Questions and Answers
What is Margaret Talbot's rhetorical strategy in examining Sarasota High School in depth?
Placing her focus on just the school allows the audience to understand a principal's thought process and the competitiveness of being named valedictorian.
What is the effect of Talbot referring to her own experience in high school?
Her personal story allows for a comparison between the views on high school and AP classes then and now, making her relatable to the audience.
Identify at least four perspectives on the issue of valedictorians presented by Talbot.
- Kennedy's experience with co-valedictorians. 2. Local high schools following Kennedy's lead. 3. Wu's traumatic experience with competition. 4. The betrayal felt by peers regarding academic fairness.
Why does Talbot rely heavily on interviews with students?
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How would the effect of presenting historical background on American high schools differ if it opened the article?
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To what extent is the analogy Karen Arnold draws about quarterback validity?
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Does this essay rely more heavily on logos or pathos?
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Where do Talbot's sympathies lie regarding the naming of a single valedictorian?
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Study Notes
Rhetorical Strategy
- Examines Sarasota High School to illustrate the competitive pressure of being valedictorian.
- Principal Kennedy's experiences highlight the challenges and ethical dilemmas students face in pursuit of academic honors.
- Engages the audience by revealing how system manipulation affects students, making it a broader commentary on education culture.
Personal Narrative
- Talbot's own high school experiences provide relatability and contrast with contemporary pressures.
- Illustrates the evolving motivations behind students' pursuits of advanced placement (AP) courses.
Perspectives on Valedictorians
- Kennedy's establishment of co-valedictorians to alleviate competitiveness.
- Community schools adopting similar methods reflects shifting attitudes towards academic honors.
- Wu’s complaint about the inconsistency of competition rules emphasizes the psychological impact of these pressures.
- Anecdote about the Academic Olympics highlights peer perceptions of fairness in academic achievement.
Student Interviews
- Inclusion of student insights fosters a deeper understanding of ongoing challenges related to academic prestige.
- Enhances credibility and resonates emotionally with the audience through shared struggles and aspirations.
Historical Context
- Introduction of historical background later in the essay helps contextualize the significance of valedictorians.
- Opening with this information would detract from the focused narrative established in Sarasota High School.
Analogy of Quarterback
- Karen Arnold compares the role of a quarterback to that of a valedictorian to highlight the exclusivity and pressure associated with top positions in both academics and sports.
Use of Logos vs. Pathos
- The essay largely relies on pathos through emotional anecdotes from students and faculty.
- Personal stories convey the impact of competition on student experiences, fostering empathy and emotional engagement.
Author's Sympathy
- Talbot’s sympathies are aligned with students, as reflected in the interviews that evoke emotional responses.
- Maintains a neutral tone, acknowledging the pressures while reflecting on her own less competitive high school experience, allowing both sides of the argument to be presented fairly.
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Description
Explore the rhetorical strategies used by Margaret Talbot in her essay. This quiz focuses on her examination of Sarasota High School and its implications beyond the school itself. Test your understanding of the key concepts and themes presented in her work.
