Questions for Critical thinking
Question 1
The thesis for Quindlen’s reading is that the community has put little effort into reducing the deaths of 15 to 20-year-olds in the United States associated with motor accidents. This aspect is perceived useless until the community experience the death of their child, even with the knowledge that car crashes are the number one cause of death among teenagers (Nadell et al., 418). This thesis is found in the first sentence of the second paragraph, and it states the main idea of the entire reading.
Question 2
The raising of the drinking age from 18 to 21 years is considered the devised solution for the problem of teenage auto accidents, which has lured many parents to a false sense of security for the past 25 years (Nadell et al., 418). Over the years, the solution was considered to save a lot of lives, but the claims have never been ascertained. Therefore, the development of drink and drive regulations have been used without its effectiveness been examines as it is considered that other aspects such as over speeding claimed most of the lives of the teenage drivers in motor accidents.
Question 3
In Europe, the governments have put strict measures such as driving regulations and licensing provisions and setting 18 years as the minimum driving age (Nadell et al., 419). This aspect shows that European countries do not have strict measures on the drinking age but have considered other possible causes of teenage motor accidents and placed the different steps to curb the situation and manage the number of teenage motor deaths.
Question 4
According to Quindlen, the only way the United States can solve teenage motor accidents is by raising the driving age (Nadell et al., 419). In this case, the aspect would ease the burden of teenage driving deaths and also save the police the trouble of enforcing the various regulations put in place. Also, the element would protect teenagers from the danger of losing their lives in motor accidents.
Writer’s craft questions
Question 1
In the text, Quindlen is addressing a wavering audience. This aspect is based on the fact that the audience is not decided on taking any form of action to solve the problem being addressed. This aspect is portrayed in the last paragraph. The author states that the parents believe that addressing the element of teenage motor accidents through raising the driving age is untenable (Nadell et al., 419). In this case, the audience is perceived to be unsure of the decision to follow to address the aspect of teenage auto accidents.
Question 2
Quindlen has utilized statistics in different sections of the text to support her arguments. The primary statistic that foreshadows the thesis statement indicates that car crashes have been identified as the leading cause of deaths among 15-to 20-year old (Nadell et al., 418). Other statistics support the main statistic and prove how teenage auto accidents have claimed more lives. For example, Quindlen uses statistics to determine that 16-year-olds are mature enough to drive safely (Nadell et al., 419). Also, she uses statistics to show how reasonable legislations have been poorly enforced, making no changes in the outcome of the problem like the New Jersey licensing law (Nadell et al., 419). Such statistics are useful in convincing the audience on the arguments made in the text are reliable and dependable.
Question 4
In the text, Quindlen has utilized the term “funerals” to appeal to pathos. This aspect has been used on different occasions to develop a sad feeling and make the audience feel the pain of losing a loved one (Nadell et al., 418). She has also used different activities such as sports contests, the SATs, the exams, the elections, the dances, the proms to develop mixed feelings associated with them (Nadell et al., 418). Such aspects are used to make the audience to compare the opinions and be convinced of how terrible death is and influence them to take the effective course of action. Such aspects are useful as they make the audience feel the arguments developed by the author.
Work cited
Nadell, Judith et al. The Longman Writer: Rhetoric, Reader, Research Guide, And Handbook.
10th ed., Pearson Education, Inc., 2018.