Grade 6 Unit 3 - Student

Unit Overview
To change ones perspective is to change

ones viewpoint, opinion, or position about
something. How many times have you tried to
change someone elses mind? How often do
others try to change your mind? In this unit,
you will learn about creating an argument and
communicating to particular audiences. You
will identify hot topics and take a stand on
your opinion about one hot topic. Through
analyzing informational and argumentative
texts, you will see how others write and create
argumentative texts. You will debate, and you
will write your own argumentative text.
Visual Prompt: How do you think the perspective of the single fish is different from the perspective
of the rest of the fish?
Changing Perspectives
UNIT
3

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Unit 3 Changing Perspectives 159
ACADEMIC VOCABULARY
controversy
argument
claim
reasons
evidence
research
citation
textual evidence
plagiarism
credible
relevant
sufficient
Contents
Activities
3.1 Previewing the Unit ..................................................................162
3.2 It Is Time to Argue and Convince ..............................................163
Introducing the Strategy: Paraphrasing
3.3 Peanuts and Pennies: Identifying Claims in an
Argument ................................................................................. 166
Editorial: Dont ban peanuts at school, but teach about the
dangers, by Des Moines Register Editorial Board
News Article: Penny Problem: Not Worth Metal Its Made Of, by
Yunji de Nies
3.4 Support the Sport? Creating Support with Reasons
and Evidence ............................................................................170
Introducing the Strategy: Rereading
Online Article: Should Dodge Ball Be Banned in Schools? by
Staff of TIME for Kids
News Article: Most Dangerous Sport of All May Be
Cheerleading, by Lisa Ling and Arash Ghadishah
News Article: High School Football: Would a Pop Warner Ban
Limit Concussions? by Tina Akouris
3.5 Do Your Research: Sources, Citation, and
Credibility ................................................................................ 182
3.6 The Formality of It All: Style and Tone ..................................... 188
Historical Document: Letter on Thomas Jefferson, by
John Adams (1776)
3.7 A Graphic Is Worth a Thousand Words .................................... 192
News Article: E-Readers Catch Younger Eyes and Go in
Backpacks, by Julie Bosman
3.8 Debate It: Organizing and Communicating an
Argument ................................................................................. 197
Introducing the Strategy: Metacognitive Markers
Article: The Pros and Cons of Social Networking for Teenagers:
A Parents Guide, by Kristin Stanberry
Article: Social Networkings Good and Bad Impacts on Kids,
from Science Daily
Informational Text: Pro & Con Arguments: Are social
networking sites good for our society?
GOALS:
To analyze informational
texts
To practice nonfiction
reading strategies
To support a claim with
reasons and evidence
To engage effectively in
a variety of collaborative
discussions
To write an argumentative
letter
To understand and use
simple, compound, and
complex sentence structures
Changing Perspectives UNIT
3
Literary Terms
editorial
tone
formal style
rhetorical appeals
logos
pathos

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English Language Arts Grade 6

Embedded Assessment 1: Researching and Debating
a Controversy .......................................... 209
3.9 Previewing Embedded Assessment 2: Preparing for
Argumentative Writing .............................................................211
3.10 Looking at a Model Argumentative Letter ................................214
3.11 Facts and Feelings: Rhetorical Appeals in
Argumentative Writing .............................................................217
Letter: The First Americans, by Scott H. Peters, Grand Council
Fire of American Indians
3.12 Citing Evidence ........................................................................ 222
3.13 Playing with Persuasive Diction: Appealing to Pathos .............225
Introducing the Strategy: Adding by Looping
3.14 Writing an Introduction and a Conclusion ............................... 228
3.15 Saying Too Much or Too Little? ................................................ 230
Introducing the Strategy: Deleting
3.16 Preparing to Write an Argument .............................................. 234
Embedded Assessment 2: Writing an Argumentative Letter ............235
Language and Writers
Craft
Formal Style (3.6)
Using Appositives (3.12)
Revising by Creating
Complex Sentences (3.15)

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Learning Targets
Preview the big ideas and vocabulary for the unit.
Identify and analyze the skills and knowledge needed to complete Embedded
Assessment 1 successfully.
Making Connections
In the last unit, you read a novel and other texts about the changes that occur
throughout peoples lives. You also looked at change from different perspectives:
changes in your own life, changes in your community, and changes in the broader
world. In this unit, you will examine arguments and how writers try to persuade
others to agree with them on issues of controversy about which people may disagree.
Essential Questions
Based on your current knowledge, how would you answer these questions?
1. Why do we have controversy in society?
2. How do we communicate in order to convince others?
Developing Vocabulary
Mark the Academic Vocabulary and Literary Terms using the QHT strategy. Then,
scan the Contents and find and mark a Wow activity (interesting or fun) and a Whoa
activity (challenging).
Unpacking Embedded Assessment 1
Read the assignment for Embedded Assessment 1: Researching and Debating
aControversy.
Work collaboratively to research one side of a controversy that is affecting your
school, your community, or society, and then participate in a modified debate
where you argue your position and incorporate a visual display for support.
Mark the text for what you will need to know in order to complete this assessment
successfully. With your class, create a graphic organizer to represent the skills
and knowledge you will need to complete the tasks identified in the Embedded
Assessment.
Previewing the Unit

ACTIVITY
3.1
INDEPENDENT
READING LINK
You will be researching
and presenting an issue for
Embedded Assessment 1.
Ifyou have an idea for an issue
in which you are interested,
you might start finding and
reading informational material
about the issue. If you do not
yet have an issue, you might
read news articles to help you
identify potential issues.
My Notes

ACADEMIC VOCABULARY
A controversy is a public debate
or dispute concerning a matter
of opinion. A controversial issue
is debatable, or an issue about
whichthere can be disagreement.

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ACTIVITY
3.2
It Is Time to Argue and Convince
Learning Targets
Infer the meanings of and explain the denotations and connotations of
vocabulary words central to the unit.
Generate a controversial topic of interest.
1. Quickwrite: Have you ever tried to change the mind of someone in your family?
Were you successful, and if so, how did you convince the person?
2. Brainstorm all the meanings you know of the word argument. The concept of
argumentation will become important during this unit.
Check your brainstorming in a dictionary, thesaurus, or online reference.
What other definitions can you find for the word argument? Write them in
the My Notes space.
3. What comes to mind when you hear the word controversy? Complete the word
map graphic organizer to explore the meaning of the word.
Definition in Own Words Personal Associations
Visual Representation Examples from Texts, Society, or
History
My Notes

ACADEMIC VOCABULARY
In formal speech or writing
an argument is a set of
reasons given with the aim
of persuading others that
an action or idea is right or
wrong. Argumentation is
the act of formally engaging
in an argument about a
debatable issue.
LEARNING STRATEGIES:
Think-Pair-Share, Close
Reading, Marking the Text,
Paraphrasing, Brainstorming,
Quickwrite, Freewriting

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My Notes

It Is Time to Argue and Convince

ACTIVITY 3.2
continued
Introducing the Strategy: Paraphrasing
To paraphrase is to put a passage of text in your own words. Paraphrased
material is often, but not necessarily, shorter than the original passage.
Paraphrasing can help you understand what you are reading and provide
support for claims in your writing. It is also a useful skill when you are listening
to a speaker and you want to make notes about what the person is saying.
When you communicate your own argument about a controversy or an issue, it is
essential to be able to paraphrase information. Paraphrasing involves putting a
passage into your own words.
To practice paraphrasing, read and paraphrase the following quotes on
controversy.
Original My Paraphrasing
If it matters, it produces controversy.
Jay Greene, retired NASA engineer
In a controversy the instant we feel anger we have
already ceased striving for the truth, and have begun
striving for ourselves.
Buddha
When a thing ceases to be a subject of controversy, it
ceases to be a subject of interest.
William Hazlitt
4. Quickwrite: Do you agree or disagree with any of the quotes? Explain.

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5. Read the following list of claims relating to controversies from society today and
place a check mark to indicate whether you agree or disagree with each one.
ACTIVITY 3.2
continued
Anticipation Guide: Exploring Hot Topics
Social networking should be banned at school. Agree Disagree
Cell phones and other electronic devices should be banned at school.
Banning homework would hurt a students education.
Certain books should be banned from school.
Junk food should be banned from schools.
Schools should ban peanut butter.
Kids should be banned from appearing on reality television.
Plastic bags should be banned.
Plastic water bottles should be banned.
Skateboarding should be banned in public places.
Dangerous sports such as motor racing and boxing should be banned.
Pit bulls should be banned as pets.
Exotic animals should be banned as pets.
Football should be banned in middle school.
Teenagers should be banned from playing violent video games.
6. Freewriting: A controversial topic I feel strongly about is:
Check Your Understanding
Write your answers to the following:
three things you have learned about an argument
two hot topics that interest you, and why
one thing you learned about paraphrasing
INDEPENDENT
READING LINK
Are any controversial
topics represented in your
independent reading book?
Write about them in your
Reader/Writer Notebook.
Share your opinion on the
topics, if you have formed
one yet.

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Learning Targets
Identify a writers claim through writing and sharing.
Identify reasons for or against a topic and write and share my own claim.
What Is a claim?
In argumentative writing, the authors position is known as a claim. The claim
functions like a thesis statement. Identifying the authors claim helps you
understand the authors opinion or point of view on a topic.
Often, an authors claim appears in the opening paragraph. Sometimes the author
states the claim in the middle of the text or even leaves it until the end. In this
activity, you will read two texts for which you will identify or infer the writers claim.
Before Reading
1. Think about the different meanings of the word claim. Write the meanings
below. For example, one meaning is to request (claim) something.
During Reading
2. To read actively, mark the text with an asterisk(*) next to anything you agree
with and an X next to anything you disagree with.
Editorial
Des Moines Register Editorial Board
1 Waukee school of cials were considering banning peanut products for all
students in kindergarten through seventh grade to try to protect children with peanut
allergies. Te public outcry made of cials change their minds. Now the district is
proposing a policy that would strongly discourage the products in schools.
2 Fine. Strongly discouraging may help raise awareness about the danger of nut
products. Just a whif can trigger a reaction in some people with severe allergies.
Schools also can do more of what theyre already doing--such as having peanut
free lunch tables.
3 And they can do what they do best: Educate. Schools should work with parents
andstudents to help them learn about the life-threatening dangers nut products
pose for some children. Schools also should provide a list of safe foods to send for
classroom treats.
Chunking, Close Reading,
Paraphrasing, Quickwrite,
Marking the Text
ACADEMIC VOCABULARY
In argumentation a writer makes
a claim stating a position or
opinion about a topic. To claim
is to assert or maintain as a
fact. A claim is the overall thesis
describing the authors position
on an issue.
ACTIVITY
3.3
Peanuts and Pennies: Identifying
Claims in an Argument
My Notes

Dont ban peanuts at school,
but teach about the dangers
Literary Terms
An editorial is a short essay
in which someone speaking
for a publication expresses an
opinion or takes a stand on an
issue. News sourcessuch as
television, radio, magazines,
newspapers, or online sources
often publish editorials for their
readers.

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My Notes

4 Banning peanut products would be unenforceable.
5 Are schools going to frisk a kindergartner or search the backpack of a second-
grader to see if theyre hiding candy with peanuts inside?
6 A student at Johnston Middle School sufered an allergic reaction to a pretzel-
and-cereal trail mix from the cafeteria. It didnt even contain nuts but was exposed
to peanut oils in a factory that used them in other products. Are schools supposed
to investigate where prepackaged foods are manufactured and ban them if there are
also nuts in the factory?
7 A ban would not ensure a child with allergies isnt exposed to harmful
products. Other children will eat peanut butter for breakfast. Kids may snack on
foods manufactured in a plant with peanuts.
8 Te larger world isnt peanut-free. Its important that children with peanut allergies
learn to protect themselves at a young age, the same way all kids with illnesses should.
Children with severe asthma may need to carry inhalers. Diabetic children need candy
nearby in case their blood sugar dips too low. Children with peanut allergies should
have immediate access to emergency medications to counteract an allergic reaction.
School staf need to be aware of students medical conditions and know what to do in
the event of an emergency.
9 A ban would ofer little beyond a false sense of security.
After Reading
3. Which of these sentences from the editorial is the BEST example of a claim?
a. Schools also should provide a list of safe foods to send for classroom
treats. (Chunk 1 )
b. A ban would offer little beyond a false sense of security. (Chunk 2)
c. Dont ban peanuts at school, but teach about the dangers. (Chunk 1, title)
4. Paraphrase the claim of this editorial:
5. Quickwrite: Explain why you agree or disagree with the claim. Then share your
position with one or more classmates. Practice speaking clearly, and refer to
evidence from the text to support your position.
ACTIVITY 3.3
continued
GRAMMAR USAGE
Prepositions
A preposition links the noun
or pronoun following it (its
object) to another word in a
sentence. The preposition,
its object, and all words
modifying the object make
up a prepositional phrase.
Prepositional phrases
function as adjectives
or adverbs. They show
relationships of time,
location, or direction and
add specific or necessary
detail in sentences. For
example:
student at Johnson Middle
school (adjective phrase
modifies student, provides
detail)
exposed to harmful products
(adverb phrase modifies
exposed, tells what)

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Before Reading
6. Collaborative Discussion: Why might some people feel that the penny should
no longer be a form of currency?
During Reading
7. In the news article that follows, the author presents both sides of the issue.
She describes reasons for keeping the penny and reasons against keeping the
penny. As you read the text, mark the reasons for (F) and reasons against (A).
News Article
by Yunji de Nies
Chunk 1
1 Te saying goes, See a penny, pick it up, all day long youll have good luck.
2 But these days, the penny itself isnt having much luck. Not only is there
nothing you can buy with a penny, its literally not worth the metal its made of.
3 With the rising cost of metals like copper and zinc, that one red cent is literally
putting us in the red.
4 It costs almost 1.7 cents to make a penny, said U.S. Mint director Ed Moy.
5 Each year, the U.S. Mint makes 8 billion pennies, at a cost of $130 million.
American taxpayers lose nearly $50 million in the process.
6 Te pennys not alone. It costs nearly 10 cents to make a nickel.
7 On Friday, Treasury Secretary Henry Paulson said he thought the penny should
be eliminated, but he admitted that he didnt think it was politically doable, and said
he was not going to push the issue.
8 Congress held a hearing last week on a proposal to make both coins out of cheaper
metals, even steel. Tey say it would save taxpayers more than $100 million.
9 But for now, tossing the penny altogether is not under consideration.
10 One reason there is a lasting attachment to those coins is because they are a
part of our countrys history, Moy said.
11 Te penny has plenty of history. It was the frst U.S. coin to feature a president:
Abraham Lincoln.
12 Next year, the mint plans to issue a new penny commemorating the
bicentennial of Lincolns birth.
13 Tat means more pennies for us to pocket.
Peanuts and Pennies: Identifying
Claims in an Argument
ACTIVITY 3.3
continued
My Notes

Penny Problem:
Not Worth Metal Its Made Of

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After Reading
8. If you could turn this news article into an argument like an editorial, what
position would you choose? Would you be for or against keeping the penny?
Circle one.
FOR (PRO) AGAINST (CON)
9. Collaboratively paraphrase a part of the text that matches your position.
10. Collaboratively write the claim for your editorial.
Claims Are Debatable
A claim must something that people could reasonably have differing opinions on.
If your claim is something that is generally agreed upon or accepted as fact, then
there is no reason to try to convince people.
Example of a nondebatable claim: Air pollution is bad for the environment. This
claim is not debatable. First, the word pollution means that something is bad
or negative in some way. Further, all studies agree that air pollution is a problem;
they simply disagree on the impact it will have or the scope of the problem. No one
could reasonably argue that air pollution is good.
Example of a debatable claim: At least twenty-five percent of the federal budget
should be spent on limiting air pollution. This claim is debatable because
reasonable people could disagree with it. Some people might think that this is how
we should spend the nations money. Others might feel that this amount is too
much to spend to limit air pollution. Still others could argue that corporations, not
the government, should be paying to limit air pollution.
11. Does your claim clearly state your topic and opinion? Is your claim debatable?
Share your claim with the class. Practice speaking loud enough to be heard.
ACTIVITY 3.3
continued
My Notes

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Learning Target
Identify reasons and evidence to use as support for a position in a modified
debate.
Reasons and Evidence
A claim should be backed up with support. A writer can support his or her viewpoint
with reasons and evidence. Reasons are the points or opinions the writer gives to
show why his or her claim should be accepted. In writing, each reason often acts as
the topic sentence of a paragraph.
Evidence is a more specific type of support. Several kinds of evidence, such as
facts, statistics, examples, observations, quotations, and expert opinions, can be
used to support reasons. Sometimes people believe that their reasons should be
sufficient to win an argument, but arguments without evidence are just personal
opinions. Argumentative speakers and writers should attempt to use both reasons
and evidence to be most effective.
Before Reading
1. What do you know about the terms reasons and evidence? How would you use
reasons and evidence to convince an adult to let you go to a sports event?
2. Your teacher will share some images. Predict the controversy relating to each
image. What do the images have in common? Share any personal associations
or anything you have heard about these controversies.
What I See What the Controversy Might Be
Image 1 Dodgeball clip or image
Image 2 Cheerleading clip or image
Image 3 Football clip or image
ACADEMIC VOCABULARY
Reasons are the points that
explain why the author is making
a certain claim. Evidence is more
specifically the facts, details,
and information that support the
reasons for the claim.
Activating Prior Knowledge,
Predicting, Diffusing, Rereading,
Paraphrasing, Marking the Text
ACTIVITY
3.4
Support the Sport? Creating Support with
My Notes

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During Reading
3. Use different colors to mark the text for the reasons and evidence provided for
both sides of the argument.
Color 1 = reasons and evidence that support the view that dodgeball SHOULD
be banned.
Color 2 = reasons and evidence that support the view that dodgeball SHOULD
NOT be banned
Online Article
by Staf of TIME for Kids
1 For years, the old playground game of dodgeball has been taking a hit. Some
say it is too violent. But others say it teaches kids important skills, such as quick
decision-making.
2 School districts in states including Texas, Virginia, Maine and Massachusetts
banned the game in 2001. Neil Williams, a professor of physical education at
Eastern Connecticut State University, even created a P.E. Hall of Shame in which
dodge ball is included. Te game allows the stronger kids to pick on and target the
weaker kids, hesays.
3 Tere are other objections to dodgeball. A child who is hit by a ball in the frst
few seconds spends the remainder of the game sitting on a bench, watching others.
Tose who do remain in the game, according to critics, become human targets,
which could lead to bullying.
4 Tere are, however, those who defend the game. Rick Hanetho, founder of the
National Amateur Dodgeball Association, says the game allows kids who are not
good athletes to participate in a team sport. He also argues that it teaches hand-eye
coordination, concentration and the ability to think and draw quick conclusions.
5 Whats more, proponents of dodgeball say kids have a lot of fun, as long as
the game is properly supervised. Gym teachers and coaches must be sure that
kids follow the rules and dont aim to hurt anyone. It also helps, say dodgeball
supporters, to use a sof, squishy ball.
My Notes

KEY IDEAS AND DETAILS
What are the claims of both
sides of this issue?
ACTIVITY 3.4
continued
?
Dodge Ball Should
Be Banned in Schools

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My Notes

ACTIVITY 3.4
continued
Introducing the Strategy: Rereading
Good readers often reread a text as a way to make sure it makes sense and to
find information they did not find during the first reading. Rereading a text two
or three times may be needed to fully understand a text.
After Reading
4. Use the graphic organizer to identify the components of the argument. You
will need to reread the article to find reasons and evidence that support your
assigned position.
Side A Side B
Claim: Claim:
Reason: Reason:
Evidence:
Type of evidence:
Evidence:
Type of evidence:
5. Brainstorm other reasons and/or evidence that might strengthen either side of
the argument.
Before Reading
6. With a partner, use the diffusing strategy to find unfamiliar words and replace
them with familiar ones. Remember, to diffuse a text:
a. Skim and scan the text and circle any unfamiliar words.
b. Use context clues to determine each words meaning.
c. Use other resources (dictionary, peer) to determine meaning.
d. Write a synonym or clue next to the word that will help you understand the
word as you read.

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ACTIVITY 3.4
continued
During Reading
7. With a partner, read and mark the text in two colors for the reasons and
evidence provided for both sides of the argument. Stop after each chunk to
paraphrase the text.
News Article
By Lisa Ling and Arash Ghadishah
1 Two years ago, Patty Phommanyvong was a healthy 17-year-old. Now she will
never walk or talk again. She was injured while cheerleadingan athletic activity
some say is now among the most dangerous for young girls.
2 Phommanyvong had never done any gymnastics before she started cheering.
Afer just two months, her parents say, Pattys cheering partners were throwing her
as high as 16 feet in the air.
3 Ten she sufered an accident that stopped her breathing. Her parents
claim that her schools defbrillator
1
failed and the 45minutes she went without
oxygen lef her with a brain injury that caused permanent paralysis
2
. Today,
Phommanyvong can only communicate by blinking.
4 One blink means yes. Twice means no. Maybe is multiple blinks.
5 Cheerleading has long been an iconic American pastime, and it is now more
popular than ever. By one estimate, 3 million young people cheer, more than 400,000 at
the high school level. And cheerleaders are no longer only on the sidelinesmany cheer
competitively.
6 Te degree of dif culty of cheer stunts has exploded. So too has the number of
accidents.
7 Cheerleading emergency room visits have increased almost sixfold over the
past three decades. Tere were nearly 30,000 in 2008, according to the Consumer
Product Safety Commission.
8 Te numbers are all the more disturbing because some states dont even
recognize cheerleading as a sport. Tat means there are no uniform safety measures
and training methods.
9 Kori Johnson is the cheerleading coach at Costa Mesa High School in Southern
California. She says the cheerleaders have had to step up the degree of dif culty
over the years.
10 Te girls, they want to be the best, said Johnson. Tey want to try harder
stunts. So every year when we see new stunts we try them.
1
defbrillator: a device used to apply an electric current to the heart
2
paralysis: unable to move
My Notes

All May Be
Most Dangerous Sport
Cheerleading
of

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. . .
Cheerleading as Competition
11 Costa Mesa High boasts a championship cheer squad.
12 Squad members say people who dont think cheerleading is a sport should just
tryit.
13 Tey should be open-minded about it, one cheerleader said. We throw people.
14 Like our bases are lifing like people up in the air.
15 Its like bench-pressing a person, a second cheerleader said.
16 A third cheerleader said not everyone could keep up.
17 We had the water polo boys stunt with us last year and they like, quit, afer like
an hour, she said. Tey said it was really intense.
Its Scary. Its Scary.
18 Johnson is an experienced coach with safety training and cheer certifcations.
She says the key to avoiding major injuries is teaching stunts step by step.
19 I would never ask them to do a stunt that theyre not capable of doing and
trying, said Johnson. So we make sure they have all the basic stunting and its like
stairs. We move up the ladder.
20 But as many parents already know, injuries are now simply a part of
cheerleading.
21 Its scary. Its scary, said Lynne Castro, the mother of a Costa Mesa
cheerleader. But Castro said cheerleading was too important to her daughter to
stop even afer she sufered a serious injury. You see other sports fgures that have
injuries and they just get on with it, you know. You fx it, you rehabilitate properly,
and you move forward.
22 But theres no coming back from some of the injuries cheerleaders now risk.
An injury is deemed catastrophic if it causes permanent spinal injury and paralysis.
Tere were 73 of these injuries in cheerleading, including two deaths, between 1982
and 2008. In the same time period, there were only nine catastrophic injuries in
gymnastics, four in basketball and two in soccer.
. . .
23 In 2008, 20-year-old Lauren Chang died during a cheer competition in
Massachusetts when an accidental kick to the chest caused her lungs to collapse.
24 Lauren died doing what she loved, cheering and being with her friends, said
Nancy Chang, her mother, soon afer the accident. We hope her death will shed
light on the inherent risks of cheerleading and we hope that additional safeguards
are taken.
25 Its a national epidemic, said Kimberly Archie, who started the National
Cheer Safety Foundation to campaign for more safety practices in cheerleading.
I think we should be extremely concerned as a nation. . . . [Its] a self-regulated
industry that hasnt done a good job. If I was going to give them a report card,
theyd get an F in safety.
ACTIVITY 3.4
continued
My Notes

GRAMMAR USAGE
Regular and Irregular Verbs
Regular verbs form the past
tense and past participle by
adding -d or -ed; for example:
look, looked, have looked.
Irregular verbs do not follow
this pattern. These verbs
form the past tense and past
participle in different ways;
for example, know, knew,
have known.
A number of irregular verbs
appear in this text, such as
think, throw, and make. Can
you find other examples of
irregular verbs? It is important
to know the forms of irregular
verbs so that you use them
correctly. Review the forms
of irregular verbs in the
Grammar Handbook.

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26 Cheerleading is big business. Uniform sales alone are a multi-million-dollar
industry. And there are thousands of cheer events all year across the nation, with
competitors from ages 3 to 23. Tere are cheerleading all-star teams that do not
cheer for any school but compete against one another.
27 We dont want the kids to be hurt. We want the kids to be safe, said Tammy
Van Vleet, who runs the Golden State Spirit Association, which trains cheerleading
coaches and runs competitions in California. Its our priority to make sure
we provide that environment. . . . Since about 1999, the degree of dif culty in
cheerleading has just exploded.
28 And were seeing elite-level gymnasts on these cheerleading squads. And not
just one athlete on the foor but 35 at a time, and [the] acrobatics and stunts that
they are doing, you know, have not been matched.
29 Tats why Van Vleet keeps two EMTs on site at major cheerleading exhibitions.
But there are no uniform regulations that require such safety measures.
. . .
What Is Safe?
30 Jim Lord is executive director of the American Association of Cheerleading
Coaches and Administrators, the largest cheerleading organization in the country.
Nightline asked him whether cheerleading is safe.
31 Tats a great question for any sport or athletics, is, What is safe? Lord said.
Teres something that says, Well, these are cheerleaders so they shouldnt be hurt,
they shouldnt have any risks, they should be on the sidelines and they shouldnt
be doing anything--when a lot of girls have selected this as their favorite athletic
activity. And so I think theres that stigma, I think that goes along with it, for some
reason.
32 Lord says that recognizing cheerleading as a sport would not increase
safety and would only complicate managing an activity that is still not primarily
competitive for most cheer squads.
33 You can minimize the chance of having an injury, and what that comes down
to [is] having a coach thats qualifed, said Lord. Teres always going to be risk
there, our job is to minimize that risk, especially from the catastrophic type of
injury.
34 But Archie charges that the current system of recommended safety and training
measures does not protect kids. Many cheer coaches only have to pass an open-
book test to gain a safety certifcation.
35 Lord believes that cheerleading is not as dangerous as the injury statistics
indicate. He says that cheerleading may look more dangerous than mainstream
sports because theres no cheering season. Many cheerleaders practice all year,
which means extended exposure to injury.
36 Still, critics believe that until cheerleading is recognized as a sport, safety
willsufer.
ACTIVITY 3.4
continued
My Notes

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38 If change is coming, it is too late for the Phommanyvongs. Tey are suing their
daughters school, claiming that the school did not respond properly to her injury.
Te school declined to comment for this story.
39 Too far, said Patty Phommanyvongs father, Say Phommanyvong. Tey went
too far. Tey should do step-by-step.
40 Maybe we can change, said her mother, Vilay. So I dont want it to happen to
another kid.
After Reading
8. Use the graphic organizer to analyze both sides of the issue. Reread if
necessary.
ACTIVITY 3.4
continued
Side A Side B
Claim: Cheerleading IS a dangerous sport that needs
to be regulated or banned.
Claim: Cheerleading IS NOT a dangerous sport
and does NOT need to be regulated or banned.
Reason: Reason:
Evidence:
Type of evidence:
Evidence:
Type of evidence:
9. Brainstorm other reasons and/or evidence that might strengthen either side of
the argument.

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ACTIVITY 3.4
continued
Before Reading
10. With a partner, diffuse the text to determine meanings of unfamiliar words.
During Reading
11. Continue to mark the text for the reasons and evidence provided for both sides
of the argument. Paraphrase the reasons and evidence.
News Article
by Tina Akouris
1 When Marv Levy frst started playing football, concussions was a word he
heard about as ofen as face mask.
2 Te South Side native and NFL coaching legend wore a leather helmet and
precious little padding. Tose were the days when the Chicago Cardinals coexisted
with the Bears and there was a youth football program for kids 12 and under called
the Junior Bears and the Junior Cardinals.
3 As Levy matriculated through South Shore High School and Iowas Coe
College, the equipment and attitudes toward footballs health hazards evolved little.
4 You would get dinged up and just shake it of, said Levy, who coached the
Bufalo Bills to four consecutive Super Bowls. We wore leather helmets with no
face guards. You were a sissy if you drank water during practice back then.
5 Levy is 86 years old. Pop Warner football, the self-proclaimed largest youth
football, cheerleading and dance program in the world, is 83.
6 But, when it comes to full-contact hitting in football practicesof cial
workouts begin Wednesday for the Illinois high school seasonthey might not be
the old-fashioned ones.
7 In June, Pop Warner instituted rule changes designed to limit players exposure
to concussions. Te most signifcant changelimiting full-speed hitting to one-
third of total practice time, when in the past there were no restrictions on full-
speed hittingwas heartily endorsed by Levy.
8 You dont need to play tackle football until youre 13 or 14, because you can
learn other things about the game, Levy said. Part of [more awareness], in my
opinion, is how players are more closely monitored and there are more medical
people around. Tey are more cautious. I think in youth football you shouldnt
overdo the contact.
My Notes

High School Football:
Pop Warner Would a
Limit Concussions Ban ?

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ACTIVITY 3.4
continued
9 Yet, a Herald-News poll of area football coaches revealed 89 percent of
respondents had no plans to change the amount of hitting theyd allow in practice
compared with a year ago, and more than half say the contact allowed is unchanged
over the last fveyears.
Hyper-awareness
10 Lincoln-Way Central football coach Brett Hefner didnt necessarily disagree
with Levy, but took a more diplomatic approach. Every kid, he said, is diferent.
11 Some are ready to handle it and other kids are not, Hefner said. Te benefts
of playing at a younger age are that they understand the game more as they get
older, how to position their bodies better when they tackle.
12 But are there risks associated with playing at such a young age?
13 Certainly, the football world is hyper-aware of head injuries. Chronic Traumatic
Encephalopathy, a condition brought on by repeated blows to the head, has been
linked to the suicide deaths of three former NFL players in the past 18 months:
ex-Bears safety Dave Duerson in February 2011, ex-Falcons safety Ray Easterling in
April, and ex-Chargers linebacker Junior Seau on May 2.
14 Tat culture of hyper-awareness, Hefner said, has led to signifcant changes at
Lincoln-Way Central, including the presence of an athletic trainer at every practice,
coaches lecturing players on concussion signs, and baseline testing at the beginning
of each season for every player. Hefner said those baseline tests are used later to
determine if a player has sufered a concussion.
15 I think 15, 20 years ago, no one wanted to say anything, Hefner said. Weve
been fortunate. We did have a few players have concussions last year, but everyone
recovers diferently.
16 We have a better understanding of how serious they are.
17 Dr. Eric Lee, of Oak Orthopedics in Frankfort, agreed with Hefner that every
child is diferent, and that perhaps limiting contact in practice is the way to go to
avoid more concussions.
18 Its a very controversial topic and some will say that if they dont let their child
play football, then they wont let them ride a skateboard or ride a bike, said Lee,
who is a volunteer physician for Lincoln-Way North, Olivet Nazarene, and the U.S.
Soccer Youth National teams. And at the freshman level, you have some kids who
havent reached their physical maturity going up against those who have.
19 Dr. Robert Cantu, co-director of Boston Universitys Center for the Study of
Traumatic Encephalopathy, studied Duersons brain at his brain bank and wrote
a book, Concussions and Our Kids, due out Sept. 15. One chapter advocates
children not playing football until high school. Cantu fully supports Levys opinion.
20 We also feel that children shouldnt play (full-contact) hockey until high
school and heading should be taken out of soccer, Cantu said. Kids have poorer
equipment than varsity athletes and there is less medical supervisionif anyand
coaches are not well-schooled in concussion issues.
My Notes

Why is it important for football
players and other athletes to
be aware of the potential for
concussions?

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ACTIVITY 3.4
continued
21 Lee said he sees more high school players in the south suburbs sufering head
injuries during practice because of the competitive nature of football in this part of
the Chicago area. Lee said a lot of players are going all out during practices to win
that coveted starting spot.
22 Tus, Lee said, he believes taking a lot of hits out of practice is one step toward
reducing head trauma.
23 Te happy medium is what Pop Warner did, with limiting the practice of
contact, Lee said. By doing that, you remove a ton of exposure to head injuries.
24 Indeed, Dr. Julian Bailes, the chairman of Pop Warners Medical Advisory
board and co-director of the NorthShore Neurological Institute, said his
organizations recommendations can cut concussions by two-thirds.
25 We can reduce 60 to 70 percent of head impact because thats what occurs at
practices, Bailes told the Sun-Times in July. Tis is a frst step to make it safer.
26 At least one coach may take a step in another directionperhaps not, for now,
with his players, but with his 6-year-old son.
28 Reavis coach Tim Zasada said its important to teach the correct tackling
technique at the high school level. Even though most coaches have the right idea in
terms of how to teach players to hit, there are those at the youth football level who
need to be more educated on tackling techniques.
28 And when it comes to his son, Zasada has an idea of what type of football
future he wants to implement for his child and what other parents strongly should
consider for their children.
29 My son is 6 and is playing fag football and his friends are asking him if he
will play padded football next year, Zasada said. I have no idea what I will do with
my son, but fag football in my opinion is the way to go. I see kids competing and
having fun and thats what it should be about.
After Reading
12. What is your opinion on a limit to full-speed hitting in youth football? Write
your claim and reasoning in the My Notes section next to the most effective
evidence in the text that supports it. Share your response in a collaborative
group discussion.
My Notes

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Debating the Issue
ACTIVITY 3.4
continued
Should youths be banned from participating in sports such as dodge
ball, cheerleading, and football?
13. Freewrite: Decide yes or no and write about your opinion. Be sure you have
reasons and evidence marked in the texts that can support your opinion so that
you are prepared for the debate.
Rules for Debate
For your debate, you will use a process called Philosophical Chairs. This process
organizes the debate and does the following:
Helps you become aware of your own position on a topic
Helps you practice using reasons and evidence to support your position
Exposes you to alternative perspectives (others positions) on a topic
How it works:
Sit according to your position on a topic.
Move about the room during the discussion; this symbolizes your willingness to
adopt a different point of view, even if temporarily.
Share reasons and evidence from the text to support what you say.
Rules of Engagement:
Listen carefully when others speak; seek to understand their position even if
you dont agree.
Wait for the mediator to recognize you before you speak; only one person
speaks at a time. Speak clearly and loudly enough to be heard by the audience.
Explicitly refer to evidence from the texts as you offer new support or elaborate
on a previous point.
If you have spoken for a side, you must wait until three other people on your
side speak before you speak again.
If you are undecided, you may sit in the available hot seats, but for no longer
than 4 minutes.
No one acknowledges any move. This is not a team game.
My Notes

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180 SpringBoard

Self-Assessment
14. How did you do in the debate? Complete the self-assessment and set at least
one goal for improvement.
ACTIVITY 3.4
continued
Sometimes Always Never
I explicitly referred to evidence from the texts.
I offered new support or elaborated on previous
points.
I spoke clearly, slowly, and loudly enough to be
heard by the audience.
Complete the graphic organizer to show your final argument.
Issue: Should youths be banned from participating in sports such as dodge ball, cheerleading, and football?
Claim:
Reason 1: Evidence (facts, statistics, examples, observations, quotations,
expert opinion):
Source:
expert opinion):
Source:
expert opinion):
Source:

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My Notes

ACADEMIC VOCABULARY
When you research (verb), you
locate reliable information from
a variety of sources. The word
research (noun) also describes
the information found from the
search.
Quickwrite, Graphic Organizer,
Note-taking
Do Your Research: Sources, Citation,
andCredibility
ACTIVITY
3.5
Learning Target
Apply my understanding of sources, citation, and credibility through discussion
and note-taking.
1. Read and respond to the following quotes by Bernard M. Baruch, American
financial expert and presidential advisor (18701965):
Every man has a right to his opinion, but no man has a right to be wrong in
hisfacts.
If you get all the facts, your judgment can be right; if you dont get all the
facts, it cant be right.
2. Quickwrite: What is the role of research in presenting an argument?
3. Use the graphic organizer to review the research process and decide how
comfortable you are with each step.
The Research Process Self-Assessment
Very
Comfortable
Somewhat
Comfortable
Not
Comfortable
Step 1: Identify the topic, issue, or problem.
Step 2: Form a set of questions that can be answered
through research.
Step 3: Gather evidence and refocus when necessary.
Step 4: Evaluate sources.
Step 5: Draw conclusions.
Step 6: Communicate findings.

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My Notes

ACTIVITY 3.5
continued
Sources, Citation, and Credibility
1. Take notes on the graphic organizer. Above each word, write what you already
know; below the word, add words or phrases as you read and discuss.
credibility citation sources
Sources
A source is any place you get valid information for your research. A source can be
a document, a person, a film, a historical text, and so on. Sources are generally
classified as primary or secondary.
Primary Source: An account or document created by someone with firsthand
knowledge or experience of an event. Letters, journal entries, blogs, eyewitness
accounts, speeches, and interviews are all primary sources.
Secondary Source: Documents supplied and compiled by people who do
not have firsthand knowledge of an event. History textbooks, book reviews,
documentary films, websites, and most magazine and newspaper articles are
secondary sources.
2. Revisit the sources you have read in the unit. What kind of sources are they?
When might it be effective to use primary sources to support your argument?
When might it be effective to use secondary sources to support your
argument?
ACADEMIC VOCABULARY
When you cite or provide a
citation, you are following
the practice of quoting
or referring to sources of
textual evidence. The word
cite comes from the Latin
word meaning to set in
motion. Cite has come to
mean to quote or refer to.

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ACTIVITY 3.5
continued
andCredibility
Citations
It is important to provide basic bibliographic information for sources. This practice
helps you give credit to information that is not your own when you communicate
your findings, and thus avoid plagiarism. Basic bibliographic information includes
author, title, source, date, and medium of publication.
The following models show a standard format for citing basic bibliographic
information for common types of sources.
Book
Last name, First name of author. Title of Book. City of Publication: Publisher,
Year of Publication. Medium of Publication.
Example: Henley, Patricia. The Hummingbird House, Denver: MacMurray, 1999.
Print.
Film or Video Recording (DVD)
Title of Film. Director. Distributor, Release year. Medium.
Example: Star Wars Episode IV: A New Hope. Dir. George Lucas. Twentieth
Century Fox, 2006. DVD.
Personal Interview (Conducted by Researcher)
Last Name, First Name Middle Name of Person Interviewed. Personal, E-mail or
Telephone interview. Day, Month (abbreviated), Year of Interview.
Example: Jackson, Anne. Telephone interview. 6 Dec. 2012.
Internet Site
Article or Specific Page Title. Title of Website. Name of Site Sponsor (if
available), Date posted or last updated, if available. Medium of Publication.
Day, Month (abbreviated), Year Accessed.
Example: Abraham Lincoln. The White House. Web. 16 Apr. 2013.
Magazine or Newspaper Article
Last name, First name of author. Title of Article. Title of Periodical Day Month
Year: pages. Medium of publication.
Example: Poniewozik, James. TV Makes a Too-Close Call. Time 20 Nov. 2000:
7071. Print.
My Notes

ACADEMIC VOCABULARY
By citing research you avoid the
mistake of plagiarism, which
is using or imitating another
persons words or ideas without
giving proper credit.

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ACTIVITY 3.5
continued
My Notes

3. Suppose you are conducting research on this debatable topic: Is it ethical
to keep animals in zoos? Imagine that you have used the following sources.
Practice writing the basic bibliographic information for each.
Source Bibliographic Information
You read a book on animal treatment in zoos called
Animal Attractions: Nature on Display in American Zoos,
by Elizabeth Hanson. It was published in 2002 in New
York. The publishing company is Princeton University
Press.
You used information from a webpage titled National
Geographic Explore: Classroom Magazine. The
webpages copyright date is 2001. The organization
that hosts the site is National Geographic. The title of
the article is A Bear of a Job. You visited the site on
January 20, 2013.
You conducted a phone interview with a zookeeper
named Nancy Hawkes from Woodland Park Zoo in
Seattle, Washington, on February 7, 2013.
Credibility
Any source you use must be credible. Evaluating a sources credibility will help
you determine if you should use the information as part of your evidence when you
communicate your findings. You can ask the following questions to determine if a
source is credible:
Who is the author? Credible sources are written by authors respected in their
fields of study. Responsible, credible authors will cite their sources so that you
can check the accuracy of and support for what they have written. (This is also a
good way to find more sources for your own research.)
How recent is the source? The choice to seek recent sources depends on
yourtopic. While sources on the American Civil War may be decades old
andstill contain accurate information, sources on information technologies
or other areas that are experiencing rapid changes, need to be much more
current.
ACADEMIC VOCABULARY
To be credible is to be
reliable, believable, and
trustworthy. Evidence must
be credible in order to be
convincing. The credibility of
research information and of
the researchers is enhanced
when sources of evidence
are properly evaluated
andcited.

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ACTIVITY 3.5
continued
What is the authors purpose? Is the author presenting a neutral, objective
view of a topic? Or is the author advocating one specific view of a topic? Who is
funding the research or writing of this source? A source written from a particular
point of view may be credible; however, you need to be careful that your
sources dont limit your coverage of a topic to one side of a debate.
Internet Sites
Be especially careful when evaluating Internet sources! Be critical of websites
where an author cannot be determined, unless the site is associated with a
reputable institution such as a respected university, a credible media outlet, a
government program or department, or a well-known organization. Beware of
using sites like Wikipedia, which are collaboratively developed by users. Because
anyone can add or change content, the validity of information on such sites may
not meet the standards for academic research.
Some Internet sites may contain more credible information than others. A
credible Internet source is one that contains information that is well researched,
a bibliography or list of resources, and a statement of the sites purpose.
One way to know whether a website is credible is through its domain suffix.
The domain name is the Web address, or Internet identity. The domain suffix,
typically the threeletters that follow the dot, is the category in which that
Website falls.
Domain Suffix Definition/Description
.com Stands for commercial. Web sites with this suffix are
created to make a profit from their Internet services.
Typically these Web sites sell goods or services.
.org Stands for organization. Primarily used by nonprofit
groups.
.net Stands for network. Used by Internet service providers
or Web-hosting companies.
.edu Stands for education. Used by major universities or
educational organizations and institutions.
.gov
Stands for government. Used by local, state, and
federal government sites.
4. Which of the domain suffixes listed above would provide the most credible
information for research on whether it is ethical to keep animals in a zoo?
Why?

My Notes

andCredibility

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ACTIVITY 3.5
continued
My Notes

5. Which suffixes might provide the least credible information? Why?
6. Go back to the Internet source for which you recorded basic bibliographic
information. Based only on the information you are given for the website,
wouldyou consider information from this Internet source to be credible?
Whyorwhy not?
Think about the controversial topic you felt strongly about at the beginning of
the unit or one you feel strongly about now. Apply what you have learned about
sources, citation, and credibility as you conduct initial research on the topic. Use
the graphic organizer as a guide.
Topic:
My current position:
Type of source: Basic bibliographic information: Is the source credible? Explain.
Interesting information/Notes:

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Close Reading, Marking the
Text, Rereading, Graphic
Organizer
ACTIVITY
3.6
The Formality of It All:
Style and Tone
Learning Targets
Analyze the purpose of formal style and tone.
Write an original text using a formal style and tone.
Identifying Tone
1. An author of an argumentative piece uses tone as way of convincing you, the
reader or listener, to adopt his or her viewpoint (to agree with his or her claim).
Choose a word to describe the writers attitude, or tone:
Tone Word Bank
angry
sharp
urgent
boring
afraid
apologetic
joyful
sarcastic
tired
giddy
sad
cold
complimentary
poignant
happy
childish
peaceful
sweet
shocking
serious
sentimental
upset
condescending
sympathetic
confused
humorous
mocking
bitter
proud
dramatic
Language and Writers Craft: Formal Style
Part of communicating effectively is using language that fits your audience and
purpose. Style is how an author or speaker uses words and phrases to form his or
her ideas and to show his or her attitude toward the subject (tone). Most often in
academic settings, you should use a formal style.
Decide which of the following statements use formal and which use informal style.
Please refrain from talking.
Please dont talk.
Will you be attending the dance this evening?
Are you gonna go to the dance later?
You should follow the rules.
You must adhere to the guidelines.
The author of the editorial suggests discontinuing the use of plastic bags.
It says to stop using plastic bags.
What she said was totally bogus.
During the debate, the student did not provide enough evidence to support
herclaim.
Literary Terms
Tone is the attitude that a
writeror speaker displays
towardhis orher subject.
Literary Terms
Formal style is a style of
writingor speaking that
is appropriate for formal
communication such as in
academics or business.

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188 SpringBoard

ACTIVITY 3.6
continued
Use the following list of characteristics of formal style to inform your writing.
Formal Style
DO:
Use precise nouns and pronouns
(no vague pronoun references).
Example: The author of the
editorial suggests discontinuing
the use of plastic bags.
Use active verbs.
Example: Please refrain from
talking.
Use diction specific to the topic
and precise forthe audience.
Example: During the debate, the
student did not provide enough
evidence to support her claim.
DO NOT:
Do not use vague pronoun
references.
Example: It says to stop using
plastic bags. (Whois it?)
Do not use contractions.
Example: Please dont talk.
Do not use slang words.
Example: What she said was totally
bogus.
2. Why do you think formal style is important in argumentative communication?
Before Reading
4. Collaborative Discussion: When have you used formal style in writing or
speaking in your life?
During Reading
5. As you read the following letter, mark the text for precise nouns, active verbs,
and diction specific to the topic and audience.
My Notes

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The Formality of It All:
Style and Tone
ACTIVITY 3.6
continued
ABOUT THE AUTHOR
John Adams was a member of the committee appointed to draft the Declara-
tion of Independence. Along with Lincolns Second Inaugural Address, the
Declaration of Independence stands as one of the greatest of Americas
ofcial documents. Thomas Jefferson was 33 years old when he wrote the
Declaration of Independence in 1776. In 1822, John Adams wrote a letter to
Timothy Pickering, a politician from Massachusetts at the time, responding
to Pickerings questions about the writing of the Declaration of Independence.
Historical Document
by John Adams
You inquire why so young a man as Mr. Jeferson was placed at the head of
the committee for preparing a Declaration of Independence? I answer: It was the
Frankfort advice, to place Virginia at the head of everything. Mr. Richard Henry
Lee might be gone to Virginia, to his sick family, for aught I know, but that was not
the reason of Mr. Jefersons appointment. Tere were three committees appointed
at the same time, one for the Declaration of Independence, another for preparing
articles of confederation, and another for preparing a treaty to be proposed to
France. Mr. Lee was chosen for the Committee of Confederation, and it was not
thought convenient that the same person should be upon both. Mr. Jeferson came
into Congress in June, 1775, and brought with him a reputation for literature,
science, and a happy talent of composition. Writings of his were handed about,
remarkable for the peculiar felicity of expression. Tough a silent member in
Congress, he was so prompt, frank, explicit, and decisive upon committees and in
conversationnot even Samuel Adams was more sothat he soon seized upon
my heart; and upon this occasion I gave him my vote, and did all in my power
to procure the votes of others. I think he had one more vote than any other, and
that placed him at the head of the committee. I had the next highest number, and
that placed me the second. Te committee met, discussed the subject, and then
appointed Mr. Jeferson and me to make the draf, I suppose because we were the
two frst on thelist.
Te subcommittee met. Jeferson proposed to me to make the draf. I said, I
will not, You should do it. Oh! no. Why will you not? You ought to do it. I
will not. Why? Reasons enough. What can be your reasons? Reason frst,
you are a Virginian, and a Virginian ought to appear at the head of this business.
Reason second, I am obnoxious, suspected, and unpopular. You are very much
otherwise. Reason third, you can write ten times better than I can. Well, said
Jeferson, if you are decided, I will do as well as I can. Very well. When you have
drawn it up, we will have a meeting.
What reasons does Adams
provide for why Jefferson
was appointed to write the
Declaration of Independence?
Letter on
Excerpt from
Thomas Jeferson

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My Notes

ACTIVITY 3.6
continued
After Reading
6. Reread the letter. Use the graphic organizer to help you analyze the tone and
style of Adamss letter.
What is the purpose of the letter? What are some examples of Adamss
formal style?
What is Adamss tone? Is his tone appropriate for the audience and purpose?
Why?
Writing Prompt: You are trying to convince your principal to change a school
rule or policy (e.g., cell phone usage, school starting time). Work collaboratively
to write two letters to experiment with tone and formal style. For Letter 1, write a
short letter to your principal using informal style and an inappropriate tone for the
audience and purpose (refer to the DONTs list). For Letter 2, transform your first
letter to use formal style and an appropriate tone. Be sure to:
State a clear claim.
Support the claim with reasons and evidence.
Pay attention to style and tone.
Be prepared to share both letters with your peers.
INDEPENDENT
READING LINK
Look for examples of formal
and informal styles used
inyour independent reading
book. In what context is
each style used? Who is
the speaker? Who is the
audience? What is the
subject under discussion?
Record the examples and the
answers to these questions
in your Reader/Writer
Notebook.

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Source: Goodreads.com
Ebooks Read on Goodreads
60000
50000
40000
30000
20000
10000
0
The number of people who are reading ebooks in 2011 went up 163% over last year, and 36% up over the 4 months
prior to 2011.
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My Notes

Marking the Text
ACTIVITY
3.7
A Graphic Is Worth a Thousand Words
Learning Targets
Evaluate the purpose of visual displays for communicating information.
Create a visual display to support a claim.
Reading Graphics
Graphics come in all forms. Some provide data, while others may be photos.
Everygraphic tells its own story. Following these tips for reading graphics.
Tips for Reading Graphics:
Read the title. It tells you what the graphic is about.
Read the labels. Headings, subheadings, and numbers tell you what the graphic
is about and describe the specific information given for each category of the
graphic.
Analyze other features. Follow arrows and lines to understand the direction
or order of events of steps. Read numbers carefully, noting how amounts or
intervals of time increase or decrease. If there is a key, pay attention to why
different colors are used.
1. Analyze the use of visual displays you are shown. What types of visuals are
used? For what purpose? Write comments in the My Notes space.
Before Reading
2. What conclusions can you draw from the following graph? What inferences can
you make about why people are choosing to read ebooks?

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192 SpringBoard

My Notes

ACTIVITY 3.7
continued
During Reading
3. As you read the following text, mark the text by putting an asterisk (*) next to
any information that you think could be represented in a graphic of some type.
News Article
by Julie Bosman
1 Something extraordinary happened afer Eliana Litos received an e-reader for a
Hanukkah gif in December.
2 Some weeks I completely forgot about TV, said Eliana, 11. I went two weeks
with only watching one show, or no shows at all. I was just reading every day.
3 Ever since the holidays, publishers have noticed that some unusual titles have
spiked in ebook sales. Te Chronicles of Narnia series. Hush, Hush. Te Dork
Diaries series.
4 At HarperCollins, for example, e-books made up 25 percent of all young-
adult sales in January, up from about 6 percent a year beforea boom in sales that
quickly got the attention of publishers there.
5 Adult fction is hot, hot, hot, in e-books, said Susan Katz, the president and
publisher of HarperCollins Childrens Books. And now it seems that teen fction is
getting to be hot, hot, hot.
6 In their infancy e-readers were adopted by an older generation that valued the
devices for their convenience, portability and, in many cases, simply for their ability to
enlarge text to a more legible size. Appetite for e-book editions of best sellers and adult
genre fctionromance, mysteries, thrillershas seemed almost bottomless.
7 But now that e-readers are cheaper and more plentiful, they have gone mass
market, reaching consumers across age and demographic groups, and enticing
some members of the younger generation to pick them up for the frst time.
8 Te kids have taken over the e-readers, said Rita Treadgill of Harrison, N.Y.,
whose 11-year-old daughter requested a Kindle for Christmas.
9 In 2010 young-adult e-books made up about 6 percent of the total digital sales
for titles published by St. Martins Press, but so far in 2011, the number is up to
20percent, a spokeswoman for the publisher said.
10 At HarperCollins Childrens Books e-book sales jumped in recent weeks for
titles like Pretty Little Liars, a teenage series by Sara Shepard; I Am Number
Four, a paranormal romance by Pittacus Lore; and Before I Fall, a novel by
Lauren Oliver. (Some sales, publishers noted, are from older people crossing over to
young-adult fction.)
Why are e-readers growing
in popularity among teens?
Why might some parents be
against them?
Go in Backpacks
E-Readers Catch Younger Eyes
and

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11 Jon Anderson, the publisher of Simon & Schuster Childrens Publishing, said
some titles, like Clockwork Angel and books in the Night World series, nearly
doubled their e-book sales in the four weeks afer Christmas, compared with the
four weeks before.
12 We had an instant reactionBoy, a lot of kids got e-readers for Christmas,
Mr.Anderson said, adding that another signifcant bump in sales occurred over the
three-day weekend that included Martin Luther Kings Birthday. If it follows the
same trend as adults, its the start of an upward curve.
13 Digital sales have typically represented only a small fraction of sales of middle-
grade and young-adult books, a phenomenon usually explained partly by the
observation that e-readers were too expensive for children and teenagers.
14 Another theory suggested that the members of the younger set who were frst
encouraged to read by the immensely popular Harry Potter books tended to prefer
hardcover over any other edition, snapping up the books on the day of their release.
And anecdotal evidence hinted that younger readers preferred print so that they
could exchange books with their friends.
15 Tat scene may be slowly replaced by tweens and teenagers clustered in groups
and reading their Nooks or Kindles together, wirelessly downloading new titles
with the push of a button, studiously comparing the battery life of the devices
and accessorizing them with Jonathan Adler and Kate Spade covers in hot pink,
tangerine and lime green.
16 Te young adults and the teenagers are now the newest people who are
beginning to experience e-readers, said Matthew Shear, the publisher of St. Martins
Press. Ifthey get hooked, its great stuf for the business.
17 It is too soon to tell if younger people who have just picked up e-readers will
stick to them in the long run, or grow bored and move on.
18 But Monica Vila, who runs the popular Web site Te Online Mom and lectures
frequently to parent groups about Internet safety, said that in recent months she
had been bombarded with questions from parents about whether they should buy
e-readers for their children.
19 In a speech last month at a parents association meeting in Westchester County,
Ms. Vila asked for a show of hands to indicate how many parents had bought
e-readers for their children as holiday gifs.
20 About half the hands in the room shot up, she recalled.
21 Kids are drawn to the devices, and theres a defnite desire by parents to move
books into this format, Ms. Vila said. Now youre fnding people who are saying:
Lets use the platform. Lets use it as a way for kids to learn.
22 Some teachers have been encouraging, too, telling their students that they are
allowed to bring e-readers to school for leisure reading during homeroom and
English class, for example.
23 I didnt buy it until I knew that the teachers in middle school were allowing
kids to read their books on their e-readers, said Amy Mauer-Litos, Elianas mother,
adding, I dont know whether its the device itself that is appealing, or the easy
access to the books, but I will tell you, weve had a lot of snow days lately, and
9times out of 10, shes in the family room reading her Nook.
ACTIVITY 3.7
continued
How could information in
this section be turned into a
graphic representation?

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My Notes

24 Some younger readers have been exploring the classics, thanks to the
availability ofolder ebooks that are in the public domainand downloadable free.
25 Afer receiving a light gray Sony Reader from her grandparents for Christmas,
MiaGarcia, a 12-year-old from Touchet, Wash., downloaded Little Women, a
book she had not read before.
26 It made me cry, Mia said. Ten I read Hunger Games, the best-selling
dystopian novel, and it also made me cry.
27 Her 8-year-old brother, Tommy, was given an e-reader, too. I like it because I
have so many diferent books on it already, he said, including Te Trouble Begins
at 8, a fast-paced biography of Mark Twain written for children in the middle
grades.
28 Eryn Garcia, their mother, said the family used the local libraryalready
stocked with more than 3,000 e-booksto download titles free, sparing her the
usual chore of lugging around 40 pounds of books.
29 Teres something Im not sure is entirely replaceable about having a stack of
inviting books, just waiting for your kids to grab, Ms. Garcia said. But Im an avid
believer that you need to fnd what excites your child about reading. So Im all for it.
After Reading
4. Write a short summary of the main ideas in this text.
5. Collaborative Discussion: Discuss information that you marked. Revisit the
visual at the beginning of the text. What information does the graph give you
that the text does not?
Writing Prompt: Work collaboratively to write a short argument supporting the
following claim: Schools should provide all students with e-readers. As part of your
argument, create a visual display to support the claim. Be creative but purposeful.
Your argument and your visual display should help the audience better understand
how the reasons and evidence support the claim. Keep these pieces in your
Portfolio. On the next page you will find examples of types of graphics to consider
using in your display. For your written argument, be sure to:
Provide clear reasons and evidence.
Make a visual display that is clear and supports your argument.
Use a formal writing style.
ACTIVITY 3.7
continued
What are some of the
advantages of e-readers for
kids?

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Uses of Social Networking
IM or Chat
Post
Messages
Upload
Photos
Send
Mail
My Notes

Types of Graphics
Line graphs show change in quantities over time; for example, the chart on
page 192 is a line graph.
Bar graphs are generally used to compare quantities within categories.
Pie graphs or circle graphs show proportions by dividing a circle into different
sections (see the example below).
Flowcharts show a sequence or steps.
Timelines list events in chronological order.
Tables use columns to present information in categories that are easy to
compare.
6. What other visual displays or multimedia components (images, music, sound)
might be helpful for your display?
7. Present your argument and visual display to the class. Be sure to:
State the claim clearly.
Check that your reasons and evidence clearly support the claim.
Explain how the visual supports the claim with reasons and evidence.
Use a formal style and a tone appropriate for the purpose and audience.
Consider using these sentence starters when you present your explanation:
As you can see, . . .
The . . . shows that . . .
The . . . represents . . .
Why are visual displays, such as charts or graphs, helpful in trying to convince an
audience? Which of the visual displays you viewed was most effective? Why?
ACTIVITY 3.7
continued

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196 SpringBoard

Marking the Text,
Metacognitive Markers,
Graphic Organizer,
Debate,Paraphrasing
My Notes

ACTIVITY
3.8
Learning Targets
Paraphrase to explain the main ideas of an article about the pros and cons of
social networking.
Plan my argument about social networking and present my position on the
controversy in a debate.
1. What is online social networking?
2. Do you or someone you know use online social networking? Explain.
3. Look at the following chart. Be sure to use the tips you learned in the last lesson
about reading graphics to understand the information provided. Do you relate to
any of this data? Does anything surprise you?
How teens use social media sites
Based on teens who use social network sites or Twitter
Send instant messages or chat with a friend through the social network
site
88%
Post comments on something a friend has posted 87
Post a status update 86
Post a photo or video 80
Send private messages to a friend within the social network site 76
Tag people in posts, photos, or videos 69
Play a game on a social network site 50
Median # of activities 6
Source: The Pew Research Centers Internet & American Life Teen-Parent
survey, April 19July 14, 2011. N = 799 for teens 1217 and parents, including
oversample of minority families. Interviews were conducted in English and
Spanish.
Debate It: Organizing and
Communicatingan Argument

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ACTIVITY 3.8
continued
My Notes

Before Reading
4. Quickwrite: What is your initial position on the following topic? Decide
whetheryou agree or disagree and state your reasons. If you are neutral,
alsoexplain why.
Debatable Topic: Social networking has a negative impact on kids.
5. To research this topic, what do you want to know about the impact of social
networking on kids? Write two questions.
Question 1:
Question 2:
Introducing the Strategy: Metacognitive Markers
Using metacognitive markers involves marking the text with symbols to reflect
the thinking you are doing as you read. After reading, you can scan the text
and use your metacognitive markers to quickly find evidence when you are
talking or writing about a text. Here are the markers:
? Use a question mark for questions you have about the text.
! Use an exclamation point for a reaction to what you are reading.
* Use an asterisk for a comment about the text.
_ Use an underline to identify a key idea or detail in the text.
During Reading
6. Read the following articles to explore the topic of social networking and youth.
As you read, use the following metacognitive markers to engage with the text.
! for reactions (e.g., wow, surprising, I can relate, etc.)
? for questions (e.g., I wonder if, why, I am confused by, etc.)

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198 SpringBoard

ACTIVITY 3.8
continued
My Notes

Article
by Kristin Stanberry
Te phenomenon of social networking has taken todays youth culture by
storm. Atthe same time, it has raised serious concerns among the parents of these
tech-savvy teens.
What are the benefits?
Its not just teenagers who think social networking is cool. Researchers and
survey groups have found social networking provides many benefts. For example:
Social networking is an extension of teens real-world friendships. It helps them
enrich and manage their social lives.
Socializing online can give shy, socially awkward teens a comfortable way to
communicateone thats less intimidating than meeting face-to-face. Tis can
boost their self-esteem and help them practice their social skills.
Teens with unusual interests or hobbies fnd kindred spirits online, giving them
a place to share information and enthusiasm.
Kids who have disabilities or other challenges can communicate with other
teens with similar problems. Tis lessens their sense of isolation and allows for
mutual support.
What are the risks?
Studies and surveys reveal that social networking exposes teens to certain risks.
Forexample:
Online bullying and harassment by peers, also known as cyberbullying. Tis
may be the biggest online danger to kids. Its ofen an extension of bullying that
takes place at school but can be just as damaging, if not more so.
Online predators. While being harassed or stalked online by adult predators is far
less common than cyberbullying, any incident is one too many.
Less face-to-face interaction with family and friends. Researchers are studying
theefect of this trend on kids social development, but the long-term efects arent
yet known.
The
Pros and Cons
of
Social Networking for Teenagers:
What one benefit seems
most important? Why?

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My Notes

ACTIVITY 3.8
continued
Article
Science Daily (Aug. 6, 2011)Social media present risks and benefts to
children but parents who try to secretly monitor their kids activities online are
wasting their time, according to a presentation at the 119th Annual Convention
ofthe American Psychological Association.
While nobody can deny that Facebook has altered the landscape of social
interaction, particularly among young people, we are just now starting to see
solid psychological research demonstrating both the positives and the negatives,
said Larry D. Rosen, PhD, professor of psychology at California State University,
Dominguez Hills.
In a plenary talk entitled, Poke Me: How Social Networks Can Both Help
andHarm Our Kids, Rosen discussed potential adverse efects, including:
Teens who use Facebook more ofen show more narcissistic tendencies while young
adults who have a strong Facebook presence show more signs of other psychological
disorders, including antisocial behaviors, mania and aggressive tendencies.
Daily overuse of media and technology has a negative efect on the health of
all children, preteens and teenagers by making them more prone to anxiety,
depression, and other psychological disorders, as well as by making them more
susceptible to future health problems.
Facebook can be distracting and can negatively impact learning. Studies found
that middle school, high school and college students who checked Facebook at
least once during a 15-minute study period achieved lower grades.
Rosen said new research has also found positive infuences linked to social
networking, including:
Young adults who spend more time on Facebook are better at showing virtual
empathy to their online friends.
Online social networking can help introverted adolescents learn how to socialize
behind the safety of various screens, ranging from a two-inch smartphone to a
17-inch laptop.
Social networking can provide tools for teaching in compelling ways that engage
young students.
For parents, Rosen ofered guidance. If you feel that you have to use some sort
of computer program to surreptitiously monitor your childs social networking, you
are wasting your time. Your child will fnd a workaround in a matter of minutes,
hesaid.
KEY IDEAS AND DETAIL
Which adverse effect seems
most significant? Why?
Social Networkings
Impacts on Kids
Good
and
Bad

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My Notes

ACTIVITY 3.8
continued
After Reading
7. Work collaboratively to compare and contrast the main ideas of the two articles.
Use a graphic organizer similar to the one below. Write the positive effects in
the top half of each circle and the negative effects in the lower half.
Text 2: Social Networkings
Good and Bad Impacts on
Kids
Text 1: The Pros and Cons
of Social Networking for
Teenagers: A Parents Guide
Positive Positive
Negative Negative
8. Revisit your initial quickwrite response to the following prompt: Do you agree
or disagree with the statement that social networking has a negative impact
onkids? Has your position changed? Can you add any new thinking?
9. Group Discussion: Use the following protocol to discuss your ideas with your
peers.
One participant shares.
The other participants take turns responding directly to the person who
shared.
The first participant responds to or builds on his/her peers comments
(through reflecting and paraphrasing) and has the last word.
Follow the same pattern until all participants have shared. As you share and
respond to the discussion, keep these points in mind:
Listen to each speakers specific argument and claims.
Determine whether the speaker supports his or her claims with reasons and
evidence or does not clearly support claims.
Remember to support your own argument and claim with both reasons and
clear, relevant evidence.

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ACTIVITY 3.8
continued
My Notes

During Reading
10. Read the following informational text to gain information to support your
position and prepare to debate with your peers. A debate is a structured
argument that examines both sides of an issue. Continue to use metacognitive
markers to engage with the text:
! for reactions (e.g., wow, surprising, I can relate, etc.)
? for questions (e.g., I wonder if, why, I am confused by, etc.)
Informational Text
Did you know?
1. Social networking and blogging sites accounted for 17% (about one in every
six minutes) of all time spent on the Internet in Aug. 2009, nearly three times
as much as in 2008.
2. Twitter was so important to the Iranian protests afer the Iranian presidential
election in June 2009 that the US State Department asked Twitter to delay
a scheduled network upgrade that would have taken the website of ine at a
busy time of day in Iran. Twitter complied and rescheduled the downtime to
1:30 am Tehran time.
3. On Nov. 3, 2008, the day before the US presidential election, Democratic
presidential candidate Barack Obama had 2,379,102 Facebook supporters
while Republican candidate John McCain had 620,359. Obama had 833,161
MySpace friends and McCain had 217,811. Obama had 384% more Facebook
supporters and 383% more MySpace friends than McCain.
4. Russians spend more time on social networking sites than people in any
other country, an average of 6.6 hours per month compared to the worldwide
average of 3.7 hours per month.
PRO Social Networking Sites CON Social Networking Sites
1. Social networking sites allow
people to create new relationships
and reconnect with friends and
family. Increased communication,
even online, strengthens
relationships.
1. Teens growing up with these
sites may not be aware that the
information they post is public
and that photos and text can be
retrieved even afer deletion.
Consequences from over-sharing
personal information include
vulnerability to sexual or fnancial
Are social networking
sites good forour society?
Pro and Con Arguments:

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ACTIVITY 3.8
continued
2. Social networking sites allow
for creative expression in a new
medium. Tey provide free
messaging, blogging, photo storage,
games, event invitations, and
many other services to anyone
with access to a computer and the
Internet.
3. Social networking sites bring
people with common interests
together, ofer exposure to new
ideas from around the world, and
lower inhibitions to overcome
social anxiety. People who have
a dif culty communicating in
personare more comfortable
interacting via theInternet.
4. 60 million Americans received
help with major life issues
(changing jobs, fnding a new
place to live, buying a car, and
caring for someone with an
illness) from people in their social
networks in 2006.Tese people
said social networking sites helped
them connect with friends and
experts who assisted in their
decisions.
5. 59% of students with access to
the Internet report that they use
social networking sites to discuss
educational topics including
career and college planning, and
50% use the sites to talk about
school assignments. Some parents
and teachers say that using these
sites helps students improve their
reading, writing, and confict
resolution skills, learn to express
themselves more clearly, and meet
new and diferent kinds of students
from around theworld.
predators and lost job opportunities
from employers fnding
embarrassing photos or comments.
2. Social networking sites have no
way to verify that people are who
they claim to be, leaving people
vulnerable to solicitations from
online predators who are able to
mask their true identities. Even
if the sites agree to remove sex
ofenders, they cannot identify
all of them or stop them from
creating new accounts.
3. Social networking sites make
cyberbullying, a type of bullying
that occurs online, easier and
more public than bullying through
other online activities such as
email and instant messaging. A
2009 study found that 17.3% of
middle school students have been
victims of cyberbullying. Victims
ofen experience a drop in grades,
decreased self-esteem, and other
symptoms of depression.
4. Te US Marine Corps banned the
use of all social media sites on its
networks because the sites are a
proven haven for malicious actors
and content and are particularly
high risk due to information
exposure, user generated content
and targeting by adversaries. Te
entire Department of Defense
is considering a ban on social
networking sites because of
concerns over security threats and
potential computer viruses.
5. Te use of social networking sites can
cause personality and brain disorders
in children, such as the inability
to have real conversations, limited
attention spans, a need for instant
gratifcation, Attention-Defcit
Hyperactivity Disorder (ADHD),
My Notes

WORD
CONNECTIONS
Roots and Affixes
The word predator means
one who looks for others in
order to harm them in some
way. The word comes from
the Latin praedari, meaning to
rob or to prey on someone or
something.
Numbers 2 and 3 of the
CON side convey the idea
that social networks allow
users to be anonymous.
Why is that important to
users of these networks?

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ACTIVITY 3.8
continued
6. Social media helps low-income
kids become more familiar with
computers and related technology.
One study showed that nearly
three quarters of children from
poor households have profles on
MySpace or Facebook. By using
these websites, they have learned
how to edit and upload photos
and videos, and have become
experienced in using html code to
personalize their profle pages. [3]
7. Studies have shown that being
part of a social network has
a positive impact, including
increased quality of life and a
reduction in the risk of health
problems. Tey help improve
stroke recovery, memory
retention, and overall well-being.
8. Social media can be a powerful
tool for social change and an
alternative to more traditional
methods of communication.
During the protests of the
Iranian election in June 2009,
protestors used Twitter to
circumvent government control
over phones and the media.
Twitter was so important that
the US State Department asked
Twitter to delay a network
upgrade that would have taken
the website of ine at a busy time
of day in Iran. Twitter complied
and self-centered personalities. Te
fast pace of the sites may rewire
the brain with repeated exposure
because parts of the brain used for
traditional, of ine activities become
underused.
6. Te hours per day of face-to-face
socializing have declined as the use
of social media has increased. People
who use these sites frequently are
prone to social isolation. Parents
spend less time with their children
and couples spend less time together
even when they live in the same
house, because they are using the
Internet instead of interacting with
each other.
7. A 2007 study found that workers
using Facebook in the of ce were
costing Australian businesses up to
$4.5 billion (US) per year. [12] A
Feb. 2009 report stated that social
networking sites were costing UK
businesses an estimated $12.5 billion
(US) annually. [13] Numbers for
lost revenue from lower worker
productivity when employees use
social networking sites in the US are
not available, but one study found
that two-thirds of US workers with
Facebook accounts access that site
during work hours.
8. A false sense of security may
leave social networking site users
vulnerable to security attacks
such as hacking, leaking sensitive
information, and sending viruses.
People trust messages sent through
social networking sites. However,
social networks do not scan
messages for
My Notes

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ACTIVITY 3.8
continued
and rescheduled the downtime
to 1:30 am Tehran time. Te
ability to remain anonymous
helped protect people who
werespreading information in
real time.
9. To make social networking sites
safer for children, the sites have
minimum age requirements and
default settings based on the users
age to protect children. MySpace,
for example, requires users to be at
least 14 years old, and the profles
of all users under the age of 16
are automatically set to private
so they cannot be found during a
general search.
10. Social media sites are expanding
from general interest to more
specifc uses that beneft society.
For example, sites have been
created for medical purposes
such as dealing with life altering
diseases, alcoholism, drug
addiction, weight loss, and autism.
Social networking sites with a
specifc focus help introduce
people to others who are dealing
with similar issues and provide
information, contacts, peer
support, and encouragement.
viruses or phishing scams, while
most email accounts do scan the
messages for spam and viruses
through antivirus sofware.
9. Te public nature of online
profles creates security risks about
which most users are unaware.
Cybercriminals can gather
information to be used for identity
thef fromsocial networking
profles, such as birthdays, pet
names, mothers maiden names,
names of children, and other
details ofen used in passwords
and security questions.
10. Social networking sites were
created to make money, not to
improve peoples lives. Tese
websites use networks of online
friends to accumulate data about
people for the purpose of selling
advertising. Te sites place cookies
on the users computers, gather
information, and interests to show
personalized ads.
My Notes

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ACTIVITY 3.8
continued
After Reading
11. Summarize 34 key ideas from the preceding text that support your position
on whether social networking is good for society.
12. Use the KWHL graphic organizer below to record information as you continue
researching the topic of social networking. After reading the texts in this
activity, what additional questions do you have? What reasons and evidence
do you need to support your position?
My Notes

Claim:
K
Paraphrase the ideas
that stand out to you
in relationship to your
assigned side of the issue.
W
What further questions do
you have?
H
Where could you find
answers? What other
credible resources could
you access?
L
Add notes from your
research.

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ACTIVITY 3.8
continued
Preparing to Debate
13. Consider all of the research you have done and complete the graphic organizer
to prepare for the debate. Remember, the statement you are arguing is
whether you agree or disagree that social networking has a negative impact
onkids.
Preparing an Argument
Claim:
Reason 1: Evidence (facts, statistics, examples, observations, quotations, and
expertopinion)
Source Citation:
expertopinion)
Source Citation:
expertopinion)
Source Citation:
Tone:
Language (words/phrases) to use to create a formal style:

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ACTIVITY 3.8
continued
My Notes

14. After completing your research, create a visual display (e.g., a graph or chart)
that will help support your claim.
Debating the Topic
During the debate, be sure to:
State a clear claim.
Support your claim with reasons and evidence; when necessary, offer new
support or elaborate on a previous point.
Maintain a formal style and appropriate tone.
Speak clearly, slowly, and loudly enough to be heard by the audience.
Listen to other speakers claims, reasons, and evidence and distinguish
between claims that are supported by credible evidence and those that are not.
Try using the following types of sentence starters when you respond to the ideas
ofothers:
Even though you just said that . . . , I believe that . . .
I agree with what you said about . . . , but I think that . . .
You make a good point about . . . , and I would add that . . .
When you are in the outer circle, create and use a chart such as the one that
follows to take notes on the comments made by the inner circle. Be prepared to
share your observations.
Argument FOR Argument AGAINST
After the debate: Was your position strengthened, weakened, orchanged
completely as a result of the discussion? Explain.
Respond to the Essential Question: How do you effectively communicate in order to
convince someone? Add your response to your Portfolio.

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My Notes

Assignment
Work collaboratively to research one side of a controversy that is affecting your
school, community, or society. Then participate in a modified debate in which you
argue your position and incorporate a visual display with appropriate headings and
labels and/or multimedia for support.
Planning and Prewriting: Take time to make a plan for generating ideas
and research questions.
What is your issue, who does this issue affect, and what side will you be arguing?
How can you state your position clearly as a claim?
What questions will guide your research?
Researching: Gather information from a variety of credible sources.
Where can you find sources, and how can you tell that the sources are credible
and useful?
Which strategies will you use to help you understand informational texts?
How will you take notes by paraphrasing reasons and evidence and recording
bibliographic information?
Preparing and Creating: Plan talking points and create a visual display.
What kind of graphic organizer could help you select the best reasons and
evidence from your research?
How will you select talking points and create index cards for each point to
support your claim?
How will you create a visual that will enhance your talking points?
How can the Scoring Guide help you evaluate how well you are prepared to
meet the requirements of the assignment?
Speaking and Listening: Actively participate in and observe the class debat es.
How will you be sure that you and the other speakers all have the opportunity to
voice your opinions?
How will you use your visual display to support your argument?
How will you complete a viewing guide to ensure active listening as an
audiencemember?
Reflection
After completing this Embedded Assessment, think about how you went about
accomplishing this task, and respond to the following:
Did your position on the issue remain the same or change after the discussion?
Explain your position and what caused it to remain the same or change.
What part of preparing for the debate was your strongest (e.g., researching,
organizing the argument, collaboration, creating the visual display)? Explain.
What part of the debate was your strongest (e.g., explaining ideas, using formal
language, speaking, listening)? Explain.
Researching and Debating
a Controversy
EMBEDDED
ASSESSMENT 1
Technology TIP:
Use a slide presentation
program such as
PowerPoint or Prezi to
create your visual display.

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SCORING GUIDE
Scoring
Criteria
Exemplary Proficient Emerging Incomplete
Ideas The argument
shows extensive
evidence of the
students ability to
gather evidence, form
questions to refocus
inquiry, and evaluate
the credibility of a
variety of sources
avoids plagiarism by
including properly
cited bibliographic
information.
The argument
provides sufficient
evidence of the
students ability to
the credibility of
multiple sources
avoids plagiarism
by including basic
bibliographic
information.
The argument
provides insufficient
evidence of the
students ability to
the credibility of
multiple sources
includes partial
or inaccurate
bibliographic
information.
The argument
provides little or
no evidence of the
students use of a
research process
lacks bibliographic
information and/or
information that
appears to have been
plagiarized.
Structure The debater
sequences reasons
and evidence to
support a claim
effectively
integrates visual or
multimedia displays
to enhance and
clarify information
transitions smoothly
between talking
points; responds
to others ideas by
contributing relevant
new support and
elaboration.
The debater
sequences reasons
and evidence to
support a claim
logically
uses an appropriate
visual or multimedia
display to clarify
information
follows protocol to
transition between
talking points;
avoids repetition
when contributing
new support or
elaboration.
The debater
uses flawed
sequencing; supports
claim ineffectively
uses a weak or
unclear visual or
multimedia display
transitions between
talking points
inconsistently;
contributes primarily
unrelated and/or
repetitive support
and elaboration to
the discussion.
The debater
does not support the
claim
lacks a visual or
multimedia display
does not follow rules
for group discussion.
Use of
Language
The speaker
uses effective eye
contact, volume,
pacing, and clarity
demonstrates
command of the
conventions of
standard English
grammar, usage, and
language
maintains a
consistently
appropriate style and
tone.
The speaker
uses sufficient eye
contact, volume,
pacing, and clarity
demonstrates
adequate command
of the conventions
of standard English
grammar, usage, and
language
maintains a generally
appropriate style and
tone.
The speaker
uses eye contact,
volume, pacing, and
clarity unevenly
demonstrates
partial command
of the conventions
of standard English
grammar, usage, and
language
maintains an
inconsistently
appropriate style
and/or tone.
The speaker
uses flawed or
ineffective speaking
skills
commits frequent
errors in standard
English grammar,
usage, and language
uses an inappropriate
style and/or tone.
Researching and Debating
a Controversy
EMBEDDED
ASSESSMENT 1

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210 SpringBoard

Previewing Embedded Assessment 2:
Preparing for Argumentative Writing
ACTIVITY
3.9
My Notes

Graphic Organizer,
CloseReading
Learning Targets
Analyze and summarize the skills and knowledge needed to complete
Embedded Assessment 2 successfully.
Explore rhetorical appeals used in argumentative writing.
Making Connections
In the first part of this unit you learned about elements essential to argumentative
writing: claims, reasons, and evidence. In this part of the unit you will expand on
your writing skills by writing an argumentative letter to persuade an audience to
agree with your position on an issue.
Essential Questions
Reflect on your increased understanding of the Essential Questions. Based on your
current understanding, how would you answer these questions now?
Why do we have controversy in society?
How do we communicate in order to convince others?
Developing Vocabulary
In your Reader/Writer Notebook, look at the new vocabulary you learned as you
were introduced to argumentative writing in the first half of this unit. Re-sort the
words below in the graphic organizer, once again using the QHT strategy. Notice
which words have moved from one column to another.
Academic Vocabulary
controversy
argument
claim
reasons
evidence
research
plagiarism
credible
Literary Terms
tone
formal Style
Q H T

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Previewing Embedded Assessment 2:
Preparing for Argumentative Writing
ACTIVITY 3.9
continued
My Notes

Unpacking Embedded Assessment 2
Read the assignment for Embedded Assessment 2: Writing an Argumentative Letter.
Think about a topic (subject, event, idea, or controversy) that you truly care
about and take a position on it. Write an argumentative letter to convince an
audience to support your position on the topic.
In your own words, summarize what you will need to know to complete this
assessment successfully. With your class, create a graphic organizer to represent
the skills and knowledge you will need to complete the tasks identified in the
Embedded Assessment.
Thinking About Persuasion
1. Think about times in the past when you tried to convince someone to believe
or to do something. Were you successful? Write down at least 45 examples of
times you tried to be persuasive and the outcome of each.
Times I Was Persuasive Outcome
2. For each successful outcome listed above, write down the reasons that you gave
that persuaded the other person. Try to list four or five examples of supporting
reasons.

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212 SpringBoard

My Notes

ACTIVITY 3.9
continued
3. Which of the examples given in 2 above were appeals to the emotions of your
listener? Which were appeals to your listeners logicintellectual appeals?
4. With a group of classmates, discuss the examples you each recorded and
whether those examples were appeals to emotion or to logic. Based on your
examples, were emotional appeals or logical appeals more effective?
INDEPENDENT
READING LINK
To support your learning
in the second half of the
unit, you might think about
reading a book, magazine
articles, or news articles that
explore a current hot topic
or controversial issue.

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ACTIVITY
3.10
Looking at a Model Argumentative Letter
Marking the Text, Brainstorming,
Webbing, Writers Checklist
My Notes

Learning Targets
Read closely to identify claim, reasons, and evidence.
Generate ideas and apply an organizational pattern to write an argumentative
paragraph.
Before Reading
1. Unpack the prompt by underlining the sentence that is the task. What is the
prompt asking you to do? Circle the verbs and highlight the nouns.
Argumentative Prompt: Some state legislators believe that school libraries
should not provide Internet access for students. Decide whether you agree or
disagree with this position. Write a letter to convince state legislators to support
your position.
2. Scan the letter below and mark these parts of the letter: salutation, body, closing.
During Reading
3. Mark the text and take notes in the margin to identify the claim, reasoning, and
evidence provided in the letter.
Dear Legislator,
We live in the 21
st
century and see technology all around us. Americans have access
to the Internet almost everywhere, at home, on cell phones, and even at school.
For some students, school is the only access they have to the Internet. Te web
also provides many more learning opportunities and prepares us students for high
school and the real world. Internet access for students in school libraries is crucial
for our success.
Students need school access to the Internet because computers and the price for
Internet service can sometimes be too costly for a family. Internet service providers,
such as Quest, charge an average of ffy dollars a month. Many times teachers
assign projects that students need access to computers to complete. Internet access
in the school library is sometimes the only option for numerous pupils. If that only
option is taken away, innocent students will be penalized for not being able to fulfll
a schoolproject.
When we get to high school, we will be getting prepared for the real-world that
is coming to us sooner than we think. In the technology flled society that we
are about to embark on, we will have to know many skills on how to best utilize
a computer and the Internet. My cousin is a good example of someone who is
What do you notice about the
formatting of this letter?
Where is the commentary in
paragraph number 3? What
does it do for the paragraph?
Student Letter
Draft

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ACTIVITY 3.10
continued
utilizing the technology skills he learned as a teenager. He is in college and takes
courses online. Taking online courses allows him to have a job and go to college at
the same time. He says he spends close to 10 hours a week studying, mostly at night
afer his job. Knowing how to use the Internet is helping build a successful future.
Students spend most of their time in school around adults that are here to teach
them life skills. I believe that we can learn the most in preparation for the real world
in school!
In conclusion, the best solution is to continue allowing school libraries to provide
Internet access for students. For many, that provides the only access they have. It
not only provides gateways for better learning experiences, but also readies us for
the big journey that is ahead of us once we leave the comfort of middle and high
school. Can you even imagine what kind of struggles would come our way if state
legislators choose to terminate school Internet access?
Sincerely,
A Concerned Student
After Reading
4. Return to the letter to mark the text for formal style. Annotate the text to identify
the authors tone.
5. With the guidance of your teacher, conduct research as needed and draft
another body paragraph as a new third paragraph. You will return to this body
paragraph to practice revision strategies and refine your writing skills. Follow
the steps below to research and draft a paragraph.
Drafting a body paragraph: Prewriting
Brainstorm evidence for the main idea (reason) of the paragraph:
Research:
Where will you gather evidence?
What sources will you consult?
Drafting
After conducting initial research, generate an outline for the body paragraph and
then write your draft. Remember, each body paragraph should consist of:
A topic sentence: a sentence that consists of a subject and an opinion that
works directly to support the claim (thesis)
Transitions: words used to connect ideas (e.g., for example, for instance)
Supporting information: specific evidence and details (What facts and details
are most appropriate? Do you accurately synthesize information from a variety
of sources?)
Reflective commentary: sentences that explain how the information is relevant
to the claim/thesis. (Use reflective commentary to also bring a sense of closure
to the paragraph.)
My Notes

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6. Draft your body paragraph in the space below.
Create a Writers Checklist based on what you already know you should be sure
to do to create a successful argument.
Looking at a Model Argumentative Letter
My Notes

ACTIVITY 3.10
continued

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Learning Targets
Identify logos and pathos used in an argument.
Explain how evidence is relevant and sufficient to support a claim.
Rhetoric and Rhetorical Appeals
Rhetoric is the art of using words to persuade in writing and speaking. Writers use
different types of rhetoric depending on their purpose and audience.
Writers of argumentative texts appeal to their audience using sound reasoning
and evidence. Writers who use logical thinking that makes sense and is backed
up with valid evidence (such as statistics, examples) are appealing to reason. This
rhetorical appeal is known as logos.
At times, writers of argumentative texts also use evidence that appeals to feelings.
When appealing to feelings, a writer uses emotional language or talks about basic
values such as kindness, justice, and responsibility. This rhetorical appeal is known
as pathos. Pathos should be used sparingly in an argument since relevant evidence
is required to support a claim but an emotional appeal typically does not include
evidence.
Before Reading
1. How do you think people choose issues to support?
During Reading
2. As you read the letter that follows, highlight the claim. Mark the text for specific
evidence that appeals to logic (logos, L) and to emotion (pathos, P).
ABOUT THE AUTHOR
The Grand Council Fire of American Indians was a Native American organization
whose members came from many different tribes. The organization worked for
better treatment of and policies for the American Indian populations. In 1927
a political campaigner (William Hale Thompson of Chicago) used a slogan of
America First to claim that the history taught in textbooks was biased in
favor of the British. Thompson won re-election as the mayor of Chicago, and he
then demanded that the citys textbooks be replaced with books that focused
on the accomplishments of the ethnic groups in the United States. Members of
the Grand Council Fire of American Indians used the America First program
as an opportunity to describe how Native Americans also were misrepresented
in textbooks. The president of the Council, Scott H. Peters (of the Chippewa
Tribe) wrote the following letter to Chicagos newly elected mayor asking that
the contributions and accomplishments of Native Americans also be included
in the textbooks.
Facts and Feelings: Rhetorical Appeals
in Argumentative Writing
ACTIVITY
3.11
My Notes

Literary Terms
Rhetorical appeals, or
persuasive strategies,
are used in arguments to
support claims.
Logos is a rhetorical appeal
that uses logical reasoning
and evidence.
Pathos is a rhetorical
appeal to feelings.
Marking the Text, Rereading,
Graphic Organizer

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in Argumentative Writing
Letter
by Scott H. Peters, Grand Council Fire of American Indians
December 1, 1927
To the mayor of Chicago:
You tell all white men America First. We believe in that. We are the only ones,
truly, that are one hundred percent. We therefore ask you, while you are teaching
schoolchildren about America First, teach them truth about the First Americans.
We do not know if school histories are pro-British, but we do know that they
are unjust to the life of our peoplethe American Indian. Tey call all white
victories battles and all Indian victories massacres. Te battle with Custer has been
taught to schoolchildren as a fearful massacre on our part. We ask that this, as
well as other incidents, be told fairly. If the Custer battle was a massacre, what was
Wounded Knee?
History books teach that Indians were murderersis it murder to fght in self-
defense? Indians killed white men because white men took their lands, ruined their
hunting grounds, burned their forests, destroyed their bufalo. White men penned
our people on reservations, then took away the reservations. White men who rise
to protect their property are called patriotsIndians who do the same are called
murderers.
White men call Indians treacherousbut no mention is made of broken
treaties on the part of the white man. White men say that Indians were always
fghting. It was only our lack of skill in white mans warfare that led to our defeat.
An Indian mother prayed that her boy be a great medicine man rather than a great
warrior. It is true that we had our own small battles, but in the main we were peace
loving and home loving.
White men called Indians thievesand yet we lived in frail skin lodges and
needed no locks or iron bars. White men call Indians savages. What is civilization?
Its marks are a noble religion and philosophy, original arts, stirring music, rich
story and legend. We had these. Ten we were not savages, but a civilized race.
We made blankets that were beautiful, that the white man with all his
machinery has never been able to duplicate. We made baskets that were beautiful.
We wove in beads and colored quills designs that were not just decorative motifs
but were the outward expression of our very thoughts. We made potterypottery
that was useful, and beautiful as well. Why not make schoolchildren acquainted
with the beautiful handicrafs in which we were skilled? Put in every school Indian
blankets, baskets,pottery.
We sang songs that carried in their melodies all the sounds of naturethe
running of waters, the sighing of winds, and the calls of the animals. Teach these to
your children that they may come to love nature as we love it.
My Notes

What is the speakers tone?
What is the purpose of this
speech? Who is the audience?
ACTIVITY 3.11
continued
First Americans
The

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ACTIVITY 3.11
continued
We had our statesmenand their oratory
1
has never been equaled. Teach
the children some of these speeches of our people, remarkable for their brilliant
oratory.
We played gamesgames that brought good health and sound bodies. Why
not put these in your schools? We told stories. Why not teach schoolchildren more
of the wholesome proverbs and legends of our people? Tell them how we loved all
that was beautiful. Tat we killed game only for food, not for fun. Indians think
white men who kill for fun are murderers.
Tell your children of the friendly acts of Indians to the white people who frst
settled here. Tell them of our leaders and heroes and their deeds. Tell them of
Indians such as Black Partridge, Shabbona, and others who many times saved the
people of Chicago at great danger to themselves. Put in your history books the
Indians part in the World War. Tell how the Indian fought for a country of which
he was not a citizen, for a fag to which he had no claim, and for a people that have
treated him unjustly.
Te Indian has long been hurt by these unfair books. We ask only that our
story be told in fairness. We do not ask you to overlook what we did, but we do ask
you to understand it. A true program of America First will give a generous place to
the culture and history of the American Indian.
We ask this, Chief, to keep sacred the memory of our people.
After Reading
3. Reread the letter. Use the graphic organizer to record examples of the writers
use of rhetorical appeals.
Title: The First Americans
Appeals to Reasonlogos (facts, statistics, examples, observations,
quotations, and expert opinions)
Examples:
1
oratory: skill in public speaking
My Notes

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inArgumentative Writing
Appeals to Feelingspathos (emotional language; mention of basic values)
Examples:
4. Choose one piece of evidence and discuss how it is both relevant and sufficient
to support the claim of the letter.
5. Revisit and reread another text you have previously read in this unit. Analyze
that text for rhetorical appeals. Then, complete the graphic organizer on the
next page.
ACTIVITY 3.11
continued
My Notes

ACADEMIC VOCABULARY
In order to be convincing,
evidence must be both relevant
or closely connected to the
matter at hand, and sufficient,
or enough for the purpose of
supporting a claim or reason.

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ACTIVITY 3.11
continued
Which text do you find most convincing? Explain how that author incorporated
rhetorical appeals to create the argument. Did the argument of that text use one
kind of appeallogos or pathosmore than the other?
My Notes

Title:
Appeals to Reason: logos (facts, statistics, examples, observations,
quotations, and expert opinions)
Examples:
Appeals to Feelings: pathos (emotional language; mention of
basicvalues)
Examples:

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Citing Evidence ACTIVITY
3.12
My Notes

Metacognitive Markers
Learning Targets
Record information about sources and cite them accurately.
Use appositives to give specific information about sources.
1. What does it mean to give credit when writing an argumentative text? How
does this help writers avoid plagiarism? What does giving credit have to do
with logos?
Citing Sources
When using information gained from research, it is important to cite the sources of
that information to avoid plagiarism. Remember that plagiarism is using someone
elses work without giving them credit.
For argumentative writing, citing sources also builds credibility with an audience
and adds authority to evidence.
You can incorporate research material in your writing in two ways:
Direct quotations are word-for-word quotes from the source. The source must
be named. Direct quotations are usually short.
Paraphrasing involves putting a passage from source material into your own
words. A paraphrase must also be attributed to the original source. Paraphrased
material is usually shorter than the original passage, taking a somewhat
broader portion of the source and condensing it slightly.
Tips for Citing Sources
Follow these tips for citing sources to avoid plagiarism and to improve the
organization of your writing:
Use a statement that credits the source; e.g., According to Dr. Martin Luther
King, Jr., . . . .
Put quotation marks around any unique words or phrases that you cannot
or do not want to change; e.g., savage inequalities exist throughout our
educational system.
If you are having trouble paraphrasing, try writing your paraphrase of a text
without looking at the original, relying only on your memory and notes.
Check your paraphrase against the original text. Correct any errors in content
accuracy, and be sure to use quotation marks to set off any exact phrases
from the original text. Check your paraphrase against sentence and paragraph
structure, as copying those is also considered plagiarism.

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ACTIVITY 3.12
continued
Language and Writers Craft: Using Appositives
An appositive is a nounand any accompanying modifiersthat is placed close to
another noun to identify it.
Example: My friend Sean is an expert on baseball.
In this sentence the appositive Sean identifies the noun my friend.
An appositive can be a single word, as in the example above, or a phrase.
Appositive phrases are usually set off by commas, parentheses, or dashes.
Example: Mary Southard, Director of Volunteers at the childrens hospital, reports
that over fifty new volunteers signed up this year.
This appositive phrase identifies Mary Southard as someone who has knowledge
(and credibility) of the number of new volunteers.
When you cite sources in an argument, use appositives and appositive phrases to
give more precise information about a source. This information strengthens your
appeal to logos.
2. Combine the following parts to create a sentence with an appositive phrase.
Pay attention to your punctuation.
president and publisher of HarperCollins Childrens Books
Susan Katz
explains that teen fiction is hot right now to people who read on e-books
3. Read the passage below from the last activity. Think about the main idea.
Tell your children of the friendly acts of Indians to the white people who frst
settled here. Tell them of our leaders and heroes and their deeds. Tell them of
Indians such as Black Partridge, Shabbona, and others who many times saved
the people of Chicago at great danger to themselves. Put in your history books
the Indians part in the World War. Tell how the Indian fought for a country of
which he was not a citizen, for a fag to which he had no claim, and for a people
that have treated him unjustly.
From The First Americans
My Notes

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Citing Evidence
ACTIVITY 3.12
continued
4. Now write a sentence that briefly summarizes the passage, including the
name of the author (Scott H. Peters) and an appositive phrase to give more
information about the author.
Revision Writing Prompt: Return to the body paragraph you wrote for the model
argumentative letter in Activity 3.11. Mark the text for appeals to logos you used.
Revise the paragraph as needed to add appeals to logos and strengthen your
reasons and evidence. Be sure to:
Support your claim with valid evidence (statistics, examples, quotations).
Cite sources from your research as needed to strengthen the logic ofyour
argument.
Use at least one appositive phrase to give more precise information about
asource.
Add this writing piece to your Portfolio.
Explain the relationship between citing sources and appealing to logos. Then,
describe one revision you made to your letter and why you made it.
My Notes

INDEPENDENT
READING LINK
How does the author of your
independent reading book give
credit to his or her sources? If
you wanted more information
on one of the sources cited,
how would you know where to
look? Record your answers in
your Reader/Writer Notebook.

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Skimming, Marking the
Text,Looping
Playing with Persuasive Diction:
Appealing to Pathos
My Notes

ACTIVITY
3.13
Learning Targets
Identify and analyze examples of persuasive diction.
Use persuasive diction in writing.
Whats in a Word?
Consider how similar words can make you feel different ways. Would you rather
be called youthful or immature? Would you rather be considered curious or nosey?
Word choice, or diction, is an important aspect of argumentative writing. Because
words can carry an emotional impact, each one represents an opportunity for the
writer to convince his or her audience.
Learning from Advertisements
1. As you skim through ads, record words that stand out for their emotional
meaning (strong connotative diction).
2. Sort the adjectives and verbs you find by adding them to the list below:
Power Adjective List:
amazing, authentic
best
convenient, critical
dependable
easy
free
guaranteed
healthy
important, improved, instant
limited, lucky
new
powerful
secure
tested
unique, unlimited, unreal, unsurpassed
vital
wonderful

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Playing with Persuasive Diction:
Appealing to Pathos
ACTIVITY 3.13
continued
My Notes

Power Verb List:
abolish, achieve, act, adopt, anticipate, apply, assess
boost, break, bridge, build
capture, change, choose, clarify, comprehend, create
decide, define, deliver, design, develop, discover, drive
eliminate, ensure, establish, evaluate, exploit, explore
filter, finalize, focus, foresee
gain, gather, generate, grasp
identify, improve, increase, innovate, inspire, intensify
lead, learn
manage, master, maximize, measure, mobilize, motivate
overcome
penetrate, persuade, plan, prepare, prevent
realize, reconsider, reduce, replace, resist, respond
save, simplify, solve, stop, succeed
train, transfer, transform
understand, unleash
win
Introducing the Strategy: Adding by Looping
Looping is one way to add emotional appeal (pathos) to your writing. With
looping, you underline an important sentence or a particular word or phrase.
You then write a few more sentences to add new ideas. Repeating the process
with the new sentences allows you to keep adding ideas to your writing.
3. Imagine you have drafted the following note to your family trying to convince
them where to go on vacation. Underline an important sentence, phrase, or
word, and then write two more sentences on the next page. Be sure to appeal to
pathos by using power adjectives and verbs in your new sentences.
Dear Family
I would like to go to Colorado for our family vacation. We could go on a
rafing trip there! I have heard that rafing is an exhilarating experience. My
friends family went last summer, and she described plunging down rapids and
paddling against intense currents. Going rafing together would be exciting and
would probably make our family bond even stronger.
Tank you for considering it.
Your daughter

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My Notes

Your two new sentences:
a.
b.
Respond to the following questions about the note you just revised:
What is the relationship between persuasive diction and appealing to pathos?
What power adjectives and verbs did you add that were especially effective?
If you were going to improve the practice paragraph even more, what would
youdo? What do you notice it is missing? Explain.
Revision Writing Prompt: Return to the body paragraph you wrote and revised
for the model argumentative letter (Activity 3.11). Revise the paragraph for
persuasive diction. Be sure to:
Mark the text for appeals to pathos you may have already used.
Add emotional appeals that support your logical appeals and that will work well
for your audience.
Use looping to revise by adding new ideas and persuasive diction (power verbs
and adjectives).
INDEPENDENT
READING LINK
Find at least five words or
phrases that carry strong
emotional meaning in your
independent reading book.
Write them in your Reader/
Writer Notebook and set
a goal to use them in your
ownwriting.
ACTIVITY 3.13
continued

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Writing an Introduction and a Conclusion
Learning Targets
Apply elements of argument in response to a writing prompt.
Write effective introductions and conclusions to an argument.
Timed Writing
On a separate piece of paper, write a response to one of the prompts below or to
one your teacher provides. Consider audience and purpose as you plan your draft.
Remember to apply your knowledge of how to write a claim and support it with
relevant reasons and evidence. If possible, use a word-processing program to
create your draft and develop your keyboarding skills. If writing by hand, double-
space your draft to provide room for revision.
Argumentative Writing Prompt: Write a letter to argue for one of the following:
Convince a family member of something you would like to do over the summer.
Convince your principal or a teacher to change a school rule or policy.
Convince a friend of something you would like to do together over the weekend.
1. Now that you have drafted your letter, analyze the beginning and ending of your
text. Explain how you started and ended your letter.
Introductions and Conclusions
Review the guidelines below about writing an introduction and a conclusion. Mark
the text for new or important information as you read.
An introduction contains the following:
A hook. Can you think of an event, a question, or a real-life story (called an
anecdote) to hook your reader?
A connection between the hook and the claim. How does your hook relate to
your claim?
The claim. Your viewpoint on an issue is important to you; what is it?
Introduction
Hook
Connection
Claim
ACTIVITY
3.14
My Notes

Marking the Text, Rereading

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My Notes

ACTIVITY 3.14
continued
A conclusion contains the following:
A summary of the most important reason for the argument
A call to action restating what you want the reader to believe or do
It is important to end an argument in a convincing way. You might conclude your
argument by summarizing your most important reason. However, an especially
effective conclusion is a call to action in which you state for the last time what the
reader should believe or do. It is also interesting and effective to revisit the idea in
your hook at some point in your conclusion.
Call to
Action
Conclusion
2. Return to the sample argumentative letter in Activity 3.10 and reread its
introduction and conclusion. Mark the text for the components of an effective
introduction and conclusion. Make notes about any revisions that you would
consider to improve the beginning and ending of the letter.
Revision Writing Prompt: Return to the letter you drafted for the timed writing
in this activity and revise by looping, adding, deleting, and replacing to improve its
introduction, body paragraphs, and conclusion. Be sure to:
Inform your audience of the purpose and introduce your claim clearly in the
introduction.
Revise the body paragraphs to make your reasons and evidence stronger.
Revise the ending to make sure your letter connects to the claim, reasons, and
evidence in the argument you have presented.
Check that words are spelled correctly and that you are using correct grammar
and punctuation.
Complete the following statements.
An introduction does . . .
An introduction does not . . .
A conclusion does . . .
A conclusion does not . . .

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Saying Too Much or Too Little?
Learning Targets
Identify and use transitions to improve the coherence of writing.
Revise writing by using transitions, deleting, and creating complex sentences.
Giving and Interpreting Directions
You will work in pairs to give directions and draw a picture. One person will give
directions while the other person listens and follows the directions to draw a picture.
1. As the person giving directions, think about what you will say and the best way
to communicate what is to be drawn by your partner. Make any notes below.
2. As the person following the directions, was your drawing successful? What did
your partner say that helped you draw correctly? What additional information
would have been helpful?
Revising for Coherence
As you learned in the preceding exercise, explaining clearly makes a difference
in how well your audience understands your meaning. In Unit 1, you learned
that coherence refers to the logical organization of an essay. A coherent essay
ties ideas together to flow smoothly from one sentence to the next and from one
paragraph to the next, making the essay easy to follow for the reader.
An effective way to revise for coherence is to use transitions both within and
between paragraphs. Transitions help you move from one sentence or thought
toanother.
Certain words and phrases in the English language are typical transitions. These
transitions are outlined in the table on the next page. Read the information in the
table, and place a star (*) next to the words or phrases you used or heard in the
drawing activity.
ACTIVITY
3.15
My Notes

Visualizing, Rereading, Marking
the Text, Adding, Replacing,
Deleting

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My Notes

3. Return to the student sample argumentative text in Activity 3.10 and read it for
organization and coherence. Mark the text for transitional words and phrases.
Make notes about any revisions that you think would improve coherence.
Revision Writing Prompt: Return to the letter you drafted and revised for the
timed writing prompt in Activity 3.14. Revise to improve its coherence. Be sure to:
Use adding or replacing to incorporate transitional words and phrases.
Use words and/or phrases to clarify the relationships between your ideas,
specifically your claims, reasons, and evidence.
Read your revised piece to a peer for feedback on its coherence.
ACTIVITY 3.15
continued
Transitions That . . . Transitional Signal Words and Phrases
Add ideas in addition, furthermore, moreover, further, besides, too, also, and then, then too,
again, next, secondly, equally important
Compare or contrast similarly, likewise, in comparison, in a like manner, however, in contrast,
conversely, on the other hand, but, nevertheless, and yet, even so, still
Show examples for example, for instance
Reinforce an idea indeed, in fact, as a matter of fact, to be sure, of course, in any event,
by all means
Indicate results as a result, as a consequence, consequently, therefore, thus, hence, accordingly
Express a sequence
ofideas
first, second, soon after, then, previously, meanwhile, in the meantime, later, at
length, after a while, immediately, next
Show proximity here, nearby, at this spot, near at hand, in this area, on the opposite side, across
from, not far from
Conclude finally, in short, in other words, to sum up, in conclusion, in the end

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My Notes

ACTIVITY 3.15
continued
Does it Make Sense, or Did I Say
TooMuch?
Introducing the Strategy: Deleting
When you revise by deleting, you identify irrelevant, repetitive, or
meaningless words and remove them from your writing. When you delete a
word, phrase, or sentence, reread the section aloud to make sure that it still
makes sense after your deletion. Deleting sentences or parts of sentences can
improve overall coherence in your writing.
Revising by Deleting
4. Revise the paragraph below. Identify words and sentences that are irrelevant,
repetitive, or meaningless, and delete them by drawing a line through them.
Then write your new paragraph in the space below.
My family and I had a great time on our fun rafting trip. We went to Colorado.
Colorado is called the Rocky Mountain State. The rafting was really very
exciting and scary. The weather was a little cold, so we all got sick on our
wayhome.
5. Why did you delete the words and/or sentences you did?
6. Return to the student sample argumentative letter from Activity 3.10. Reread it
to see if any part is irrelevant, repetitive, or meaningless. Make notes about any
sentences that you would consider deleting and why.

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232 SpringBoard

ACTIVITY 3.15
continued
Revision Writing Prompt: Return to the letter you revised for the timed writing in
Activity 3.14. Read it for coherence and for possible sentences or ideas to delete.
Be sure to:
Read for coherence to help you decide whether deleting (or adding) ideas would
improve the flow of the letter.
Identify and remove irrelevant, repetitive, or meaningless ideas.
Check your letter for correct spelling, grammar, and punctuation.
Select a part of your letter that you revised by deleting. Read the before and
after versions to a peer to get feedback.
Language and Writers Craft: Revising by Creating
ComplexSentences
Sentence variety is another important aspect of good writing. Varying the
types of sentences you use helps keep your audience interested. One way to
create sentence variety is by revising to create complex sentences.
A complex sentence shows a close relationship between two ideas. It is made up of
a dependent clause and an independent clause.
A dependent clause cannot stand alone as a sentence. For example, because I
feel strongly about this subject is a dependent clause.
An independent clause can stand alone as a sentence. For example, I have
decided to write a letter to share my thoughts stands alone as a complete
thought.
A complex sentence combines a dependent and an independent clause. For
example, Because I feel strongly about this subject, I have decided to write a
letter to share my thoughts.
Dependent clauses are easy to identify because they almost always start with a
dependent marker such as those in the list below.
after as though in order that unless
although because provided that whereas
as if before since while
Explain three ways you can revise your writing to improve its coherence.
My Notes

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Preparing to Write an Argument
Learning Targets
Reflect on personal argumentative writing skills.
Assess strengths and weaknesses and plan how to address them in future writing.
1. Use the graphic organizer to help you reflect on what you have learned about
argumentative writing and revisingand how you will use your knowledge to
complete Embedded Assessment 2.
ACTIVITY
3.16
Argumentative Letter Reflection and Planning
Scoring Criteria
Paraphrase the specific evaluation
criteria from the Scoring Guide.
Reflection
Self-assess by describing an area of
strength and an area of weakness
for you.
Planning
How can you use this information to
help you write your argumentative
letter? What do you plan to do? Be
specific.
Ideas Strength:
Weakness:
Structure Strength:
Weakness:
Use of Language
(including conventions)
Strength:
Weakness:
2. In order of importance, write the three areas you most need help with.
Graphic Organizer,
Paraphrasing
My Notes

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234 SpringBoard

Assignment
Think about a topic (subject, event, idea, or controversy) that you truly care about
and take a position on it. Write an argumentative letter to convince an audience to
support your position on the topic.
Planning and Prewriting: Take time to make a plan for generating ideas and
research questions.
What is a relevant topic that you care about and can take a position on?
How can you use a prewriting strategy such as prewriting or webbing to explore
your ideas?
Researching: Gather information from a variety of credible sources.
Where can you find sources, and how can you tell that the sources are credible
and useful?
Which strategies will you use to help you understand informational texts?
How will you take notes by paraphrasing reasons and evidence and recording
bibliographic information?
Drafting: Write an argumentative letter that is appropriate for your task,
purpose, and audience.
How will you select the best reasons and evidence from your research?
Who is the audience for your letter, and what would be an appropriate tone and
style for this audience?
Evaluating and Revising the Draft: Create opportunities to review and
revise your work.
During the process of writing, when can you pause to share with and respond
to others?
What is your plan to add suggestions and revision ideas into your draft?
How can you revise your draft to improve your diction and syntax?
How can the Scoring Guide help you evaluate how well your draft meets the
requirements of the assignment?
Checking and Editing for Publication: Confirm that your final draft is ready
for publication.
How will you check for grammatical and technical accuracy?
Reflection
After completing this Embedded Assessment, think about how you went about
accomplishing this task, and respond to the following:
What were the strongest elements of your argument?
How did you use emotional appeals to connect with your audience?
EMBEDDED
ASSESSMENT 2
Writing an Argumentative Letter
My Notes

Technology TIP:
Use a word processing
program to help you format
your letter correctly and
to make it easy to make
corrections for preparing a
publishable draft.

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Writing an Argumentative Letter
SCORING GUIDE
Scoring
Criteria
Exemplary Proficient Emerging Incomplete
Ideas The letter
supports a claim
with compelling
reasons, evidence,
and commentary,
including relevant
facts, details, quotes,
paraphrases, and
rhetorical appeals
(pathos, logos)
avoids plagiarism by
including proper and
thorough citations.
The letter
supports a claim
with sufficient
reasons, evidence,
and commentary,
including adequate
facts, details, quotes,
paraphrases, and
rhetorical appeals
(pathos, logos)
avoids plagiarism
by including basic
citations.
The letter
has an unclear or
unfocused claim
and/or insufficient
support such as
unrelated, weak, or
inadequate facts,
details, quotes,
paraphrases, and
rhetorical appeals
(pathos, logos)
includes partial or
inaccurate citations.
The letter
has no obvious claim
or provides minimal
or inaccurate support
lacks citations and/or
appears plagiarized.
Structure The letter
follows an effective
organizational
structure, including
an engaging
introduction and a
thoughtful conclusion
uses a variety of
effective transitional
strategies to create
coherence.
The letter
follows a logical
organizational
structure, including
an introduction
with a hook and
a conclusion that
follows from the
argument presented
uses transitional
strategies to clarify
and link ideas.
The letter
follows a flawed
or uneven
organizational
structure; may have
a weak introduction
and/or conclusion
uses basic
transitional strategies
ineffectively or
inconsistently.
The letter
has little or no
organizational
structure
uses few or no
transitional
strategies.
Use of
Language
The letter
uses persuasive and
connotative diction
demonstrates
command of the
conventions of
standard English
capitalization,
punctuation, spelling,
grammar, and usage
maintains an
engaging and
appropriate style
andtone.
The letter
uses some
persuasive and/or
connotative diction
demonstrates
adequate command
of the conventions
of standard English
capitalization,
grammar, and usage
maintains an
appropriate style
andtone.
The letter
uses basic or weak
diction
demonstrates
partial command
of the conventions
of standard English
capitalization,
grammar, and usage
maintains an
inconsistently
appropriate style
and/or tone.
The letter
uses confusing or
vague diction
lacks command of
the conventions of
standard English
capitalization,
grammar, and usage;
frequent errors
obscure meaning
has an inappropriate
style and/or tone.
EMBEDDED
ASSESSMENT 2

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236 SpringBoard

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To change ones perspective is to change

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