Chapter 2 Rhetorical Activities 1 and 4

1. For years, standardized tests, such as the SAT and ACT, have played key roles in determining the admission of high school students into the nation’s colleges and universities. However, certain U.S. institutions are going test-optional, forgoing standardized test scores as admission criteria and instead focusing on students’ high school GPA, achievements, and performance in college-prep courses. The decision to not require applicants to take these standardized tests is based on the belief that SAT and or ACT scores do not accurately predict students’ performance in college. Various writers have published articles on the issue of test-optional admissions at colleges and universities. The writers do not need to include a great deal of explanation in their articles about standardized testing and college admission because the majority of their readers are familiar with the admission process. However, the writers must define test-optional admissions and explain how this process changes college’s selection of future students. Without this explanation, most readers would not likely be able to fully understand the topics of the articles. These writers create kairos in their works by noting the urgency of the current subject, focusing on the interests of the parties involved, and considering recent events.

In her article, “Test-optional colleges won’t require SATs; shift to ‘holistic admissions,’” Amy Fagan states that, “about 739 accredited bachelor-degree-granting colleges have adopted "test-optional" policies - several of them recently.” According to Fagan’s article, which appeared in the July 17, 2007 edition of the Washington Times, the National Center for Fair and Open Testing (FairTest) director, Bob Schaeffer, “called [test-optional admissions] a ‘rapidly growing trend’ with 30 schools adopting such policies in the past few years and almost the same number mulling the idea.” Fagan is able to create kairos in her article by drawing attention to the immediacy of the issue of test-optional institutions. Fagan succeeds in making the matter appear current and progressive by using words such as “recently,” and quoting Schaeffer’s use of the phrase, “rapidly growing trend.”

In Stacy Teicher Khadaroo’s article, “Does new S.A.T. help with admissions decisions?” Khadaroo identifies the act of “playing down the SAT as part of [the] commitment to a fair playing field for low-income and minority students.” Writing for The Christian Science Monitor, Khadaroo notes that, “Wake Forest University in Winston-Salem, N.C., and Smith College in Northampton, Mass., both cited the correlation of high SAT scores with high family income when announcing their recent decisions to no longer require standardized admissions test scores.” Khadaroo draws on kairos by addressing low income families and students, parties which are affected by the issue of test-optional institutions.

In the USA Today article, “Wake Forest joins schools dropping SAT requirement,” the writer explains how “The Winston-Salem school, which admitted just 38% of its 9,000 applicants for this fall, is the latest in a string of colleges that no longer require standardized tests.” The writer goes on to tell how Wake Forest’s decision is especially significant because the school is one of the few selective colleges to follow the test-optional trend. The writer states that, “Most other colleges that have dropped standardized testing have not been highly selective and accept most, if not all, qualified applicants.” The writer of the article creates kairos by describing the recent decision and explaining how it is relevant to the issue of test-optional admissions. By concentrating on recent events surrounding the issue, the writer emphasizes the urgency of the topic.

As an increasing number of colleges and universities are deciding to go test-optional, the writers are taking advantage of the opportunity to write on the issue. Throughout their articles, these writers concentrated on the subject of test-optional admission processes and very rarely strayed from the topic. The writers demonstrate the importance of finding the critical time to express their feelings and offer information on the matter.

2. The start of the fall semester at West Virginia University is an exciting, enjoyable, yet often stressful time for students, especially freshmen. For many WVU freshmen, the beginning of the new school year means leaving friends and family members, meeting new people, adjusting to a new environment, and living away from home for the first time. With many new worries on their minds, incoming freshmen may overlook the health risks that come with living in a dormitory. However, living amongst thousands of other students can increase students’ risk of contracting life threatening diseases. Fortunately, vaccinations are available to help prevent students from contracting these types of diseases, specifically Meningococcal disease. This disease is a bacterial infection that can cause meningitis. The disease can be difficult to diagnose because it begins with symptoms that closely resemble the flu, yet can quickly lead to severe swelling of the brain and spinal cord. According to the American College Health Association, approximately 125 college students contract meningitis each year, with 5 to 15 of these cases resulting in death. The association also states that the risk of dieing from the disease is six times higher for students living in dormitories, and that up to 80 percent of meningitis cases are preventable by vaccine. There are currently 30 states that require freshmen and transfer students to either receive the meningitis vaccine, or to become educated about the disease before they start school. However, despite the obvious severity of this disease, West Virginia is not one of these thirty states. Therefore, it is essential that West Virginia University students are educated about the risks associated with meningitis and the measures that can be taken to prevent it.