2.2 unit test

Cullis-Suzuki’s purpose for giving this speech is to

• explain specific ways in which the government can protect the environment.

• inform the audience about the negative impact of plant and animal extinction.

• warn the audience about the ongoing destruction of the ozone.

• persuade the audience to act with the future of the whole world in mind.

Part A: Which type of rhetorical device does the speaker use to strengthen the central argument?

• She uses an appeal to logic, demonstrating how the audience will personally benefit from taking her advice.

• She uses an appeal to emotion, attempting to help her audience connect on a personal level with her argument.

• She uses an appeal to right and wrong, explaining consequences the audience was not previously aware of.

• She uses sweeping generalizations, attempting to make the leaders feel bad about choices in which they might not have been involved.

Part B: Which choice provides the best evidence for the answer to Part A?

• All this is happening before our eyes and yet we act as if we have all the time we want and all the solutions. I'm only a child and I don't have all the solutions, but I want you to realise, neither do you!

• You don't know how to fix the holes in our ozone layer. You don't know how to bring salmon back up a dead stream. You don't know how to bring back an animal now extinct. And you can't bring back forests that once grew where there is now desert.

• If you don't know how to fix it, please stop breaking it!.

• Here, you may be delegates of your governments, business people, organisers, reporters or politicians—but really you are mothers and fathers, brothers and sisters, aunts and uncles—and all of you are somebody's child.

Read the excerpt from the passage. 

If you don't know how to fix it, please stop breaking it!

Which choice best explains how the speaker uses reasoning to support the demand in the excerpt? 

• She offers specific examples to show that humans lack the ability to solve the environmental problems they create.

• She criticizes people for breaking their promises to protect the environment for future generations.

• She offers practical solutions to various environmental crises that affect humans around the world.

• She provides detailed descriptions of environmental disasters to make people feel ashamed of their actions.

Read the excerpt from the passage.

I'm only a child, yet I know we are all part of a family, five billion strong, in fact, 30 million species strong and we all share the same air, water and soil—borders and governments will never change that.

Which choice best explains how this excerpt connects to the speaker's argument about responsibility? 

• It encourages audience members to take responsibility for their own country’s natural resources.

• It encourages audience members to take responsibility for the well-being of families around the world.

• It reminds audience members that they have the responsibility to consider how their actions impact other living beings around the world.

• It reminds audience members that they have the responsibility to reject greedy behavior in their communities.

The authors most likely wrote this passage because they wanted to

• highlight the economic benefits of genetic alteration.

• inform readers about the basics of genetic alteration.

• warn readers about the dangerous side effects of genetic alteration.

• explain that other countries have different opinions about genetic alteration.

Which of the following options best summarizes the passage? 

• GMOs are foods that have been genetically altered to better serve human purposes. There are benefits to GMOs, but there may also be risks.

• GMOs are foods that have been modified to grow larger and survive longer. Genetic modification has been happening for years, and there is no proof that it is harmful.

• GMOs are foods that have been modified. Americans are currently more tolerant of GMOs than Europeans are, but that could change if research proves GMOs are harmful.

• GMOs are foods that have been improved to feed more people. They have been around for nearly 10,000 years, but they may have unintended consequences.

Part A: Which choice describes the most likely intended audience of the passage?​

• The intended audience is scientists with extensive knowledge about GMOs, but little information about farming.

• The intended audience is children who have not yet been introduced to the debate about GMOs.

• The intended audience is the general public, especially people who might want more knowledge about GMOs.

• The intended audience is people who live in Europe who have fewer opportunities to eat GMO foods.

Part B: Which choice provides the best evidence for the answer to Part A?

• Scientists can clip a gene from the DNA of one plant and splice it into the DNA of another plant—that's genetic alteration.

• Ever since humans started growing plants some 10,000 years ago, farmers have improved plants a great deal.

• Many people wonder about what unintended consequences GMO foods might have on the human body.

• Many will not buy foods with any GMOs in them, and some companies have adapted by offering a different version of their foods in Europe than they do in the United States.

Which choice best describes how some companies adapt food ingredients for consumers who live in different locations?

• Some companies sell only non-GMO foods to consumers in Europe because it is less expensive to make non-GMO food there.

• Some companies provide a non-GMO version of certain foods to European consumers because they are less tolerant of GMO ingredients than American consumers are.

• Some companies adapt the types of food they sell in the United States to provide American consumers with non-GMO versions of certain products.

• Some companies ask consumers to give their opinions on the types of products they want to buy in stores and then adapt the foods based on consumers' locations.