6. The following is a student speech presented in a debate for the presidency of the student body at a U.S. university:

We are all here for the same reason—to earn a degree. Yet earning that degree is becoming increasingly difficult. Since I started school here three years ago, fees have increased 15 percent and classes have gotten harder to get into. Like many of you, I spent the first two weeks of the semester begging professors to let me into classes that were already over capacity.

If elected your president, I will use my experience not just as a member of your student government, but as a fellow student, to ensure we get what we came for—our degrees! This chapter provided a number of strategies arguers could use to relate their arguments to the orientations of their audiences and to enhance their own credibility. These included the following:

A. Use premises the audience accepts.

B. Use audience values and principles for supporting your reasoning.

C. Cite authorities the audience is likely to respect.

D. Use novel evidence.

E. Keep the audience interested and involved in the argument.

F. Focus on issues the audience is likely to be concerned about.

G . Be aware of possible audience objections and reservations.

H. Appear attractive, and emphasize similarities you share with the audience.

I. Emphasize your own and your source’s experience with the topic.

J. Use unbiased and reluctant testimony.

K. Avoid inconsistency.

L. Craft your narrative so that it has probability and fidelity for your audience.

Examine each of the arguments below in which the speaker or writer adheres to or violates one or more of these strategies. Decide whether the audience would respond more or less favorably to the argument because of what is said. Also, decide which of the strategies the arguer uses or violates.

Some information about the audience is provided.