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Section 1: Rhetorical Analysis Prewriting

Part D
WHAT the Author Does
Authors Thesis/ Main Idea:
College students nowadays are too sensitive
towards words that might be harsh on their
feelings.

What is the authors purpose? To persuade,

inform, criticize? Something else? How do
you know?
The authors purpose seems to be both inform
and persuade. He is letting college students
know the dangers of their actions and at the
same time persuading them to avoid the
dangers.

How does the author arrange the article?

Identify an arrangement strategy
(Chronological? Sequential? Cause/effect?
Compare/contrast? Problem/solution? Order
of importance? Topical? Leapfrog?). Keep in
mind that the author may use a combination

WHY the Author Does it

Why did the author choose this thesis or idea
to study? How do you know?
The author chose this thesis to warn students
about their mental health problems. The
author explains how avoiding words and
situations can cause depression and anxiety.

Why does the author choose this purpose?

How can you tell?
The author chose this purpose to prevent
students from developing mental health
disorders caused from avoiding micro
aggressions.

What effect did this arrangement of ideas

create? What purpose does it serve? Why did
the author arrange his/her ideas in this way?
I think the author just wanted readers to know
that if this keeps happening, there is going to

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of strategies.

be a dire outcome.

I think this is mainly a cause and effect

article. Basically the way students avoid
words and situations causes them to develop
mental health disorders.

Which writing style does the writer use?

Informal or formal language? Technical Vs.
Lay language? Which words are repeated?
I think the writer uses a lot of technical
language that the readers can understand
because of the roots of the words or phrases.
Trigger warning is used a lot in this article as
well as emotional reasoning. You dont see a
lot of these phrases in many other places, but
you can get a basic understanding of what
they mean.

Why does the author use this style? What

effect does it create?
I think this author uses the style just inform
the readers of the actual situation. He also lets
the readers know that phrases are basically
being made up to handle the situation.

What kinds of sources does the author use to

support his or her argument? Name them; be
specific.

Why does the writer use these particular

sources? What do they add to the argument?
Be able to answer this for each one.

The author refers to students and teachers

from universities as his sources. He refers to a
student at IUPUI who is punished at his job
for reading a book about the KKK that
offended someone who say the cover.

The author wants the reader to know the

ridiculous things that are actually happnening.

Does the writer use dialogue or direct

quotation?

Why does the author include this

dialogue/quotations where he or she does?

Usually the author used direct quotation such

as when he was referring to the water
buffalo incident at the University of

This direct quote helps you understand

exactly what was said so you can decide how
to feel for yourself.

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Pennsylvania.

Where are images or changes in font or

design used?

Why does the writer include this material?

What does it add?

The font was always enlarged when heading

into a new section.

The author used this font enlargement to let

the reader know that he was talking about a
different aspect of the topic.

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Section 1: Rhetorical Analysis Essay
[Paste your Rhetorical Analysis essay here (3+ pages of text and a Works Cited).]

Rhetorical Analysis Essay

Far too often these days, college students are trying to avoid any words or situations that
could potentially be offensive to someone. Professors are being obligated to change the way they
teach or alter the material so that certain students do not feel offended by the content of the
lectures and discussions. This may cause students not only to miss out on important information,
but it could also lead to mental health issues later on after school. The author uses pathos, logos,
and ethos by incorporating rhetorical devices such as symbolism, metaphors, motifs, rhetorical
questions, clichs and foreshadowing to help readers understand the danger of using trigger
warnings. Students should just accept that there are words and situations that come about in life,
which they will be required to deal with.
The first rhetorical device to look at in this article is symbolism. The author uses
symbolism to appeal to the readers sense of logos so the author can relate their idea to
something the reader will understand. This almost paints the reader a picture of the point the
author is trying to make. An example of this usage in the text is when the author says, a
movement is arising, undirected and driven largely by students, to scrub campuses clean of
words, ideas, and subjects that might cause discomfort or give offense (Haidt 1). The author
was effectively able to use symbolism to let readers be aware of the changes going on at college
campuses.
Metaphors are great ways to illustrate your ideas to an audience. In this case the author
was appealing to ethos by stating that, America is the land of opportunity (Haidt 3). The author

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is using this device to show the reader an example of a micro aggression that students have been
finding offensive. I think this was a great example for the author to use because that statement
would not offend most people. This gives the author credibility because of where he found the
source, which was a list of examples of micro-aggressions and offensive statements that were
presented by administrators at faculty-leader training sessions.
The author uses a motif to transition into a new idea or paragraph while reminding the
reader of what was said. Haidt appeals to ethos while doing this by informing the reader that they
have been studying the development explained in the article (4). This device was simply used to
refer back to the topic of discussion and give insight as to what the author has been studying,
which gains credibility for the article by stating the authors professions and what they have been
studying. Greg Lukianoff is a constitutional lawyer and also president and CEO of the
Foundation of Individual Rights in Education, which is an organization that defends free speech
and academic freedom on campus. Jonathan Haidt is a social psychologist that studies American
culture wars. Haidt was able to effectively use the motif to transition into his next topic.
Rhetorical questions can be a great way to get the reader thinking from a different
perspective. When trying to change someones perspective on a topic using a rhetorical question,
the author is often trying to get him or her emotionally involved with the topic through a pathos
approach. An example of a rhetorical question is:
What exactly are students learning when they spend four years or more in a
community that polices unintentional slights, places warning labels on works of
classic literature, and in many other ways conveys the sense that words can be
forms of violence that require strict control by campus authorities, who are
expected to act as both protectors and prosecutors? (Haidt 4)

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Haidt does a great job getting his readers thinking from a different perspective by making the
audience feel like avoiding these materials in learning is ridiculous.
Clichs can often be used to remind readers of what common thought is. Haidt uses the
rhetorical device to appeal to logos in order to make a reference to what other people think like
when he wrote, Dont teach students what to think; teach them how to think (Haidt 5). This
clich provides the thought that trigger warnings are telling the students what to think about the
material they are learning. Students should be able to decide what they think about material from
instructors teaching them how to go about the thinking process for the material.He probably used
this device to show how common his ideas are and that he is not crazy for what he is saying. This
helps readers believe that they are thinking more logically when given a clich given the
credibility behind the statement.
Foreshadowing can give the reader a reason to keep on reading or stray them away from
your article because of the content they have to look forward to. The author uses the device as an
ethos to let the readers know how he interprets certain statutes that pertain to the ideas of the
article. Haidt uses this device to let the reader know he will be talking more about the topic later
on in the article even though he mentions it earlier. This device was used effectively because
once the reader starts reading the paragraph and realizes they will learn more about the topic
later, they will be learning more that leads them into the topic.
Students should just accept that there are words and situations that come about in life,
which they will be required to deal with. The author uses rhetorical devices such as symbolism,
metaphors, motifs, rhetorical questions, clichs, and foreshadowing to get this point across to the
audience for whom he is writing. By using these rhetorical devices, the author made the reader
think more about the topic and help them touch on different perspectives as to how this epidemic

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might be affecting students. The author was certainly able to reach his audience because of the
content and easiness of the material and devices he used.

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Works Cited

Haidt, Jonathan. The Coddling of the American Mind. The Atlantic. Sep. 2015. Web.

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Section 2: Social and Cultural Influences Essay
[Attach your Social and Cultural Influences essay here (1 - 2 pages and a Works Cited).]

Social and Cultural Influences Essay

Students at Georgetown University held up signs of trigger warnings for professor
Christina Hoff Sommers lectures. Students believed that her lectures were potentially
traumatizing and even directed students to a safe space elsewhere on campus if they were
exposed to her lectures. Hoff, a former philosophy professor who is a feminist, would give
lectures from a different perspective of feminism that a lot of people did not agree with. She
encouraged change among females to end social stereotypes of women and not everyone was on
board with that. Some students even called her an anti-feminist. Hoff was trying to tell women
that if they changed their traditional ways they would be given more respect by men, but students
at the university wouldnt listen to her lectures and advice because her perspective was different
from that of most feminists. This article and the rest of the articles in the essay influenced the
article The Coddling of the American Mind either by reporting on real life situations where
trigger warnings were used or by giving their own opinion as to how trigger warnings will only
cause more damage than good for college students.
In 2014, The Associated Students Senate and Office of the Student Advocate General
worked on a guideline that would instruct professors to label their lectures with trigger warnings
for students who might be traumatized by the course material during that lecture. This guideline
was brought on by Bailey Loverin, who explained her personal experiences in classes by saying,
there was absolutely no warning before class that [this material] would be covered (Diamba 2).
Rather than professors altering the material or lecture, students would be allowed to miss class

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with the excuse that they might be traumatized by the lecture. This article reminded me of the
picture in The Coddling of the American Mind where the caution tape was laid on top of the
textbooks (Haidt 8). Professors are using the knowledge they received from textbooks and other
sources to help teach their students. If students are allowed to miss a class lecture whenever there
is a trigger warning, how will they learn as the professors did? Instances like this triggered Haidt
and Lukianoff to write their article to get college students thinking from a different perspective.
They disagree that students should be allowed to miss class, but when students are given that
option they tend to abuse it.
In her article, Why I Dont Agree with Trigger Warnings, Rhiannon Lucy Cosslett
explains why trigger warnings are harmful rather than helpful. Cosslett believes the content of
the trigger warning is what makes life fun and exciting. She compares the protectiveness of
trigger warnings to going to a party where there are no booze and no dance floor, but just people
standing around whispering to each other (Cosslett 2). This comparison shows the reader they are
missing out on having more fun at the party because it isnt actually a party, whereas they are
missing out on learning because it isnt actually learning with trigger warnings. Cosslett goes on
to explain how trigger warnings can coddle our minds, which leads me to believe her views in
this article are similar to those in Haidt and Lukianoffs when they talk about the historical
dislike between political parties. Usually people need to talk to each other to get to know one
another, just like at the party Cosslett was describing. Haidt and Lukianoff describe the political
parties as demonizing each other, which leads them to never getting along or even giving that
possibility a chance (Haidt 7). If students do not give material a chance, then they are bound to
miss out on opportunities.

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With the use of trigger warnings, students are not giving material in courses the chance
they deserve to learn properly. Students are mislead to believe that content such as what a
speaker is talking about can be harmful to them when they have never even heard that speaker
talk. Other students are trying to alter the way instructors teach course material as if they are
more qualified. All of this can lead to missed opportunities whether it be learning about
something new or talking to another individual about a certain topic. These aspects of trigger
warnings all lead to the writing of The Coddling of the American Mind by providing real life
situations and ideas of what the future could hold due to the use of trigger warnings.

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Works Cited
Allum Bokhari. "Christina Hoff Sommers Lecture Leads to 'Trigger Warnings' and 'Safe Spaces'
at Oberlin and Georgetown - Breitbart." Breitbart News. 2015. Web. Apr. 2014.
Cosslett, Rhiannon Lucy. "Why I Don't Agree with Trigger Warnings." Why I Don't Agree with
Trigger Warnings. Web. Jan. 2013.
Jessy Diamba. "A.S. Resolution Policy Aims to Protect Students From PTSD Triggers." The
Daily Nexus AS Resolution Policy Aims to Protect Students From PTSD Triggers
Comments. Web. 27 Jan. 2016.
Haidt, Jonathan. The Coddling of the American Mind. The Atlantic. Sep. 2015. Web.

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Section 2: Annotated Bibliography
[Paste your Annotated Bibliography for your Kairos essay here. It needs to include 4 entries and
a summary paragraph.]
Annotated Bibliography
Medina, Jennifer. Warning: The Literary Canon Could Make Students Squirm. AP English
Language 5 (2014): 1-5. Print.
This article talks about the use of trigger warnings being called into action at the
University of California, Santa Barbara. Students started feeling that there was some
questionable material covered in class that they were not warned about and that caused them to
feel trauma. Students are suggesting that trigger warnings be placed on the syllabus so students
are forewarned of the material. The article is informative of an actual situation that happened at
the college and corrections were made of any mistakes in an edit at the end of the article. This
article relates to the Coddling of the American Mind because it represents a real life situation
where trigger warnings are being requested at a school.
Liang, Alayna Chuan-yu. Censorship and Human Rights: Social Issues in the Digital Age. UA
Campus Repository 24 (2014): 7-23. Print.
This article focused more on how censorship has an effect on learning, mainly through
technology. There is access to endless information and the easier that information can be
accessed the more censorship is being put on material. Censorship is found to be used to keep
information from children who are not mature enough to know certain information. The article
gives information on both censorship in the U.S. and China in order to compare the differences
in censorship in the countries, which helps give us a different perspective on how we learn. This
articles relation to The Coddling of the American Mind comes from the idea of censorship.

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Freedom of speech is a big argument against trigger warnings, which is also covered in the
article.
Carter, Angela. Teaching With Trauma: Trigger Warnings, Feminism, and Disability Pedagogy.
Disability Studies Quarterly 35.2 (2015): 1-3. Print.
This article talks about the debate as to whether or not schools should use trigger
warnings. There is some misunderstanding as to why trigger warnings are used, and they could
be harmful to the education of students. If no one is exposed to potentially traumatic thoughts or
concepts, they are treated as if they do not exist. The author explains the meaning of trauma and
how it affects people in order to show the audience the reasoning for the trigger warnings. This
author can relate to the author of The Coddling of the American Mind because of her belief
that trigger warnings do not help students because if one does not face potential trauma, one
cannot act as if it doesnt exist.
Morris, Libby. Editors Page: Trigger Warnings. Springer Science+Business Media New York
(2015): 1-2. Print.
This article sheds a lot of light on how trigger warnings may not be such a good idea.
Mental health experts have suggested that students with PTSD could be caused more dysfunction
by not confronting events that happened in their past. Instructors are just worried that they will
not be able to give the proper trigger warnings and that they will not be able to use the proper
sources for the material covered in their courses. The author of this article believes faculty
members should be trained and more educated on how trigger warnings work mentally on their
students. Campus services are a suggested method of learning more about the topic and would be
the easiest way to access information for faculty members. This article certainly provides

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information to back up The Coddling of the American Mind with talk about how it could cause
mental health problems, but it also gives trigger warnings a chance telling professors to learn
more about the issue.
These articles all shed light on the use of trigger warnings and the relevance of them on
college campuses today. Most of the authors of the articles would agree that avoiding microaggressions causes more harm than it does good because of neglecting to learn new material.
Students do not realize the potential harm to their mental health by avoiding trauma-causing
material. Postponing the inevitable encounter with that material will leave them unprepared to
handle the situation. Censorship for materials might be a good idea especially for younger
children to prevent exposure to mature material. Censorship of micro-aggressions to protect
adults could have a much greater effect with much greater consequences.

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Section 2: Kairos Essay
[Paste your Kairos essay here (3+ pages and a Works Cited)]
Kairos Essay
The Coddling of the American Mind most certainly was written at an appropriate time
given the relevance of trigger warnings in todays society. Between 2013 and 2014 is the time
frame for when trigger warnings started being called for on campuses and shortly thereafter is
when they started gaining attention from authors and journalists. This is according to Libby
Morris who said in her article that:
A quick search of the Chronicle of Higher Education revealed a number of
opinion pieces on the topic in 2014 and continuing attention by journalists in
2015. A discussion of trigger warnings and their appropriateness has also garnered
attention in the Times Higher Education; The Huffington Post; the New Republic;
and only a few days ago in Australias most widely circulated national newspaper,
The Australian, to name only a few of the outlets. (Morris 1)
Clearly the past couple of years have been the most crucial for trigger warnings as they are just
gaining traction and attention. The timeliness of The Coddling of the American Mind cant be
questioned and neither can the importance as students prepare to face a post-college world.
Maybe trigger warnings from phrases and material that are considered micro-aggressions
wont cause any mental or emotional damage to students. Maybe being protected from this
material will simply help them live a happier lifestyle while in college so they do not have to feel
the burden of being subjected to anything they desire not to. This certainly will not help students
in their professional life, however. Greg Lukianoff and Jonathan Haidt give light to this when

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they say that professional life, often demands intellectual engagement with people and ideas one
might find uncongenial or wrong (Lukianoff and Hiadt 5). Students wont always have
protection from certain words and phrases or ideas that might offend them. If they do not
confront this offensive material in college where ideas and beliefs are meant to be challenged,
they will not be open-minded during their professional career. This could lead to poor
management and performance because change is always occurring in business. The changing of
businesses gives light to how important this material is rather than its timeliness. If students are
not willing to change at the rapid pace businesses always are, then they will be left behind and
their jobs will be given to other people who are ready to take on diverse challenges.
Given the timeliness of this article, it must also be noteworthy to be given much credit.
Censorship has always been a topic of discussion among the countrys officials as to what
individuals should or should not be allowed to be given information on. When censorship of
history books and other text used for learning purposes starts changing the process of learning, it
will also change the process of thinking. Haidt and Lukianoff suggest that students might start
thinking more pathologically (Lukianoff and Hiadt 5). This is suggesting that students might
obsess over how they do not want to be subjected to micro-aggressions to the point they will
completely change the way students learn. Something will always be found wrong with any
given text and this will only further limit the materials students have available to learn from. In
recent years, it has been found that many individuals use the Internet as a catalyst for the social
and political endeavors (Liang 22). This suggests that other people will be making their decisions
based off of what other people are saying to persuade them on these topics. The censorship of
this material will be crucial to what society chooses to value. It is critical that trigger warnings

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for micro-aggressions are looked at seriously in that they are changing the learning process and
ultimately, the thinking process of individuals.
Trigger warnings have been around for a long time. Jennifer Medina points out in her
article, Warning the Literary Canon Could Make Students Squirm that trigger warnings have
their ideological roots in feminist thought (Medina 2). Now the term trigger warning is being
used to describe when course outlines and syllabi contain warnings of content that might cause
trauma to any student for any reason. Not until recently did students start calling for these trigger
warnings and individuals started analyzing their effects. Students feel that they must be protected
from their past rather than confronting it to live a healthier lifestyle. This is only the beginning of
trigger warnings on college campuses and future implications must be taken seriously and
researched right now to prevent any mental or emotional damage they could cause.
Timeliness and noteworthiness of The Coddling of the American Mind give it great
importance to the future of trigger warnings and whether or not they will be used. Right now
trigger warnings are only gaining traction in schools and could become more incorporated in the
near future to prevent individuals to backlash or stray away from a school in the first place. If
students do not feel that they are in a safe environment, they certainly wont be able to learn as
well. The problem this poses is that students will not be prepared for life after college because of
how protected they are during college. The problem of not confronting these micro-aggressions
while in college is that it will create an even larger problem for individuals mental health when
they need to confront them in their professional lives. The Coddling of the American Mind is
advocating for the misuse of trigger warnings and how they are only damaging students rather
than helping. With trigger warnings just recently being incorporated and advocated on college
campuses, this article could stand out to prevent them from spreading.

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Works Cited
Carter, Angela. Teaching With Trauma: Trigger Warnings, Feminism, and Disability Pedagogy.
Disability Studies Quarterly 35.2 (2015): 1-3. Print.
Haidt, Jonathan. The Coddling of the American Mind. The Atlantic. Sep. 2015. Web.
Liang, Alayna Chuan-yu. Censorship and Human Rights: Social Issues in the Digital Age. UA
Campus Repository 24 (2014): 7-23. Print.
Medina, Jennifer. Warning: The Literary Canon Could Make Students Squirm. AP English
Language 5 (2014): 1-5. Print.
Morris, Libby. Editors Page: Trigger Warnings. Springer Science+Business Media New York
(2015): 1-2. Print.

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Section 3: Judgment Sentence Outline or Reflective Writing
[Paste your Sentence Outline or Reflective Writing for your Judgment essay here.]
Sentence Outline
Thesis: Although trigger warnings may prevent college students from any trauma caused by
micro-aggressions during school, they will not help students prepare for life after college.
1. Trigger warnings will discourage students from questioning their unexamined beliefs.
a. Students will not be open to new ideas or beliefs because of refusing to encounter
micro-aggressions.
b. Discomfort and anger towards topics is seen as a path to understanding.
2. Discouraging the use of historical texts in learning is damaging to how students learn.
a. Historical texts have influenced the way students and professionals have always
learned.
b. Warning labels on books will prevent students from learning about historical
events and non-fiction.
3. Rates of mental illness in young adults have been rising.
a. Students reporting feeling overwhelming anxiety have increased from 49% to
54% in the past five years (Haidt 9).
b. School shootings and altercations are often due to mental illness caused during
college years.
4. Cognitive behavioral therapy can be used instead of trigger warnings to treat mental
illness.
a. Students are creating fears by choosing not to encounter micro-aggressions.
b. No other form of psychotherapy has been shown to work for a broader range of
problems.
5. Trigger warnings can be seen as fortune telling or predicting the future negatively.
a. Students dont even give material a chance because their minds are set on
believing the material will bring them harm.
b. Individuals in a post-college world are going to bring up potentially stressful
topics without consent of another individual.

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6. Trigger warnings will prevent students from having success in certain situations during
post-college life.

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Section 3: Judgment Essay
[Paste your final revisions to the Judgment Essay here. The Judgment Essay is your timed
writing (6+ well-developed paragraphs).]
Given
Answer:

MSW-21W
2
Judgment Essay
Although trigger warnings may prevent college students from any trauma caused
by micro-aggressions during school, they will not help students prepare for life after
college. These trigger warnings will discourage the students from questioning their
own unexamined beliefs, which also discourages creative thinking. There have been
many courses I have taken where a professional speaker will come in and talk to the
class about their experiences and how they changed their minds numerous times to
get to where they were able to find success. If I didn't attend the class that day to learn
about the speaker's experiences, I would have been discouraged to change my mind in
order to find success. I was able to find what I believe I will be successful in because
I changed my mind a few times and other students need that same mentality. If
students let trigger warnings decide the material they will learn and how they will
learn, then they will not be prepared for their professional life after college due to
missed opportunities. Trigger warnings sometimes lead students to not want to listen
to a speaker because what they have to say will anger or discomfort them. It is often
that anger and discomfort that leads to learning and ultimately understanding.

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With the use of trigger warnings come labels on historical texts that warn students
of any micro-aggressions presented in the material. These texts have influenced the
way students and professionals have always learned and have shown to be an
important part of the learning process. "The Coddling of the American Mind" by
Jonathan Haidt and Greg Lukianoff mentions how a student at Indiana UniversityPurdue University at Indianapolis was reading a book about students at Notre Dame
being opposed to the Ku Klux Klan, which featured a picture of a Klan rally on the
cover of the book (Haidt 12). The student was found guilty of racial harassment by
the Affirmative Action Office. At least one of his co-workers was offended even
though the student never expressed any emotion toward the book. The book could
have provided historical background that could help prevent any other future Klan
rallies so that society does not fall back on its old ways. The picture on the front of
the book was enough to discourage at least one student from any further learning and
understanding the book could have provided.
Trigger warnings also have an effect on the mental illness issue in the U.S. The
rates of mental illness have been rising and 54 percent of students have reported
feeling overwhelming anxiety in the past 12 months, which is up from 49 percent in
the same survey just five years ago (Haidt 9). This overwhelming anxiety and stress
can often lead to rash decisions and poor judgments such as any shootings on college
campuses over the past few years. The anxiety and stress can lead to an emotional
crisis that causes these students to perform these actions. Not all of the blame can be
put on the sudden overload of trigger warnings, but with a five percent rise in anxiety
over the past five years, there is certainly reason to question these methods of

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learning.
Instead of using trigger warnings to avoid micro-aggressions, students can use
cognitive behavioral therapy to cope with them and treat any mental illness. Students
are creating fears by choosing not to encounter these micro-aggressions, which leads
to anxiety. This type of therapy can treat depression, anxiety, eating disorders,
addiction, and even schizophrenia, which gives psychotherapy the broadest range of
problems it can treat (Haidt 9). Cognitive behavioral therapy will help patients to
realize they are falling victim to a cognitive distortion such as emotional reasoning,
which brings up past trauma to find solutions, and help them find a new interpretation
for their thoughts. This gives students a fresh look on ideas and will open their minds
to new ways of thinking.
These labels that trigger warnings are providing are predicting the future for the
students who see them. They tell the students what a book is about and the ways of
thinking caused by the book. This can cause students to negatively predict what the
their future thinking will be about if they read a book with a trigger warning. Students
will end up not reading the book because their minds have now been taught to think
negatively towards it, which certainly does not lead to an open mind. In a post-college
world, professionals will bring up stressful topics without consent of others and that is
something students will have to deal with in the future. If students can't deal with
these topics during school, they will not be prepared to deal with them in a
professional setting where a job could be on the line.
Ultimately the use of trigger warnings will lead to prevented success of students

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during post-college life. As stated before certain aspects of that life such as jobs and
networking with other people will be on the line. An individual must know how to
talk in all situations when it comes to their professional life because opportunity can
strike at any moment. If an individual decides to walk away from another individual
because of the content of the conversation, they will be unable to learn what that
individual had to offer in terms of learning or job opportunities. Students are already
missing out on the chance to learn because of trigger warnings during school. The
consequences of avoided learning in a post-college world will be even greater.

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Works Cited
Haidt, Jonathan. The Coddling of the American Mind. The Atlantic. Sep. 2015.
Web.