Select the correct answer.
Read these two excerpts from “No Compromise with the Evil of Slavery” by William Lloyd Garrison. How are the writer’s arguments in the two excerpts different?

Excerpt 1
I am a believer in that portion of the Declaration of American Independence in which it is set forth, as among self-evident truths, "that all men are created equal; that they are endowed by their Creator with certain inalienable rights; that among these are life, liberty, and the pursuit of happiness." Hence, I am an abolitionist. Hence, I cannot but regard oppression in every form and most of all, that which turns a man into a thing with indignation and abhorrence.

Excerpt 2
Convince me that one man may rightfully make another man his slave, and I will no longer subscribe to the Declaration of Independence. Convince me that liberty is not the inalienable birthright of every human being, of whatever complexion or clime, and I will give that instrument to the consuming fire. I do not know how to espouse freedom and slavery together. I do not know how to worship God and Mammon at the same time. If other men choose to go upon all fours, I choose to stand erect, as God designed every man to stand. If, practically falsifying its heaven-attested principles, this nation denounces me for refusing to imitate its example, then, adhering all the more tenaciously to those principles, I will not cease to rebuke it for its guilty inconsistency.

A.
The first excerpt refers to a historical document, while the second excerpt does not.
B.
The first excerpt presents facts, while the second excerpt contains opinions.
C.
The first excerpt makes a logical appeal, while the second excerpt makes an emotional appeal.
D.
The first excerpt presents opinions, while the second excerpt makes a logical appeal.

1. read the following excerpt from franklin d. roosevelt's "fireside chat 19":

on the other side of the picture, we must learn also to know that guerilla warfare against the germans in, let us say serbia or norway, us; that a successful russian offensive against the germans us; and that british successes on land or sea in any part of the world strengthen our hands.

remember always that germany and italy, regardless of any formal declaration of war, consider themselves at war with the united states at this moment just as much as they consider themselves at war with britain or russia. and germany puts all the other republics of the americas into the same category of enemies. the people of our sister republics of this hemisphere can be honored by that fact.  

the true goal we seek is far above and beyond the ugly field of battle. when we resort to force, as now we must, we are determined that this force shall be directed toward ultimate good as well as against immediate evil. we americans are not destroyers — we are builders.

analyze the effectiveness of this excerpt. how does it function within the speech as a whole? how does the structure of the excerpt to convey the speech's purpose and key points? support your argument with evidence from the speech. (10 points)

the correct answer is c. usually the language, and its emotional insight, that is how feelings and attitudes are expressed through language, are not quite present in film adaptations. despite that, it is a factor that a fan may either not notice or not care much about, especially compared to the other factors.

the answer is b. the tracer looks harmless in flight, but the pilot’s bitten lips and white knuckles suggest how dangerous it can be.

yes it did. that's been proven time and again. i used to be an elementary school teacher myself, and i worked with thousands of kids with cerebral palsy across the nation and in canada. what i observed was that children with dyslexia were struggling to read and learn. it was a serious issue that impacted teachers all over the country, but it was so often ignored and denied.

and children with disabilities – children who have learning disabilities – they got to spend a lot of time reading in a classroom.

i could not believe there was never any kind of conversation in my school about how to provide more opportunities for students with disabilities. the education system was still looking for ways to keep the pressure on children's teachers to improve their grades, that they have to be teachers who were in the grade for eight years, and they weren't even being evaluated.

so why weren't parents or guardians concerned about whether their kids were being by this system, if they could not see their kids in a classroom that they could improve? why couldn't you say, "i think you need to improve your reading skills," right? and they certainly believed it when i pointed it out to them. it doesn't matter if you said, "you need to go to an optometry class, or to a teacher's camp