Self-study
Editor: Support When asked to name a poet contemporaneous with Shakespeare, 60 percent of high school students picked a twentieth-century poet. ███████████ ██ ██ ████ ██ █████████ ████ ██████ ███████████ ████ ██ ████ ████ ████ ████ ██████ ████████ ██ ███ ████ ███ █████ ██ █████████████ ████ ██ ██ ████ ████ ███ ████ ████ █████████████████ ██████ ████████ ██████ ████ █████ ██ ███████ █████████ ██████ █████ ████ ███ ███████████ ███████
Summarize Argument
The author concludes that there’s something deeply wrong with the educational system. This is based on the fact that 60% of high school students pick a modern poet when asked to identify a poet contemporaneous with Shakespeare. That response by students might show that high school students don’t know the meaning of “contemporaneous,” or that students don’t know other poets of Shakespeare’s ear. Either of these interpretations signifies that there’s something wrong with the education system.
Identify Argument Part
The referenced text is used as support for the author’s conclusion that there’s something wrong with the educational system.
11.
The statement that the majority ██ ████████ ██████ █ █████████████████ ████ █████████ █████████ ██ ███ ████████
a
as evidence that ███ ███████████ ██████ ██ █████████ ████████ ███ ███ ████████ ██ ███ ███████ ██ ██████
This misdescribes the author’s conclusion. She didn’t try to establish that students are ignorant of the history of poetry. She acknowledged that students might just be unaware of the meaning of “contemporaneous.”
b
as evidence of ███ █████████ ██ ████ █████████
This misdescribes the author’s conclusion. She didn’t try to establish that some questions are ambiguous.
c
to illustrate that ████████ ███████ ███ █████████ ██ █████████
This misdescribes the author’s conclusion. She didn’t try to establish that research results are difficult to interpret. She acknowledged multiple interpretations of the students’ response, but argued that either interpretation shows something wrong with the educational system.
d
as evidence that ███ █████████ ██ ████ ██████ ███ ███████ ██ ████ ███████ ███████████ ████ ████
This misdescribes the author’s conclusion. She didn’t try to establish that ambiguous data shouldn’t prevent us from drawing conclusion. Rather, she interpreted the students’ response as showing something is wrong with the educational system.
e
as evidence that █████████ ██ ██████ █████ ████ ███ ███████████ ██████
This accurately describes the role of the referenced text. It was used to support the conclusion that something id wrong with the educational system.