Towards the end of the passage the authors switch up and instead of saying what colleges must do to become more valuable to students they wrote about schools that have already exemplified some of the characteristics they stated earlier in the passage. This shows that other schools are already on the right path meaning that it should not be hard for other schools to follow in their footsteps. .
The way that this passage is structured makes it very easy for the reader to view separate ideas as I'm sure you all know. The fact that the beginning of every paragraph is in bold lessens the time you have to take looking for as thesis. So as you were reading the passage you already knew what each paragraph was about beforehand. This takes away the possibility of a logjam of ideas in the paragraphs, you are able to just skim the passage and get the gist of what they are trying to accomplish with it. The paragraphs in order read: Engage all students, Make students use their minds, Replace tenure with multiyear contracts, Allow fewer sabbaticals, End exploitation of adjuncts, Make presidents be public servants, Spin off medical schools, research centers, and institutes, Give techno-teaching a fair hearing, Spread donations around. You telling me you cannot get the main point of what they are saying by reading the titles of the paragraphs? Exactly, the passage is structured very simple for such a large problem so anyone in the target audience can easily get through the facts and understand them the first time they read the passage like many of you have. Then the last few paragraphs that had the title as the schools name in bold were just alike. After reading through most of the passage when you came across the paragraph beginning with the title, The University of Mississippi, I am pretty sure you knew that the paragraph following was about the college listed above and had something to do with the supporting claims throughout the passage.
