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AP English Language — Rhetorical Situation — Drill 2

Drill 2 · Reading · Rhetorical Situation

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About This Drill

AP English Language — Rhetorical Situation — Drill 2 is a Reading practice drill covering Rhetorical Situation. It contains 5 original questions created by Brian Stewart, a Barron's test prep author with over 20 years of tutoring experience.

Read the passage carefully, then answer all five questions. This drill focuses on a persuasive speech, with questions that ask you to identify the specific rhetorical moves the speaker uses to establish credibility and appeal to the values of the audience.

Passage

The following text is adapted from a modern essay on public housing demolitions in American cities. When cities tear down public housing, they almost always explain it the same way. The buildings were deteriorating. The crime was too high. The original design had failed. What they rarely explain — what the press releases and planning documents quietly omit — is what happens to the people who lived there. I have spent the last decade studying five major public housing demolitions across the United States, and the pattern I have found is not complicated, though it is consistently ignored: the residents who are displaced do not, in the aggregate, end up better off. They end up scattered. They end up in neighborhoods that are cheaper for the same reasons their old neighborhoods were — disinvestment, neglect, distance from employment centers. And the communities they built over years of shared hardship simply cease to exist. Planners and politicians speak often about the pathologies of concentrated poverty. They use the phrase as if poverty's greatest harm is that it pools in one place, as if the solution is dispersal. But what this framing leaves out is that concentrated communities — even poor ones — generate social capital that dispersal destroys. Neighbors who watch each other's children. Grandmothers who know which corner is dangerous at which hour. The informal economy of favors, warnings, and connections that allows people with very little money to navigate lives of enormous complexity. You cannot relocate this. You can only lose it. The argument for demolition is not entirely wrong. Some buildings were, in fact, badly designed — cut off from street life, indifferent to safety, built cheaply to house people cheaply. Some of the crime was real, the deterioration genuine. I do not want to romanticize conditions that were in many cases genuinely harsh. But there is a difference between acknowledging that a policy failed and concluding that the people it housed were the problem. Most demolition rhetoric makes this conflation quietly, without ever quite saying it aloud. What would a serious reckoning with public housing's history require? It would require admitting that the original sin was not the towers themselves but the deliberate decision to concentrate poverty, deny maintenance, and exclude public housing from the neighborhoods where it might have integrated rather than isolated its residents. It would require asking not just what we should build but who gets to stay. And it would require measuring success not by the gleam of the replacement development but by what became of the people who were moved to make room for it. The cities that demolished their housing projects did not fail their residents by building badly, though many of them did build badly. They failed them by treating displacement as a solution — and then declining to follow up.

Questions in This Drill

  1. The primary purpose of the essay is to
  2. In the third paragraph, the author's description of grandmothers who 'know which corner is dangerous at which hour' primarily serves to
  3. The author's concession in the fourth paragraph that 'the argument for demolition is not entirely wrong' most likely serves to
  4. The phrase 'quietly, without ever quite saying it aloud' at the end of the fourth paragraph suggests that demolition rhetoric
  5. The final paragraph functions primarily to