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kykrilka [37]
3 years ago
6

In “Borders,” by Thomas King, the mother’s refusal to declare either American or Canadian citizenship is best explained by her c

haracter’s
English
1 answer:
liraira [26]3 years ago
8 0
<span>In this case I believe the mother's pride is a characteristic that too many people have lost to "fit in" one way or another. When the Canadian border guard says, "you have to be American or Canadian" expresses how you can only be A or B, while the diversity that exists both in Canada and the U.S. is ignored. The trials she faced for standing up for what was right for her, emphasizing her heritage as Blackfoot, are minimal to what has been faced in the past. In the sense that her pride delayed the trip to Salt Lake City, yes it hindered her, but in reality it was her own personal victory. She is able to pass through the border by giving the same reply to the question of citizenship, which demonstrates how something that seemed to be so crucial (being Canadian or American), can be waved when you realize unimportant it truly is. However, winning one small battle is not like winning the war against cultural discrimination and injustice, yet this taught her son to be proud of whom he is. In the end, I believe her pride was necessary to show how sticking to your morals can bring about a drastic change, no matter how small.</span>
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I think, in some ways, the author does. However, becasue there is no real opposition that the author lays out, and because of other reasons, I don't think this is a valid arguent.  For a more in-depth analysis, read the explanation.

Explanation:

It hosestly depends on what you would consider the 'other side' of this debate, and what would constitue as a valid argument. If you are looking at the viewpoint of "Yes, this is a valid argument," then these examples and opinions make sense.

A) "Teenagers can learn from having to maintain a vehicle." Yes! Teenagers learn via <em>doing</em>. Not everyone is a visual learner.

B) "...responsible drivers have the wide-open road in front of them and endless opportunitites." Well, I wouldn't word this using <em>endless</em>, per se, but sure. Responsible drivers don't need monitoring. I can get behind that.

C) Read the third Paragraph. Boom! A whole lot of explanation for yeah! Sure! Valid!

If you are looking at the viewpoint of "No, this is not a valid argument," then these examples and opinions make sense.

A) There is a slight Slippery Slope fallacy hidden in this argument. Paragraph four says this:  "This lesson can carry over into school, work and pesonal life."  While this <em>could</em> be true, the sentiment right before it is part of a Slippery Slope fallacy--or just about. There are many reasons to be responsible, and not being allowed to drive at 15 will not crash a student's entire life.

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D) The very last sentence is very...affronting. It tells me what <u>not</u> to do. People don't like being told what to do or not do, they like to form opinions and act on them. You can purseude them, but outwardly telling them 'Don't do this' will throw any valid argument out of the window.

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