1. Davidson’s argument is obviously an evaluative one. What, specifically, is she evaluating, what criteria does she use, and what evidence does she present? How does the layout of her text help the reader navigate it easily? (Chapter 10 discusses these aspects of evaluative arguments.)

2. Having read an excerpt from the Riley ruling as the previous selection, you are in a position to evaluate how well Davidson provided the necessary background about the case for readers who have little or no information about it so that they can understand the issues she is discussing. The criterion here would be the Goldilocks Test: not too much and not too little but just the right amount. What grade would you give her for this aspect of the selection? Why? If, in your opinion, she gives too little information, what should be added? If she gives too much, what could be omitted?

3. Davidson argues, “Technical awareness and skepticism of government claims about ticking time bombs . . . will be helpful to the Court in the coming NSA cases.” What is she referring to with this claim? How does her stance on “technical awareness” relate to Justice Alito’s observations in his concurring opinion, excerpted in the previous selection? Has Davidson provided evidence for the second item — the “ticking time bombs”? Do you agree with her contention? Why or why not?

4. Reread footnote 1 in the previous selection, an excerpt from the Riley case (Supreme Court of the United States, Riley v. California). How do the qualifications of the Riley ruling made in the paragraph complicate Davidson’s claim that the Riley case has clear implications for upcoming court cases about the NSA?

5. As the headnote makes clear, Davidson pays attention to matters of language, a fact that shows up in her own writing. It is quite clear that Davidson is no admirer of the NSA and its practices and is likely critical of the liberties taken by police more broadly. How do her word choices and particularly her figurative use of words with concrete meanings help demonstrate her stance? Choose several specific examples, noting where they occur and what function they serve. (Chapter 13’s discussion of style in language will help you with this question.)

6. The readings in this chapter have challenged and equipped you to consider in some detail issues related to privacy and surveillance by governments and entities like social media. How has your thinking about these issues changed from reading these selections? Construct a causal argument in which you define and evaluate these changes, thinking about them in terms of cause and effect. In short, what effect have these readings had on your thinking and why? You’ll likely want to begin by brainstorming about how your thinking has changed and then try to link those changes to specific selections or passages in selections, to class discussions, to homework exercises, or to things you’re exposed to outside class. (Chapter 11 will help you design your causal argument.)