PLEASE HURRY I REALLY BEED HELP WILL MARK AS BRAINIEST Read "Not by Math Alone," by Sandra Day O'Connor and Roy Romer. In a well-organized essay, analyze the rhetorical strategies the writers use to achieve their purpose. Is their argument persuasive?

Fierce global competition prompted President Bush to use the State of the Union address to call for better math and science education, where there's evidence that many schools are falling short.

We should be equally troubled by another shortcoming in American schools: Most young people today simply do not have an adequate understanding of how our government and political system work, and they are thus not well prepared to participate as citizens.

This country has long exemplified democratic practice to the rest of the world. With the attention we are paying to advancing democracy abroad, we ought not neglect it at home.

Two-thirds of 12th-graders scored below "proficient" on the last national civics assessment in 1998, and only 9 percent could list two ways a democracy benefits from citizen participation. Yes, young people remain highly patriotic, and many volunteer in their communities. But most are largely disconnected from current events and issues.

A healthy democracy depends on the participation of citizens, and that participation is learned behavior; it doesn't just happen. As the 2003 report "The Civic Mission of Schools" noted: "Individuals do not automatically become free and responsible citizens, but must be educated for citizenship." That means civic learning -- educating students for democracy -- needs to be on par with other academic subjects.

This is not a new idea. Our first public schools saw education for citizenship as a core part of their mission. Eighty years ago, John Dewey said, "Democracy needs to be reborn in every generation and education is its midwife."

But in recent years, civic learning has been pushed aside. Until the 1960s, three courses in civics and government were common in American high schools, and two of them ("civics" and "problems of democracy") explored the role of citizens and encouraged students to discuss current issues. Today those courses are very rare.

Explanation:

third person

explanation:

note the usage of names and pronouns, "james" & "the old man". this alone can confirm it as third person, as first person uses "i" and the like, while second person uses "you" and the like.

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