1. Veteran college students tend to report not feeling as supported by the institution as non-veteran college students. Furthermore, the tend to not take part in non-core academic activities as much as their nonveteran peers. These non-core academic activities and programs include internships, volunteer services, and studying abroad. This lack of participation might come from the fact that veterans often have more non-academic responsibilities than nonveteran students.
2. The purpose is to define the terms “student veterans/service members” and “nonveteran/civilian students” so that the reader can better understand the material. This is necessary since it prevents the misuse or misunderstanding of said terms. Simply put, it is critical in assuring the clarity of the argument.
3. It adds validity and proof for the argument. This is important since often a reader’s first response to an argument is doubt and challenge. The compliment the sections by adding not only proof, but also variety. This change of pace in the writing makes it easier and more enjoyable to read. This greater ease of reading helps make the argument more effective.
4. The text brings up the problems of veteran college students feeling as if they’re more alienated more than nonveteran students. After bringing up this problem, a solution is purposed. This purposed solution is that more high-impact programs that are essential to academic success should be created. This is because veteran students seem to be more concerned about activities that are essential to their academic success than those that are non-essential. This solution to the discussed problem is vital since many readers will be more convinced of the argument if a purposed problem also has a purposed solution. Ultimately, talking about a problem without a solution is often viewed as simply complaining.
5. For the most part, veteran students and nonveteran students are the same. They both are in the college system seeking a higher education and both are mostly concerned about actively engaging with fellow students and instructors to ensure their success. For example, veteran students, just like their nonveteran counterparts, are just as likely to not work with faculty members on activities outside of coursework and 72 percent of both parties prepare for class for elven or more hours per week. Furthermore, 55 percent of nonveteran students and 52 percent of veteran students report working with other students on a project. Overall, veteran college students and nonveteran students share similar experiences and the differences between veteran and nonveteran students appear to be minute.
There are many sharp differences in the behavior between veteran college students and nonveteran students. For instance, veterans are less likely to work well and engage with fellow classmates. I concede, that they will work with classmates inside the classroom, but they are 8 percent less likely to work with classmates outside of class on assignments. In addition, only 68 percent of veterans participate in experiential learning activities such as internships or volunteer work compared, to 82 percent of nonveteran students. Clearly, there are pressing differences with veteran students and nonveteran students and these differences could easily hurt the academic success of veterans and should be addressed.