In an article in the Paducah Sun, Jeff Osborne argues that the humanities are essential and should not be defunded. He disputes Governor Bevin's view that taxpayers should not fund programs like French literature, arguing it is short-sighted to suggest education should only teach technical skills. Osborne maintains all students should understand liberal arts' values, which ironically Bevin benefited from. He quotes figures like Churchill who said we need engineers but not a "world of engineers" and concludes that without engaged citizens, economic prosperity lacks democracy's values.

1. In an article in the Paducah Sun, Jeff Osborne argues that the humanities are
essential and should not be defunded. He disputes Governor Bevin’s recent
statements that taxpayers should not fund certain humanities programs such as
French Literature. Osborne maintains that this view is short-sighted because it
suggests that education should only produce “technical abilities that benefit the
economy.” Instead, all students should understand the values of the liberal arts
education that, ironically, Bevin received. Studying the humanities is crucial for
the survival of democracy. Osborne contends that this is not a liberal or
conservative issue, and quotes figures as diverse as William Bennett, John
Adams, Immanuel Kant, Winston Churchill, and even his own grandfather.
Churchill, for instance, stated that while we want engineers, we do not want a
“world of engineers.” Osborne advocates that humanities students understand
this concern “even if our Governor does not.” In addition, he shows the
connection between “humanities education and economic prosperity is well-
established,” as humanities majors are both employable and have the skills
necessary to “tolerate differences and find solutions to conflicts.” He adds that it
has been proven humanities students have gone on to live happy and productive
lives, both individually and within their larger communities. He concludes by
arguing that if citizens are not engaged, our “economic prosperity is
meaningless” because it lacks the values that democracy should have.

2. In an article in the Paducah Sun, Jeff Osborne
argues that the humanities are essential and
should not be defunded.
• The first sentence sets up the article, the author, the argument.
• Notice the way the first sentence sets up the key facts
• If you have a really long title, you don’t need to include it. In this case, the
title is not that interesting or creative.
• You might say, “In his argument for the value of the humanities, Jeff Osborne .
. .”
• Don’t say “In this article.” “This article says.” Be more specific. Think of your
reader.
• A bad sentence would say, “Jeff Osborne writes about the humanities.”

3. In an article in the Paducah Sun, Jeff Osborne argues that the humanities are essential and
should not be defunded. He disputes Governor Bevin’s recent statements that taxpayers
should not fund certain humanities programs such as French Literature. Osborne maintains
that this view is short-sighted because it suggests that education should only produce
“technical abilities that benefit the economy.” Instead, all students should understand the
values of the liberal arts education that, ironically, Bevin received. Studying the humanities
is crucial for the survival of democracy. Osborne contends that this is not a liberal or
conservative issue, and quotes figures as diverse as William Bennett, John Adams,
Immanuel Kant, Winston Churchill, and even his own grandfather. Churchill, for instance,
stated that while we want engineers, we do not want a “world of engineers.” Osborne
advocates that humanities students understand this concern “even if our Governor does
not.” In addition, he shows the connection between “humanities education and economic
prosperity is well-established,” as humanities majors are both employable and have the
skills necessary to “tolerate differences and find solutions to conflicts.” He adds that it has
been proven humanities students have gone on to live happy and productive lives, both
individually and within their larger communities. He concludes by arguing that if citizens
are not engaged, our “economic prosperity is meaningless” because it lacks the values that
democracy should have.
Notice what this does not do:
• There’s no first person
• There’s not a wasted sentence.
• There’s few week verbs

4. Notice what this does do:
• There is a level of critical distance. The author is not injecting his own opinion
• It uses strong verbs
• It uses transitions
• It uses good quotes. But it doesn’t overquote. The two quotes give a good sense of the article.
In an article in the Paducah Sun, Jeff Osborne argues that the humanities are essential and
should not be defunded. He disputes Governor Bevin’s recent statements that taxpayers
should not fund certain humanities programs such as French Literature. Osborne maintains
that this view is short-sighted because it suggests that education should only produce
“technical abilities that benefit the economy.” Instead, all students should understand the
values of the liberal arts education that, ironically, Bevin received. Studying the humanities
is crucial for the survival of democracy. Osborne contends that this is not a liberal or
conservative issue, and quotes figures as diverse as William Bennett, John Adams,
Immanuel Kant, Winston Churchill, and even his own grandfather. Churchill, for instance,
that while we want engineers, we do not want a “world of engineers.” Osborne advocates
that humanities students understand this concern “even if our Governor does not.” In
addition, he shows the connection between “humanities education and economic
prosperity is well-established,” as humanities majors are both employable and have the
skills necessary to “tolerate differences and find solutions to conflicts.” He adds that it has
been proven humanities students have gone on to live happy and productive lives, both
individually and within their larger communities. He concludes by arguing that if citizens
are not engaged, our “economic prosperity is meaningless” because it lacks the values that
democracy should have.

5. • The following sentences continue to establish key points that Osborne makes.
• Weak summaries spend four or five sentences on the first page.
• Encompass the whole of the article. Break down his points into your own
words.
He disputes Governor Bevin’s recent statements that taxpayers should not fund
certain humanities programs such as French Literature. Osborne maintains that
this view is short-sighted because it suggests that education should only produce
“technical abilities that benefit the economy.”

6. Osborne maintains that this view is short-sighted because it suggests
that education should only produce “technical abilities that benefit the
economy.”
• Notice the use of good solid quotes throughout the paper. This quote is
effective, because the language is assertive.
• Also notice the way that the author has introduced it. Not just “Osborne
writes . . .”
• Also notice the effective use of verbs: See They Say, I Say pp. 37-38.

7. Instead, all students should understand the values of the liberal arts
education that, ironically, Bevin received. Studying the humanities is
crucial for the survival of democracy. Osborne contends that this is not
a liberal or conservative issue, and quotes figures as diverse as William
Bennett, John Adams, Immanuel Kant, Winston Churchill, and even his
own grandfather. Churchill, for instance, stated that while we want
engineers, we do not want a “world of engineers.”
• Now we’re getting further and deeper into the article.
• There are transitions.
• Also, we see the kinds of evidence that the author uses. We don’t see every
one of them.
• It’s not just his experience – other experts speak about this as well.

8. Churchill, for instance, stated that while we want engineers, we do not want a
“world of engineers.” Osborne advocates that humanities students understand
this concern “even if our Governor does not.” In addition, he shows the
connection between “humanities education and economic prosperity is well-
established,” as humanities majors are both employable and have the skills
necessary to “tolerate differences and find solutions to conflicts.”
• The focus on Churchill is a decision that the author makes – he could have also focused on
Kant, Adams, or others – any of those would be effective, depending on the point he wants to
make.
• We’re getting more examples, specifics, and ideas. And it moves from issues of the scholars
to the bigger issues.
• At this point, we have the so what.

9. In addition, he shows the connection between “humanities education
and economic prosperity is well-established,” as humanities majors are
both employable and have the skills necessary to “tolerate differences
and find solutions to conflicts.”
Osborne advocates that humanities students understand this concern
“even if our Governor does not.” He adds that it has been proven
humanities students have gone on to live happy and productive lives, both
individually and within their larger communities.
• Like the author, we’re saving the strongest point for last.
• We get that this is an argument

10. He concludes by arguing that if citizens are not engaged, our “economic
prosperity is meaningless” because it lacks the values that democracy
should have.
• This ties together a few threads (the value of humanities, democracy, and the
connect to the economy.)
• The last sentence concludes the summary, ties it together, and ends the key
points that the author makes.
• It’s a little bit reductive, but it’s hard to do this kind of writing, and overall it
works.

11. In an article in the Paducah Sun, Jeff Osborne argues that the humanities are essential and should
not be defunded. He disputes Governor Bevin’s recent statements that taxpayers should not fund
certain humanities programs such as French Literature. Osborne maintains that this view is short-
sighted because it suggests that education should only produce “technical abilities that benefit the
economy.” Instead, all students should understand the values of the liberal arts education that,
ironically, Bevin received. Studying the humanities is crucial for the survival of democracy. Osborne
contends that this is not a liberal or conservative issue, and quotes figures as diverse as William
Bennett, John Adams, Immanuel Kant, Winston Churchill, and even his own grandfather. Churchill,
for instance, stated that while we want engineers, we do not want a “world of engineers.” Osborne
advocates that humanities students understand this concern “even if our Governor does not.” In
addition, he shows the connection between “humanities education and economic prosperity is well-
established,” as humanities majors are both employable and have the skills necessary to “tolerate
differences and find solutions to conflicts.” He adds that it has been proven humanities students
have gone on to live happy and productive lives, both individually and within their larger
communities. He concludes by arguing that if citizens are not engaged, our “economic prosperity is
meaningless” because it lacks the values that democracy should have.
Notice the outline here:
1. Starts with a description of the main point of the article.
2. Goes into key details (quotes, evidence)
3. Goes from his experience to the evidence he cites.
4. Goes into the So what
5. Concludes by tying together the key points.