Final Essay: Veteran’s Education Essay

Custom Student Mr. Teacher ENG 1001-04 15 August 2016

Final Essay: Veteran’s Education

In the essay “The Veterans are coming! The Veterans are coming!” by Edward F. Palm, the author mentioned that he continued his education by attending school after his Marine duties. Palm directed his messages of the essay toward the students and faculties at colleges on how to allow veterans to feel welcome to the school. Through the usages of his personal stories as a veteran himself, the author can also give advices to future veterans who wish to return to school. In order to present his ideas, Palm relied on his ability to utilize logos, pathos, and ethos appeals to allow audiences to believe in his credibility.

The author used logical appeal to show the audiences the benefits that veterans get after serving the war since 1945. The door of opportunity had open for veterans through the laws of the World War II GI Bill, which allowed tuition fees, books, living allowance. Moreover, the GI bill also allows veterans to transfer their educational benefits to their spouses or children (Palm 790). With this detail, the author relied on the integrity of the Congress act (GI Bill) to explain that Veterans are encouraged to continue their education after they have finished their duties in the service. By years of serving wars in Iraq and Afghanistan, veterans will get financial supports and many other educational benefits that are given to them as rewards for their service.

Many veterans are allowed to enter the door of education with many benefits. Yet, the author mentioned that veterans who came back from the wars were not “one-hundred percent welcomed” to continue their education in the colleges and universities. The author used emotional appeal to show the audiences how the veterans feel when they go to school. The author stated, “Either way, we in academe stand to gain. The question is, are we really ready to welcome today’s veterans into our midst?” (Palm 790).

Representing for other veterans, the author showed the audiences his concerns of how veterans are treated. The author mentioned that veterans felt that they are the target of suspicions by many schools because people view veterans negatively through stigmas that are “repeatedly portrayed in the media as psychologically¬†maimed and socially debilitated and, therefore, potentially dangerous” (Palm 791). For this reason, he presented a list of advices to the schools from his own perspective as a war veteran to create changes toward a more “veteran-friendly school”.

Standing up for veterans, the authors apply ethical appeals toward the audiences to ask for fair treatment toward the veterans. The author proposed five advices of giving veterans reasonable treatments. One of the advices was that the author proposed that “treat veterans as you would any other students.” With this in mind, the author expressed that veterans do not want any special attention and wished that classmates and professors to view them as any other students. Moreover, the author mentioned that many people came up to veteran students and thank them for their services (Palm 792). The author mentioned that it could make veterans feel uncomfortable. To further explain, the author said that many veterans would misunderstand the sincerity thank as “I’m glad you went so that my son or daughter didn’t have to go.”

Listing his advices out for the audiences, the author tried to convince the audiences to take his advices of proper ways to view and treat veterans in school. Throughout the essay, Palm mentioned how much veterans are looking forward for their future education after the war. With the support of his personal stories, the author hoped to sway the audience into believing that veterans do not deserve to be treated differently.

Work Cited

Lunsford, Andrea A., John J. Ruszkiewicz, and Keith Walters. (2012). _Everything’s an Argument with Readings._ 6th ed. Boston: Bedford/St. Martin’s.

Palm, Edward. “The Veterans Are Coming! The Veterans Are Coming!” Everything’s an Argument with Reading. Ed. Lunsford, Andrea A., John J. Ruszkiewicz, and Keith Walters. Boston: Bedford/St. Martin’s, 2012.

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