An essayist writing skills Essay

‘Education matters’; the academic distinction as seen within the essayist is the peak of personal pride and the prime of the essayist. This is the backdrop of his imagery skill and panache as he seeks to make the issue figurative and argumentative and in his situation hypothetical. Within the context, he redefines the role of education with the general public. This is his onset to express his insight about what the general public thinks about situations that reflect on those it knows. â€Å"BOY. Drop out of school and that’s what they’ll call you the rest of your life. ‘Drop out’ is figurative and intrinsically variable. It is an expression of discontent towards a situation and the person in the situation. It is a moral insight and one that the essayist seeks to use to make a case against his distinguished position as a disadvantaged worker in a workplace which is far much below his qualifications. ‘Drop out’ is what offsets his passion to describe, discuss and put forward his case. It is what could make you a scorn yet even without the valuable education you are the same match to the drop out. Today I saw them saying something else’ is a passionate and morose appeal to his pride gained from the value of education to make him recognizable. He is now a minnow and below the centre of social repute and distinctiveness of an individual. Within these profound contexts within the essayist situation analysis and his insights about the repercussions of manoeuvres to attain academic distinction yet plunge into a sea of misrecognition by being compared and working as one of those detested and referred as public scorns for their minimal academic capacity is insulting and confusing. To him, it is ailing his conscience. They were untrue in part; it turns out that you’ll get called â€Å"boy† if you do work that others don’t respect even if you have a Ph. D. It isn’t education that counts, but the job in which you land. This is his perspective, to expound on the uselessness of education comparatively to his situation analysis. Here we see a subtle cry and his way of comparing his fate. It is an emotional and socially perceptive ideology. Emotional, since he is worried that he learned and hoped to supersede social implications and join the league of the learned employed who influence and are the pride of the society. Yet he is now among the least recognized and looked down on. ‘It turns out that you’ll get called â€Å"boy† if you do work that others don’t respect even if you have a PhD’ This is his point on this perspective, he is learned and qualified yet he works as a lemon cutter and he is not even recognized at the workplace let alone by the barmaid. This point showcases the writers wit and it’s within this context we decipher the judicious self- exposure of the writer’s own character. He is objective and determined a listener and an analytical person. â€Å"Are you the boy who cuts the lemons? This is where we discover he is frustrated and feels insulted by circumstances. He is grappling with reality. His point explains the discontentment of the protagonist about his career and the relevancy to his assertion about education being important and suddenly the realization that it is not on some circumstances† I’m the man who does’ It is his acceptance of his fate and an expression of conformity to the circumstances that he is now pitted in. He finds no discourse in segregating his position due to his education background hence accepts his fate and position as a social perceptiveness. He is no longer focussed on making his moral authority within the academic faculties to spell out his elite nature as farcified by the billboard impression. â€Å"Are you the boy who cuts the lemons? I’m the man who does’ is an expression of his seeking to make some points clear within the workplace. It is a coupled methodology of making a case clear, emotive and correlative to his perspective. This is imagery and metaphoric distinctiveness. His workmates don’t even recognize him as an integral part of the workplace. The name boy is contentious and he seeks to address the problem of misrecognition by creating a scenario that imparts his distinctiveness which within the workplace is not recognizable. The workmates are oblivious of his qualifications. Here he seeks to make us identify with his vast knowledge which so far he deems useless. In his two expressions which seek to vilify his potential, he mentions that the maid didn’t realize is reply that ‘he is the man who does it, not the boy who does it’ He is making it clear that he is qualified to be in a better and more professional position. Secondly his reflections ‘They assumed that some people just won’t learn respect for others, so you should adapt yourself to them. Don’t try to change them. Get the right job and they won’t call you boy any more. They’ll save it for the next man. It isn’t just people like this one waitress who learn slowly, if at all. We see lamentations here. He is metaphoric ‘that some people just won’t learn respect for others, so you should adapt yourself to them’ and figurative in context Get the right job and they won’t call you boy any more’. Auspiciously he is figurative in seeking to identify and correlate with the college scenario of the ‘wombats’ and metaphorical as he seeks to put in place the generalization of excellence and academic capacity as a triviality within workplace on a situation in which, the protagonist is doing the same thing with those without any distinctive capacity so as to make ends meet. He is emphatic, lamentative and perspective as he seeks to make his lingering acrimonious reservation to the degradation of his moral position though he has an invariable better and dignified capacity than what he seems to view as his detractor within the workplace. Certainly I won’t forget being called a boy today’ The essayist is using word play to make clear a case of emotions he felt when he was undermined and that he made emphatic efforts to make the scenario change to his favour to no avail. On the basis of dialogue, the writer is seen to converse with the waitress who seems to be merely up to no positive perspectives in the conversation. It is in this conversation the writer denounces the waitress and makes the issue of recognition within workplace contentious. This is as seen in this conversation with the waitress and the cook Dana â€Å"Are you the boy who cuts the lemons? † I’m the man who does, â€Å"I replied. â€Å"Well, there are none cut. † There wasn’t even a hint that she heard my point. Dana, who has cooked here for twelve years or so, heard that exchange,. â€Å"It’s no use, Jack,† he said when she was gone. â€Å"If she doesn’t know now, she never will. † Imagery is the integral in his prose and his title ‘from man to boy’ is indicative of his perspective to use imagery. He has a varying penchant for long figurative and satirical sentences to make clear some of his sentiments. This is seen as he sums up his forlorn though deciphered from the waitress looking down on him situation. ‘It didn’t take much persuasion to get the name dropped. Today there are few students who remember it at all. But I imagine the cleaning women remember it well. Certainly I won’t forget being called a boy today. ’ He is coupling exposition and dialogue while at the same time making an inclusion of ethos to actualize his point.