Unit 3 Review

Multiple Select

After reading the article in the student newspaper entitled "Candy, Our Candy," the principal writes his careful response to its argument. Clearly, the student and the principal have conflicting viewpoints on the matter of candy in the vending machines.

Which of the following describe(s) how the principal acknowledges and responds to the student's conflicting viewpoint? Select all that apply.

• The principal uses scare tactics to make the students understand who is in charge of this matter.

• The principal laughs away each of the student's claims, saying they are ridiculous and that they are not even worth listening to.

• The principal uses some of the same techniques (repetition, call to compromise) that the student uses to emphasize where their arguments are different.

• The principal launches a personal attack on the writing skills of the student and picks his argument apart through belittling the student's grammar and organization.

• The principal carefully repeats each of the student's arguments one by one and explains what is wrong/inaccurate about them (in his opinion). He then explains what is correct/accurate.

Multiple Choice

The student who wrote "Candy, Our Candy," carefully crafts his argument to anticipate how the administration will argue against vending machines.

Which of the following describe how the student writer acknowledges and responds to what he believes will be the principal's conflicting viewpoint in his piece "Candy, Our Candy"? Select all that apply.

• The student includes personal attacks on the ability of the administration to adequately control the students.

• The student addresses the student population and asks them to band together to fight against this unfair treatment by the administration.

• As the student writes each paragraph, he includes one reason that the administration gives for taking the candy away and then argues against that reason.

Multiple Select

You must comprehend that sugar is the enemy—not nourishing foods or wellmeaning administrators.

This sentence contains one of the main arguments the principal attempts to make in his speech. Which of the following excerpts from the speech provide(s) evidence from the statement above? Select all that apply.

• I acknowledge your pleas to keep the candy in the vending machines, I respect your position, and I understand your persistent perspective. You raise some remarkable points, all of which I will address.

• We are not dictators and you are not our meager subjects.

• Surely, you understand that sugar does not provide you with valuable energy. On the contrary, it offers you a ridiculous rush of hysteria followed by an inevitable crash of fatigue.

• Overall, it is true that the vending machines bring in money for the school. We are certain that the new vending machine items will continue to do so.

Multiple Choice

The following question has two parts. First, answer part A. Then, answer part B.

Part A: Select the statement that best describes what the information in "Candy, Our Candy" reveals about the author's opinion.

• Vending machines in high schools should offer a larger variety of choices to students.

• High school students should be trusted to make their own choices concerning what they eat.

• High school students should not be forced to eat the same types of foods at school that their parents give them at home.

• Teachers who want to take candy from vending machines in high schools do not care about the students.

Multiple Choice

Which sentence from "Candy, Our Candy" best supports your answer in part A?

• Here we are, high school students, and in a few short years (months for some of us) we will enter the "real" world and explore new horizons.

• Our administration has passed a vote to remove our precious confections from all the vending machines in school.

• In fact, candy in the vending machines benefits the school by bringing in extra money.

• We will eat the carrot sticks and peanut butter and jelly sandwiches our mothers pack us if you please, oh please, let us keep our candy.

Multiple Choice

The student who wrote "Candy, Our Candy," carefully crafts his argument to anticipate how the administration will argue against vending machines.

Which of the following BEST describes how the student writer acknowledges and responds to what he believes will be the principal's conflicting viewpoint in his piece "Candy, Our Candy"?

• The student includes personal attacks on the ability of the administration to adequately control the students.

• The student addresses the student population and asks them to band together to fight against this unfair treatment by the administration.

• As the student writes each paragraph, he includes one reason that the administration gives for taking the candy away and then argues against that reason.

• As the student writes each paragraph, he acknowledges and respects previous points made and argues against them with valid facts.

Multiple Select

After reading the article in the student newspaper entitled "Candy, Our Candy," the principal writes his careful response to its argument.

Clearly, the student and the principal have conflicting viewpoints on the matter of candy in the vending machines.

Which of the following describe how the principal acknowledges and responds to the student's conflicting viewpoint? Select TWO that apply.

• The principal uses scare tactics to make the students understand who is in charge of this matter.

• The principal laughs away each of the student's claims, saying they are ridiculous and that they are not even worth listening to.

• The principal uses some of the same techniques (repetition, call to compromise) that the student uses to emphasize where their arguments are different.

• The principal launches a personal attack on the writing skills of the student and picks his argument apart through belittling the student's grammar and organization.

• The principal carefully repeats each of the student's arguments one by one and explains what is wrong/inaccurate about them (in his opinion). He then explains what is correct/accurate.

Multiple Choice

The student who wrote "Candy, Our Candy," carefully crafts his argument to anticipate how the administration will argue against vending machines.

Which of the following describe how the student writer acknowledges and responds to what he believes will be the principal's conflicting viewpoint in his piece "Candy, Our Candy"? Select one that applies.

• The student includes personal attacks on the ability of the administration to adequately control the students.

• The student addresses the student population and asks them to band together to fight against this unfair treatment by the administration.

• As the student writes each paragraph, he includes one reason that the administration gives for taking the candy away and then argues against that reason.

Multiple Choice

The student writer in "Candy, Our Candy" states explicitly that by taking candy out of the school's vending machines, the administration is stealing necessary rights away from the students.

Which of the following details from the text supports or explains this argument presented by the student writer? Select one that applies.

• Here we are, high school students, and in a few short years (months for some of us) we will enter the "real" world and explore new horizons.

• The sweets give us much–needed energy and enthusiasm for life that would be missing if our vending machines were filled with whole–wheat crackers that taste like cardboard or sugar–free chocolate bars that resemble hardened tar.

• We are teenagers, so we have bodies of brawn and stomachs of steel.

• Why take away our candy? I can think of absolutely no convincing reason the administration could offer that would change my mind on this matter.

• In fact, candy in the vending machines benefits the school by bringing in extra money, and it also gives students much–needed freedom of choice in their otherwise teacher and parent–driven lives.

Multiple Choice

Select the statement that best describes what the information in "Candy, Our Candy" reveals about the author's opinion.

• Vending machines in high schools should offer a larger variety of choices to students.

• High school students should be trusted to make their own choices concerning what they eat.

• High school students should not be forced to eat the same types of foods at school that their parents give them at home.

• Teachers who want to take candy from vending machines in high schools do not care about the students.

Multiple Choice

After reading the article in the student newspaper entitled "Candy, Our Candy," the principal writes his careful response to its argument.

Clearly, the student and the principal have conflicting viewpoints on the matter of candy in the vending machines. Which of the following describes how the principal acknowledges and responds to the student's conflicting viewpoint?

• The principal uses scare tactics to make the students understand who is in charge of this matter.

• The principal laughs away each of the student's claims, saying they are ridiculous and that they are not even worth listening to.

• The principal uses some of the same techniques (repetition, call to compromise) that the student uses to emphasize where their arguments are different.

• The principal launches a personal attack on the writing skills of the student and picks his argument apart through belittling the student's grammar and organization.

Multiple Choice

What does the word confections mean as used in paragraph 2?

• a vending machine

• a disagreement

• a sweet delicacy

• a salty snack