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Write: This Final Argumentative Essay will present research relating the critical thinker to the modern, globalized world. In this assignment, you need to address the following items in separate sections with new headings for each:

• Identify the global societal problem within the introductory paragraph and conclude with a thesis statement that states your proposed solution(s) to the problem. For guidance on how to construct a good introduction paragraph, please review the Introduction Paragraph Guideline (Links to an external site.)Links to an external site. from the Ashford Writing Center (Links to an external site.)Links to an external site..
• Describe background information on how that problem developed or came into existence. Show why this is a societal problem, and provide perspectives from multiple disciplines or populations so that you fully represent what different parts of society have to say about this issue.
• Construct an argument supporting your proposed solution(s). Be sure to consider multiple disciplines or populations so that your solution shows that multiple parts of society will benefit from this solution. Provide evidence from multiple scholarly sources as evidence that your proposed solution is viable.
• Interpret statistical data from at least three, peer-reviewed scholarly sources. Do this by discussing the validity, reliability, and any biases; identifying the strengths and weaknesses of these sources; and pointing out limitations of current research and attempting to indicate areas for future research. You may even use visual representations such as graphs or charts to explain statistics from sources. Evaluate the ethical outcomes that result from your solution. Be sure to provide at least one positive ethical outcome as well as at least one negative ethical outcome that could result from your solution, and explain at least two ethical issues related to each of those outcomes. It’s important to consider all of society.
• Develop a conclusion as the last paragraph(s) of the essay, starting with rephrasing your thesis statement and then presenting the major points of the topic and how they support your argument. For guidance on how to write a good conclusion paragraph, please review the Conclusion Paragraph Guideline (Links to an external site.)Links to an external site. from the Ashford Writing Center (Links to an external site.)Links to an external site..

The Final Argumentative Essay

• Must be 3,300 – 3,900 words in length (approximately between 10 – 12 pages; excluding title and reference pages) and formatted according to APA style (Links to an external site.)Links to an external site. as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..
• Must include a separate title page (Links to an external site.)Links to an external site. with the following:

• Title of paper
• Student’s name
• Course name and number
• Instructor’s name
• Date submitted
• Running header with page numbers
• Must include in-text citations (Links to an external site.)Links to an external site. from at least 10 scholarly sources. Be sure to integrate your research (Links to an external site.)Links to an external site. rather than simply inserting it.
• Must document all sources in APA style as outlined here (Links to an external site.)Links to an external site. and here (Links to an external site.)Links to an external site..
• Must have no more than 15% quoted material in the body of your essay based on the Turnitin report. Reference list will be excluded from the Turnitin originality score.
• Must include a separate reference page (Links to an external site.)Links to an external site. that is formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..
• Source Document Requirements:

• Multimedia sources (such as videos) may be used, but no more than two such sources may be used. If multimedia sources are used, they must be authored and distributed by credible sources, such as universities, law schools, medical schools, or professors, or found in the Ashford University Library.
• Government sources may be used, but no more than two such sources may be used. Examples include whitehouse.gov, state.gov, usa.gov, cdc.gov, etc. These websites can be used to make a stronger point about your proposed soluation within the argument.
• Where print documents are used for source materials, those must be peer-reviewed, scholarly journal articles, and academically published books. Popular media sources (e.g., newspapers, magazines, television and radio shows, etc.) must not be used. Materials from advocacy groups (e.g., Greenpeace, Human Rights Campaign, National Organization for Women, etc.) must not be used.
• Sites such as ProCon.org and Wikipedia must not be used.
• Religious texts must not be used.

Good Critical Thinking Tips:

• Your paper should include academic sources that explain multiple sides of the issue.
• Your interpretations of the evidence should be objective and state the conclusions and theses presented in the evidence clearly and fairly.
• Your paper should place the various forms of evidence in relation to one another and demonstrate why one form or perspective is stronger than the other positions that one could take on the issue.
• Your paper should point out the limitations of current evidence and attempt to indicate areas for future research.

Running Head:

ADULT LITERACY

1

ADULT LITERACY 7

ADULT LITERACY

Name: Tina Lewis

Course: Gen 499/ General Education Capstone

Instructor: Daniel Kreutzer

Date: December 18, 2017

Introduction

Government assistance programs are not the solution to help with the United States financial crisis. In the world of technology, adult literacy can improve the financial gap between classes, while illiteracy negatively affects our society by placing countries in further financial difficulty. A grown-up is always categorized as educated with relation to his or her capacity to complete deeds that are similarly errand related and additional abilities related. The aptitudes related grouping contains a grown-up’s capacity to viably read content, and furthermore, which contains word-level ID similarly and a predominant level proficiency gifts. Acing abilities related deeds are necessary to be capable of ending assignment based deeds. Three sorts of proficiency that are measured are instruction based education, societal education, and also one’s literacy. The motivation behind this exploration stances to deliver how to distinguish the reasons for grown-up illiteracy, clarify how it influences the general public and giving measurable data demonstrating the level of individuals influenced by this, lastly offering answers for this subject.

Thesis

Illiteracy impacts are mostly felt in country’s system of finance. Grown-up literacy charges a country’s economy a projected sum of $240 billion a year in misdirected industrial inefficiency, unrealized tax profits, misconducts, unavailability, and coupled social ills. Illiteracy also stimulates the over-all health of the country. A projected amount of twenty-three percent of the adult community in America is functionally uneducated (stage 1 according to the countrywide mature Literacy review), lacking essential proficiencies further than a fifth-grade reading level. Illiteracy is extensive, a problem across our global society, not limited to one race, region, or socioeconomic class (Fernandez, 2012).

The absence of education has a huge effect on the monetary framework too. Grown-up lack of education costs the economy an expected measure of $240 billion a year in lost modern proficiency, hidden assessment benefits, wrongdoing, deficiency, and associated social ills. Lack of education additionally impacts the general strength of the country. An expected measure of twenty-three percent of the grown-up group in America is practically uneducated (stage1 as per the countrywide develop Literacy survey), lacking fundamental proficiencies more remote than a fifth-grade perusing level. Absence of education is broad, an issue over our worldwide society, not restricted to one race, locale, or financial class

Administrations and financiers are concerned in quantifying the abilities possessed by their populations for them to check on how well-found to fit in the government’s modern knowledge-related principles. Grown-ups are made-up to advance the capability to relate facts to problematic techniques, improving their fictional abilities to adjust to the ever-changing economy.

Annotated Bibliography

Ntiri, D. W. (2013). How minority becomes majority: exploring discursive and racialized shifts in the adult literacy conversation. Western Journal of Black Studies, 37(3), 159-168.

This article discusses how African Americans have been victims of the history of racism which has led to a large number of adult illiteracy. African Americans have been placed in a situation in which they have a harder time to gain education due to racism, due to housing and what he calls intergenerational literacy. He also shows how some people would mention that African Americans are not motivated to gain literacy but argued against it using examples of two individuals who were high school dropouts looking to learn at a later age in life. Daphin Niri (2013) also mentions how as we move into the future, organizations will require that people will need more than just a high school education in order to work in a job and those who do only have a high school diploma will basically be working a job where that will pay enough to allow them to have their basic needs met barely. Niri (2013) feels that it is everyone’s responsibility to remove adult illiteracy (D.W, 2013).

The information in this article will help in supporting the argument of illiteracy existing mostly in poverty-stricken areas. It also shows who people tend to stay within their socialistic situation throughout various generations of families which leads to an increasing issue of poverty.

Kirsch. (2002).

Illiteracy is established as an individual who does not possess the ability of reading, writing or understanding contexts displayed to him or her. The “National Adult Literacy Survey,” also recognized as NALS, was designed to stretch the need of correct and numerical data concerning the three R’s of aptitudes of American grownups.

Without the capacity to peruse, compose, or have critical thinking aptitudes that are mandatory to work for an occupation accurately, accomplish singular objectives, or extend individual data makes that inside culture adds to the vagrancy, shortage, and other public issues. To aid the expanding rate of grown-up absence of education, extra projects should be framed that will help the individuals who encounter grown-up lack of education so like this they can work accurately inside society and be capable in getting administrations or since having a place. This clarification will deliver the ethical result of figuring out how to diminish or even put a conclusion to vagrancy, shortage, and joblessness, which can direct to government help and other extra help programs for people (Kirsch, 2002).

Sabri, A. (2004). Realizing rights: poverty and adult literacy in a globalizing Arab region. Convergence, 37(3), 75-87.

Within this article, Sabri (2004), is talking about the low literacy rate within the Arab regions. Most of the people who live in this region live in rural areas, where their main source of income comes from farming the lands onto which they live. It is also argued that the per capita national income figures show that the region is well off, but this is not true as 50% of the people in Yemen and Mauritania are living in poverty. This problem stems from liberalization policies that allow for privatization and the lack of programs that target the poor. Correcting poverty Sabri (2004), has identified that there is a need for financial services, technology, a representative institution or a voice in legislative matters, physical and social infrastructure and communication and information networks, water, and land availability. Sabri (2004), does recognize that there is a need for education as it is needed for social development. She goes on to make the statement “literacy will not solve the problem of poverty, nor will it by itself alleviate poverty – but neither will universal primary education. On the other hand, poverty and the dynamics of poverty and marginalization will not be alleviated without a literate population” (pg. 83).

This article will be useful in that; it will help in supporting my document about how government intervention is not always the best solution for helping poverty. This could also be used as a counter for my argument that primary education is a necessity for helping the economy base on Sabri (2004), the comment about primary education. I can relate back to this showing that her comment is contradicting since she mentions that technology, communication and information networks are a few of the things she mentions to correct poverty.

Aftab, M., & Ismail, I. (2015). Defeating poverty through education: the role of ICT. Transformations in Business and Economics, 14(3), 21-37.

Within this article, author’s Muhammad Aftab and Izlin Ismail (2015), are looking at the study of poverty in Pakistan between the years of 1995 – 2013. Within this study, they are arguing the point that information and communication technology (ICT) is the element that will help in the decrease of poverty rather than other government related programs. It is believed that through education will create stronger minds and larger skill set that lead to increased earning which will contribute to the social welfare of the society. Within the article, Aftab and Izlin (2015), discuss ways in which ICT can help with poverty by helping the poor get assistance with literacy and marketable skills, micro-financing. This is when loans are provided to the less fortunate. ICT can also assist with poverty by providing opportunity by allowing those who are out of touch – those living in rural areas, to stay in touch with other parts of Pakistan.

This article will help in supporting my argument about the importance of education and the negative effect of adult literacy when it comes to our financial crisis.

References
.oecd. (2014). Adult Literacy. Retrieved from .oecd: http://www.oecd.org/edu/innovation-education/adultliteracy.htm
D.W, N. (2013). How minority becomes majority: Exploring discursive and racialized shifts in the adult literacy conversation. Western Journal of Black Studies, 159-168.
Fernandez. (2012). The social and economic impact of illiteracy. Retrieved from unesco: http://unesdoc.unesco.org/images/0019/001905/190571E
gov. (2014). Adult Literacy. Retrieved from gov: https://csc.gov.in/index.php?option=com_content&view=article&id=209&Itemid=384
Kirsch. (2002). Adult Literacy in America – National Center for Education Statistics. Retrieved from ed: https://nces.ed.gov/pubs93/93275
Roman, S. (2004). ILLITERACYANDOLDER ADULTS: INDIVIDUAL ANDSOCIETAL IMPLICATIONS. Retrieved from .tandfonline: www.tandfonline.com/doi/abs/10.1080/03601270490266257