2003 Dbq Analysis

3. When the two documents are collocated, Document 2 is stronger than Document 1. Where Document 1 is insufficient in delivery, Document 2 offers; Document 2 includes solid claims, provides sufficient evidence, and giving a greater viewpoint. As a result of these techniques, the document successfully addresses this issue with greater credibility than Document 1. From the beginning to the end of Document 2, solid claims can be found to uphold and strengthen Document 2’s claims. In reference to Document 2, “Achievement – all the outcomes that students and teachers attain. Achievements are more than test scores but also includes class participation, students’ course-taking patterns and teachers’ professional development patterns.” It is evident that this claim is strong as it e the greater meaning of achievement. By taking this quote directly from a trusted source, it clearly helps to establish its credibility. It is evident that this argument includes a greater view point of achievement rather than a single one; this in return also establishes a fine base of credibility. Unlike Document 2, Document 1 fails to do this several times on the occasion. Though this source does not offer any statistical evidence, Document 2 still surpasses Document one with its solid evidence. Though Document 2 builds its
Document 2 states, “Here is Gerald Bracey’s list of some of the biggies that we generally don’t even try to use standardized test to measure: creativity, critical thinking, resilience, motivation, persistence, enthusiasm, empathy, self-discipline, resourcefulness, honesty, and integrity-to name a few.” It is evidently shown that Document 2 addressed a common issue with standardized test and this acts as a counterclaim when supporters of standardized test say that it covers everything. As a result, this allots Document 2 great credibility and