Self-study
Sarah: Some schools seek to foster a habit of volunteering in their students by requiring them to perform community service. ███ █████ █ ██████ ███ ███ ████ ██████ ██ ██ █████████ ███ ███ ██████ ███████████ ███ █████ ███ █████ ██ ████████████ ██████ ██ ████ ██ ████ ████ ████████ ██ █ ██████ ███ ███ ███ ███ ███████████ ███ █████████ █████ ██ ██ ███ ████ ██████ ███ ███████ ██ ███████
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Speaker 1 Summary
Sarah argues that a school policy requiring students to perform community service cannot, by itself, succeed in its goal of fostering a habit of volunteering in students. Why not? Because forced community service isn’t really “volunteering,” and you can’t foster a habit of volunteering in someone who’s never volunteered.
Speaker 2 Summary
Paul disagrees with Sarah: he thinks a school policy forcing students to perform community service can single-handedly foster a habit of volunteering in those students. Why? Some students enjoy community service so much that they become volunteers. This is an example of the policy fostering a habit of volunteering.
Objective
We need to find a point of disagreement. Sarah and Paul disagree about whether or not a policy forcing students into community service can, by itself, foster a habit of volunteering in those students.
22.
The main point at issue ███████ █████ ███ ████ ██ ███████
a
there are any █████████████ █████ █████ ██ ██████████ ██████ ██ ███████ █ ████ ███ █████████ ██ ████ ██ ████ █████████ ███████████ ██ ███████ ████ ████
Sarah agrees with this: she outright states that a person forced into a task isn’t really a volunteer. However, Paul never expresses an opinion about whether forced work can also be volunteering. His focus is only on the impact of doing the work.
b
being forced to ███████ █████████ ███████ ███ ███████ █████████ ██ ███ ██████████ ███ ██ ██████ ██ ███████ ████ ███████
Paul agrees with this statement, as shown by his example of students who enjoy forced community service. Sarah, on the other hand, never gives an opinion. She says forced work isn’t volunteering, but doesn’t weigh in on whether it can be enjoyable.
c
being forced to ███████ █████████ ███████ ███ ██ ██████ █████████ █ ███████ █████ ██ ████████████ ██ █████ ████████ ███ ███ ██████ ██ ███████ ████ ███████
Sarah disagrees with this, but Paul agrees, making it the point at issue between the two. Sarah’s conclusion is that forced service cannot foster a habit of volunteering. Paul concludes the opposite, and in doing so explicitly disagrees with Sarah on this point.
d
it is possible ███ ███████ ██ ███████ ████████ ████ ██████ ███ █████ ██ ████████████ ██ █████ ████████
Paul agrees with this: he argues that a particular policy can foster a habit of volunteering, meaning it must be possible. However, Sarah doesn’t state an opinion. She just says that one policy can’t foster a habit of volunteering, but she might think another policy could.
e
students who develop █ █████ ██ ████████████ █████ ██ ██████ ███ ████████ ██ ███████ █████████ ███████ █████ ██ █████ █████
Neither of the speakers says anything about the effects that a habit of volunteering would have later in life. The discussion is just about whether a certain policy could create such a habit, not what comes next.