Self-paced
Sarah: Some schools seek to foster a habit of volunteering in their students by requiring them to perform community service. ███ █████ █ ██████ ███ ███ ████ ██████ ██ ██ █████████ ███ ███ ██████ ███████████ ███ █████ ███ █████ ██ ████████████ ██████ ██ ████ ██ ████ ████ ████████ ██ █ ██████ ███ ███ ███ ███ ███████████ ███ █████████ █████ ██ ██ ███ ████ ██████ ███ ███████ ██ ███████
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Summarize Argument: Counter-Position
Sarah has just claimed that the policy some schools have of requiring students to do community service cannot succeed in fostering a habit of volunteering. This is based on the premises that if someone is forced to do something, they haven't volunteered for it, and that, if someone hasn't yet volunteered for something, they can't be said to have a habit of volunteering.
Paul disagrees with Sarah's conclusion: in other words, he believes the policy these schools enforce can, at least in some cases, succeed in fostering a habit of volunteering in students. As evidence, he points out that sometimes when students are forced to participate in community service, they enjoy it enough that they subsequently actually volunteer to do something similar.
21.
Paul responds to Sarah's argument █████ █████ ███ ██ ███ █████████ █████████████ ███████████
a
He argues that █████ ██ ████████ ████ ████ ███ ████ ███ ██ ██████
Paul never says that Sarah’s reasoning is circular. Paul actually accepts Sarah's definition of what counts as volunteering, but he introduces a point that her argument does not consider.
b
He argues that ███████ ██████████ ██ ████ ██ █████ ██ █████████ ████████ ███████ ██████████ ████ █████ ██ ██ ██████████ █████████ ██ █████████████
Paul never says that Sarah's definition of volunteering is too narrow. He actually seems to accept her definition, but points out that even if, according to her definition, being required to do community service doesn't count as volunteering, some students who have been required to do this may willingly do something similar again down the line, which would count as volunteering according to Sarah. So Paul points out that these students' future activities are included in Sarah's definition of volunteering. But he doesn't say that Sarah's definition has excluded these activities, or needs to include more specific activities—like working for a nonprofit, say, instead of just community service.
c
He introduces considerations ████ ████ ████ ████████ ███ ██ ███████ ████████████
This is accurate. Sarah assumes that if an activity cannot be said to instill a habit of volunteering in a person right now, that activity will never result in a habit of volunteering: i.e., she assumes that forcing someone to volunteer will not cause them to actually volunteer of their own accord.
Paul counters this by bringing up a new point, about cases where students afterwards volunteer on their own because they enjoyed doing it as a requirement.
d
He questions Sarah's ███████ ███ █████████ ██ ████████ ███████ ███ ██████ ███████
Paul never questions or even mentions Sarah’s motives.
e
He argues that █ ██████ █████ █████ ██ ████████ █████ ██████████ ███ ████ ███ ██ ███ ██████ ████ █████ ██████████
Paul brings up a point that Sarah doesn't consider, but he never mentions a policy that she doesn't consider. The point he brings up about students volunteering later on is a consequence of the same policy Sarah is criticizing.