Each of jason’s english classmates was assigned to evaluate a peer’s research paper, and effectively present the major points of the paper to the class. ellen chose jason’s research paper on the hazards of playing football and decided to conclude her oral report with a video clip of a football game featuring members of their english class who play football. while reading the conclusion to jason’s paper, she slowly focused the video camera on individual players. after ending her oral reading, she continued filming, first showing a still photo of an nfl logo followed by a football helmet placed on the grass of a football field. which sentence best reflects how ellen’s use of the video camera enhances the rhetorical intent of jason’s message? ellen uses the images of fellow classmates to create interest in the topic and to hold their attention while presenting the facts from jason’s research. in her video evaluation, ellen avoids the typical football clichés that focus on scoring touchdowns and cheering crowds; instead she aligns the images to the position jason had taken from his research. ellen successfully connects the images to jason’s words, especially emphasizing the repetition of “every” in sentence 11 in order to strengthen the persuasive impact of jason’s message. using silence at the end of the video allows ellen to place more emphasis on the connection jason had reported between the nfl and its power to influence the potential future safety of the league’s players.