Debra Washington listened as her daughter presented her case for participating in the international service learning program. She knew Kayla had organized her thoughts carefully before requesting this family meeting. She was impressed with how well her seventeen-year-old
daughter articulated her points. When Kayla displayed a poster to support her argument her mother had to discreetly stifle a laugh. Her daughter
had illustrated a flowchart outlining her schedule for working part-time to earn money for the trip, applying for additional financial aid, submitting
her application, and even packing her suitcase in the final week before her planned departure.
Debra herself had been in this identical situation when she was Kayla's age. She, however, had depended on a single point to sway her
parents, not a fifteen-point presentation. She recalled pleading with her parents for permission to attend a similar program in Peru.
"Please, please, please let me apply to this program. A summer in Peru will improve my Spanish." Her own mother had rolled her eyes, and
her father chuckled, but they agreed to allow her to apply.
Kayla's mom returned to the present moment with her daughter, musing fondly about history repeating itself. It was now Kayla's turn to
experience life in a different culture. She knew that she couldn't deny Kayla this opportunity.
Which statement best describes the author's use of text structure?
01. The author uses alternating viewpoints to create tension between Debra and Kayla.
02. The author uses alternating viewpoints to define the relationship between Debra and her parents.
03. The author uses flashback to reveal that Debra hopes to give her daughter better opportunities than she had.
04. The author uses flashback to show how the parallel between Debra's life and her daughter's influences her decision.
RESET
Avah M White, ID 28
Growth: Reading 6+ IN 2020
Question # 32