Read the following short passage. i startedi started for school very late that morning and was in great dread of a scolding, especially because m. hamel had said that he would question us on participles, and i did not know the first word about them. for a moment, i thought of running away and spending the day out of doors. it was so warm, so bright! the birds were chirping at the edge of the woods; and in the open field back of the sawmill the prussian soldiers were drilling. it was all much more tempting than the rule for participles, but i had the strength to resist, and hurried off to school. when i passed the town hall there was a crowd in front of the bulletin board. for the last two years all our bad news had come from there—the lost battles, the draft, the orders of the commanding officer—and i thought to myself, without stopping: "what can be the matter now? " which point of view is used in this excerpt? for school very late that morning and was in great dread of a scolding, especially because m. hamel had said that he would question us on participles, and i did not know the first word about them. for a moment, i thought of running away and spending the day out of doors. it was so warm, so bright! the birds were chirping at the edge of the woods; and in the open field back of the sawmill the prussian soldiers were drilling. it was all much more tempting than the rule for participles, but i had the strength to resist, and hurried off to school. when i passed the town hall there was a crowd in front of the bulletin board. for the last two years all our bad news had come from there—the lost battles, the draft, the orders of the commanding officer—and i thought to myself, without stopping: "what can be the matter now? " which point of view is used in this excerpt?

The point of view that is used in this excerpt is First Person because we have complete knowledge of the narrator’s experience. This point of view also uses pronouns like "I," "we," and "me" because the narrator is part of the action.

  plan: i will begin with a quotation about the importance of unity in a community. then, i will state my claim that an activity will unite our school by creating a shared vision, purpose, and direction. in the body, i will use three main points that describe the different avenues the students can take: through a variety of clubs, through a special event, or through an awareness week. i will provide evidence about other towns that have unity activities and the kinds of events that they include. pictures will illustrate my three main points in action. for the ending, i will restate the main idea in a new way and pose a question to keep the audience thinking. 

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)