Setting - sbac.edu

3/18/2020 Lesson 03.03 Introduction

https://alachua.flvs.net/educator/student/frame_toolbar.cgi?abush68*abush68*mpos=1&spos=0&option=hidemenu&slt=1jEs69GXKXouQ*4845*http://a… 1/2

ENGLISH I | 03: CRAFTING A WINNING ARGUMENT | 03: ANALYZING AN ARGUMENT

Have you ever watched someone make a convincing

argument? Or perhaps you’ve watched in horror as

the same someone made an argument that crashed

and burned? If you want to learn how to create

winning arguments, watch, read, or listen to others

present their cases, and analyze what works and

what doesn’t. Once you know what makes an

argument effective, you will be one step closer to

crafting your own winning argument.

Objectives

After completing this lesson, you will be able to:

analyze how an author or speaker structures and develops an argument

determine an author or speaker’s purpose

analyze how an author or speaker uses rhetoric to accomplish his or her purpose

analyze how different sources develop the same subject

Unless Otherwise Noted All Content © 2020 Florida Virtual

School

3/18/2020 Lesson 03.03 Setting



Begin by looking at the setting of the argument.

Setting

Identify the occasion and audience of the argument. The author or speaker crafts and delivers an

argument for a specific occasion and a specific audience. The audience affects how ideas are

developed and the tone the author uses. Ask:

What is the occasion for the argument?

Who is the audience for the argument?

You can learn about the setting of an argument through the title of the text, background information,

or details from the text. Look at the first few lines of a President Obama speech transcript and see if

you can determine the setting for his argument.

When you analyze something, you break it into its parts. To

analyze an argument, all you need to do is SSTART. Examine

the following areas of an argument and you will have a solid

analysis:

Setting

Structure and Support

The Claim and Counterclaim

Author's Purpose

Rhetorical Devices and Appeals

Tone and Effectiveness


School

3/18/2020 Lesson 03.03 Setting


What is the occasion for the argument?

From the title and date, we know that this is the State of the Union address, which the president

gives every January to let the nation how it is doing—where it has been and where it is going. It is

the president’s chance to argue for what needs to change to ensure life, liberty, and the pursuit of

happiness for Americans.

Who is the audience for the argument?

This one is easy because President Obama directly addresses his audience when he says, “Mr.

Speaker, Mr. Vice President, members of Congress, distinguished guests, and fellow Americans.” In

the second paragraph, the president acknowledges that his audience has a variety of

perspectives. He is speaking to people who support his argument and people who oppose his

argument.

January 25, 2011

Remarks by the President in State of Union Address

9:12 P.M. EST

THE PRESIDENT: Mr. Speaker, Mr. Vice President, members of Congress, distinguished guests,

and fellow Americans: Tonight I want to begin by congratulating the men and women of the

112th Congress, as well as your new Speaker, John Boehner. (Applause.) And as we mark this

occasion, we’re also mindful of the empty chair in this chamber, and we pray for the health of

our colleague—and our friend—Gabby Giffords. (Applause.)

It’s no secret that those of us here tonight have had our differences over the last two years. The

debates have been contentious; we have fought fiercely for our beliefs. And that’s a good thing.

That’s what a robust democracy demands. That’s what helps set us apart as a nation.


School

3/18/2020 Lesson 03.03 Structure, Support, Claim, and Counterclaim



Structure and Support

Authors and speakers choose how to structure or organize their ideas for greatest effectiveness. They

might organize points based on importance, emotional impact, sequence, cause and effect, or problem

and solution.

Authors and speakers may choose to develop their points with direct quotations and paraphrases from

research. Other strategies for developing and supporting an argument include:

statistics

examples

stories

descriptions

facts

expert testimony

To analyze structure and support, ask:

What does the author discuss first, second, and third? Why does the author organize ideas in this

way?

How are points developed?

The Claim and Counterclaim

The claim is the starting place for the argument; it is the author or speaker’s position. The

counterclaim is what the opposition says about the claim and the topic or issue.

Ask:

What is the claim?

Is a counterclaim presented? If so, what is it?

How is the counterclaim refuted or weakened?

Let’s practice analyzing these first three areas in a historical speech.Unless Otherwise Noted All Content © 2020 Florida Virtual

School



Watch this excerpt of President Obama’s 2011 State of the Union Address and use the questions

below to analyze his argument.

President Obama's State of the Union Speech—Text Version

President Obama: The future is ours to win. But to get there, we can't just stand still.

As Robert Kennedy told us, "The future is not a gift. It is an achievement." Sustaining

the American Dream has never been about standing pat. It has required each

generation to sacrifice, and struggle, and meet the demands of a new age.

And now it's our turn. We know what it takes to compete for the jobs and industries

of our time. We need to out-innovate, out-educate, and out-build the rest of the

world. (Applause.) We have to make America the best place on Earth to do business.

We need to take responsibility for our deficit and reform our government. That's how

our people will prosper. That's how we'll win the future. (Applause.) And tonight, I'd

like to talk about how we get there.

The first step in winning the future is encouraging American innovation. None of us

can predict with certainty what the next big industry will be or where the new jobs

will come from. Thirty years ago, we couldn't know that something called the

Internet would lead to an economic revolution. What we can do—what America does

better than anyone else—is spark the creativity and imagination of our people. We're

the nation that put cars in driveways and computers in offices; the nation of Edison

and the Wright brothers; of Google and Facebook. In America, innovation doesn't just

change our lives. It is how we make our living. (Applause.)

Print

Slide 1

How does President Obama structure this part of his argument? Match each paragraph to

what it does.

SHOW VIDEO


School



First set of options:

Paragraph 2

Paragraph 3

Paragraph 1

Second set of options:

Explain that innovation is how the future can be won

Explain why and how we need to win the future

Establish the claim

Show Answer for Slide

Slide 2

Which of the following statements represents the President's claim in this part of his

speech?

"The first step in winning the future is encouraging American innovation."

"We know what it takes to compete for the jobs and industries of our time."

"And now it's our turn."

"In America, innovation doesn't just change our lives."


Slide 3

How does President Obama develop his point that the future is ours to win? Select all that

apply.

Stories

Quotation

Statistics

Examples Unless Otherwise Noted All Content © 2020 Florida Virtual

School




Slide 4

Select the types of people the President addressed in this part of his speech.

People who remember the creation of the internet

People who are interested in the environment

People who use social media

Democrats

People who are interested in medicine

People who are interested in technology

People who are interested in space

People who run small businesses

Republicans

People who drive


Slide 5

Which of the following best describes the intended audience for this speech?

Women

Men

Politicians

Americans


PrintUnless Otherwise Noted All Content © 2020 Florida Virtual

School



Think about a time you wanted to convince an adult to allow you to do something. Hopefully,

you structured your points so that your claim would be accepted. Did you begin by giving an

example or telling a story? Did you acknowledge the counterclaim to show you had considered

their perspective? Did you support your points with examples or facts? If not, try these

techniques next time you want a winning argument.

SHOW QUIZ


School

3/18/2020 Lesson 03.03 Author's Purpose



Author's Purpose

The author is an important part of an argument. His or her point of view or opinion on an issue is

closely connected to the purpose of the argument. For example, if your opinion is that people should

be able to post whatever they want on social media, you might create an argument to convince

Congress to pass a law that protects employees from being fired for what they say or put on social

media.

To analyze purpose, ask:

Why is the author writing this text?

What does he or she hope to accomplish through the text?

An argument is designed to argue, convince, or persuade. Use the following words to help you describe

the author’s purpose:

argue

persuade

convince

prove

blame

propose

In an argument analysis, you might write, “President Obama uses a quotation and

examples to prove to Americans that they must work hard to have a good future.”

Or you could write, “Through vivid figurative language and repetition, Martin Luther King

convinces his audience to fight for equal rights for all Americans.”Unless Otherwise Noted All Content © 2020 Florida Virtual

School

3/18/2020 Lesson 03.03 Author's Purpose


The words in bold describe the purpose of the argument.


School

3/18/2020 Lesson 03.03 Rhetorical Devices and Appeals




Authors and speakers don’t rely on structure and support alone to accomplish their purposes.

Rhetorical devices and appeals are essential ingredients for effective arguments. You are already

familiar with these techniques, and you know that simply identifying them is not enough. Instead, you

need to ask:

What is the effect of the identified device or appeal?

How does this device or appeal help achieve the purpose of the speech or text?

Read the following short excerpt from Martin Luther King, Jr.’s “I Have a Dream” speech. Identify the

techniques he uses and use the questions above to analyze them.

Select each technique for a quick review and a sample analysis of this part of King’s argument.

Repetition

And as we walk, we must make the pledge that we shall always march ahead. We cannot turn

back. There are those who are asking the devotees of civil rights, “When will you be satisfied?”…

We cannot be satisfied as long as a Negro in Mississippi cannot vote and a Negro in New York

believes he has nothing for which to vote. No, no, we are not satisfied and we will not be

satisfied until justice rolls down like waters and righteousness like a mighty stream…

…I say to you today, my friends, so even though we face the difficulties of today and tomorrow,

I still have a dream. It is a dream deeply rooted in the American dream.

I have a dream that one day this nation will rise up and live out the true meaning of its creed:

“We hold these truths to be self-evident, that all men are created equal.”


School



Repetition of words or phrases creates emphasis and can build emotion.

King repeats “We cannot” followed by “we are not” and “we will not” to build emotion and reveal

his steadfast commitment to the cause. He repeats “satisfied” for emphasis of his point; his

audience cannot be satisfied until all Americans have equality. Finally, he repeats “I have a

dream” to emphasize his hope and paint a picture of what the equality he is arguing for looks

like.

Figurative Language

Rhetorical Questioning

Quotations

Appeals


School








need to ask:






Repetition

Figurative Language











School



Figurative language includes metaphor, simile, personification, and hyperbole among others. It is

often used to appeal to emotions.

King compares justice to water and righteousness to a “mighty stream.” These similes create

powerful images of cleansing and strength—two things the country needed to overcome the

injustice of the time.


Quotations

Appeals


School








need to ask:






Repetition

Figurative Language











School




A rhetorical question is a question asked for an effect and not necessarily for an answer.

King uses the rhetorical question “When will you be satisfied?” for effect. The question makes the

audience think. He goes on to answer the question to remind the audience of his claim and

purpose for speaking.

Quotations

Appeals


School








need to ask:






Repetition

Figurative Language











School




Quotations

Famous quotations remind audiences of accepted truths and can lend credibility to an argument.

King uses a well-known quotation from the Declaration of Independence to remind his audience

that the country was founded on the belief that all people are created equally. He uses this

quotation to support his argument that all people should have equal rights.

Appeals


School








need to ask:






Repetition

Figurative Language











School




Quotations

Appeals

Review what you know about appeals to logic, emotion, and ethics.

King relies mostly on appeals to emotion in this excerpt. He refers to the audience as “my friends”

and uses powerful imagery of the “waters” of justice and the “mighty stream” of righteousness.

These images communicate hope and empowerment, two important emotions for his audience.

He also appeals to ethics or his own credibility when he uses the word “we” and when he paints a

picture of his dream. He shows that he has a personal experience with the inequality he wants to

end, which makes his claim, support, and techniques more effective.


School

3/18/2020 Lesson 03.03 Analyze a Text

https://alachua.flvs.net/educator/student/frame_toolbar.cgi?abush68*abush68*mpos=1&spos=0&option=hidemenu&slt=1jEs69GXKXouQ*4845*http://… 1/10


When we analyze a text, what we really want to know is:

What does the author or speaker do?

Why does the author or speaker do it?

What is the effect of the author or speaker’s techniques?

Is what he or she does effective?

To determine if an argument is effective, you need to analyze one more area.

Tone

Authors and speakers of all texts have an attitude toward their subjects, but those of arguments use

tone as a technique to accomplish their purpose.

For example, President Obama demonstrates an optimistic tone toward innovation in his 2011 State of

the Union Address to convince American citizens that government spending on science and technology

is necessary.

A cautious tone would have made his audience doubt his claim while a frustrated tone would have

made his audience doubt his ability to lead the country in the right direction. An optimistic tone helps

accomplish his purpose.

You can use Tone Words to describe the author’s attitude. When you analyze tone, ask:

What is the author or speaker’s attitude toward the subject?

What is the effect on the audience?

How does the tone help achieve the author’s purpose?

Effectiveness

Analyzing should not be an exercise in simply breaking something into its parts. Once you have looked

at all elements, you are ready to come to some sort of conclusion. You get to decide if the argument

works.


School



In real life, you can determine effectiveness by audience response and actions resulting from the

argument. To determine the effectiveness of an argument, ask:

Does the author or speaker accomplish his or her purpose?

Is the audience convinced by the claim, support, and techniques employed?

Take some time to train your brain with a practice activity. Read the excerpts from two

speeches and answer the questions. This activity will prepare you for your assignment.

Slide 1

From John F. Kennedy’s speech“We Choose to Go to the Moon”

[1] Those who came before us made certain that this country rode the first waves of the

industrial revolution, the first waves of modern invention, and the first wave of nuclear

power, and this generation does not intend to founder in the backwash of the coming age of

space. We mean to be a part of it -- we mean to lead it.

[2] Yet the vows of this Nation can only be fulfilled if we in this Nation are first, and,

therefore, we intend to be first. In short, our leadership in science and in industry, our hopes

for peace and security, our obligations to ourselves as well as others, all require us to make

this effort, to solve these mysteries, to solve them for the good of all men, and to become the

world's leading space-faring nation.

[3] We set sail on this new sea because there is new knowledge to be gained, and new rights

to be won, and they must be won and used for the progress of all people. For space science,

like nuclear science and all technology, has no conscience of its own. Whether it will become

a force for good or ill depends on man, and only if the United States occupies a position

of pre-eminence can we help decide whether this new ocean will be a sea of peace or a new

terrifying theater of war. I do not say that we should or will go unprotected against the

hostile misuse of space any more than we go unprotected against the hostile use of land or

sea, but I do say that space can be explored and mastered without feeding the fires of war,

without repeating the mistakes that man has made in extending his writ around this globe of

ours.Unless Otherwise Noted All Content © 2020 Florida Virtual

School



[4] There is no strife, no prejudice, no national conflict in outer space as yet. Its hazards are

hostile to us all. Its conquest deserves the best of all mankind, and its opportunity for

peaceful cooperation may never come again. But why, some say, the moon? Why choose this

as our goal? And they may well ask why climb the highest mountain? Why, 35 years ago, fly

the Atlantic? Why does Rice play Texas?

[5] We choose to go to the moon. We choose to go to the moon in this decade and do the

other things, not because they are easy, but because they are hard, because that goal will

serve to organize and measure the best of our energies and skills, because that challenge is

one that we are willing to accept, one we are unwilling to postpone, and one which we

intend to win, and the others, too.

Slide 2

From President Barack Obama’sState of the Union address, 2011

[1] The first step in winning the future is encouraging American innovation.

[2] None of us can predict with certainty what the next big industry will be or where the new

jobs will come from. Thirty years ago, we couldn't know that something called the Internet

would lead to an economic revolution. What we can do -- what America does better than

anyone else -- is spark the creativity and imagination of our people.

[3]We're the nation that put cars in driveways and computers in offices, the nation of Edison

and the Wright brothers, of Google and Facebook. In America, innovation doesn't just change

our lives; it is how we make our living.

[4] Our free enterprise system is what drives innovation. But because it's not always

profitable for companies to invest in basic research, throughout our history our government

has provided cutting-edge scientists and inventors with the support that they need. That's

what planted the seeds for the Internet; that's what helped make possible things like

computer chips and GPS. Just think of all the good jobs, from manufacturing to retail, that

have come from those breakthroughs.

[5] And half-a-century ago, when the Soviets beat us into space with the launch of a satellite

called Sputnik we had no idea how we would beat them to the Moon. The science wasn't

even there yet. NASA didn't exist.

[6] But after investing in better research and education, we didn't just surpass the Soviets; we

unleashed a wave of innovation that created new industries and millions of new jobs.


School



[7]This is our generation's Sputnik moment. Two years ago, I said that we needed to reach a

level of research and development we haven't seen since the height of the space race. And in

a few weeks, I will be sending a budget to Congress that helps us meet that goal. We'll invest

in biomedical research, information technology, and especially clean-energy technology…

[8] …To win the future, we must invest in research and education that will strengthen our

security, protect our planet, and create countless new jobs for our people.

Slide 3

Both speeches address American innovation but utilize some different strategies. Drag

and drop the traits to the correct category.


Slide 4

Passage 1

From John F. Kennedy’s speech

“We Choose to Go to the Moon”

Wants to “win”

Argues for the achievement of a specific goal

Acknowledges and addresses challenges

Uses metaphors to accomplish purpose

Encourages innovation and creativity

Relies on emotion more than logic

Uses specific examples to support claims

Encourages investment in innovation in general

Kennedy

Obama

Both


School



[1] Those who came before us made certain that this country rode the first waves of the

industrial revolution, the first waves of modern invention, and the first wave of nuclear

power, and this generation does not intend to founder in the backwash of the coming age of

space. We mean to be a part of it -- we mean to lead it.

[2] Yet the vows of this Nation can only be fulfilled if we in this Nation are first, and,

therefore, we intend to be first. In short, our leadership in science and in industry, our hopes

for peace and security, our obligations to ourselves as well as others, all require us to make

this effort, to solve these mysteries, to solve them for the good of all men, and to become the

world's leading space-faring nation.

[3] We set sail on this new sea because there is new knowledge to be gained, and new rights

to be won, and they must be won and used for the progress of all people. For space science,

like nuclear science and all technology, has no conscience of its own. Whether it will become

a force for good or ill depends on man, and only if the United States occupies a position

of pre-eminence can we help decide whether this new ocean will be a sea of peace or a new

terrifying theater of war. I do not say that we should or will go unprotected against the

hostile misuse of space any more than we go unprotected against the hostile use of land or

sea, but I do say that space can be explored and mastered without feeding the fires of war,

without repeating the mistakes that man has made in extending his writ around this globe of

ours.

[4] There is no strife, no prejudice, no national conflict in outer space as yet. Its hazards are

hostile to us all. Its conquest deserves the best of all mankind, and its opportunity for

peaceful cooperation may never come again. But why, some say, the moon? Why choose this

as our goal? And they may well ask why climb the highest mountain? Why, 35 years ago, fly

the Atlantic? Why does Rice play Texas?

[5] We choose to go to the moon. We choose to go to the moon in this decade and do the

other things, not because they are easy, but because they are hard, because that goal will

serve to organize and measure the best of our energies and skills, because that challenge is

one that we are willing to accept, one we are unwilling to postpone, and one which we

intend to win, and the others, too.

Passage 2

From President Barack Obama’s

State of the Union address, 2011


[2] None of us can predict with certainty what the next big industry will be or where the new

jobs will come from. Thirty years ago, we couldn't know that something called the Internet

would lead to an economic revolution. What we can do -- what America does better than

anyone else -- is spark the creativity and imagination of our people.Unless Otherwise Noted All Content © 2020 Florida Virtual

School



[3]We're the nation that put cars in driveways and computers in offices, the nation of Edison

and the Wright brothers, of Google and Facebook. In America, innovation doesn't just change

our lives; it is how we make our living.

[4] Our free enterprise system is what drives innovation. But because it's not always

profitable for companies to invest in basic research, throughout our history our government

has provided cutting-edge scientists and inventors with the support that they need. That's

what planted the seeds for the Internet; that's what helped make possible things like

computer chips and GPS. Just think of all the good jobs, from manufacturing to retail, that

have come from those breakthroughs.

[5] And half-a-century ago, when the Soviets beat us into space with the launch of a satellite

called Sputnik we had no idea how we would beat them to the Moon. The science wasn't

even there yet. NASA didn't exist.



[7]This is our generation's Sputnik moment. Two years ago, I said that we needed to reach a

level of research and development we haven't seen since the height of the space race. And in

a few weeks, I will be sending a budget to Congress that helps us meet that goal. We'll invest

in biomedical research, information technology, and especially clean-energy technology…

[8] …To win the future, we must invest in research and education that will strengthen our

security, protect our planet, and create countless new jobs for our people.

What are two strategies Kennedy uses to develop the ideas of opportunity and conquest?

Comparison of space to the sea

Appeal to logic using argumentation

Reference to Congressional budgets

Citation of a quote by a famous scientist

Rhetorical questions posed to the audience

Allusion to previous American achievements


Slide 5

Passage 2 Unless Otherwise Noted All Content © 2020 Florida Virtual

School






[2] None of us can predict with certainty what the next big industry will be or where the new jobs

will come from. Thirty years ago, we couldn't know that something called the Internet would lead to

an economic revolution. What we can do -- what America does better than anyone else -- is spark

the creativity and imagination of our people.

[3]We're the nation that put cars in driveways and computers in offices, the nation of Edison and the

Wright brothers, of Google and Facebook. In America, innovation doesn't just change our lives; it is

how we make our living.

[4] Our free enterprise system is what drives innovation. But because it's not always profitable for

companies to invest in basic research, throughout our history our government has provided cutting-

edge scientists and inventors with the support that they need. That's what planted the seeds for the

Internet; that's what helped make possible things like computer chips and GPS. Just think of all the

good jobs, from manufacturing to retail, that have come from those breakthroughs.

[5] And half-a-century ago, when the Soviets beat us into space with the launch of a satellite called

Sputnik we had no idea how we would beat them to the Moon. The science wasn't even there yet.

NASA didn't exist.



[7]This is our generation's Sputnik moment. Two years ago, I said that we needed to reach a level of

research and development we haven't seen since the height of the space race. And in a few weeks, I

will be sending a budget to Congress that helps us meet that goal. We'll invest in biomedical

research, information technology, and especially clean-energy technology…

[8] …To win the future, we must invest in research and education that will strengthen our security,

protect our planet, and create countless new jobs for our people.

In Passage 2, how does President Obama’s allusion to Sputnik and the space race support

the purpose of his speech?

It reassures people that the space race has been won, so there is no need to continue

the space program.

It shows a historical example of a time that America had to invest to achieve a great

accomplishment.

It emphasizes the causes of the science and technology crisis facing America today.

It highlights the conflict between the United States and the Soviet Union then and

Russia now.Unless Otherwise Noted All Content © 2020 Florida Virtual

School




Slide 6

Passage 1

From John F. Kennedy’s speech

“We Choose to Go to the Moon”

[1] Those who came before us made certain that this country rode the first waves of the industrial

revolution, the first waves of modern invention, and the first wave of nuclear power, and this

generation does not intend to founder in the backwash of the coming age of space. We mean to be

a part of it -- we mean to lead it.

[2] Yet the vows of this Nation can only be fulfilled if we in this Nation are first, and, therefore, we

intend to be first. In short, our leadership in science and in industry, our hopes for peace and

security, our obligations to ourselves as well as others, all require us to make this effort, to solve

these mysteries, to solve them for the good of all men, and to become the world's leading space-

faring nation.

[3] We set sail on this new sea because there is new knowledge to be gained, and new rights to be

won, and they must be won and used for the progress of all people. For space science, like nuclear

science and all technology, has no conscience of its own. Whether it will become a force for good or

ill depends on man, and only if the United States occupies a position of pre-eminence can we help

decide whether this new ocean will be a sea of peace or a new terrifying theater of war. I do not say

that we should or will go unprotected against the hostile misuse of space any more than we go

unprotected against the hostile use of land or sea, but I do say that space can be explored and

mastered without feeding the fires of war, without repeating the mistakes that man has made in

extending his writ around this globe of ours.

[4] There is no strife, no prejudice, no national conflict in outer space as yet. Its hazards are hostile

to us all. Its conquest deserves the best of all mankind, and its opportunity for peaceful cooperation

may never come again. But why, some say, the moon? Why choose this as our goal? And they may

well ask why climb the highest mountain? Why, 35 years ago, fly the Atlantic? Why does Rice play

Texas?

[5] We choose to go to the moon. We choose to go to the moon in this decade and do the other

things, not because they are easy, but because they are hard, because that goal will serve to

organize and measure the best of our energies and skills, because that challenge is one that we are

willing to accept, one we are unwilling to postpone, and one which we intend to win, and the

others, too.

Passage 2 Unless Otherwise Noted All Content © 2020 Florida Virtual

School






[2] None of us can predict with certainty what the next big industry will be or where the new jobs

will come from. Thirty years ago, we couldn't know that something called the Internet would lead to

an economic revolution. What we can do -- what America does better than anyone else -- is spark

the creativity and imagination of our people.

[3]We're the nation that put cars in driveways and computers in offices, the nation of Edison and the

Wright brothers, of Google and Facebook. In America, innovation doesn't just change our lives; it is

how we make our living.

[4] Our free enterprise system is what drives innovation. But because it's not always profitable for

companies to invest in basic research, throughout our history our government has provided cutting-

edge scientists and inventors with the support that they need. That's what planted the seeds for the

Internet; that's what helped make possible things like computer chips and GPS. Just think of all the

good jobs, from manufacturing to retail, that have come from those breakthroughs.

[5] And half-a-century ago, when the Soviets beat us into space with the launch of a satellite called

Sputnik we had no idea how we would beat them to the Moon. The science wasn't even there yet.

NASA didn't exist.



[7]This is our generation's Sputnik moment. Two years ago, I said that we needed to reach a level of

research and development we haven't seen since the height of the space race. And in a few weeks, I

will be sending a budget to Congress that helps us meet that goal. We'll invest in biomedical

research, information technology, and especially clean-energy technology…

[8] …To win the future, we must invest in research and education that will strengthen our security,

protect our planet, and create countless new jobs for our people.

Part A

What argument does President Obama make in Passage 2?

America needs to stop pursuing challenges that drain the national budget and burden

future citizens.

To secure a safe, opportunity-filled future, America must be willing to invest in

innovative research and technology.

If America wants to be a world leader and maintain peace, it needs to be the first to

conquer new territory.

Technology has made American life too easy, making Americans weak and unable to

compete in the world.Unless Otherwise Noted All Content © 2020 Florida Virtual

School


https://alachua.flvs.net/educator/student/frame_toolbar.cgi?abush68*abush68*mpos=1&spos=0&option=hidemenu&slt=1jEs69GXKXouQ*4845*http:… 10/10


Slide 7

Part B

Which sentence from Passage 1 could be used to support the argument identified in Part

A?

In short, our leadership in science and in industry, our hopes for peace and security, our

obligations to ourselves as well as others, all require us to make this effort, to solve

these mysteries, to solve them for the good of all men, and to become the world's

leading space-faring nation. (paragraph 2)

Its hazards are hostile to us all. Its conquest deserves the best of all mankind, and its

opportunity for peaceful cooperation may never come again. (paragraph 4)

I do not say that we should or will go unprotected against the hostile misuse of space

any more than we go unprotected against the hostile use of land or sea, but I do say

that space can be explored and mastered without feeding the fires of war… (paragraph

3)

Whether it will become a force for good or ill depends on man, and only if the United

States occupies a position of pre-eminence can we help decide whether this new

ocean will be a sea of peace or a new terrifying theater of war. (paragraph 3)


Print

SHOW QUIZ


School

3/18/2020 Lesson 03.03 Barack Obama



An analysis gets even more interesting when one text is compared to another. Texts on the same

subject can develop their claims with different support and in different mediums. To analyze how a

subject is developed in different mediums, add the following questions to your SSTART analysis:

What do the two artifacts have in common?

Which details are emphasized in each medium?

What does the different emphasis reveal about the author's position and purpose?

What is the effect of the different elements emphasized?

Consider the two mediums of addressing women's right to vote and practice asking these questions to

discover how each medium develops its point and accomplishes its purpose.

Political Cartoon: "Stand back, ladies!"

Pamphlet: "And Yet They Cannot Vote"—Anonymous, 1917






School

http://www.loc.gov/item/rbcmiller002522

Library of Congress http://www.loc.gov

3/18/2020 Pamphlet: "And Yet They Cannot Vote"–Anonymous, 1917

https://alachua.flvs.net/webdav/educator_english1_v18/module03/journey/pop/03_03_07_popa.htm 1/1


Women can birth and raise your children; they can endure hours of suffering and years of sacrifice, but

they cannot possibly endure the momentary sacrifice of being an informed and opinionated citizen. They

can own property and pay taxes, but they cannot vote on matters concerning property use or taxation.

Women can achieve a college education and be productive citizens in countless occupations, and yet they

cannot vote. Women are trusted to teach your children and manage your home, but they cannot be trusted

to cast an informed vote. Women can contribute to the communities in which they live, but they cannot

express their opinion on matters of the community. For what is a vote except a written opinion?
















The cartoon and the pamphlet are on the topic of women's right to vote. They both illuminate the

fact that women can pursue education and raise children.





School

















The political cartoon emphasizes who cannot vote (women) in contrast with who can (convicts).

The pamphlet emphasizes the many areas women are trusted in contrast with the fact that they

are not trusted to vote.




School


















The visual of the political cartoon makes the injustice of women not being able to vote even

more striking. The women appear innocent while the convicts appear to be questionable

characters.

The long list in the pamphlet is also persuasive as it shows the discrepancy between women's

other rights and responsibilities and their inability to vote.



School



















Both mediums want to persuade audiences that women should have the right to vote. The

contrast of educated, caring women versus convicts reveals the cartoonist's position that it is

unfair for women to not be able to vote when this other group of lawbreaking men is permitted

to vote.

While the cartoon focuses on one injustice, the pamphlet reveals a longer list of the injustices of

not allowing women to vote. The author's position that women should be able to vote is made

through the contrast of the many things they already do versus the thing they are not permitted

to do.


School

/

Alachua eSchool

Exam: 03.03 Analyzing an Argument

Warning There is a checkbox at the bottom of the exam form that you MUST check prior to submitting this exam. Failure to

do so may cause your work to be lost.

Question 1 (Matching Worth 5 points)

Read the excerpt from "Voluntourism: An Opportunity Too Good to be True" and answer the question.

[1] Picture this: It’s Spring Break, and you fly off to some country where there’s lush rainforests and beautiful, blue

coastlines to explore. There’s also people in need, so you decide to blend your vacation w ith volunteering.

Volunteering as a tourist, or voluntourism, seems like a great way to explore new regions and help people at the

same time. However, this "volunteer plus travel" experience can actually harm local communities. While many teens

might view traveling and volunteering abroad as a worthwhile adventure, there are more genuine and effective ways

to make a difference.

How does the speaker structure this part of the argument? Match each sentence to what it accomplishes.

Match

Previous Question

Term Definition

Question 1 (Not Answered) 0

Next Question

AlaMchatucaheSchool Term Definition

While many teens might view

traveling and volunteering abroad

as a worthwhile adventure, there

are more genuine and effective

ways to make a difference.

E) Establish the topic

Question 2(Multiple Choice Worth 5 points)

Read the following advertisement "The Opportunity of a Lifetime" and answer the question.

Previous Question

Picture this: It's Spring Break, and

you fly off to some country where

there's lush rainforests and

beautiful, blue coastlines to

explore.

B) Get the audience's attention

Volunteering as a tourist, or

voluntourism, seems like a great

way to explore new regions and

help people at the same time.

D) State the claim of the argument However, this

C) Establish a problem with the counterclaim

There's also people in need, so

you decide to blend your vacation

with volunteering.

A) Recognize the counterclaim

/


Next Question

/

Alachua eSchool

Which claim is supported by evidence in the form of examples?


Previous Question Question 1 (Not Answered) 0 Next Question

People can make a difference in countless ways.

The most helpful people care for animals and children.

There are different ways to experience other cultures.

To help others, you need to travel to other countries.

/

Alachua eSchool

What is the purpose of argument?


Read the speech and answer the question.

Voluntourism: An Opportunity Too Good to be True

A Speech to the Student Body of Evergreen High

[1] Picture this: It's Spring Break, and you fly off to some country where there's lush rainforests and beautiful, blue

coastlines to explore. There's also people in need, so you decide to blend your vacation with volunteering.





[2] Most would agree that volunteering in general is a worthy use of time. However, what if you found out the

children you are "helping" are actually being kept in poor conditions so voluntourists will spend money to come to

the local area? Dale Rolfe, a supporter of ethical voluntourism, explains the shocking reality that "Animal

sanctuaries and orphanages are often manufactured for the voluntourist...encouraging a cycle of exploiting the very

animals and children the volunteers are trying to help."

[3] Proponents of the "volunteer plus travel" experience also argue that traveling to new places builds character and

is a valuable way to learn about different cultures. With voluntourism, however, participants often pursue

experiences that are all about them. For example, they sign up to build a school for a gold star on their resume, but

they have no real building skills and take jobs away from local construction workers (Schulten). Or, they arrive to

teach English but instead take selfies with the locals. One world traveler and ethical voluntourist believes

voluntourism "can perpetuate small minded views of the world by taking insulated, fake, and structured experiences

and selling them as unabridged and eye opening" (Carlos). The voluntour experience is a mirage. The voluntourist's

eyes are not opened to real life at the destination, and lasting change is not achieved.

[4] If you want a genuine experience where you can see a lasting impact, there are better options than voluntourism.

You cParenvivoousluQnuteeestrioinn your local community.QGuiveest

aionnh1ou(N

r oetvAer

n

[5] yswe

erekdt)o your

0 town's animal rescue. SNerevxet Qmuoesnttiohnly dinners to the homeless. Be a reliable, positive influence on

a child who needs a mentor. Studies show that

To entertain

To describe

To inform

To prove

/

volunteering and forming lasting relationships with those you help has a positive impact on your physical and

Alachua eSchool emotional health. In fact, blood pressure is reduced, memory is improved, and rates of depression are reduced

(Michaels).

[6] There is another reason to look into alternatives to voluntourism. Did you know the average "voluntour" travel

package costs $3,400 (Rolfe)? Could that travel money be better spent? If the world's citizens are your passion, it

could go to an international organization. If you care about education, your funds can be used to buy books for

students in faraway lands. If you want villagers to have clean water, contribute funds to local efforts to dig wells. If

you want to experience a different culture, travel to the country as a guest, and learn from the locals how you can

best help them after you've returned home. But do not voluntour.

[7] In reality, there are better ways to make a difference. Voluntourism might appear to be an adventure that blends

travel and helping others, but it does little except provide a costly, superficial experience that might actually do more

harm than good. So, volunteer where you are most needed-at home, where you can stay to see the job through and

form genuine, lasting relationships. Choose a beautiful coastline closer to home and send the travel money you

saved to an international organization that will put it to good use. Whatever you do, don't turn someone else's

hardship into your vacation.

How does the speaker's metaphor of a gold star in paragraph 3 support the purpose of the speech?











[2] MPorsetviwouosuQldueasgtiroene that volunteering in geQnueersatlioisna1w(Nor

otht yAn

usswe

eorfetdim)

e. Ho0wever, what if you foundNoeuxtt Qthueestion


It challenges the audience to view voluntourism opportunities in a positive light.

It confirms the idea that voluntourism experiences look good on a college or career resume.

It emphasizes the selfish and superficial motivation behind voluntour opportunities.

It highlights the generous contribution that voluntours make to the areas they visit.

/


Alachua eSchool sanctuaries and orphanages are often manufactured for the voluntourist...encouraging a cycle of exploiting the very











You can volunteer in your local community. Give an hour every week to your town's animal rescue. Serve monthly

dinners to the homeless. Be a reliable, positive influence on a child who needs a mentor. Studies show that


emotional health. In fact, blood pressure is reduced, memory is improved, and rates of depression are reduced

(Michaels).













What are two strategies the speaker uses to develop the point that voluntour opportunities are not legitimate ways

to learn about other cultures?

Previous Question Question 1 (Not Answered) Next Question

0

Expert testimony

Metaphor

Personification

Repetition

Statistics

/

Question 6(Multiple Choice Worth 5 points) Alachua eSchool




























(Michaels).









harm t han good. So, volunteer where you are most needed...at home, where you can stay to see the job through

and form genuine, lasting relationships. Choose a beautiful coastline closer to home and send the travel money you

savePdretovio

auns

iQn

ute

ersntiaontional organization that wQiullepsutitoint t1o (gNoootdAunssew. eWrehda)tever y0ou do, don't turn someon

Neex

et lQse

ue'sstion

/

hardship into your vacation. Alachua eSchool

What is the counterclaim of this argument?


Read the speech "Voluntourism: An Opportunity Too Good to be True" and consider the advertisement "The

Opportunity of a Lifetime." Then, answer the question.






















[4] IfPyroeuviowuas nQtuaesgtieonnuine experience whereQyuoeusctiaon

s1e(eN

aot

laAsntsinwgeirmedp)act, th

0ere are better options thaNnevxtoQluunetsotiuornism.


A voluntour experience is a necessary addition to an individual's college resume.

The cost of voluntouring is minor in light of what one gets out of the experience.

There are better ways to make a difference than mixing tourism with volunteering.

Voluntourism is a worthwhile way to make a difference and travel the world.

/


Alachua eSchool volunteering and forming lasting relationships with those you help has a positive impact on your physical and


(Michaels).













"The Opportunity of a Lifetime"

Previous Question


Next Question

/

Alachua eSchool

Which two elements from the advertisement "The Opportunity of a Lifetime" could the speaker of "Voluntourism: An

Opportunity Too Good to be True" use to support the point that the voluntour experience is as much (or even more)

about fun as it is about helping others?

Previous Question Question 1 (Not Answered) 0 Next Question

The image of the girl laughing with joy

The picture of the many colorful buildings

The possibility of building a new school

The statistics that reveal problems in the world

The words "enjoy... new friends by night"

/

and

AQlacuheusateioSnch8oo(El

ssay Worth 20 points)

Read the speech "Voluntourism: An Opportunity Too Good to be True" and consider the advertisement "The

Opportunity of a Lifetime." Then, answer the question.



























(Michaels).








travel

helping others, but it does little except provide a costly, superficial experience that might actually do more

harmPtrhevaionugsoQoude.sStioon, volunteer where you aQreuemsotisotnn1ee(Ndeodt -Aant shwoemred, )where0you can stay to see the jNoebxtthQroueusgtihonand

/


Alachua eSchool saved to an international organization that will put it to good use. Whatever you do, don't turn someone else's


"The Opportunity of a Lifetime"

Both texts (the speech and the advertisement) address voluntourism. However, each text has a different purpose,

which is reflected by the details each writer chose to include. Consider the words and images used.

In a paragraph of 6-8 sentences, identify what each text emphasizes and explain how that emphasis supports the

claim of each argument. Be sure to state each argument's claim and include evidence from both texts to support

your analysis.

Previous Question


Next Question

Check this box to indicate you are ready to submit your exam

Current course:

FDK331.05

/

Alachua eSchool

You must check the box below prior to submitting your exam!

4845 (as student)

Previous Question Question 1 (Not Answered) Next Question

Documents

Setting - sbac.edu