the-end-of-free-college-in-england/.
The benefits of making higher education free are mainly the increase in the capability to
increase accessibility and affordability to that level of education to middle and low-income
individuals. Richard, Judith, and Gillian discuss how the introduction of the free tertiary education
policy in the EU in the 1970s increased the accessibility to college education in England from 14%
to 37% among middle and low-income families. That led to a similar rise in the attainment of
degree level studies and higher education requirements in England. Free education enabled many
families to access college education to the extent that the system was unable to be sustained leading
to its collapse and amendment. “College enrollments rose dramatically and the free system began
to strain at the seams (Brookings, 2017).
Bok, D. (2009). Universities in the marketplace: The commercialization of higher education.
Princeton University Press.
2
Bok (2009) discusses investment and commercialization of education services. He gives
an example England after the amendment of the free college education policy. During the tenure
of the free college education, England experienced a very significant rise in college enrolments.
After the fall of the policy, England experience rather expensive higher education services that the
demand for education reduced significantly. The need for grants and scholarships rose and
enrolments reduced. Making higher education free increases the ability to access and afford it
hence the lower number after the abolishment of free college education in England.
Testimonials 2015. (2017, June 1). Retrieved from

Testimonials 2015


The Santa Ynez Valley Foundation offers scholarships and grants to students from the
region. In their testimonies, they all express high levels of gratitude to the much they have been
granted by the foundation to access education that they would otherwise not be able to access.
Elaine Norcia explains how hard been for their family to get through education and is delighted to
be among the beneficiaries of the program, “Financially it has been very hard on my family,
especially with my brother and I both in college at the same time.’’
Conclusion
Free Higher education is therefore very important to many families and individuals that
have any passion of interest in attaining specific levels of education especially though attainment
of higher education. Many individuals could miss out higher education due to limited economic
accessibility of such education levels. It is therefore veru important to make higher education free
for students.
3
References
Bok, D. (2009). Universities in the marketplace: The commercialization of higher education.
Princeton University Press.
Richard J. Murphy, Judith Scott-Clayton, and Gillian Wyness. “Lessons from the End of Free
College in England.” Brookings, 26 Apr. 2017, www.brookings.edu/research/lessonsfrom-the-end-of-free-college-in-england/.
Testimonials 2015. (2017, June 1). Retrieved from

Testimonials 2015



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