Introduction 1:

Question

“If I’m old enough to drive, I’m old enough to vote,” is what Lilly’s younger brother says. I say being able to drive has nothing to do with the ability to make an informed vote. Sure, driving is hard and requires critical thinking, but voting requires a deeper understanding of community, politics, and government. Voting is too important and influential to place in the hands of sixteen-year-olds who can still be easily influenced by peer and family pressure.

Introduction 2:

Who are the state representatives for your district? Adults and teens alike struggle to answer this question. People eighteen and older who live in a district vote for state representatives for their district. To make an informed vote, people must research the candidates, consider what issues are important, and determine whether a candidate will effectively represent them. In essence, it is a lot of work and a big responsibility. Suffrage is not something to be given out freely. I applaud the involvement of young teens fighting for a lower voting age, but I do not support their cause. The voting age should not be lowered because the average sixteen-year-old does not have the life experience to make reasonable decisions about issues and candidates.

Question
Use the passages to answer the question.

How are these introductory sections different?

(1 point)
Responses

Unlike Introduction 2, Introduction 1 challenges the views of teenagers.
Unlike Introduction 2, Introduction 1 challenges the views of teenagers.

Unlike Introduction 1, Introduction 2 uses specific reasoning.
Unlike Introduction 1, Introduction 2 uses specific reasoning.

Unlike Introduction 1, Introduction 2 appeals to a specific audience.
Unlike Introduction 1, Introduction 2 appeals to a specific audience.

Unlike Introduction 2, Introduction 1 uses an anecdote to engage readers.
Unlike Introduction 2, Introduction 1 uses an anecdote to engage readers.

Answer 1

Unlike Introduction 2, Introduction 1 uses an anecdote to engage readers.