Chapter 20 - Proposing a Solution Exercise

Chapter 20 - Proposing a Solution - Exercise

“Uncle Sam and Aunt Samantha” - Pages 306 - 308 - Reading for Better Writing Exercise:

1. What problem(s) does Quindlen identify? What solution(s) does she propose? To what extent would the proposed solution(s) solve the problem(s) Quindlen discusses?

I see the problem that Quindlen identifies is that in this country, only men, ages 18-25 are to be drafted if need be, not women. She proposes that both men and women, ages 18-25 should be drafted if need be. I think that her solution to the problem is a good one. I am not sure if I agree with it, but it would solve her problem of inequality in this country when it comes to a draft.

2. Review the section in Chapter 17 about “Identifying Logical Fallacies” (see pages 255-258). Quindlen’s opponents might accuse her of “wither/or thinking,” pointing out that instead of addressing only two options, she could also have argued to end the draft for everyone. What other logical fallacies might Quindlen’s opponents accuse her of making? Would you agree with them? Why or why not?

Appealing to pity, appealing to popular sentiment, attack against the person, and slanted language are some of the fallacies I see to be in this essay by Quindlen. I think, and do agree that these fallacies are present in this paper. I think that Quindlen’s voice throughout this paper shows a negative connotation. I think she preys on the reader’s pity that men are to be drafted, but women are not. That her son will have to enroll at age 18, but her daughter will not. I think her voice should have been smoother throughout this paper.

3. What strategies does Quindlen use to try to convince readers that the situation she describes is problematic?

Quindlen talks about the differences in women in this country to the women in Afghanistan. She also talks about how people in this country do not want their sons to get drafted, just like they would not want their daughters to get drafted. She points out that there should be equality in this country when it comes to this matter. She is trying to show that women and men are equal and should be treated that way on every level, on every issue.

4. Why does the writer acknowledge that there may be opposition to her description of the problem and to her proposed solution? How does she respond to these counterarguments?

One way that the writer acknowledges an opposition is talking about how people think that women are made of the finer stuff, but in this day and age made of the right stuff. Because of this, she says that right comes with responsibility and teachers teach their students this. But because women do not get drafted, it goes against what is taught in this country.

5. Why does the essay open with a series of one-sentence paragraphs? How might the effect of the essay differ if these sentences had been combined into one paragraph?

I think the writer opens this essay with a series of one-sentence paragraphs for a dramatic effect. She really wants to highlight some facts. If they were all combined into one paragraph, I think they would loose that dramatic, highlighted effect.