Evaluating a Source: setting up your own use of source

Personal Critical Thinking Questions raised from reading the four articles on the issue:

• Is a college education a right or a privilege? 
• Are any of the authors implicitly discriminating against anyone? 
• What kinds of job can you do without some kind of college education?
• Is a community college a vocational college in the eyes of Charles Murray? 
• Is an IQ test comprehensive? Is the argument that IQ dictates ability and worthwhileness of getting a college education enough? 
• Can we measure everything?
• What would happen if only people with a certain IQ were to go to college and the rest went into labor fields/vocational fields? What's the problem with that?!?
• Do the dropout rates really matter in the argument of whether or not one should get a college education?
• ....

Your imaginary writer scenario:

• Believes college is the new high school, and high school teaches less critical thinking skills necessary for many jobs

• Too many fields want skills beyond high school, especially STEM
• require minimum of bachelors and/or special certification/focus

• IQ is not soundproof in determining abilities and intelligence
• IQ changes with age, and with educational opportunities

• Government, communities, and colleges themselves promote capitalism rather than "elite status" of college. 
• Student-centered teaching has become a national movement

Evaluating One of the Sources:

Purpose (strong verb):

Stance/Postion on Subject:

Main argument:

Main evidence:

Strength of argument: why?

Issues with argument: why?