Introduction

Your introduction needs to do three things:

1. Describe the text. This is where youll bring in the SOAPS points. This can be done in
one sentence.
2. Paraphrase the argument. This is where youll show your grader that you understand
the text by concisely summing up the main points and the overall message of the text.
The Reading score comes from your demonstration of comprehension of the text.
3. Introduce the examples you will be discussing in the body paragraphs. You will
establish a framework in your introduction that you should then follow for the rest of the
essay.
Body Paragraphs

The body paragraphs will focus on different appeals or style elements the author uses to
effectively communicate the argument. Each body paragraph will need to do the
following:
1. Name and explain the rhetorical device or appeal.
- Where is it in the text?
- Use short, relevant quotes to show you understand the text and the rhetorical device,
but do not rely on long excerpts from the passage. In order to get a high score, you need
to use your words to explain whats going on.
2. Identify the effects of the authors rhetorical choices.
- Explain the connection between the rhetorical device/appeal and the text, and your
argument in general. Do not simply quote chunks of text and then briefly paraphrase.
Your goal is to answer the question, How does this contribute to the authors
argument?
- For example, do not simply say, This is an example of imagery. Explain why the
imagery is effective. Perhaps the authors descriptions of the beautiful sunset effectively
draw in the reader, creating an emotional connection between the author and her
audience. This connection may make the audience more sympathetic to the authors
subsequent points because there is an emotional connection now.
- Explaining how the device or appeal works is how you show your grader your ability to
analyze the text.
Conclusion

1. Restate the goal of the text and briefly paraphrase the elements you discussed in your
essay.
2. Be concise and accurate.

Examples of Evidence

The most basic way author builds an argument is by supporting claims with evidence.
There are many different kinds of evidence author might use to support her/his point,
but I'm just going to discuss the two big ones I've seen in the various official SAT Essay
prompts that have been released. These two types of evidence are Facts and
Statistics and Anecdotes.

Example Type #1: Facts and Statistics

Employing statistics and facts to bolster one's argument is one of the most unassailable
methods authors can use to build an argument. This argument-building technique is
particularly common in essays written about scientific or social studies-related topics,
where specific data and facts are readily available.

How Can You Identify It?

Statistics usually show up in the form of specific numbers related to the topic at hand -
maybe as percents, or maybe as a way to communicate other data. Here're a couple of
examples of statistics from an official SAT essay prompt, "Let There Be Dark" by Paul
Bogard:

Example: 8 of 10 children born in the United States will never know a sky dark enough
for the Milky Way

Example: In the United States and Western Europe, the amount of light in the sky
increases an average of about 6% every year.

Factual evidence can also be in the form of non-numerical information. Often, you'll see
facts presented with references to the research study, survey, expert, or other source
from which they're drawn. Here's another example from "Let There Be Dark":

Example: Already the World Health Organization classifies working the night shift as a
probable human carcinogen

Why Is It Persuasive?

Facts and statistics are persuasive argument building techniques because the author
isn't just making up reasons for why his/her argument could possibly be true - there's
actually something (data, research, other events/information) that backs up the author's
claim. In the case of the examples above, Bogard presents specific data about issues
with light pollution (8 in 10 children won't be able to see the Milky Way, light in the sky
increases 6% annually) to back up his statements that light pollution is real, then goes
on to present further information that indicates light pollution is a problem (working the
night shift puts humans at risk for cancer). By presenting information and facts, rather
than just opinion and spin, Bogard empowers the reader to connect the dots on her own,
which in turn gives the reader ownership over the argument and makes it more
persuasive (since the reader is coming to the same conclusions on her own, rather than
entirely relying on Bogard to tell her what to think).

Example Type #2: Anecdotes

Another form of evidence that is often used as an alternative to actual facts or statistics
is the anecdote. This type of evidence is most often found in speeches or other sorts of
essay prompts that are written as a personal address to the reader.

How Can You Identify It?

An anecdote is a short story about a real person or event. When an author discusses own
personal experience or personal experience of someone they know or have heard of,
that's anecdotal evidence. Here's an example of (part of) an anecdote from an official
SAT essay prompt that was adapted from a foreword by former U.S. President Jimmy
Carter:

One of the most unforgettable and humbling experiences of our lives occurred on the
coastal plain. We had hoped to see caribou during our trip, but to our amazement, we
witnessed the migration of tens of thousands of caribou with their newborn calves. In
a matter of a few minutes, the sweep of tundra before us became flooded with life,
with the sounds of grunting animals and clicking hooves filling the air. The dramatic
procession of the Porcupine caribou herd was a once-in-a-lifetime wildlife spectacle.
We understand firsthand why some have described this special birthplace as
Americas Serengeti.

Why Is It Persuasive?

Even though anecdotes aren't statistics or facts, they can be powerful because its more
relatable/interesting to the reader to read an anecdote than to be presented with dry,
boring facts. People tend to put more faith in experiences if they can personally connect
with the experiences (even though that doesn't actually affect how likely or not a
statement is to be true). In the example above, rather than discussing the statistics that
support the creation of wildlife refuges, Jimmy Carter instead uses an anecdote about
experiencing the wonder of nature to illustrate the same point - probably more
effectively. By inviting the reader to experience vicariously the majesty of witnessing the
migration of the Porcupine caribou, Carter activates the reader's empathy towards
wildlife preservation and so makes it more likely that the reader will agree with him that
wildlife refuges are important.

Examples of Reasoning

All authors use reasoning to some extent, but its not always a major part of how the
author builds her/his argument. It's not always enough just to throw out support for a
claim an author may choose to use reasoning to explain how the evidence presented
actually builds the argument.

Example Type #3: Counterarguments and Counterclaims

One way in which an author might use reasoning to persuade the reader to accept the
claim being put forward is to discuss a counterargument, or counterclaim, to the author's
main point. The discussion (and subsequent neutralization) of counterarguments is
found in prompts across all subject areas.

How Can You Identify It?

A counterargument or counterclaim is simply another point of view that contradicts

(either fully or partially) the author's own argument. When "some might claim,"
"however," or other contrast words and phrases show up in an essay prompt, the author
is likely presenting a counterclaim. Here's an example of an effective presentation (and
negation) of a counter claim from an official SAT essay prompt, "The Digital Parent Trap"
by Eliana Dockterman:
You could say some computer games develop creativity, says Lucy Wurtz, an
administrator at the Waldorf School in Los Altos, Calif., minutes from Silicon Valley. But I
dont see any benefit. Waldorf kids knit and build things and painta lot of really
practical and creative endeavors.

But its not that simple. While there are dangers inherent in access to Facebook, new
research suggests that social-networking sites also offer unprecedented learning
opportunities.

Why Is It Persuasive?

So how does bringing up an opposing point of view help an author build her argument? It
may seem counterintuitive that discussing a counterargument actually strengthens the
main argument. However, as you can see in the brief example above, giving some space
to another point of view serves to make it seem as if the discussions going to be more
fair. This is still true whether the author delves into the counterargument or if the
author only briefly mentions an opposing point of view before moving on. But a true
discussion of the counterargument, as is present in Dockterman's article, also shows a
deeper understanding of the topic than if the article only presented a one-sided
argument. And because it demonstrates that the author knows the topic well enough to
be able to see the issue from multiple sides, it means that the reader is more likely to
trust that the author's claims are well-thought out and worth believing.

In the case of the Dockterman article, the author not only mentions the opposite point of
view but also takes the time to get a quote from someone who supports the opposing
viewpoint. This even-handedness makes her following claim that "it's not that simple"
more believable, since she doesn't appear to be presenting a one-sided argument.

Example Type #4: Explanation of Evidence

In some cases, the clarity with which the author links her evidence and her claims is
integral to the author's argument. As the College Board Official SAT Study Guide says,

"Reasoning is the connective tissue that holds an argument together. Its the thinking
the logic, the analysis that develops the argument and ties the claim and evidence
together."

How Can You Identify It?

This is one of the trickier argument-building techniques to discuss (at least in my

opinion), because while it is present in many essay prompts, it isn't always a major
persuasive feature. You can pretty easily identify an author's explanation of evidence if
the author connects claims to support and explains it, rather than just throwing out
evidence without much ceremony or linking to the claim; however, whether or not the
explanation of the evidence is a major contributing factor to the author's argument is
somewhat subjective. Here's a pretty clear instance of a case where an author uses
explanations of each piece of evidence she discusses to logically advance her argument
(again from the Dockterman passage):
And at MITs Education Arcade, playing the empire-building game Civilization piqued
students interest in history and was directly linked to an improvement in the quality of
their history-class reports.

The reason: engagement. On average, according to research cited by MIT, students can
remember only 10% of what they read, 20% of what they hear and 50% of what they
see demonstrated. But when theyre actually doing something themselvesin the
virtual worlds on iPads or laptopsthat retention rate skyrockets to 90%.

This is a main reason researchers like Ito say the American Academy of Pediatrics
recommendation of a two-hour screen-time limit is an outdated concept: actively
browsing pages on a computer or tablet is way more brain-stimulating than vegging out
in front of the TV.

Why Is It Persuasive?

Unfortunately, the explanation the Official SAT Study Guide gives for how to discuss an
author's "reasoning" is a little vague:

You may decide to discuss how the author uses (or fails to use) clear, logical reasoning
to draw a connection between a claim and the evidence supporting that claim.

But how exactly you should go about doing this? And why is it persuasive to clearly
explain the link between evidence and claim?

In general, when an author explains the logic behind her argument or point, the reader
can follow along and understand the authors argument better (which in some cases
makes it more likely the reader will agree with the author). In the Dockterman example
above, the author clearly lays out data (Civilization leads to improvements in history
class), a claim (this is because of engagement with the game and thus the subject
material), provides data that back up that claim (retention rate skyrockets when
students do things for themselves), and links that smaller claim to a larger concept
(actively browsing pages on a computer or tablet is way more brain-stimulating than
vegging out in front of the TV). This clear pattern of data-explanation-more data-more
explanation enables the reader to follow along with Dockterman's points. It's more
persuasive because, rather than just being told "Civilization leads to improvements in
history" and having to take it on faith, the reader is forced to reenact the thinking
processes that led to the argument, engaging with the topic on a deeper level.

Examples of Stylistic/Persuasive Elements

This final category of examples is the top layer of argument building. The foundation of a
good argument is evidence, which is often explained and elucidated by reasoning, but it
is often the addition of stylistic or persuasive elements like an ironic tone or a rhetorical
flourish that seals the deal.
Example Type #5: Vivid Language

Vivid language is truly the icing on the persuasive cake. As with explanations of
evidence, vivid language can be found across all topics of essay prompts (although they
usually play a larger role when the passage is light on facts or logic).

How Can You Identify It?

Vivid language is pretty easy to spot - it shows itself in similes, metaphors, adjectives, or
any words that jump out at you that dont seem to have purely functional purposes. Here
are a couple of examples - the first is Paul Bogard again:

show that what was a very dark country as recently as the 1950s is now nearly
covered with a blanket of light.

This example is relatively restrained, using the metaphor of "a blanket of light" to add
emphasis to Bogard's discussion of light pollution. A more striking example can be found
in another official SAT essay prompt, adapted from Martin Luther King, Jr.'s speech
"Beyond Vietnam - A Time To Break Silence":

Vietnam continued to draw men and skills and money like some demonic destructive
suction tube.

Why Is It Persuasive?

Vivid language is an effective argument building device because it puts the reader in the
authors shoes and draws them into the passage. If used in moderation, vivid language
will also make the topic more interesting for the reader to read, thus engaging them
further. In the excerpt taken from Martin Luther King Jr.'s speech above, the phrase
"demonic destructive suction tube" is startling and provocative, meant to rouse the
audience's indignation at the injustice and waste of the Vietnam war. If King had left out
the second part of the sentence and only said, "Vietnam continued to draw men and
skills and money," his point would not have had as big of an impact.

Example Type #6: Direct Addresses and Appeals to the Reader

The last category I'll be discussing in this article are direct addresses and appeals to the
reader. These stylistic elements are found across all sorts of different passage topics,
although as with the previous category, these elements usually play a larger role when
the passage is light on facts or logic.
How Can You Identify It?

Direct addresses and appeals to the reader are wordings or other stylistic devices
specifically designed to provoke a response (often emotional) in the reader. This
category covers many different elements, from appeals to emotion to rhetorical
questions. Here's an example of an appeal to emotion, taken again from Martin Luther
King, Jr.'s speech:

Perhaps a more tragic recognition of reality took place when it became clear to me
that the war was doing far more than devastating the hopes of the poor at home. It
was sending their sons and their brothers and their husbands to fight and to die in
extraordinarily high proportions relative to the rest of the population.

And here's an example of a rhetorical question (from the Paul Bogard article):

Who knows what this vision of the night sky might inspire in each of us, in our children
or grandchildren?

Why Is It Persuasive?

Appealing to the emotions, as Martin Luther King, Jr. does in his speech, is an alternate
route to persuasion, as it causes readers to emotionally (rather than logically) agree with
the author. By describing how the war was causing "their sons and their brothers and
their husbands to fight and die," King reminds the reader of the terrible costs of war,
playing upon their emotions to get them to agree that the Vietnam War is a mistake,
particularly for the poor.

Rhetorical questions, on the other hand, get the readers to step into the author's
world. By reading and thinking about the author's question, the reader engages with the
topic on a deeper level than if the reader were just given a statement of what the author
thinks. In the case of the Bogard example above, the rhetorical question draws the
reader into thinking about his/her descendants, a group of people for whom the reader
(presumably) only wishes the best, which then puts the reader into a positive mood
(assuming the reader likes his/her descendants).

Essay 1

In response to our worlds growing reliance on artificial light, writer Paul Bogard argues
that natural darkness should be preserved in his article Let There be dark. He
effectively builds his argument by using a personal anecdote, allusions to art and
history, and rhetorical questions.

Bogard starts his article off by recounting a personal story a summer spent on a
Minnesota lake where there was woods so dark that [his] hands disappeared before
[his] eyes. In telling this brief anecdote, Bogard challenges the audience to remember a
time where they could fully amass themselves in natural darkness void of artificial light.
By drawing in his readers with a personal encounter about night darkness, the author
means to establish the potential for beauty, glamour, and awe-inspiring mystery that
genuine darkness can possess. He builds his argument for the preservation of natural
darkness by reminiscing for his readers a first-hand encounter that proves the
irreplaceable value of darkness. This anecdote provides a baseline of sorts for readers
to find credence with the authors claims.

Bogards argument is also furthered by his use of allusion to art Van Goghs Starry
Night and modern history Paris reputation as The City of Light. By first referencing
Starry Night, a painting generally considered to be undoubtedly beautiful, Bogard
establishes that the natural magnificence of stars in a dark sky is definite. A world
absent of excess artificial light could potentially hold the key to a grand, glorious night
sky like Van Goghs according to the writer. This urges the readers to weigh the
disadvantages of our world consumed by unnatural, vapid lighting. Furthermore,
Bogards alludes to Paris as the famed city of light. He then goes on to state how
Paris has taken steps to exercise more sustainable lighting practices. By doing this,
Bogard creates a dichotomy between Paris traditionally alluded-to name and the reality
of what Paris is becoming no longer the city of light, but moreso the city of light
before 2 AM. This furthers his line of argumentation because it shows how steps can be
and are being taken to preserve natural darkness. It shows that even a city that is
literally famous for being constantly lit can practically address light pollution in a manner
that preserves the beauty of both the city itself and the universe as a whole.

Finally, Bogard makes subtle yet efficient use of rhetorical questioning to persuade his
audience that natural darkness preservation is essential. He asks the readers to consider
what the vision of the night sky might inspire in each of us, in our children or
grandchildren? in a way that brutally plays to each of our emotions. By asking this
question, Bogard draws out heartfelt ponderance from his readers about the affecting
power of an untainted night sky. This rhetorical question tugs at the readers
heartstrings; while the reader may have seen an unobscured night skyline before, the
possibility that their child or grandchild will never get the chance sways them to see as
Bogard sees. This strategy is definitively an appeal to pathos, forcing the audience to
directly face an emotionally-charged inquiry that will surely spur some kind of response.
By doing this, Bogard develops his argument, adding gutthral power to the idea that the
issue of maintaining natural darkness is relevant and multifaceted.

Writing as a reaction to his disappointment that artificial light has largely permeated the
prescence of natural darkness, Paul Bogard argues that we must preserve true,
unaffected darkness. He builds this claim by making use of a personal anecdote,
allusions, and rhetorical questioning.

Essay 2
In his eloquent speech at Rice Stadium, former-President Kennedy wields a vast array of
oratory tools and constructs a case for investment in space exploration. Throughout his
address, Kennedy makes use of evidence, reasoning, and stylistic elements that together
form his argument for the decision that the United States should become a dominant
force in the new field of space exploration, and attempt to reach the moon.
Kennedy begins his address with an analogy of space exploration as a "new sea," which
he effectively continues by referring to the possible future of space as "whether this new
ocean will be a sea of peace," and revisits in his final plea for divine blessing "as we set
sail." The ocean is not the only natural analogy utilized by Kennedy in his speech, for he
also makes use of references to mountaineering through the rhetorical question "why
climb the highest mountain," as well as quoting George Mallory's stated reason for the
expedition up Mount Everest: "Because it is there," and stating that "space is there, and
we're going to climb it." Beyond natural analogies, Kennedy paints with colorful
language, such as speaking of "the fires of war," "reap the harvest," the "infancy" of
space exploration, and old Houston as "the furthest outpost on the old frontier." Kennedy
also appeals to the locality in which he speaks by asking "Why does Rice play Texas?"
and referencing "your City of Houston."
Kennedy's address makes use not only of creative language, but also of pieces of
evidence. The primary evidence with which he appeals is a list of beneficial economic
results of space exploration. He specifies that the area of Houston will see "double the
number of scientists and engineers," bear an increase in "salaries and expenses to $60
million a year," receive investments of "some $200 million in plant and laboratory
facilities," and be the source of funds "for new space efforts [of] over $1 billion." In
addition to economic gains, Kennedy mentions a long list of educational boons such as
"new knowledge of our universe and environment," "new techniques of learning and
mapping and observation," and "new tools and computers for industry, medicine, the
home as well as the school."
Mixed among the evidential and rhetorical components of Kennedy's address are threads
of reasoning, which display the thought process by which Kennedy supports his appeal
for national movement towards the exploration of space. Kennedy provides many
reasons for the decision, including the universal appeal of "new knowledge to be gained,
and new rights to be won." Some of the other explanations Kennedy provides for the
decision include that "space sciencehas no conscience of its own," that the
"opportunity for peaceful cooperation may never come again," and that space
exploration is worth doing "because [it is] hard," whichwhile apparently paradoxical
Kennedy explains as well-reasoned since "that goal will serve to organize and measure
the best of our energies and skills." He incorporates additional thoughtful elements as he
discusses that while "we are behind,we do not intend to stay behind, and in this
decade we shall make up and move ahead."
Through these variable forms of evocative language, supportive evidence, and sound
logic, former President Kennedy forges an appeal to his audience that is well-rounded
and subtly sculpted into an address that exemplifies the oratory skill for which he was
well known.

The powerful impact of President Kennedy's speech at Rice Stadium on the controversial
decision to direct money of the United States towards building a preeminent space
program lies in the eloquence and universality with which he weaves his appeal.
Through analogies as well as acknowledging and addressing the concerns of those
dubious towards the idea of space exploration, Kennedy crafts a persuasive argument,
solidified by references to prior explorations and details of economic incentives.

Perhaps the most necessary element which distinguishes a well-formulated argument

from a mere exercise of rhetoric is the proper use of supportive evidence, of which
President Kennedy's address incorporates several examples. The first example he utilizes
is subtle, but powerful. The United States had invested significantly in the development
of nuclear technology, and part of the argument for that investment had been that
nuclear technology could be used by the United States for its own benefit and
protection, or against the United States by foreign nations who may intend harm. That
argument translates clearly to space as well in Kennedy's words that "Whether [space
science becomes] 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 [the future of space]." A further
piece of evidence Kennedy uses to support his argument is the example of flight across
the Atlantic. President Kennedy reminds his audience of this event in order to reference a
previous accomplishment that had also once been seen as prohibitively difficult, much
as practical exploration of space was seen by many in 1962. In his address, Kennedy
also utilizes another evidentiary category, filling the second half of his speech with a lot
of specific economic benefits for the area surrounding Houston from the newly bolstered
space program as it develops, designed to overwhelm the listener with this positive side
of investment.
Kennedy's mastery of persuasive rhetoric plays out not only in the evidence to which he
refers, but also in the analogies woven through his address, which serve to evoke
emotional responses in his listeners. The initial words of Kennedy's address provide the
first of these analogies. Rooted in the history of exploration, Kennedy states that "We set
sail on this new sea." A form of evidence in itself, this analogy serves to recall the
listener's mind to a frontier that was once seen as unfathomably expansive and beyond
human mastery. Kennedy continues the sea analogy by saying that space may become
"a sea of peace or a new terrifying theater of war," calling to the listener's mind the
unpredictable nature of the sea itself to be calm or horrifyingly volatile, as he suggests
that the position of the United States in space exploration may decide the nature of this
new frontier. Kennedy also reaches further back into the historical commonality of his
listeners as he analogously describes Houston as "once the furthest outpost on the old
frontier of the West" in order to call the listener's mind to the nature of change over
time. The Houston in which Kennedy gave this speech looked essentially nothing like the
Houston of the old West, and this analogy provokes the listener's imagination to project
the possibilities for a new Houston, built on a strong space program. A third analogy with
which Kennedy appeals to his listeners' emotions is the reference to their local sports
team. As Kennedy asks "Why does Rice play Texas?" he seeks to raise the ubiquitous
sense of pride many feel for their sports teams of preference, which he hopes may
translate to a sense of national pride for the space program.
As most any well-crafted argument will do, Kennedy also acknowledges the arguments of
those who may hold a counter perspective. By asking "But why, some say, the moon?"
Kennedy introduces a potential counterargument that the goal of reaching the moon
may be arbitrarily lofty. Rather than dismissing this point as irrelevant, Kennedy seeks to
disarm it by embracing the lofty nature of reaching the moon and calling attention to
other lofty goals deemed worthwhile, such as to "climb the highest mountain" and "fly
the Atlantic." He continues to acknowledge the nature of this potential objection by
saying that the goal has been chosen "because [it is] hard," and therefore will "serve to
organize and measure the best of our energies and skills." Another possible
counterargument Kennedy addresses is that "we are behindin manned flight." Again,
Kennedy could have easily attempted to dismiss this argument by protesting that the
gap is small, but he instead chose again to affirm the objection by stating "wewill be
behind for some time". Having fully acknowledged the strength of this potential problem,
Kennedy then proceeds to describe the precise means by which the United States "shall
make up and move ahead" through "new knowledge," "new techniques," and "new
tools," which Kennedy seamlessly segues into economic benefits, as described above.
The difficulty of dissecting an address like that of President Kennedy at Rice Stadium is
itself a final example of the persuasiveness of Kennedy's rhetoric. The power of
Kennedy's address can be seen most clearly in the interwoven nature of all its elements.
Through the marriage of these different elements, Kennedy's speech encourages, calms,
and inspires.

Essay 3
In the article, "The Digital Parent Trap", Eliana Dockerman argues that technology use
has mostly benefits for children in terms of learning. However, she also cautions against
excessive use of technology, which may spiral into addiction and expose children to the
dangers of the internet. Dockerman builds her argument by using facts and evidence,
providing counterarguments and coaching it all in persuasive and stylistic language.
Dockerman begins her article by bombarding the reader with facts and statistics. She
describes how the younger generation are highly technologically advanced by pointing
out the fact that many own some form of technology or another, "27% of them use
tablets, 43% use smartphones, and 52% use laptops". However, despite the high use of
technology, she describes how many parents seem not to agree with the current
trend. According to findings from Grunwald Associates, less that half of U.S. parents
"agree that mobile technology should play a more prominent role in schools".
Beginning her argument with these facts and statistics has several benefits for
Dockerman. Firstly, by laying out hard facts and statistics, Dockerman is able to convince
the reader of her credibility. Her arguments are not simply her own opinions- they are
backed by the truth. Hence, this would convince the reader that her arguments are not
baseless and ensure that they would be likely trust whatever she says. Second, because
Dockerman provides these statistics and figures often without explaining, the reader is
left to infer and come up with a conclusion on her own. When she describes how
"retention rate skyrockets to 90%", the reader will find himself predisposed to agree with
Dockerman that technology improves the ability of students to learn and absorb
information. Thereby, increasing their learning ability in class.
In addition to employing facts to her advantage, Dockerman also skill fully uses
counterarguments to her advantage. By acknowledging how the same benefits can be
achieved without technology, Dockerman recognises the views of naysayers. It would be
easy for Dockerman to elide over the entire issue regarding the ineffectiveness of the
internet in value-adding to a child's holistic development. However, her arguments
would have been one-sided and less convincing. Instead, Dockerman
acknowledges things such as how how the children are"no longer limited by what's
offered in school". Hence, when Dockerman partially refutes this counter argument by
citing how children are now able to "engage with specialized communities of interest"
and provides an example of an empire-building game Civilization, which increasing the
interest student had in history and subsequently was "directly linked to an improvement
in the quality of their history-class reports", the reader is much more likely to believe
him. Afterall, Dockerman does acknowledge how existing mediums to inculcate values
and skills are still beneficial and effective. Therefore, the reader is far more likely to buy
into Dockerman's arguments regarding the benefits of technology.
The final piece that helps bolster Dockerman's argument regarding the benefits of
technology on children is her linguistic and stylistic choices. Dockerman uses contrasts
to draw the reader deeper into his mindset. By setting up a contrast between two
parents, one who advocates the use of technology, "dad who's coaching his kids to
embrace it", and one who opposes the use of technology, "mom trying to protect her
kids", Dockerman forces the reader to engage in actively deliberation whether he should
support the use of technology since parents generally want the best for their children. In
addition, Dockerman drives the reader to agree with her views by subbing the
alternative to technology use for those who oppose it, he states that watching television
is simply "vegging out". On the other hand, he magnifies the benefits of technology,
describing how "retention rate skyrockets". Dockerman's use of words is meant to be
provocative and prompt the reader to agree with the inescapable rightness of his
argument.
By employing the rhetorical techniques of presenting facts, acknowledging the other side
and using persuasive language, Dockerman convinces the reader of her claim.
Essay 4

In the article, Why Literature Matters by Dana Gioia, Gioia makes an argument
claiming that the levels of interest young Americans have shown in art in recent years
have declined and that this trend is a severe problem with broad consequences.
Strategies Gioia employs to support his argument include citation of compelling polls,
reports made by prominent organizations that have issued studies, and a quotation from
a prominent author. Gioias overall purpose in writing this article appears to be to draw
attention towards shortcomings in American participation in the arts. His primary
audience would be the American public in general with a significant focus on millenials.

In his introduction paragraph, Gioia employs a distinct contrast with several listed
positive changes in American life such as increased college attendance and increases in
income, with the focus of his article: the fact that the interest young Americans show in
art has declined. This tool is utilized to establish an emphasis on his primary point by
highlighting it as a negative development relative to other changes in American life. This
literary tool serves a strong purpose by acting as a vehicle to draw the audience into the
principle issue addressed by the writing.

In paragraph 5, Gioia utilizes a synergistic reference to two separate sources of

information that serves to provide a stronger compilation of support for his main topic.
By citing a quotation from author Daniel Pinks who states, that the talents individuals
require for success in the 21st Century are not, linear, logical, analytic talents, but ones
that provide, the ability to create artistic and emotional beauty, to detect patterns and
opportunities, and to craft a satisfying narrative, Gioia is able to build his point with
the agreement of a respected individual. He then immediately follows with a statement
that business leaders like to see, imagination, creativity, and higher order thinking as
qualities for individuals in management positions. This dual utilization of claims from two
separate sources conveys to Gioias audience the sense that the skills built through
immersion in the arts are vital to succeeding in the modern workplace which aids in
logically leading his audience to the conclusion that a loss of experience with the arts
may foreshadow troubling results.

In paragraph 6, Gioia follows up on the point established in paragraph 5 by introducing a

negative example of the consequences of loss of the arts with a focus on literacy. Gioia
cites a 2001 poll on the National Association of American Manufactures stating stating
that poor reading skills ranked second among its employees surveyed for skill
deficiencies while 38% of employees believed local schools inadequately taught reading
comprehension. Gioias presentation of a numerical statistic based on a major employer
adds significant logical weight to his argument by providing an example of the effects of
a deficit in experience with art and literature. This may effect his audience by providing
a more accurrate depiction of the true problems caused by disconnection with arts while
possibly choosing an example they could personally relate to.

Overall, Gioia provides an strong logical argument that disconnection with the arts is
troubling for America. He employs strong logical connections and establishes real-world
foundations for his point.

Essay 5

From the very beginning of this passage, we can see that author, Dana Gioia, has a
concern with literary knowledge declining; even the title shows his concern. Gioia uses
evidence, reasoning, and diction to persuade us to agree with him on three points, that
literary knowledge is declining, that literary knowledge is very important, and that
consequences shall ensue if nothing is done about our apathy towards literature.

Gioia cites the 2002 Survey of Public Participation in the Arts on the fact that arts
participation by Americans has declined for eight of the nine major forms that are
measured. One percentage Gioia noted as particularly staggering was the decline in
reading literature. Not only that, but Gioia also brings up that the Arts Endowment issued
the reading portion of the survey as a seperate report. Since Gioia is mainly using facts
in this key point, and not opinions, evidence is used instead of reasoning, however, he
did use distinct diction. Stating that the findings in the study are not only severe, but
also worrisome. Adjectives like this add more weight to his words.

Gioias next key point is just how important literature is. Gioia states that the
significance of reading has become a persistent them in the new business world, and
also cites multiple quotes buy Wired Magazine explaining how people with literary
knowledge are better suited for the business world. That leaders seek the ability to
create artistic and emotional beauty is more important than linear, logical, and
analytic talents. Gioia even puts in a workers perspective from the 2001 National
Association of Manufacturers poll. Evidence showed reading was the 2 nd highest
deficiency amongst workers, and that 38 percent of employers complained that local
schools inadequately taught reading comprehension. For reasoning, Gioia purposely
used evidence that is very relative to the common man or woman, especially relative to
younger Americans by saying That individuals at a time of crucial intellectual and
emotional development bypass the joys and challenges. (notice how joys and
challenges is said to further praise literature, and persuade the reader)...of literature is
a troubling trend, again using diction to further persuade readers.

As a closing point, Gioia touches on the consequences of illiteracy. The decline of

literary reading foreshadows serious long term social and economic problems That is
Gioias main point on these consequences, and uses evidence in the previous paragraph
to support it. Gioia mentions the surprising finding in Reading at Risk that literary
readers are markedly more civically engaged than nonreaders. In his final paragraph,
Gioia states that as we lose our literary intelligence our nation becomes less informed,
active, and independent minded, and that these qualities we as a nation cannot afford
to lose. These bold statements hammer in to the reader just how significant literature
really is, in many different aspects of our life.

This persuasive passage used enough evidence, reasoning, and careful diction to not
only make readers take a stance on literacy, but also provoke readers to take action on
what he seemingly considers an epidemic that is truly detrimental to the nation.

Essay 6
The presupposition that it is necessary and important to challenge the tenets of those
with authority is an absolute truth. Although some naive critics would argue that those in
power are impeccable, they are too dogmatic in their provincial ideology. Three classic
archetypes that show why questioning power is important are Vincent Bugliosis The
Betrayal of America, George Orwells 1984, and the current state of conditions in North
Korea.

In The Betrayal of America , Bugliosi engenders a compelling argument which justifies

how challenging authority, in this case The Supreme Court, is not only important but
also necessary. He questions the basis of the Bush v. Gore Ruling on December 11, 2000
which ruled that a recount

in Florida violated the equal protection clause of the 14th amendment rendering all
undervotes in Florida impotent. This inevitably handed the election to George Bush.
Bugliosi makes point after point on how this decision was politically motivated by the far
right wing and clearly absurd. For example, the five conservative justices would have
never stopped a recount if it would have favored Gore, and they most certainly do not
favor the equal protection clause unless it is to shoot down affirmative action plans. Not
to mention they included a clause that made Bush v. Gore the only Supreme Court case
to ever not be referenced again. Even in a society as judicial as our own and a matter as
large as the presidency, Bugliosi proves that those in authority must be challenged due
to their sometimes ludicrous and self-interested decisions.

Another paradigm which exemplifies the significance of impeaching authority can be

seen in the protagonist Winston in 1984 . Although Winston is a member of the Outer
Party, he still rebels silently by writing his journal in his room against the Inner Party. He
is unable to quite comprehend the injustices and machinations inflicted upon him
because of his lack of memory. Nevertheless, he knows that there were better times
before and rebels against the authority of the Inner Party. He tries to join the
underground society dedicated to undermining the party by contacting leader
OBrien, he makes love, and even visits an antique store where the proles live for
privacy! His actions, although unknown to him, are important because they gradually
pick at the Inner Partys authority even though he fails at the end.

A modern day 1984 with plenty of rebels taking action can be found in North Korea. The
proletariat of North Korea is left desolate and isolated from the globe. They are unable to
use cell phones, have no connection through the internet to the outside world, and the
media is controlled by the government to keep them ignorant. However, this ignorance
of utter depravity where people lie pallid and dead on the sidewalk will soon be
vindicated by rebels who videotape these atrocities. Hopefully their significant challenge
to authority will be successful.
Ultimately, the impeachment of authority is always necessary and proper to fight against
tyranny. However, even if not successful, challenging innate injustices imbedded in
society is nevertheless important.