THINKING CRITICALLY about “Should the United States Establish Mandatory Public Service for Young Adults?” 1. How does Kent show that his personal experience contributed to his interest in his chosen question? 2. Earlier in this chapter, we suggested ways to organize and strengthen an exploratory essay. Where do you see Kent including the following features: (a) A blend of open-form narrative moves with closed-form focusing sentences? (b) A purposeful selection of sources? (c) A consideration of the rhetorical con-text of his sources—that is, an awareness of the kinds of sources he is using and how the genre of the source inﬂuences its content? (d) Reﬂective/criti-cal thinking that shows his strong response to his sources? (e) His dialectical thinking and critical evaluation of his sources? 3. Trace the evolution of Kent’s ideas in this paper. How does his thinking change? 4. Read Kent’s argument in favor of mandatory public service for young adults on pages 405-414. What new research did he do for his ﬁnal argument? How do you see the exploratory paper contributing to Kent’s argument in the ﬁnal paper? How do differences in purpose (exploration versus persuasion) lead to different structures for the two papers? 5. What are the strengths and weaknesses of Kent’s exploration of mandatory public service?
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