UNIVERSITI TEKNOLOGI MARA FACULTY OF CHEMICAL CHEMI CAL ENGINEERING ELC 501 EH241 4
WRITING CRITIC
LECTURER NAME: MADAM HASLINA BINTI SHEIKH HASSAN
AHMAD SALIHIN BIN MOHAMAD FHOOZI 2014825602
STEP 1
Wha !" h# $%&'%(#'"!a) !""*# +#!&, -!"$*""#-. The author is discussing the controversial issue of single parent struggle.
STEP 2
Wha !" h# a*h%'/" %"!!%& +#)!# %' +!a" '#,a'-!&, h# !""*#. The author belief that children have grown up to become emotionally stable and successful whether they had one or two parents to raise them.
STEP 3
I" h# a*h%' +!a"#-. H%3 !" h# +!a" $%&(##-. Yes the author is being bias to single parent and not being neutral. The author conveys his bias by giving a positive support to single parenting and presenting unfavorable facts about two parents did not give any beneficial instead of single parent. He also give his personal experience in single parent which telling the reader about beneficial in single parent.
STEP 4
A'# h#'# a& a""*!%& a-# + h# a*h%' '#,a'-!&, h# !""*#. I "% 3ha a'# h# a""*!%&. Yes, the author is making some assumptions, one of them is in today’s society, many children have grown up to become emotionally stable and successful whether they had one or two parents to show them the rocky path life bestows upon all human beings. Second assumption is, children of single parents can be ust as progressive with emotional, social and behavioral skills as those with two parents. Third assumption is, the author belief single parents can still gives attention to their children while they have to work full time in order to support the family.
STEP 5
Wha #" % "*%'" a'# '#"#&#- + h# a*h%' % a# h!" %' h#' $a"#. The author uses statistical data to support his arguments. There were two statistical data used by the author, one is in paragraph three, ’’since !""# the $merican family structure for children age fourteen to eighteen consist of %&' living in a first marriage family, &!' living in a single parent, divorced or separated family, (' living in a single parent never married family and )' living in a single parent widowed family’’. *n paragraph five, the author give another example of statistical data that is +today, &#' of all $merican children will spend at least some time of their growing up years in a step family. esides, the author also uses personal opinion to support his arguments as he gives his personal experience but no research finding or expert testimony. *n paragraph four and five, the author gives
his personal experience in growing up with single parent and experience dealing with a step-parent. STEP 6
I" h# "*%' -!'#$) '#)a#- %' '#)#(a& % h# a',*#&. I" h# "*%' +a"#- %& '#)#(a& #7#'!"#. Yes the support seems directly related to the argument, as the author give his personal experience in growing up with single parent and experience dealing with step-parent. He also gives statistical data which support his argument that single parent give more beneficial than two parents. rom his personal experience, he stated that it is not necessary making a father as a role model/ other peoples can still be a positive male role model for children.
STEP 7
I" h# "*%' %+#$!(# ha !" *"!&, a$" &%&9#'"%&a) $)#a' #(!-#&$#. I" h# "*%' "*+#$!(# ha !" +a"#- %& h# a*h%'/" )!!#- #'"%&a) #7#'!#&$#" %' !&)*#&$#- + h!" %' h#' #%!%&". The support is subective as his support is based on his personal experiences and the authors tone seems to be emotional. He is being emotional as he udges the single parent using his own experiences being raised by single mother without a father. $lthough, his experience may be differ from others in many aspects. However, the authors also provide some statistical data to support his argument. The argument would have been strengthened by use of statistics such as the percentage of children being raised with single parent and two parents.
STEP 8
I" h# a',*#& $%)##9 h'%*,h h# '#"#&a!%& % a-#*a# "*%' a&&% -#)!+#'a#) )#a(!&, %* a& !&%'a!%& ha 3#a#&" %' -!"'%(#" h# a',*#&. D%#" h# a',*#& a--'#"" %%"!&, %!& + '%(!-!&, a-#*a# "*%' % %(#'$%# %!& ha $%*)- 3#a#& h# $a"#. The inclusion of statistics of $merican family structure for children who lives with single parents and two parents strengthened the arguments. 0oreover, the argument is one sided, as the author only give the beneficial of single parent. *n other words, the author has not brought up opposing points nor refuted them.
STEP 9
Hence, the argument is not complete. I" h# a',*#& (a)!- %' )%,!$a) ha !" "*%' + '#)#(a& a&- (#'!!a+)# #(!-#&$#. The argument lacks validity despite being relevant. The claim that he make may be
correct but the author uses his personal experiences as supports. He gives weak support which his experience in being raised by single mother and experience with step-parent. There is no expert testimony or research finding to support his argument strongly. His support basically based on his logical sense and experience in single parent issues. STEP10
I" h# a',*#& $'#-!+)#. Ca& %* +#)!#(# %' '*" h# a*h%'. Ha" h# a*h%' ,!(#& '#$!"# "%*'$#" % !&%'a!%& a&- $a& h#"# "%*'$#" +# '*"#-. I" h#'# #&%*,h '#)#(a& !&%'a!%& '% #7#'&a) "%*'$#" %' !" h# a',*#& $)%*-#- + #'"%&a) *-,#&. I" h#'# '#*a!%& % %%"!&, %!& % $%&(!&$# h%"# %& h# %%"!# "!-# % h# !""*#. $lthough there is an attempt at refutation, precise source of information are not given, as he only gives his personal experience and some mere statistical data about the higher percentage $merican children raise by single parent. 0ost of the argument is clouded by personal udgment from his personal experience and lead by his emotions. The sources were unreliable as it is not cited correctly and come from weak support.
The
article
“Single
Parent
Struggle”,
by
hri!
P"lit"
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%%%&$e!acc&e'u()*a"ih30491(argu$ent E!!ay1&*'# +ie%ing the i!!ue the nee' "# b"th #ather
an' $"ther in rai!ing chil'ren& The auth"r bring u* an i!!ue %hich chil'ren ha+e gr"%n u* t" bec"$e $"re e$"ti"nally !table an' !ucce!!#ul %hether %ith !ingle *arent "r ha+ing b"th #ather an' $"ther& Thr"ugh"ut the #ir!t *aragra*h, %hich i! the intr"'ucti"n, the auth"r bring! u* !"$e ue!ti"n! regar'ing '"e! the chil'ren nee' b"th *arent! t" gr"% u* !ucce!!#ully& The auth"r i! 'i!cu!!ing the c"ntr"+er!ial i!!ue "# !ingle *arent !truggle& The auth"r belie# chil'ren ha+e gr"%n u* t" bec"$e e$"ti"nally !table an' !ucce!!#ul %hether they ha' "ne "r t%" *arent! t" rai!e the$& The auth"r i! being bia! t" !ingle *arent an' n"t being neutral& The auth"r c"n+ey! hi! bia! by gi+ing a *"!iti+e !u**"rt t" !ingle *arenting an' *re!enting un#a+"rable #act! ab"ut t%" *arent! 'i' n"t gi+e any bene#icial in!tea' "# !ingle *arent& -e al!" gi+e hi! *er!"nal e.*erience in !ingle *arent %hich telling the rea'er ab"ut bene#icial in !ingle *arent& The auth"r i! $a/ing !"$e a!!u$*ti"n!, "ne "# the$ i! in t"'ay! !"ciety, $any chil'ren ha+e gr"%n u* t" bec"$e e$"ti"nally !table an' !ucce!!#ul %hether they ha' "ne "r t%" *arent! t" !h"% the$ the r"c/y *ath li#e be!t"%! u*"n all hu$an being!& Sec"n' a!!u$*ti"n i!, chil'ren "# !ingle *arent! can be u!t a! *r"gre!!i+e %ith e$"ti"nal, !"cial an' beha+i"ral !/ill! a! th"!e %ith t%" *arent!& Thir' a!!u$*ti"n i!, the auth"r belie# !ingle *arent! can !till gi+e! attenti"n t" their chil'ren %hile they ha+e t" %"r/ #ull ti$e in "r'er t" !u**"rt the #a$ily& The auth"r u!e! !tati!tical 'ata t" !u**"rt hi! argu$ent!& There %ere t%" !tati!tical 'ata u!e' by the auth"r, "ne i! in *aragra*h three, !ince 1995 the $erican #a$ily !tructure #"r chil'ren age #"urteen t" eighteen c"n!i!t "# 42 li+ing in a #ir!t $arriage #a$ily, 21 li+ing in a !ingle *arent, 'i+"rce' "r !e*arate' #a$ily, 6 li+ing in a !ingle *arent ne+er $arrie' #a$ily an' 3 li+ing in a !ingle *arent %i'"%e' #a$ily& n *aragra*h #i+e, the auth"r gi+e an"ther e.a$*le "# !tati!tical 'ata that i! “t"'ay, 25 "# all $erican chil'ren %ill !*en' at lea!t !"$e ti$e "# their gr"%ing u* year! in a !te* #a$ily& e!i'e!, the auth"r al!" u!e! *er!"nal "*ini"n t" !u**"rt hi! argu$ent! a! he gi+e! hi! *er!"nal e.*erience but n" re!earch #in'ing "r e.*ert te!ti$"ny& n *aragra*h #"ur an' #i+e, the auth"r gi+e! hi! *er!"nal e.*erience in gr"%ing u* %ith !ingle *arent an' e.*erience 'ealing %ith a !te**arent& The !u**"rt !ee$! 'irectly relate' t" the argu$ent, a! the auth"r gi+e hi! *er!"nal e.*erience in gr"%ing u* %ith !ingle *arent an' e.*erience 'ealing %ith !te**arent& -e al!" gi+e! !tati!tical 'ata %hich !u**"rt hi! argu$ent that !ingle *arent gi+e $"re bene#icial than t%" *arent!& r"$ hi! *er!"nal e.*erience, he !tate' that it i! n"t nece!!ary $a/ing a #ather a! a r"le $"'el "ther *e"*le! can !till be a *"!iti+e $ale r"le $"'el #"r chil'ren& The !u**"rt i! !ubecti+e a! hi! !u**"rt i! ba!e' "n hi! *er!"nal e.*erience! an' the auth"r! t"ne !ee$! t" be e$"ti"nal& -e i! being e$"ti"nal a! he u'ge! the !ingle *arent u!ing hi! "%n e.*erience! being rai!e' by !ingle
$"ther %ith"ut a #ather& lth"ugh, hi! e.*erience $ay be 'i##er #r"$ "ther! in $any a!*ect!& -"%e+er, the auth"r! al!" *r"+i'e !"$e !tati!tical 'ata t" !u**"rt hi! argu$ent& The argu$ent %"ul' ha+e been !trengthene' by u!e "# !tati!tic! !uch a! the *ercentage "# chil'ren being rai!e' %ith !ingle *arent an' t%" *arent! The inclu!i"n "# !tati!tic! "# $erican #a$ily !tructure #"r chil'ren %h" li+e! %ith !ingle *arent! an' t%" *arent! !trengthene' the argu$ent!& "re"+er, the argu$ent i! "ne !i'e', a! the auth"r "nly gi+e the bene#icial "# !ingle *arent& n "ther %"r'!, the auth"r ha! n"t br"ught u* "**"!ing *"int! n"r re#ute' the$& -ence, the argu$ent i! n"t c"$*lete& The argu$ent lac/! +ali'ity 'e!*ite being rele+ant& The clai$ that he $a/e $ay be c"rrect but the auth"r u!e! hi! *er!"nal e.*erience! a! !u**"rt!& -e gi+e! %ea/ !u**"rt %hich hi! e.*erience in being rai!e' by !ingle $"ther an' e.*erience %ith !te**arent& There i! n" e.*ert te!ti$"ny "r re!earch #in'ing t" !u**"rt hi! argu$ent !tr"ngly& -i! !u**"rt! ba!ically ba!e' "n hi! l"gical !en!e an' e.*erience in !ingle *arent i!!ue!& lth"ugh there i! an atte$*t at re#utati"n, *reci!e !"urce "# in#"r$ati"n are n"t gi+en, a! he "nly gi+e! hi! *er!"nal e.*erience an' !"$e $ere !tati!tical 'ata ab"ut the higher *ercentage $erican chil'ren being rai!e' by !ingle *arent& "!t "# the argu$ent i! cl"u'e' by *er!"nal u'g$ent #r"$ hi! *er!"nal e.*erience an' lea' by hi! e$"ti"n!& The !"urce! %ere unreliable a! it i! n"t cite' c"rrectly an' c"$e #r"$ %ea/ !u**"rt&
