Author Archives: zculbreath1

Major Project 4

Posted on by

major project 4

 

Zion Culbreath

Professor Weaver

English 1102

21 April 2022

Introduction

            Everyone is aware of the virus called COVID-19. Professor Esther Castro and visiting assistant professor Jessie George of the University of Houston authored “The Impact of COVID-19 on Student Perceptions of Education and Engagement”. COVID-19 was mentioned in their article published in an e-Journal of Business Education & Scholarship of Teaching. A novel coronavirus, COVID-19, emerged in 2019 and became a pandemic in 2020 (Castro and George 19). Also, Xi’an Physical Education University affiliates Zhaohong Zhu, Pu Li, and Luyao Hao wrote “Correlation of Childhood Psychological Abuse and Neglect with Mental Health in Chinese College Students During the Covid-19 Pandemic.” In their publication published in Front Psychiatry, they described COVID-19. The pandemic adversely affected the humanity, particularly students, who have experienced varying degrees of deleterious effects, such as loneliness and isolation (Zhu et al. 1). Studying the negative impacts of COVID-19 on pupils is an absolute need. Besides, China Medical University doctors Mengyao Li, Li Liu, Yilong Yang, Yang Wang, Xiaoshi Yang, and Hui Wu wrote “Psychological Impact of Health Risk Communication and Social Media on College Students During the Covid-19 Pandemic: Cross-Sectional Study.” In their publication published in the Journal of Medical Internet Research, they mentioned the impact of the COVID-19 on the psychological health of college students. Li et al. (2) noted that college students are critical population to be addressed as college years are peak periods for symptom onset of psychological issues. As a result, it appears essential to look into the negative impacts of COVID-19 on students’ everyday choices and mental health.

The Effects of COVID-19 on the Psychological Health of the Students

With the spread of virus, numerous universities began shifting from the normal learning modalities to emergency remote learning strategies. This modification in modalities also forced students to modify their learning style in diverse ways. For instance, some students were unable to cope with online courses, and some other students had no appropriate infrastructure, such as access to home computer, the internet, or a webcam, to accomplish the requirements of online courses that was stressful (Castro and George 19). It was also found that in the early years of the COVID-19 pandemic, chemistry students found it stressful to switch to the online learning strategy (Castro and George 30).

Aside from these issues, quite a lot of students also experienced additional stresses, such as having children at home or caring for older people or younger siblings at home (Castro and George 19) that can cause stress. For instance, it has been reported by Castro and George (30) that students in certain catastrophic and tragic situations, such as the COVID-19 pandemic, could be exposed to post-traumatic stress disorder (PTSD) and other psychological disorders. West Virginia University affiliates Ilana Haliwa, Rachael Spalding, Kelly Smith, Amanda Chappell, and JoNell Strough wrote “Risk and Protective Factors for College Students’ Psychological Health During the Covid-19 Pandemic.” Their publication published in the Journal of American College Health mentioned college students’ psychological health and the COVID-19 pandemic. In this regard, Haliwa et al. (1) assessed the effects of COVID-19 on the psychological health of college students. The researchers found that when the perceived risk of being infected with COVID-19 increased, the students began experiencing intensive levels of anxiety, depression, and stress (Haliwa et al. 1). These points are thought to become stressors and distractors for students, negatively affecting their engagement in studies as well as their psychological health (Castro and George 19).

Citing the previously published researches, Haliwa et al. (1) also noted that the negative effects of COVID-19 on psychological health could be higher among undergraduate students as compared to graduate students, staff, and faculty. They also asserted that COVID-19 could have implications for the life satisfaction and happiness of college students (Haliwa et al. 1). For instance, with an increase in the extent of mindfulness and social support, students would be able to overcome several detrimental effects of COVID-19 and would be able to have more happiness and greater life satisfaction (Haliwa et al. 4).

            Li et al. (1) also conducted a study on psychological health problems confronted by college-going students in China in association with COVID-19. They found that the prevalence of panic was about 17.2% among these students, while the prevalence of anxiety was about 24.3% among these students. Furthermore, researchers have delved into the detail and extracted the data showing that among the most serious factors associated with health anxiety negatively affecting the psychological health of students were perceived lethality of the virus, effect of pandemic on social contacts, and being affected by the worldwide spread of COVID-19 (Li et al. 1). Additionally, limited knowledge about the pandemic also resulted in an increase in the psychological symptoms of anxiety and panic (Li et al. 2). Another factor that has been found to be associated with detrimental effects of COVID-19 on the psychological health of students is that of childhood psychological abuse and neglect (Zhu et al. 1). In this case, Zhu et al. (1) conducted a study on the relationship between childhood psychological maltreatment and mental health in college students during the COVID-19 pandemic. They found that approximately 37.6% of these students were found to have psychological health problems at the time of the COVID-19 pandemic (Zhu et al. 1). In this regard, the study conducted by Zhu et al. (4) is different from the studies conducted by other researchers, such as Li et al. (1) and Haliwa et al. (1), as Zhu et al. (4) reported the effects of internal psychological factors rather than external psychological factors such as negative information obtained from other people or concerns about infection.

The COVID-19 pandemic not only affected the psychological health of students by changing the ways in which they were accustomed to learning, but also affected their mental health by reducing the activities of students, such as collegiate athletes. Florida Institute of Technology professor Morgan Davies and Anthony LoGalbo wrote “Collegiate Athlete Experiences with Covid-19 and Attitudes About Returning to Sport”. Their publication published in the Journal of Athlete Development and Experience mentioned collegiate athletic departments and the COVID-19 pandemic. It has been found by Davies and LoGalbo (172) that the COVID-19 pandemic disrupted the sports-related activities of the National Collegiate Athletic Association (NCAA) athletes in educational institutes, and it has also caused sleep-related problems and an increase in feelings of loss and sadness. It has also been noted that sports-related activities are usually helpful in providing multiple mental health benefits, such as higher self-esteem, increased levels of emotional and social support, more social interaction and social networking, and a sense of belonging. With a decrease in sports-related activities, collegiate athletes began experiencing problems associated with the lack of these benefits.

The Effects of COVID-19 on Daily Decisions Made by Students

The pandemic of COVID-19 has not only resulted in negative effects on the psychological health of the students but also affected the decisions of students. These decisions could be related to different aspects of life as, for example, decisions related to managing finances, taking in person classes, and vaccinations.

The pandemic of COVID-19 has stirred the financial decisions made by students. One of the examples is that of Roshelle Czar, who reported that when COVID-19 spread in March 2020, like many other people, she also had to confront the trauma associated with the pandemic. Because of that pandemic, she made the unwilling decision to pay about $6,000 in rent for an apartment where she was not living. She noted that the same amount would have been sufficient to cover tuition fees for a whole semester at Sacramento State. She also suggested that campuses can help in healing and addressing the trauma associated with pandemics or any other problem (Czar).

            The pandemic of COVID-19 has influenced the decisions of students regarding online classes or in-person classes. Melissa Ezarik of Inside Higher Ed wrote “Covid-Era College: Are Students Satisfied?”.  In her article, students reflect on post-COVID. Some of the students were of the opinion that they would never like to take a class via Zoom after COVID-19. On the other hand, a number of other students reported that they would like to learn from remote education strategies rather than in-person classes (Ezarik).

Eventually, COVID-19 has affected the vaccination-related decisions. University of South Carolina doctors Shan Qiao, Cheuk Chi Tam, and Xiaoming Li wrote “Risk Exposures, Risk Perceptions, Negative Attitudes Toward General Vaccination, and COVID-19 Vaccine Acceptance Among College Students in South Carolina”. Their research published in the American Journal of Health Promotion mentioned risk exposures and COVID-19. Qiao et al. (175) discovered that, while the perceived severity of COVID-19 was associated with an increase in the level of acceptance by students, with an increase in exposure to COVID-19, negative effects appeared in students’ decisions, and they began showing reduced vaccine acceptance. In this regard, researchers suggested that students either have a decreased controllability or self-efficacy to protect themselves from an environment with a high-risk of COVID-19 or they believe that COVID-19 is not a serious problem based on their own experiences, in which they have not been infected even in a high-risk environment (Qiao et al. 177).

Final Thoughts

COVID-19 harmed students’ psychological and mental health. In most cases, pupils are adversely affected by the adverse psychological effects of COVID-19, which exhibit themselves in several ways, such as worry, panic, tension, and depression, to name a few manifestations. The COVID-19 epidemic has created psychological suffering and harmed students’ everyday choices, such as those regarding in-person courses, vaccinations, and money management, among other things.

Works Cited

Castro, Esther and Jessie George. “The Impact of Covid-19 on Student Perceptions of Education and Engagement.” e-Journal of Business Education and Scholarship of Teaching, vol. 15, no. 1, 2021, pp. 28-39.

Czar, Roshelle. “Redesigning College Education: Dismantling Trauma During Covid.” Medium https://hope4college.medium.com/redesigning-college-education-dismantling-trauma-during-covid-97ad3319edbd. Accessed April 21 2022.

Davies, Morgan and Anthony LoGalbo. “Collegiate Athlete Experiences with Covid-19 and Attitudes About Returning to Sport.” Journal of Athlete Development and Experience, vol. 3, no. 3, p. 2.

Ezarik, Melissa. “Covid-Era College: Are Students Satisfied?” Inside Higher ED https://www.insidehighered.com/news/2021/03/24/student-experiences-during-covid-and-campus-reopening-concerns. Accessed April 21 2022.

Haliwa, Ilana et al. “Risk and Protective Factors for College Students’ Psychological Health During the Covid-19 Pandemic.” Journal of American College Health, 2021, pp. 1-5, doi:10.1080/07448481.2020.1863413.

Li, Mengyao et al. “Psychological Impact of Health Risk Communication and Social Media on College Students During the Covid-19 Pandemic: Cross-Sectional Study.” Journal of Medical Internet Research, vol. 22, no. 11, 2020, doi:10.2196/20656.

Qiao, Shan et al. “Risk Exposures, Risk Perceptions, Negative Attitudes toward General Vaccination, and Covid-19 Vaccine Acceptance among College Students in South Carolina.” American Journal of Health Promotion, vol. 36, no. 1, 2021, pp. 175-79, doi:10.1177/08901171211028407.

Zhu, Z. et al. “Correlation of Childhood Psychological Abuse and Neglect with Mental Health in Chinese College Students During the Covid-19 Pandemic.” Front Psychiatry, vol. 12, 2021, p. 770201, doi:10.3389/fpsyt.2021.770201.

Major Project 4

Posted on by

Zion Culbreath

Professor Weaver

English 1102

21 April 2022

Introduction

            Everyone is aware of the virus called COVID-19. Professor Esther Castro and visiting assistant professor Jessie George of the University of Houston authored “The Impact of COVID-19 on Student Perceptions of Education and Engagement”. COVID-19 was mentioned in their article published in an e-Journal of Business Education & Scholarship of Teaching. A novel coronavirus, COVID-19, emerged in 2019 and became a pandemic in 2020 (Castro and George 19). Also, Xi’an Physical Education University affiliates Zhaohong Zhu, Pu Li, and Luyao Hao wrote “Correlation of Childhood Psychological Abuse and Neglect with Mental Health in Chinese College Students During the Covid-19 Pandemic.” In their publication published in Front Psychiatry, they described COVID-19. The pandemic adversely affected the humanity, particularly students, who have experienced varying degrees of deleterious effects, such as loneliness and isolation (Zhu et al. 1). Studying the negative impacts of COVID-19 on pupils is an absolute need. Besides, China Medical University doctors Mengyao Li, Li Liu, Yilong Yang, Yang Wang, Xiaoshi Yang, and Hui Wu wrote “Psychological Impact of Health Risk Communication and Social Media on College Students During the Covid-19 Pandemic: Cross-Sectional Study.” In their publication published in the Journal of Medical Internet Research, they mentioned the impact of the COVID-19 on the psychological health of college students. Li et al. (2) noted that college students are critical population to be addressed as college years are peak periods for symptom onset of psychological issues. As a result, it appears essential to look into the negative impacts of COVID-19 on students’ everyday choices and mental health.

The Effects of COVID-19 on the Psychological Health of the Students

With the spread of virus, numerous universities began shifting from the normal learning modalities to emergency remote learning strategies. This modification in modalities also forced students to modify their learning style in diverse ways. For instance, some students were unable to cope with online courses, and some other students had no appropriate infrastructure, such as access to home computer, the internet, or a webcam, to accomplish the requirements of online courses that was stressful (Castro and George 19). It was also found that in the early years of the COVID-19 pandemic, chemistry students found it stressful to switch to the online learning strategy (Castro and George 30).

Aside from these issues, quite a lot of students also experienced additional stresses, such as having children at home or caring for older people or younger siblings at home (Castro and George 19) that can cause stress. For instance, it has been reported by Castro and George (30) that students in certain catastrophic and tragic situations, such as the COVID-19 pandemic, could be exposed to post-traumatic stress disorder (PTSD) and other psychological disorders. West Virginia University affiliates Ilana Haliwa, Rachael Spalding, Kelly Smith, Amanda Chappell, and JoNell Strough wrote “Risk and Protective Factors for College Students’ Psychological Health During the Covid-19 Pandemic.” Their publication published in the Journal of American College Health mentioned college students’ psychological health and the COVID-19 pandemic. In this regard, Haliwa et al. (1) assessed the effects of COVID-19 on the psychological health of college students. The researchers found that when the perceived risk of being infected with COVID-19 increased, the students began experiencing intensive levels of anxiety, depression, and stress (Haliwa et al. 1). These points are thought to become stressors and distractors for students, negatively affecting their engagement in studies as well as their psychological health (Castro and George 19).

Citing the previously published researches, Haliwa et al. (1) also noted that the negative effects of COVID-19 on psychological health could be higher among undergraduate students as compared to graduate students, staff, and faculty. They also asserted that COVID-19 could have implications for the life satisfaction and happiness of college students (Haliwa et al. 1). For instance, with an increase in the extent of mindfulness and social support, students would be able to overcome several detrimental effects of COVID-19 and would be able to have more happiness and greater life satisfaction (Haliwa et al. 4).

            Li et al. (1) also conducted a study on psychological health problems confronted by college-going students in China in association with COVID-19. They found that the prevalence of panic was about 17.2% among these students, while the prevalence of anxiety was about 24.3% among these students. Furthermore, researchers have delved into the detail and extracted the data showing that among the most serious factors associated with health anxiety negatively affecting the psychological health of students were perceived lethality of the virus, effect of pandemic on social contacts, and being affected by the worldwide spread of COVID-19 (Li et al. 1). Additionally, limited knowledge about the pandemic also resulted in an increase in the psychological symptoms of anxiety and panic (Li et al. 2). Another factor that has been found to be associated with detrimental effects of COVID-19 on the psychological health of students is that of childhood psychological abuse and neglect (Zhu et al. 1). In this case, Zhu et al. (1) conducted a study on the relationship between childhood psychological maltreatment and mental health in college students during the COVID-19 pandemic. They found that approximately 37.6% of these students were found to have psychological health problems at the time of the COVID-19 pandemic (Zhu et al. 1). In this regard, the study conducted by Zhu et al. (4) is different from the studies conducted by other researchers, such as Li et al. (1) and Haliwa et al. (1), as Zhu et al. (4) reported the effects of internal psychological factors rather than external psychological factors such as negative information obtained from other people or concerns about infection.

The COVID-19 pandemic not only affected the psychological health of students by changing the ways in which they were accustomed to learning, but also affected their mental health by reducing the activities of students, such as collegiate athletes. Florida Institute of Technology professor Morgan Davies and Anthony LoGalbo wrote “Collegiate Athlete Experiences with Covid-19 and Attitudes About Returning to Sport”. Their publication published in the Journal of Athlete Development and Experience mentioned collegiate athletic departments and the COVID-19 pandemic. It has been found by Davies and LoGalbo (172) that the COVID-19 pandemic disrupted the sports-related activities of the National Collegiate Athletic Association (NCAA) athletes in educational institutes, and it has also caused sleep-related problems and an increase in feelings of loss and sadness. It has also been noted that sports-related activities are usually helpful in providing multiple mental health benefits, such as higher self-esteem, increased levels of emotional and social support, more social interaction and social networking, and a sense of belonging. With a decrease in sports-related activities, collegiate athletes began experiencing problems associated with the lack of these benefits.

The Effects of COVID-19 on Daily Decisions Made by Students

The pandemic of COVID-19 has not only resulted in negative effects on the psychological health of the students but also affected the decisions of students. These decisions could be related to different aspects of life as, for example, decisions related to managing finances, taking in person classes, and vaccinations.

The pandemic of COVID-19 has stirred the financial decisions made by students. One of the examples is that of Roshelle Czar, who reported that when COVID-19 spread in March 2020, like many other people, she also had to confront the trauma associated with the pandemic. Because of that pandemic, she made the unwilling decision to pay about $6,000 in rent for an apartment where she was not living. She noted that the same amount would have been sufficient to cover tuition fees for a whole semester at Sacramento State. She also suggested that campuses can help in healing and addressing the trauma associated with pandemics or any other problem (Czar).

            The pandemic of COVID-19 has influenced the decisions of students regarding online classes or in-person classes. Melissa Ezarik of Inside Higher Ed wrote “Covid-Era College: Are Students Satisfied?”.  In her article, students reflect on post-COVID. Some of the students were of the opinion that they would never like to take a class via Zoom after COVID-19. On the other hand, a number of other students reported that they would like to learn from remote education strategies rather than in-person classes (Ezarik).

Eventually, COVID-19 has affected the vaccination-related decisions. University of South Carolina doctors Shan Qiao, Cheuk Chi Tam, and Xiaoming Li wrote “Risk Exposures, Risk Perceptions, Negative Attitudes Toward General Vaccination, and COVID-19 Vaccine Acceptance Among College Students in South Carolina”. Their research published in the American Journal of Health Promotion mentioned risk exposures and COVID-19. Qiao et al. (175) discovered that, while the perceived severity of COVID-19 was associated with an increase in the level of acceptance by students, with an increase in exposure to COVID-19, negative effects appeared in students’ decisions, and they began showing reduced vaccine acceptance. In this regard, researchers suggested that students either have a decreased controllability or self-efficacy to protect themselves from an environment with a high-risk of COVID-19 or they believe that COVID-19 is not a serious problem based on their own experiences, in which they have not been infected even in a high-risk environment (Qiao et al. 177).

Final Thoughts

COVID-19 harmed students’ psychological and mental health. In most cases, pupils are adversely affected by the adverse psychological effects of COVID-19, which exhibit themselves in several ways, such as worry, panic, tension, and depression, to name a few manifestations. The COVID-19 epidemic has created psychological suffering and harmed students’ everyday choices, such as those regarding in-person courses, vaccinations, and money management, among other things.

Works Cited

Castro, Esther and Jessie George. “The Impact of Covid-19 on Student Perceptions of Education and Engagement.” e-Journal of Business Education and Scholarship of Teaching, vol. 15, no. 1, 2021, pp. 28-39.

Czar, Roshelle. “Redesigning College Education: Dismantling Trauma During Covid.” Medium https://hope4college.medium.com/redesigning-college-education-dismantling-trauma-during-covid-97ad3319edbd. Accessed April 21 2022.

Davies, Morgan and Anthony LoGalbo. “Collegiate Athlete Experiences with Covid-19 and Attitudes About Returning to Sport.” Journal of Athlete Development and Experience, vol. 3, no. 3, p. 2.

Ezarik, Melissa. “Covid-Era College: Are Students Satisfied?” Inside Higher ED https://www.insidehighered.com/news/2021/03/24/student-experiences-during-covid-and-campus-reopening-concerns. Accessed April 21 2022.

Haliwa, Ilana et al. “Risk and Protective Factors for College Students’ Psychological Health During the Covid-19 Pandemic.” Journal of American College Health, 2021, pp. 1-5, doi:10.1080/07448481.2020.1863413.

Li, Mengyao et al. “Psychological Impact of Health Risk Communication and Social Media on College Students During the Covid-19 Pandemic: Cross-Sectional Study.” Journal of Medical Internet Research, vol. 22, no. 11, 2020, doi:10.2196/20656.

Qiao, Shan et al. “Risk Exposures, Risk Perceptions, Negative Attitudes toward General Vaccination, and Covid-19 Vaccine Acceptance among College Students in South Carolina.” American Journal of Health Promotion, vol. 36, no. 1, 2021, pp. 175-79, doi:10.1177/08901171211028407.

Zhu, Z. et al. “Correlation of Childhood Psychological Abuse and Neglect with Mental Health in Chinese College Students During the Covid-19 Pandemic.” Front Psychiatry, vol. 12, 2021, p. 770201, doi:10.3389/fpsyt.2021.770201.

Pomona College SAR-revision

Posted on by

Zion Culbreath

English 1102

March 10th, 2022

zculbreath1@gastate.view.usg.edu

Summary

Pomona college is a relatively small private school in Southern California that is esteemed for its high academic standards and commitment to excellence. The university prides itself on admitting students who are both diverse in their background and accomplished in their academics, best demonstrated by its 6.6% admit rate and the different 60 countries that students originate from (Pomona College Home). The Pomona website persuades students to apply to the school through rhetorical strategies like effective tone and sentence structure and idealizing different audiences.

Analysis

Considering that the name “Pomona” and the town “Claremont” are not very popular among most people, the Pomona website is an important resource for promoting the school and the opportunities it presents. To accomplish this, the website features a plethora of rhetorical language and strategies that hold readers’ attention and shape their perception of the college. The most prominent strategies on the website are the use of a direct and hospitable tone and an overarching theme of idealizing potential audiences.

          As opposed to a tone that is strict or stoic, the Pomona website uses a more inviting tone to convey its message and sway its readers. This is primarily accomplished through simple sentences that appeal to readers’ sense of community and belonging. For instance, on the diversity page, the opening sentence states that “diversity isn’t a buzzword. It’s crucial to our educational mission” (Diversity & Access at Pomona). This statement is brief and direct but ensures that readers understand the emphasis Pomona places on inclusion and creates an air of welcome in the process. This is also effective because the words used are not overly pompous or bombastic, but instead more common and familiar, making the page feel more readable and relatable. Much of the same is on the student life page, which features inviting verbiage like references to a “close-knit community” and “forging connections, making lifelong friends, and learning and discovering new passions” (Life at Pomona). The use of familiar speech and the frequent references to community and locality drive home the author’s hospitable tone and augment Pomona’s argument for students to consider the school.

Similarly, the Pomona website advertises the school by imagining its potential visitors and catering to their possible reservations and situations. An example of this is how the page references and details Pomona’s admissions process for undocumented students. Since southern California has a vast immigrant population, many applicants to the school are undocumented residents and have issues applying to schools because of this. To ensure that these students understand their value to Pomona, the school dedicates a whole page to this issue, stating that “Since 2007, in the admissions and financial aid processes, the College has fully reviewed applications from undocumented and DACAmented students who graduate from a U.S. high school by the same criteria as for all domestic students” (Undocumented/DACAmented applicants). In doing so, the website appeals to a specific group of readers and confirms their commitment to inclusion. The website also imagines the potential reader’s perspective by considering the likelihood that students will see career success after Pomona, knowing that most applicants see college as a steppingstone. To appeal to these readers, the website asserts that upon graduation, 95% of students either accept a job/internship offer or are admitted to graduate school (Outcomes: Your Future). By referencing the long-term value that the school can provide for its students, the Pomona website appeals to readers’ potential fears and assuages them. Likewise, knowing that a sense of purpose is important to prospective students, the school ensures that its commitments extend beyond academics and include community service. This is best captured in the quote, “They only are loyal to this college who, departing, bear their added riches in trust for mankind” (Community Engagement). Through this quote, the website imagines its readers and their motivations and aligns them with the school, thus further promoting the theme of idealizing its audience.

Response

After scoping the Pomona website and analyzing the rhetorical strategies that it used, I am convinced that I would attend this university. Considering that I am a minority student, inclusion is very important to me and my college experience, so their insistence on diversity appeals to me. I was unsure if this would be possible at a private university, but the information on the website assures me that I would feel a sense of belonging at the school. Another thing that draws me to the school is the idea of living in Southern California and experiencing that culture. The website details how visually appealing the area is and how many different activities are possible at the college. Though I have always lived in Georgia, I would be open to experiencing something new and different and California seems to be an attractive location. Though the website was persuasive in most areas, it did fail to convince me that the level of rigor wouldn’t be a stressor. The numbers regarding the academic profile of accepted students were intimidating, and though I understand that the school intends to challenge students, I feel that I would probably struggle in this environment. In spite of this, the statistics about the success rates of graduates are very encouraging and show that if one does work hard enough, they will be rewarded. Overall, I believe that Pomona is a great school, and the website demonstrates this through its rhetorical strategies.

Works Cited

“Community Engagement | Pomona College in Claremont, California – Pomona College.” Pomona College in Claremont, California – Pomona College, www.pomona.edu/life-at-pomona/community-engagement. Accessed 7 Mar. 2022.

 

“Diversity & Access at Pomona | Pomona College in Claremont, California – Pomona College.” Pomona College in Claremont, California – Pomona College, www.pomona.edu/admissions/diversity. Accessed 8 Mar. 2022.

“Life at Pomona | Pomona College in Claremont, California – Pomona College.”  Pomona College in Claremont, California – Pomona College, www.pomona.edu/life-at-pomona. Accessed 8 Mar. 2022

“Outcomes: Your Future | Pomona College in Claremont, California – Pomona College.” Pomona College in Claremont, California – Pomona College, www.pomona.edu/outcomes. Accessed 8 Mar. 2022.

“Pomona College Home | Pomona College in Claremont, California – Pomona College.” Pomona College in Claremont, California – Pomona College, www.pomona.edu/home. Accessed 7 Mar. 2022.

“Undocumented/DACAmented Applicants | Pomona College in Claremont, California – Pomona College.” Pomona College in Claremont, California – Pomona College, www.pomona.edu/admissions/apply/undocumenteddacamented-applicants. Accessed 8 Mar. 2022.

Pomona College

Posted on by

Zion Culbreath

English 1102

March 10th, 2022

zculbreath1@gastate.view.usg.edu

Summary

Pomona college is a relatively small private school in Southern California that is esteemed for its high academic standards and commitment to excellence. The university prides itself on admitting students who are both diverse in their background and accomplished in their academics, best demonstrated by its 6.6% admit rate and the different 60 countries that students originate from (Pomona College Home). The Pomona website persuades students to apply to the school by appealing to rhetorical strategies, namely ethos and logos, and idealizing different audiences.

Analysis

Considering that the name “Pomona” and the town “Claremont” are not very popular among most people, the Pomona website is an important resource for promoting the school and the opportunities it presents. To accomplish this, the website features a plethora of rhetorical language and strategies that hold readers’ attention and shape their perception of the college. The most prominent strategies on the website are ethos, pathos, and the overarching theme of idealizing potential audiences.

           Pomona is a very diverse school located in an area that is a hotbed of cultural agglomeration, which is a large part of the appeal of the school. For instance, on the Diversity & Access page, one can find that Black, Asian, and Hispanic/Latino students make up 39% of the student body and that 17% of the students at Pomona are first-generation students (Diversity & Access at Pomona). To highlight this concept, the website also imagines its ideal readers and appeals to them. An example of this is how the page references and details Pomona’s admissions process for undocumented students. Since southern California has a vast immigrant population, many applicants to the school are undocumented residents and this might pose an issue for them in applying to schools. To ensure that these students understand their value to Pomona, the school dedicates a page to this issue, stating that “Since 2007, in the admissions and financial aid processes, the College has fully reviewed applications from undocumented and DACAmented students who graduate from a U.S. high school by the same criteria as for all domestic students” (Undocumented/DACAmented applicants). In doing so, the website appeals to a specific group of readers and confirms their commitment to inclusion.

           Pomona’s most distinguishing feature is its academic reputation, with Niche raking it #1 for liberal arts and #1 among small schools in the US (Pomona College Home). This is reinforced by statistics like the median ACT score of 34 and 29.6% of students who graduated as Valedictorians in High School. By establishing these high standards, the school appeals to students who want to challenge themselves academically and surround themselves with other overachievers. Though this portrays the school as rigorous, the website ensures that students will be well equipped to perform at high levels by referencing the 8:1 student to faculty ratio as well as the numerous research opportunities available for undergraduates. The website further establishes the school’s credibility by referencing the prestigious graduate schools that alumni attend after Pomona and the leadership positions that alumni hold. Specifically, the outcomes page states that “Pomona alumni have served in positions of leadership in practically every field of human endeavor – from medicine, public policy, and the arts to scientific research, journalism, business, and the law…” (Outcomes: Your Future). The website also imagines the potential reader’s perspective by taking into account the likelihood that students will see career success after Pomona, knowing that most applicants see college as a steppingstone. To appeal to these readers, the website asserts that upon graduation, 95% of students either accept a job/internship offer or are admitted to graduate school. The combination of statistics, appeals to credibility, and appeals to readers’ interest bolster the reader’s perception of Pomona as one of the more prestigious schools in America.

           As a small school, community is an important aspect of Pomona’s identity. As part of a group of 7 colleges termed the Claremont Colleges, Pomona provides students the opportunity to interact with 8,000 students and 250 clubs (Pomona College Home). These numbers make it clear that potential applicants will have numerous options in terms of networking and forming relationships. Likewise, knowing that a sense of purpose is important to prospective students, the school ensures that its commitments extend beyond academics and include community service. This is best captured in the quote, “They only are loyal to this college who, departing, bear their added riches in trust for mankind” (Community Engagement). Through this quote, the website imagines its readers and their motivations and aligns them with the school. The school also provides numerous opportunities to conduct this service through its tutoring programs and community partnerships. In all, Pomona distinguishes itself based on its communal feel that other schools might not provide.

Response

After scoping the Pomona website and analyzing the rhetorical strategies that it used, I am convinced that I would attend this university. Considering that I am a minority student, inclusion is very important to me and my college experience, so their insistence on diversity appeals to me. I was unsure if this would be possible at a private university, but the information on the website assures me that I would feel a sense of belonging at the school. Another thing that draws me to the school is the idea of living in Southern California and experiencing that culture. The website details how visually appealing the area is and how many different activities are possible at the college. Though I have always lived in Georgia, I would be open to experiencing something new and different and California seems to be an attractive location. Though the website was persuasive in most areas, it did fail to convince me that the level of rigor wouldn’t be a stressor. The numbers regarding the academic profile of accepted students were intimidating, and though I understand that the school intends to challenge students, I feel that I would probably struggle in this environment. In spite of this, the statistics about the success rates of graduates are very encouraging and show that if one does work hard enough, they will be rewarded. Overall, I believe that Pomona is a great school, and the website demonstrates this through its rhetorical strategies.

Works Cited

“Community Engagement | Pomona College in Claremont, California – Pomona College.” Pomona College in Claremont, California – Pomona College, www.pomona.edu/life-at-pomona/community-engagement. Accessed 7 Mar. 2022.

“Diversity & Access at Pomona | Pomona College in Claremont, California – Pomona College.” Pomona College in Claremont, California – Pomona College, www.pomona.edu/admissions/diversity. Accessed 8 Mar. 2022.

“Outcomes: Your Future | Pomona College in Claremont, California – Pomona College.” Pomona College in Claremont, California – Pomona College, www.pomona.edu/outcomes. Accessed 8 Mar. 2022.

“Pomona College Home | Pomona College in Claremont, California – Pomona College.” Pomona College in Claremont, California – Pomona College, www.pomona.edu/home. Accessed 7 Mar. 2022.

“Undocumented/DACAmented Applicants | Pomona College in Claremont, California – Pomona College.” Pomona College in Claremont, California – Pomona College, www.pomona.edu/admissions/apply/undocumenteddacamented-applicants. Accessed 8 Mar. 2022.

Zion Culbreath

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Name:Zion Culbreath

Course:English 1102

Teacher: Professor Weaver

Date: 2/24/22

Academic Self Interview

A significant part of the class might have been disappointed to learn that we would get partners at random. However, on my part, I can actually say that I am glad because I believe I made a friend. My Partner’s name is Vincent. He has been here in GSU for the past one and a half years and is excited to have joined this school. When asked to describe himself, he narrowed his answer down to three simple terms; self-motivated, positive thinker, and ambitious.

 He is self-motivated because when he wakes up in the morning, he gets out of bed knowing that he is doing that for his good. He might have gotten a nudge or two when he was younger, but right now, he is aware of where he wants to be and he is pushing himself towards the same. He is a positive thinker because no matter the situation, he always chooses to be optimistic. He brings hope where there is strife, and with that, he believes that he is on his way to success, even though he does not know what tomorrow brings. Finally, he is ambitious and will not let anything put him down; he will constantly push to achieve what he believes.

In high school, he was not the best student. His grades were not that high. At the back of his mind he knew he was not dumb. He knew most of the things that were taught in class, which made him not pay attention. Being a non-performer did not bother him because he knew he had the potential and academic confidence (Sander 5567). He just did not feel the need to push himself to study harder if he was conversant with most of the materials. However, his ambition became apparent when he got the chance to go to college. He realized that he had to push himself to succeed.

My partner’s greatest influence towards pursuing an education was his family. He is the first generation in his family to go to college. His grandparents continually urge him and his cousins to get a good education because they never got that chance. Plus, as an immigrant, he feels that he does not have much of a choice but to make his family proud. Even though he is an immigrant, he has chosen to embrace his story and get motivation from it (Estoque 2). He made sure he learnt proper English to avoid language barriers. He also chose to define his success by his own terms, rather than compare himself to others. That way, he is his own greatest competition.

Amidst his journey to success, the Corona Virus struck and the mode of learning had to be slightly distorted. Online learning became the mode of learning. Not having to see friends was quite hard and lonely many a times (Ezarick 1). Studying remotely allowed him more time to do other activities such as work. However, the experience of being alone in a new country was not exactly the best. He did not let the situation put him down. He motivated himself to study and keep up with everyone else. He still wishes for the time that he will finally go to class like he used to because in as much as online learning gives him flexibility, he prefers physical learning. All in all, he remains bound to his path towards success by holding on to his three pillars; self-motivation, positive thinking, and ambition.

 

 

Works Cited

Estoque, Ronnie. “Student Voices: I’M One Of The First In My Family To Attend College. Here’S How I Got There.”. The Seattle Times, 2017, https://www.seattletimes.com/education-lab/student-voices-im-the-first-in-my-family-to-attend-college-heres-how-i-got-there/.

Ezarik, Melissa. “Student Experiences During COVID And Campus Reopening Concerns”. Insidehighered.Com, 2021, https://www.insidehighered.com/news/2021/03/24/student-experiences-during-covid-and-campus-reopening-concerns.

Sander, Paul, and Jesús de la Fuente. “Undergraduate student gender, personality and academic confidence.” International Journal of Environmental Research and Public Health 17.15 (2020): 5567.