SBUA 3.3 Review

Match the following

• ethics/ credibility

• ethos

• logic/reason

• pathos

• emotion

• logos

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R.2.3

How does the author use print and graphic features to support his or her claims about intelligence? (R.2.1)

• The author uses the heading to elaborate on a key term and includes the graph to show that global IQ has sometimes decreased.

• The author uses the heading to explain the graphic and includes the graph to show that global IQ has always climbed at the same steady pace.

• The author uses the heading to organize the text by topic and includes the graph to illustrate the point made in the text that intelligence around the world is increasing.

• The author uses the heading to highlight different types of intelligence and includes the graph to show that intelligence is related to how much television people watch.

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R.2.1

PART A: Which statement best describes the rhetorical appeals that the writer uses in paragraph 7? (R.2.2)

• The writer makes an appeal to credibility by citing Darwin and an appeal to emotion by discussing the process of adapting behavior.

• 1. The writer makes an appeal to credibility by citing Darwin and an appeal to emotion by saying overeducation can break someone’s spirit. 

• The writer makes an appeal to credibility by mentioning his high IQ and an appeal to emotion by discussing the process of adapting behavior.

• The writer makes an appeal to credibility by discussing educational funding and an appeal to emotion by saying overeducation can break someone’s spirit.

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R.2.2

PART B: Evaluate how the author uses rhetorical appeals to develop the central idea of paragraph 7. (R.2.2)

• The suggestion that people should be protected from over-education “breaking their spirit” is unethical because it can be used to deprive people of educational opportunities.

• The suggestion that people should be protected from over-education “breaking their spirit” is reasonable because it ensures that people receive a level of education appropriate for their abilities.

• The belief in the heritability of intelligence is illogical because all the scientific studies have disproved it.

• The belief in the heritability of intelligence is logical because Darwin suggested this in the 19th century.

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R.2.2

Which statement best evaluates the validity and effectiveness of the claims in the two paragraphs? (R.2.4)

• The claim made by the Point article seems valid and more effective than the Counterpoint because it cites a stud

• The claim made by the Point article seems valid and more effective than the Counterpoint because it discusses genetic factors that determine intelligence.

• The claim made by the Counterpoint article seems valid and more effective than the Point article because it lists specific IQ scores. The Point article describes only more general qualities of intelligence.

• The claim made by the Counterpoint article seems valid and more effective than the Point article because it cites multiple human studies. The Point article cites only a chimpanzee study.

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R.2.4

The authors of the Point and Counterpoint articles both provide evidence to support their claims about intelligence. Sort each statement evaluating the validity of their claims to show which applies to “Point: Intelligence: It’s All in the Genes”, “Counterpoint: Your Childhood IQ Does Not Limit You”, or both. (R.2.4)

Groups:

(a) Point: Intelligence: It’s All in the Gen

,

(b) Counterpoint: Your Childhood IQ Does Not

,

(c) Both

• Acknowledges genetics as a crucial predictor and the implications of ignoring the heritability a

• Acknowledges the complex factors of determining one's intelligence and impact on future success.

• Writer bases his claim on data and statistics drawn from scientific studies

• Writer bases his claim on personal experiences and observations

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R.2.4

In Counterpoint: Your Childhood IQ Does Not Limit You, how does the author effectively refute the claim that the majority of one’s intelligence is inherited?

• By detailing the lack of skills one has at birth to emphasize the importance of environmental factors to increase intelligence.

• By demonstrating how correlation and IQ tests are insufficient tests to determine one's intelligence, regardless of the type of test.

• By providing research findings that emphasize the malleability of intelligence over time and the significant role played by environmental factors.

• By neglecting Charles Darwin's perspective on intelligence evolution and natural selection, suggesting that Darwin's ideas are not relevant to the discussion.

How does the author use rhetorical appeals in paragraphs 20-23 to achieve his purpose? (R.2.3)

• The author uses anecdotes to evoke sympathy for the challenges faced by the individuals.

• The author uses anecdotes to compare the challenges between the students in the examples and the students in his audience.

• The author uses anecdotes to highlight the resources that are available to students to help them succeed despite challenges.

• The author uses anecdotes to make a logical argument that hard work and determination can lead to success, regardless of background or challenges.

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R.2.3

Why does Obama use rhetorical questions in paragraph 35?  (R.3.4)

• To prompt the audience to reflect on their future contributions in shaping the future of the country.

• To highlight the knowledge has as president in what previous generations have accomplished.

• To show that the government is concerned about what contributions the current generation will make.

• To emphasize the importance of historical events and how they have positively benefited the country.

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R.3.4

Obama uses a cause and effect text structure when delivering his speech. How does the use of structure in paragraphs 8-11 contribute to the meaning of the text? (R.2.1)

• It emphasizes the role of government in a child’s education.

• It establishes a connection between individual responsibility and the nation's future

• It highlights the importance of parental involvement in a student’s educational success.

• It argues the importance of current students becoming involved in innovative programs.

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R.2.1