real-life challenges

2Unit

Real-Life

ChallengesEssential Questions

How does commercialism impact daily life?

How does research enhance the ability to persuade?

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Unit OverviewAs life continues to grow more complex and challenging, you will need to continue to develop your critical thinking skills. By focusing on nonfiction texts, this unit will teach you to ask insightful questions, to develop clear and logical arguments, and to express those arguments in both written and oral texts. It will also equip you with the tools to unlock other people’s arguments, to evaluate their positions clearly, and to support or oppose other views in an appropriate manner. In addition, the unit will guide you to become a more critical consumer of media messages as you examine their effects on your life.

103

2Unit

Real-Life Challenges

GoalsCAnalyze and reflect on

the effect of media in our lives

CUnderstand how persuasive techniques are used to convince an audience to support a position

CEvaluate and cite online sources in an annotated bibliography

CEffectively use information from valid sources to support a position

ACAdemiC VoCABuLARy

Media

Commercialism

Advertising Techniques

Persuasive Appeals

Persuasive Essay

ContentsLearning Focus: How Powerful Is the Media? . . . . . . . . . . . . . . . . .106

Activities:

2.1 Previewing the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .107

2.2 Defining Media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .108

2.3 Creating Media Awareness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .110 online Article: “Just the Facts About Advertising and Marketing to Children,” by Betsy Taylor

2.4 The Media and Commercialism . . . . . . . . . . . . . . . . . . . . . . . . . . .118 Nonfiction: From Branded: The Buying and Selling of Teenagers, by Alissa Quart

2.5 Advertising and Representations . . . . . . . . . . . . . . . . . . . . . . . . . .123 informational Text: “How Advertisers Persuade” online Article: “The Price of Happiness: Advertising and Image,” The Center for the Study of Commercialism

2.6 Brands and the Media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .130 informational Text: “How do tweens feel about brands?” by Patricia Seybold from Brandchild, by Martin Lindstrom

embedded Assessment 1 Writing About the Media . . . . . . . . . . .135

104 SpringBoard® English Textual Power™ Level 3

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Learning Focus: Supporting Your Ideas . . . . . . . . . . . . . . . . . . . . . .139

2.7 Thinking About Ideas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .140

2.8 Debating an Idea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .143

2.9 Identifying Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .145

2.10 Writing a Letter About an Issue . . . . . . . . . . . . . . . . . . . . . . . . . . .147

2.11 Introducing RAFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .149

2.12 Issues at School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .151 editorial: “Uniform Opinion,” Dallas Morning News Article: “Student Dress Codes,” by Lynne A. Isaacson Poetry: “Uniformity,” Anonymous Letter: “A Blessing in Disguise,” Anonymous

2.13 An Idea for Derek Jeter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .166 Article: “Jeter: Put Your Money Where Your Fans Are,” by Michael Lupinacci

2.14 Issues in the World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .171

embedded Assessment 2 Writing a Persuasive Essay . . . . . . . . .177 Unit Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .184

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105

Learning Focus: How Powerful Is the Media?On a daily basis you are most likely affected by some aspect of the media. Media take many forms, known as channels. These channels include television, radio, the Internet, magazines, news broadcasts, podcasts, blogs, billboards—and the list grows as your world expands. Media messages are often about how to look, what to eat, and where to go. Many messages are helpful, but some can be harmful.

As your life becomes more complex and challenging, you will need to intensify your critical thinking skills in order to sift through the images and messages brought to you through media channels. By researching and finding out the facts, you can learn what is actually true; then you can ask insightful questions, challenge messages presented to you, develop clear and logical arguments, and express those arguments in both written and oral forms.

Knowing the facts can empower you to understand the influence of the media on its audience and to become a sensible and informed consumer.

Independent Reading: In this unit, you will continue to explore the concept of challenges. One literary genre that is known for the challenges it presents is mystery. You may want to read a mystery or read additional articles and other informational texts about the media.


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ActIvIty

2.1

Essential Questions 1. How does commercialism impact daily life?

2. How does research enhance the ability to persuade?

Unit Overview and Learning FocusPredict what you think this unit is about. Use the words or phrases that stood out to you when you read the Unit Overview and the Learning Focus.

Embedded Assessment 1What knowledge must you have (what do you need to know) to succeed on Embedded Assessment 1? What skills must you have (what must you be able to do)?

SUGGESTED LEArnInG STrATEGIES: close Reading, Graphic Organizer, KWL chart, Marking the text, Summarizing/Paraphrasing, think-Pair-Share

Previewing the Unit

Unit 2 • Real-Life Challenges 107

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Activity

2.2 Defining MediaSUGGESTED LEarninG STraTEGiES: Graphic Organizer, Quickwrite, Word Map

1. How does your class define media?

2. What words and images come to mind with the term commercial?

3. How would you define commercial mass media?

commercial

Word ConneCtions

The word commercial has a Latin root merc-, which refers to merchandise. Merchandise has the same root, along with other words referring to business or money, such as merchant, mercantile, mercenary, and commerce.

The prefix com- means “with.”


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Activity 2.2

continued

4. a media channel is a media type used to convey a message. an example of a media channel is television. Brainstorm a list of media channels and write them below:

5. in the graphic organizer below, list the channels according to how you feel about the impact of the media channels on your life. in the “number of Times Used” column, write how many times you use the channel in a week. if no time is spent, write 0. Then estimate the number of hours per week you spend on the channels you use.

POSITIVE IMPACT

Number of Times

Used

Estimated Number of

Hours

NEGATIVE IMPACT

Number of Times

Uses

Estimated Number of

Hours

Quickwrite: On a separate piece of paper, discuss your overall feelings about the media. Do you see any positive or negative effects that media exposure might have on you or others? Explain. Save this piece in your Working Folder.


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Creating Media AwarenessSUGGESTED LEarninG STraTEGiES: Graphic Organizer, Marking the Text, Metacognitive Markers, Rereading, Word Map, Previewing, Predicting, Think-Pair-Share

Part 1: You and the MediaBefore reading the article that begins on the next page, respond to the following questions in the ”Before reading” column.

AcAdeMic VOcABulARy

Commercialism is an emphasis on gaining profits through advertising or sponsorship.

Question Before Reading After Reading

How many billions of dollars do you think the advertising industry spends every year?

What types of products do you think are advertised the most to children?

How much money do you think children aged 4 to 12 spend per year?

about how many advertisements do you think a typical child sees every day?

about how many hours do you think children spend watching TV every day, on average?

What percentage of children do you think have a TV in their rooms?

When you look at various kinds of information, think about the source. Primary sources are original documents created during the time studied. They offer an inside view of events, such as Anne Frank: Diary of a Young Girl, which is a primary source because anne Frank actually wrote the diary during WWii. Speeches and letters are other examples.

Secondary sources are interpretations of primary sources. They are one step removed from primary sources. They may include quotes or graphics from a primary source. The articles in this unit are secondary sources, as are textbooks, magazine articles, and encyclopedias.

AcTiViTy

2.3

Literary termsa citation gives credit to, or acknowledgment of, a source of information for researched material or for a quotation.

110 SpringBoard® English Textual Power™ level 3

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My Notes

by Betsy Taylor

Advertising Expenditures Spiral Upward

• In 2001 U.S. advertising expenditures topped $230 billion, more than doubling the $105.97 billion spent in 1980. (1)

• Given that the 2000 Census reports 105 million households in America, this means that advertisers spend an average of $2,190 per year to reach one household. (2)

Ad Industry Spends Billions to Target Kids

• Marion Nestle, chair of the Department of Nutrition and Food Studies at New York University, estimates that $13 billion a year is spent marketing to American children — by food and drink industries alone. Food advertising makes up about half of all advertising aimed at kids. (3)

• Channel One’s twelve-minute in-classroom broadcast, featuring 2 minutes of commercials for every 10 minutes of news, is compulsory on 90% of the school days in 80% of the classrooms in 40% of U.S. middle and high schools. Companies pay up to $195,000 for a 30-second ad, knowing that they have a captive audience of 8 million students in 12,000 classrooms across the country. (4)

Little Big Spenders — Children and Teen Spending Skyrockets

• Children’s spending has roughly doubled every ten years for the past three decades, and has tripled in the 1990s. Kids 4–12 spent $2.2 billion in 1968, and $4.2 billion in 1984. By 1994 the figure climbed to $17.1 billion, and by 2002 their spending exceeded $40 billion. Kids’ direct buying power is expected to exceed $51.8 billion by 2006. (5)

• Older kids, 12–19, spent a record $155 billion of their own money in 2001, (6) up from $63 billion just four years earlier. (7)

I n f o r m a t i o n a l T e x t

Just the Facts About Advertising and Marketing to children

AcTiViTy 2.3

continued

Literary termsa target audience is a specific group of people that advertisers aim to persuade to buy their products or services.

While you are reading, notice how the text features (subheadings and bullets) affect your understanding.

unit 2 • Real-Life Challenges 111

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My Notes The “Nag” Factor Works — Kids Influence on Parents’ Purchases Continues to Grow

• In the 1960s, children influenced about $5 billion of their parents’ purchases. By 1984 that figure increased ten-fold to $50 billion. (8) By 1997 it had tripled to $188 billion. Kids marketing expert James McNeal estimates that by 2000, children 12 and under influenced family purchases to the tune of $500 billion. (9)

Kids Are Glued to the Tube and Bombarded by Commercials

• It’s estimated the average child sees more than 20,000 commercials every year — that works out to at least 55 commercials per day. (10)

• Children spend a daily average of 4 hours and 40 minutes in front of a screen of some kind — two and a half hours of which are watching television. (11)

• 47% of children have a television set in their bedroom. (12)

Creating Brand-Conscious Babies

• At six months of age, the same age they are imitating simple sounds like “ma-ma,” babies are forming mental images of corporate logos and mascots. (13)

• According to recent marketing industry studies, a person’s “brand loyalty” may begin as early as age two. (14)

• At three years of age, before they can read, one out of five American children are already making specific requests for brand-name products. (15)

• Experts say a lifetime customer may be worth $100,000 to a retailer, making effective “cradle to grave” strategies extremely valuable. (16)

What Do Kids Really Want?

• According to a Kaiser Family Foundation study, children who use the most media tend to be the least contented. (17)

• In the Art/Essay Contest “What Do Kids Really Want That Money Can’t Buy?” sponsored by the Center for a New American Dream, the most common answers were “love,” “happiness,” “peace on earth,” and “friends.” Significant numbers of children also wanted time with family, a clean environment, a world where people treat each other with respect, a chance to see lost loved ones, help for suffering people, health, and time to play.

AcTiViTy 2.3

continued Creating Media Awareness

Word ConneCtions

a Latin term that you may see, especially in business publications, is caveat emptor. it means “let the buyer beware,” meaning that the buyer takes the risk that the product will be as advertised unless it comes with a warranty.


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AcTiViTy 2.3

continued

Endnotes (1) McCann-Erickson U.S. advertising Volume reports and Bob Coen’s

insider’s report for December 2001 (www.mccann.com/insight/bobcoen.html. accessed 5/8/02).

(2) ibid., and U.S. Census reports.

(3) Marion nestle and Margo Wootan as quoted in “Spending on Marketing to Kids Up $5 Billion in Last Decade,” The Food Institute Report, april 15, 2002.

(4) Center for Commercial-Free Public Education, “Channel One.” www.commercialfree.org/channelone.html. accessed 6/5/02

(5) James Mcneal, The Kids’ Market: Myths and Realities, ithaca: Paramount Market Publishing, inc., 1999, and The U.S. Kids Market, a 2002 report from Packaged Facts available at Marketresearch.com

(6) national institute on Media and the Family “Children and advertising Fact Sheet” 2002 (www.mediaandthefamily.org/research/fact/childadv.shtml. accessed 5/8/02).

(7) Peter Zolo, “Talking to Teens,” American Demographics, november 1995.

(8) James Mcneal, “Tapping the Three Kids’ Markets,” American Demographics, april 1998.

(9) Kim Campbell and Kent Davis-Packard, “How ads get kids to say i want it!” Christian Science Monitor, September 18, 2000.

(10) american academy of Pediatrics, “Television and the Family” fact sheet (www.aap.org/family/tv1.htm accessed 5/9/02).

(11) annenberg Public Policy Center, “Media in The Home 2000: The Fifth annual Survey of Parent and Children,” http://www.appcpenn.org/reports/2000/

(12) ibid.

(13) James Mcneal and Chyon-Hwa Yeh, “Born to Shop,” American Demographics, June 1993, pp 34–39.

(14) Cited in “Brand aware,” Children’s Business, June 2000.

(15) “new Poll Shows Marketing to Kids Taking its Toll on Parents, Families.” Center for a new american Dream, 1999. www.newdream.org/campaign/kids/press-release.html

(16) James Mcneal and Chyon-Hwa Yeh, “Born to Shop,” American Demographics, June 1993.

(17) Kaiser Family Foundation, “Kids & Media @ The new Millennium,” 39. www.kff.org/content/1999/1535.


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AcTiViTy 2.3

continued

Part 2reread the paragraph in “Just the Facts…” that begins “Children’s spending has...” (page 111). This paragraph could be expressed in visual form as well as in written form. as a chart and a bar graph, it might look like these:

Children’s Spending

Year

Dol

lars

Spe

ntby

Chi

ldre

n(i

n B

illio

ns)

1968

2.2

4.2

17.1

40

1984 1994 2002

Children’s Spending

Years

Dol

lars

in B

illio

ns

0102030405060

1968 1984 1994 2002 2006

Choose any statistics from the article and transform them into a visual representation as above. You may use a bar graph, a pie chart, a diagram, or any other visual representation. Use the endnotes to identify the source of your information, and add a credit line to your visual. Make sure your graph or chart clearly communicates the information.

Creating Media Awareness


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AcTiViTy 2.3

continued

Log 1: Media HabitsDuring this unit, you will monitor your interactions with the media. Try your best to keep track of the amount of time you spend with each medium. add the media channels you most often listen to, view, and read.

Channel Day One

Day Two

Day Three

Day Four

Day Five

Day Six

Day Seven

Total Hours

Television

internet

Media Total Hours


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AcTiViTy 2.3

continued

after one week of keeping your log, create a bar graph that compares your viewing habits of one media channel with those of another student, the class, and the national average. as a class, try to locate the national average. Be sure to identify the media channel(s) included.

Tota

l Hou

rs w

ith

a M

edia

Cha

nnel

Me Classmate Class Average

National Average

Writing Prompt: after creating the chart, summarize the information on your chart. Write a reflection that reveals your insights into your media habits in relation to those of others.

Creating Media Awareness


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AcTiViTy 2.3

continued

Log 2: Memorable AdsPay attention to advertisements that you see or hear on TV, on the Web, in magazines, or on the radio. Use the space below to keep track of ads that you think are effective. Be sure to note why you think the ad is memorable.

Product Where Seen/Heard/ Read Describe Ad


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Activity

2.4

What Do You Know About Advertising and the Media? Write your best guess in answer to the following questions:

1. How many minutes of advertisements are in a typical one-hour TV show?

2. How many pages of ads are there in a typical fashion magazine?

3. How many minutes of ads are there in an hour of radio?

4. What is the annual revenue of the “free” Google Web site?

5. What percentage of NBA sports arenas are named for corporations?

WritingPrompt: Most media are brought to you by paid advertisements. In a well-developed paragraph, identify your concerns, and provide specific examples to show why your concerns are significant. You may use information from Activity 2.3 as additional support.

The Media and Commercialism SUGGESTED LEArNING STrATEGIES: Prewriting,SOAPStONE,think-Aloud

118 SpringBoard® English Textual Power™Level3

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Activity2.4

continued

More Than a (Video) Game

Skateboarder Tony Hawk maneuvers near a Quiksilver sign. When Hawk melons or lipslides on a thin ramp, the Quiksilver logo is visible again, on his T-shirt.

The action moves to Tokyo. When Hawk and his skater pals perform airwalks, they flash past the ubiquitous Quiksilver logo, which is nestled among all the other stickers and bright neon lights and the signs blaring brands such as Nokia and Jeep.

If you are watching this, chances are you’re a tween or teen who has never done a kickflip, a revert, or any of the other high-flying tricks that Hawk and his gang are famous for. You might not even own a skateboard, in which case there’s no particular reason for you to have strong feelings about Quiksilver, a manufacturer of surf and skate clothing. But in some very modern respects, the world of extreme skateboarding is your world—and perhaps Quiksilver is your brand—because you’re playing Activision’s 2001 game “Tony Hawk’s Pro Skater 3” on your PlayStation.

Why has Quiksilver, along with thirty other companies, paid to have its logos planted within this game? Because video gaming did $9.4 billion worth of business in 2001. And because the Tony Hawk games have had $450 million in sales since 1999. And because all those games are played more than once, which makes a big difference if you are a brand hoping to be embraced by young buyers. Will Kassoy, a vice president of global brand management at Activision, says that an advertiser who places a logo in a Tony Hawk game gets one billion “quality brand impressions” from teens playing the game. By “quality impressions” he means that teens playing the game over and over make deep positive associations between the brands and the game.

Quality impressions of a brand, Kassoy says, are different from other impressions because they arise out of the relationship between the video game character and the brand on-screen. “Tom Cruise drinking Coke in a film is a quality impression,” Kassoy says. “Catching a glimpse of a Coke vending machine in the background during a Tom Cruise movie is not such a quality impression.”

Speaker: Identify the speaker, not just the author; what are the speaker’s interests? For whom does she speak?

Occasion: What is the particular occasion for the writing of this book, article, or essay?

Audience: Who is the intended reader for this writing?

Purpose: Why is the article being written?

Subject: What is the topic?

tone: What is the author’s attitude toward the subject?

by Alissa Quart

from

My Notes

N o n f i c t i o n

Unit2 • Real-Life Challenges 119

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Activity2.4

continued

Tony Hawk’s interacting with the Quiksilver store “allows for a deeper relationship” between player and brand, adds Kassoy. In “Tony Hawk’s Pro Skater 3,” these relationships extend to other facets of the game as well. Players choose what brand of sneaker and board the skater under their control will wear—maybe a Birdhouse T-shirt for example, Birdhouse being Tony Hawk’s own brand. It is through processes such as these that companies and their logos go from what marketing sage James McNeal terms a blah “inert set” of youth brands to the cool “evoKed set” of brands (with a capital K for “kid”).

“You see a board in the game that you like and you want the equipment: Birdhouse, All Starz,” says Alberto, a fourteen-year-old skater, thin of frame and growing a light mustache on his upper lip. The game even sold skating itself to Alberto. Now he practices on the ramps near Yankee Stadium.

“All the stuff in the game, I want it bad but it’s just too expensive mostly,” he says. “Unless my mom gives me money.” When his mom gives him money he confesses, he “spends it on that skate stuff, the stuff that Tony Hawk uses.” His friends Junior and Stephen nod in agreement. They are hanging in their local skate store, a downstairs grotto off the bustle of a New York City thoroughfare.

“The games make you want to buy,” says skater Mark Hermoso. Hermoso tells me he played “Tony Hawk’s Pro Skater 2” obsessively when he was a junior in a high school in Queens, New York. Now at twenty, he warmly recalls not only the game’s fluid, easy play and “realism” but also the game’s many in-game brands, some of which he had never heard of before he discovered the game: Action footwear, Baker skateboards. We are sitting in front of a glass case full of mirrory wraparound sunglasses; above us hangs a hanging skate deck that bears the legend Willy Santos and an illustrated ape with a somber expression. Hermoso, clad in a street skater’s oversized shirt bearing a Senate logo and also the regulation too-big pants, tells me about his friend’s thirteen-year-old brother and his friends, who “were even more affected by the game” than he was. They rushed to buy gear they saw in the “Pro Skater 3” soon after they started playing, he says. “Suddenly, these kids were like, ‘I want that, I have to have that!”

The captive audiences these games garner are not lost on marketers. Tweens are more likely to learn their fashion cues from a game than from television. Television watching has diminished among teens over the last decade. A recent survey of 12,000 adolescents found that teens spend 12.2 hours per week online and only 7.6 hours per week watching TV. And the attention of those kids who still watch television

My Notes

The Media and Commercialism


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Activity2.4

continued

My Notes

tends to be fragmented across many cable channels. What’s more, kids are increasingly likely to be avoiding television advertising through technologies such as TiVo and DVR.

But video game product placement is not just cheaper and more au courant than television advertising. It’s also more devious, because it relies on the ambience created around an item rather than a frank exaltation of a product’s virtues. “Pro Skater 3,” for example, gives Chrysler a new and much-needed jolt of teen rebellion when a large sign for the Jeep brand appears in the background while the expert virtual skater struts his stuff.

This kind of product placement goes back to the notion of brand equity. Lieberman Research Worldwide, a marketing consultancy, describes brand equity as a desire for products that are made to play into the “attitudes or beliefs” of “a customer franchise or constituency,” a brand story that rests on a highly emotional and associative set of qualities; in the company’s words, something “essentially intangible and built on perceptions.” If young adults are the target audience, they might be cultivated at, for example, promotional events at downtown New York bars, where free designer rum drinks are on offer; the selling strategy here is associating the brand with an atmosphere. When aimed at a youth market, brand equity is about creating a permanent, positive association with a product, an effect one marketer dubs “ever-cool.”

Ever-cool is such a high priority that a rash of companies have been competing to get their goods embedded in video game story lines. In the game “Darkened Skye,” Skye of Lynlora fights the evil Lord Neecroft and his minions with rainbow-colored candy Skittles. In “Croc 2,” the eponymous loveable outcast crocodile, a creature with loathsomely cute bad grammar, must buy Lifesavers Gummi Savers if he wishes to make special jumps—the advertising ploy gives a new literal meaning to “sugar high.” Meanwhile, the bananas in “Super Monkey Ball” are tagged with Dole Food Company stickers. The lighters in “Die Hard: Nakatomi Plaza” are Zippos, and the cell phones are Motorola two-way radios. The cabs in “Crazy Taxi” go to Kentucky Fried Chicken and the surfers in “Surf Riders” wear G-Shock watches and use Mr. Zog’s Sex Wax. The star of the sci-fi combat game “Wipeout XL” shares the screen with an ad for the brew Red Bull, although the drink has about as much to do with sci-fi warfare as teenybopper crooner Aaron Carter.

Lodging products in video game story lines is not an original idea. It comes, ironically enough, from network television, the media that video games are swiftly supplanting. In the “golden age” of television,

Word ConneCtions

A French term that English writers sometimes use is the term au courant, which means being current or up to date.


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Activity2.4

continued

adult programs had names such as Camel News Caravan and Texaco Star Theater; these shows benefited advertisers by having actor-shills sell their products directly to the audience. Strategic product tie-ins gave rise to a $200 million industry of toys and clothing based on licensed television characters such as Davey Crockett and Daniel Boone. As television historian Lawrence R. Samuels points out in his book, Brought to You By, NBC’s kids’ show The Magic Clown, which debuted in 1949, cast Bonomo’s Turkish Taffy as an intrinsic part of the plot.

Video game makers now deploy their television ancestors’ aggressive but still covert sales tactics. In “Darkened Skye,” Skittles have been cast as symbols rather than just sweets. They are, of all things, the sign of free expression: The mystical land’s evil lord has decreed that all be dank and monochromatic, but the colorful candies are the tools of freedom that help bring a full palette back to the world. While chasing baddies in the fields, the heroine gathers orange Skittles descended from the heavens and uses them to cast magic spells. The game even quotes Skittles television commercials and does so with the reverence an art filmmaker might show in quoting Vermeer. In “Darkened Skye,” Skittles have an effect the opposite to the one they have in real life, in which their contribution is more along the lines of tooth decay and even early obesity.

The Media and Commercialism

My Notes


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Companies may always be trying new advertising techniques to lure you into buying their products, but the same basic appeals that have worked for years still appeal to audiences. Advertisers still appeal to basic human wants and needs; they don’t stress the product as much as the benefits of the product to the consumer. Advertisements for the “in” brand of teen clothing are not selling the quality of the fabric or its manufacturing; rather they are selling the status of wearing the most popular clothes. Cosmetics models are all beautiful young women because the advertiser is convincing women to buy a cosmetic on the promise of beauty, youth, and attractiveness. Most advertising appeals to emotion, not logic in its quest to keep the public consuming.

The most common and fundamental persuader is repetition. No matter how irritating it may seem, advertisers capture the attention of possible buyers simply by repeated appeals to buy. Seeing a commercial for the same product dozens of times during an evening of television watching, then seeing the same product advertised in a store, or hearing it advertised on the radio has the effect of getting consumers to purchase. Consumers are also influenced by the power of a trademark. Manufacturers use trademarks as symbols of quality, value, and reliability. Companies that set and maintain high standards for their products are likely to build a sufficient base of consumer loyalty that helps them to continue selling established products and to launch new products successfully.

Advertisers use words such a “Sale,” and “Bargain,” and “Close-out” with great success because price appeal is still a powerful factor in most choices about what to buy. Appeals such as “No payment due for three months,” and “no interest for six months,” and “free trial offer,” or “free sample,” all go beyond simple price appeal to appeal to our desire to get something for nothing, the enduring hope for every consumer.

Another enduring appeal is sex appeal. Both males and females are drawn to idealized images of beauty that attractive models, or actors and actresses, convey. Consumers are led to believe that they might seem as beautiful if they use the same products. All around us

Activity

2.5

SUGGESTED LEARNING STRATEGIES: Discussion Groups, Graphic Organizer, Marking the text, Predicting, Skimming/Scanning, think-Pair-Share, Word Map

Advertising and Representations

AcADeMic vOcABulAry

Advertising techniques are methods used to attract consumers’ attention and to persuade them to buy a product.

I n f o r m a t i o n a l T e x t My Notes


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we see examples of advertising that uses sex appeal and beauty to sell products. There’s a reason a car manufacturer chooses beautiful young models for its ads.

Humor and entertainment are also techniques that sell. Appeals to fun that show family and friends enjoying themselves while eating popcorn, or on an Alaskan cruise, or driving a new car are always popular. Celebrity is also often a powerful appeal to convince people to buy a certain kitchen cooking item or credit card or make-up. Consumers respond to endorsements of products by recognizable athletes, musicians, and movie stars.

All these advertising persuaders offer consumers hope: the hope of beauty, status, wealth, security, enjoyment, better health. But some advertisers also appeal to our vulnerabilities. The specter of disaster, business failures, poverty, or sickness works on our fears in subtle and not so subtle ways. Drug advertisements on television appeal to our fear of sickness. News of natural disasters is always accompanied by a rash of successful appeals to buy insurance and survival supplies.

continued Advertising and RepresentationsActivity 2.5

My Notes

Specter has the Latin root -spec-, which means “to view” or “to see.” This root is found in many English words, including inspect, spectacle, spectator, speculate, and spectrum.

Word ConneCtions

Parallel structure means using the same grammatical form to express ideas with the same level of importance. The usual way to join these lists or series of words is with the use of a comma.

Example: “Seeing a commercial for the same product dozens of times during an evening of television watching, then seeing the same product advertised in a store, or hearing it advertised on the radio has the effect of getting consumers to purchase.”

&Grammar UsaGe


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continued

Activity 2.5

1. As you look at each of the advertisements, write words and phrases that describe how men and women are portrayed.

2. As you read “The Price of Happiness,” summarize what the author is saying about representations in advertising and the effects of these representations. Cite textual evidence from this article (by quoting or paraphrasing material) that supports your summary.

How Represented? Effect Quote

Females

Males

teenagers

Americans

Men Women


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by The Center for the Study of Commercialism

Do ADvERTISEmENTS INfLUENCE oUR SELf-ImAGE AND oUR SELf-ESTEEm?

Some critics accuse marketers of systematically creating anxiety, promoting envy, and fostering feelings of inadequacy and insecurity to sell us their products. Marketers respond that advertising does nothing more than mirror society’s values, alert people to new products and bargains, or motivate people to switch brands. At the very worst, they say, it bores or annoys.

Of course, some ads provide information useful to consumers. And advertising clearly plays a valid role in an economy based on a system of free enterprise. The question is not whether advertising is valid; clearly, it is.

The concern discussed here is the relationship between the images presented in ads and our sense of self. Can ads influence what we perceive as valid roles for ourselves in our society? And can our self-image and self-esteem be influenced by advertising?

What are the images that ads present? Everywhere we turn, advertisements tell us what it means to be a desirable man or woman. Ads paint limited images of what men and women can be. Because ads are everywhere in our society, these limited images sink into our conscious and unconscious minds. In this way, ads help limit our understanding of our worth and our full potential.

Ads tend to present women in limited roles. Girls and women in ads show concern about their bodies, their clothes, their homes and the need to attract a boy or man. Seldom are women shown in work settings, business roles, or positions of responsibility and authority. Our society recognizes many valid roles for women, but this isn’t always reflected in ads.

Also, the girls and women in ads are presented as “beautiful.” But ads offer a very limited, narrow image of beauty. The advertising


My Notes

O n l i n e A r t i c l e


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industry favors models with facial features that look Anglo, even if the model is Black or Hispanic.

Ads also present a very thin body type as though it were the most common or most desirable body type. Researchers have found that girls and women who work as models weigh 23% less than the average female their age. And the hips of an average department store mannequin measure six inches less than that of the average young woman.

Girls, women, boys, and men seeing these commercial images may be influenced to think of an ultra-thin female body as more normal or desirable than one of average weight. The extreme preoccupation with weight fostered by advertising images is reflected in the fact that 80% of 10-year-old girls report having dieted and that eight million American women suffer from anorexia or bulimia, two potentially life-threatening eating disorders.

In reality, many different kinds of facial features and body types are beautiful. Besides, the flawless appearance of women in ads isn’t even real. It’s an illusion created by makeup artists, photographers, and photo retouchers. Each image is carefully worked over. Blemishes, wrinkles, and stray hairs are airbrushed away. Teeth and eyeballs are bleached white. In some cases, the picture you see is actually made of several photos. The face of one model may be combined with the body of a second model and the legs of a third.

So many of the pictures we see are artificial, manufactured images. What happens when a girl or woman compares her real self with this narrow, unreal image of “perfection?” She may feel unattractive. When her self-image suffers, often her self-esteem is damaged too. She then looks for ways to improve her image and self-esteem.

Ads also present an image of the “ideal” male. Although ads targeting boys and men do not present as narrow an imaginary physical ideal as do ads targeting girls and women, they still present a very limited view of masculinity. For girls and women, body image is emphasized in most ads. For boys and men, the image emphasized is an image of attitude. Boys and young men in ads tend to have an aura of power, physical strength, confidence, dominance, and detachment. The implied message for the viewer is that this is the way to be cool, this is the way a young man should act.

The male image shown in ads almost never includes such traits as sensitivity, vulnerability, or compassion. This may discourage boys and men from displaying these natural and desirable human traits. Ads may thus limit a boy or man’s sense of what he can or should be.

continued

Activity 2.5

My Notes


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The actors in ads tend to be handsome, with clear complexions and hair that is perfectly combed or perfectly windblown. They are also almost always athletic. Physical or even sexual prowess is suggested in scenes of physically challenging, dangerous, or aggressive sports. The self-image of boys and men who do not exhibit these traits for example, who have normal complexions, are not athletic, and don’t feel cool and confident may suffer when they watch these ads. Negative feelings about oneself, whether related to appearance or anything else, can be followed by lower self-esteem.

Ads offer to see a new self-image.

Of course, the ads that injure our self-image and self-esteem don’t stop there. They conveniently offer to sell a product that will solve our newly imagined “problem.”

Consider this quote from Nancy Shalek, president of an advertising agency: “Advertising at its best is making people feel that without their product, you’re a loser. Kids are very sensitive to that. If you tell them to buy something, they are resistant. But if you tell them they’ll be a dork if they don’t, you’ve got their attention. You open up emotional vulnerabilities and it’s very easy to do with kids because they’re the most emotionally vulnerable.” Another person involved in marketing, Charles Kettering, said that selling new products is about “the organized creation of dissatisfaction.”

Many commonly accepted ideas about appearance—for example, that skin should be blemish free and teeth bright white —are not absolute truths. These expectations were artificially created over a period of years by those who wanted to sell certain kinds of products and promoted the idea that we needed those products if our physical appearance was to be acceptable.

Let’s take a closer look at this emphasis on appearance.

Ads tend to convey the idea that appearance is all-important. They teach us to be self-conscious about how we look. When we grow up surrounded by ads, intense self-scrutiny may seem normal.

Of course, all cultures have their own ideas about the traits that make a boy or man and a girl or woman attractive. Often these ideas are very, very different than our own. Rather, it is the level of concern with physical appearance that makes modern Americans unique. The intense concern with appearance that is so common in our culture has not been the norm in most cultures. It is an artificial concern that we have acquired from living immersed in a society dominated by commercialism.


My Notes


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continued

Activity 2.5

Logos and Name Brands in SchoolLook around the school and put a mark every time you see a particular type of advertisement. Total each type before the next class.

Look for Logos of Names

Hats

Shirts

Jeans

Shoes

electronics

Food or beverage products

Others

Writing Prompt: What are your feelings about the representations of males, females, and/or teenagers in the media? What changes would you like to see?


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Activity

Brands and the Media2.6

SUGGESTED LEARNING STRATEGIES: close Reading, Summarizing/Paraphrasing, SOAPStONE

Logos and Brands Survey 1. Scenario 1: Imagine that you are getting dressed for school and you

pull two T-shirts out of the dryer. One is a plain black T-shirt and the second one is also a black T-shirt but this one has a logo for a popular company. Which one do you choose and why?

2. What percentage of tweens (9–12 year olds) would select the shirt

with the logo?

3. Scenario 2: Imagine you have $50 to buy a shirt. You find two very similar shirts: one is $25 with no logo on the front and the other is $50 and has a popular logo on the front. Which one do you buy and why?

4. What are the most popular clothing brands in your school right now?

5. Which of the following are reasons why you might buy a particular shirt? (Check all that apply.) Convert your reasons into a pie chart that shows the importance of each reason to you, assigning a percentage to each reason.

I like the way the shirt fits.

I like the brand.

I like the picture or logo on it.

I like the way it makes me feel about myself.

It reflects my own personal style.

6. Would you ever buy and wear a shirt to school with no logo or company name on it? Why or why not?


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continued

Activity 2.6

by Patricia Seybold

I n f o r m a t i o n a l T e x t

From Brandchildby Martin Lindstrom

My Notes

BRANDS VS NO-BRANDS

Tweens have a deeply passionate relationship with brands. If you give a tween the choice of picking a plain t-shirt over one with a brand name, picture, slogan or logo on it, 98 per cent of them will choose the shirt with a brand or logo over the plain style.

Here’s what tweens say about ‘no-brand/logo’ t-shirts:

• There are no pictures or anything to make the shirt stand out!

• There’s nothing happy on it.

• It’s just a plain shirt, with nothing cool on it!

• I won’t feel as cool as I would in a shirt that had something on it.

• There’s nothing to talk about on my shirt.

• Shirts with things on them show your interests.

• Not cool—nothing to distinguish me from the nerds.

• The logo/words express how I feel.

e-imagery or words on a tween’s shirt are really important. It’s not acceptable to be anonymous. You must express who you are by sporting an image, a slogan or a logo. No surprises there. What’s really surprising is how passionately tweens feel about the imagery they wear to express themselves.

Here’s what tweens say about the imagery on their favourite t-shirts:

• I feel proud when I wear it because it has the American flag on it!

• I feel happy when I wear it because I’m proud of the Titans.

• I feel good when I wear it because DragonBallZ is fun.

• I feel excited to know so much about dinosaurs.

• I feel cool because the Power Puff Girls are cool!


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continued

• I feel silly because he has a silly face and it always makes people laugh.

• I feel strong because the Samurai on my shirt is strong.

Brands are extremely important to tweens, both for what the brand itself means to them, and even more for what the brand means about them, to themselves and to others.

Steve Gang summarized the results of the branded vs non-branded t-shirt survey: ‘Their t-shirt brand appears to be one of the most important brands to these tweens, based on their attitudinal responses. The emotional jet fuel provided by this branded experience is more powerful than most we have measured in other consumer experiences, regardless of age. Fully 86 per cent of these kids show levels of passionate positive emotion, above our 30 per cent benchmark for “exciting experience”.’

So we can see how passionately tweens feel about wearing brands versus not wearing brands. In Figure 6.1, we dissect these feelings and. see what emotions are triggering that level of passion.

Tweens attach the most emotion to how their favourite t-shirt relates to their self-image. Next in importance was how they felt about the brand, logo, or image on their shirts. Third in importance was ‘People’s reactions to me’. Note that there’s a lot of passion about self-image, the brand/logo and what it stands for, what people perceived about them when they were wearing the shirt and finally, the general appearance and feel of the shirt.

Here’s what kids said that tells us to what extent their self-image is tied up in the brands they wear:

• I am brave and confident.

• It shows my attitude.

• I’m excited about myself.

• I like to skateboard and that’s what’s on the shirt.

• Show-off.

• ’Cause I just want to do lots of things.

• I think I am pretty.

• I like to joke around lots.

• Because I’m always nice.

• I like to play sports lots.

Brands and the MediaActivity 2.6

My Notes

The progressive tenses of verbs indicate ongoing actions. You form the progressive tenses with a form of the verb be and the present participle (the -ing form) of the verb.

Present progressive: …what emotions are triggering that level of passion

Past progressive: when they were wearing the shirt…

In your writing, use progressive tenses when you want to describe a continuing action.

&Grammar UsaGe


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continued

• I have no worries.

• It’s kind of smart-aleck.

• I like to play.

• It’s all about me!

If tweens are passionately attached to the brands they wear, what images are they wearing today? How do they express themselves through these brands?

self image

wearing the shirt—overall

people’s reactions

how I look (style, cool)

comfort

brand/logo

shirt generally

design/colour

other

0.98 1.01 1.03 1.06 1.08 1.11 1.13 1.16 1.18

Figure 6.1 Wearing my favourite t-shirt.

Negatives Positive emotions

‘Personal’ brands are as important to tweens as ‘for profit’ brands

In September 2002, we surveyed 138 tweens in what we believe is a representative sample of this tween group in the United States. The survey topic was how they felt when wearing their favourite branded or logo t-shirt versus wearing a plain non-branded shirt. The demographic breakdown was 54 per cent boys, 46 per cent girls, and 54 per cent between 9 to 10 years old, with 46 per cent aged 11 to 13, evenly distributed by gender within age levels.

These tweens’ definition of brand or logo was quite varied. Less than half the t-shirts carried trendy brand names. The majority carried older brands (Star Wars) or teams (Tarheels, Yankees, Trailblazers), or simply images or slogans.

My Notes

Activity 2.6


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continued

My Notes What emerged was 50 per cent of the group chose to ‘self-brand’ by selecting older sports teams, icons, slogans or images that are meant to convey the tween’s self-image to the rest of the world. Examples are flags, angels or dinosaurs. There also appeared to be two kinds of branded experiences for tweens wearing t-shirts:

1. Tweens are billboards for well-known brands or idols. These brands — music groups, sports teams, video games — are meant to impress others. Examples of these types of brands are Jimmy, DragonBallZ, Pokèmon, GameRooster, Harry Potter, Sponge Bob, Power Puff Girls, Tweety, World Wide Wrestling Federation, Titans, Tarheels and other championship teams, the US Marines, and the American flag (this survey was taken post 9/11 in 2002). Boys appear to favour this use of branding (58 per cent, compared to 31 per cent of girls).

2. In the other case, tweens are using a more personal logo or image or slogan to express themselves. These ‘brands’ are meant to describe who they are. Examples of these types of brands are dinosaurs, angels, dragons and a variety of slogans. This is the kind of personal branding favoured by girls. But many boys also prefer personal brands.

There was definitely a wide variety of brands or identifiers on these tweens’ favourite t-shirts. The well-known or recognized-for-profit brand names came from brands in media (24 per cent), hi-tech and games (8 per cent), retail (10 per cent), consumer packaged goods (8-per cent), and organizations/teams (10 per cent). Boys skewed toward organizations, media and hi-tech.

Other, more personal, identifiers included images (19 per cent dinosaurs, animals, princesses, angels) and slogans (20 per cent – ‘Teen Rule!’, ‘Spoiled Rotten by Nana’). Girls skewed towards images and slogans.

Brands and the MediaActivity 2.6


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Assignment

Your assignment is to write a reflective analysis about your relationship with the media. In your essay, identify a particular problem that you find in the media. Explain your personal feelings about or experiences with the problem, and offer some type of solution or action that you or others could take to address the problem.

Steps

Prewriting/Planning

1. Revisit your Media Habits and Memorable Ads logs (Activity 2.3), as well as your responses to the Writing Prompts and the articles you have read in this unit. Think about the kind of advertising that appeals to you. How is it that advertisers are able to target your interests? To what extent do advertisers try to manipulate your self-image? How do the media represent you and your own reality? How do the various media channels affect you? Look over the following topics that you have explored in the first part of this unit. Put a check mark by the ones that you could imagine yourself writing about in this assessment:

video games body images

images of beauty consumerism

logos and brands advertisements

media representations of teens and other groups

Other possible media-related topics

WritingAbouttheMediaSUGGESTED LEARNING STRATEGIES: Drafting,SharingandResponding

EmbeddedAssessment1


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continued

EmbeddedAssessment1

WritingAbouttheMedia

2. Complete the chart below for two ideas you are considering.

Problem/Analysis of the Problem

Reflection on the Effect of the

Problem

Proposed Solution or Action

Idea1

Idea2

3. Brainstorm and organize your responses to the problems you listed. Be sure to consider paraphrasing or quoting some information from one or more of the secondary sources you read during the unit to give your ideas support. Which problem, effect, and solution above can you relate to and write about most effectively? This one should become the focus of your essay.

Drafting

4. Compose a thesis statement for your paper that includes the problem you have encountered in the media and your suggestion for what should be done to solve the problem.

5. Create a first draft of your essay. Logically organize the required elements, including a clear analysis of your own use of media, a reflection on the way that one aspect of the media has negatively affected you (problem), and a solution to the problem.

6. Be sure that your essay includes a compelling introduction, perhaps beginning with a hook in the form of a question, a quote, a personal event, a statistic, or a startling or interesting fact.


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EmbeddedAssessment1continued

SharingandResponding

7. Exchange drafts with a partner so that you can provide each other with suggestions for improving the organization and ideas. Thoughtfully read your classmate’s reflective piece, and respond to the following:

C Does the opening grab your attention and hook you? What could your partner do to make the opening stronger?

C Copy your partner’s thesis statement. What main point do you think the writer is trying to make about the media?

C Describe the writer’s feelings about the media.

C What is something about this topic that your partner has not yet considered?

C How has the media negatively affected your partner? What could be added here?

C Is your partner’s conclusion effective and interesting? Are possible solutions or actions that could be taken to address the issue mentioned?

Revising

8. Review your partner’s suggestions about your work and use this information to improve your next draft.

9. Consult the Scoring Guide to ensure you have met specific criteria.

EditingforPublication

10. Carefully edit your final draft for punctuation and language conventions.


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continued

EmbeddedAssessment1

WritingAbouttheMedia

ScoRInggUIDE

Scoringcriteria Exemplary Proficient Emerging

Ideas The essay contains a perceptive analysis of the writer’s interaction with media channels and the impact on the writer as a personal consumer by:

• clearly identifying a particular problem

• providing insightful analysis of the writer’s feelings

• thoroughly considering and explaining a possible solution or action that could be taken to address the issue.

The essay contains an analysis of the writer’s interaction with media channels and the impact on the writer as a personal consumer by:

• identifying a problem• providing analysis of the

writer’s feelings• explaining a possible

solution or action that could be taken to address the issue.

The essay contains minimal analysis of the writer’s interaction with media channels and a vague explanation of the writer as a personal consumer.

It includes little if any explanation of a problem, the writer’s feelings, and/or reference to a solution or action that could be taken to address the issue.

organization The essay is well-developed and coherent. It contains an engaging introduction with a thought-provoking hook and insightful thesis, developed body paragraphs, and a strong conclusion.

The essay contains an introduction with an effective hook and thesis, detailed body paragraphs, and a thoughtful conclusion.

The essay contains an introduction with a missing or limited thesis, inadequate body paragraphs, and/or a weak conclusion.

EvidenceoftheWritingProcess

There is extensive evidence that the essay reflects the various stages of the writing process.

There is evidence that the essay reflects the various stages of the writing process.

There is little or no evidence that the essay has undergone the stages of the writing process.

Additionalcriteria

Comments:


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Learning Focus: Supporting Your Ideas

One certainty in the world is that people tend to disagree on issues, large and small. As a student, you may disagree with other students, with your parents, with teachers and with others over home and school issues. Politicians argue over issues facing our nation, and countries sometimes go to war over world issues.

Your ideas and opinions are valuable, so share them! In order for others to take you seriously or even come around to your point of view, it is important to know what you are talking about. If your ideas are debatable, they will be stronger if you support them with solid research. An audience should respond to proof derived from valid research. Researched facts and figures strengthen opinions, but how you present your ideas can positively influence an audience. Careful diction (word choice) gains the attention and respect of others who hear your point of view. Three ways words persuade others are through the appeals of ethos (ethics), pathos (emotions), and logos (logic).

In order to thoroughly examine both sides of an argument, sometimes people debate ideas. An effective debater learns about the position of those who oppose him or her. As a debater, you can learn about your opponent’s point of view by researching the reasons for their opinions and the researched arguments they may use to support their ideas. This more informed understanding of opposing points of view allows you to effectively refute their ideas in writing, discussion, or even formal debate.


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ActIvItY

Part 1: Quotations About IdeasRead the following quotations about ideas. All are metaphors and similes in which the writer compares ideas to something else. Remember, similes are a comparison of two different things or ideas through the use of the words like or as. Metaphors are direct comparisions and do not use like or as. Underline or highlight what the ideas are being compared to, and determine whether the comparison is a metaphor or simile. Next, in the margin, explain the meaning of the comparison: What is the author saying about ideas? Last, choose one of the quotations and draw a picture that demonstrates your understanding of the comparison.

1. “Ideas are like pizza dough, made to be tossed around.”

Anna Quindlen: Pulitzer Prize-winning journalist who wrote for The New York Times and Newsweek

2. “New ideas are for the most part like bad sixpences, and we spend our lives trying to pass them off on one another.”

Samuel Butler (1835–1902): English novelist, who wrote about concerns related to expanding technology

3. “Hang ideas! They are tramps, vagabonds, knocking at the back-door of your mind, each taking a little of your substance, each carrying away some crumb of that belief in a few simple notions you must cling to if you want to live decently and would like to die easy!”

Joseph Conrad (1857–1924): Polish-born English author and master mariner

4. “New ideas come into this world somewhat like falling meteors, with a flash and an explosion, and perhaps somebody’s castle-roof perforated.”

Henry David Thoreau (1817–1862): American author, naturalist, critic, transcendentalist writer, and philosopher

5. “Ideas are great arrows, but there has to be a bow.”

Bill Moyers (b. 1934): American journalist and commentator

Thinking About Ideas2.7

SUGGESTED LEARNING STRATEGIES: close Reading, Freewriting, Quickwrite


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continued

6. “Ideas, like individuals, live and die. They flourish, according to their nature, in one soil or climate and droop in another. They are the vegetation of the mental world.”

William Macneile Dixon (1866–1946): British professor known for poetry, philosophy, and literary criticism

7. “Men can intoxicate themselves with ideas as effectually as with alcohol….”

Thomas Henry Huxley (1825–1895): English biologist and educator; leader in Darwinian theory throughout Europe

Part 2: Creating a Metaphor or SimileCreate your own metaphor or simile about ideas.

ActIvItY 2.7


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continued

ActIvItY 2.7 Thinking About Ideas

Part 3: Thinking About Ideas 1. Put a check mark next to any of the following topics that you read,

think, or talk about at least occasionally:

The state of the environment School policies

World affairs Religion

Scientific developments Medical research

Local, state, or national politics Violence in society

Environmental issues Other:

2. Quickwrite: Choose one of the above that you checked and write about what you normally think of when you consider that idea.


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Activity

Debating an Idea 2.8

SUGGESTED LEarninG STraTEGiES: Graphic Organizer, Prewriting, Word Map

1. read the following news article.

Representive Urges Action on the Media

in order to combat what he calls the dangerous increases in teens’ harmful media habits, representative Mark Jenkins has recently introduced legislation that would make it a crime for anyone under the age of 18 to engage with more than two hours of media a day on the weekdays and three hours a day on the weekends. The bill defines “Media” as television, radio, commercial magazines, non-school related internet and any blogs or podcasts with

advertising. Penalties for violation can range from forfeiture of driver’s licenses and media counseling to fines for parents or removal of media tools (TVs, computers, phones, etc). Monitoring systems will be set up in each Congressional district through the offices of Homeland Security and the national Security agency. rep. Jenkins could not be reached for comment because he was appearing on television.

2. read the following prompt:

Should the government restrict media engagement of those under 18 to two hours a day on the weekdays and three on the weekends?

Sample quotation by fellow student using parenthetical citation (quote followed by name in parenthesis):

“Kids have the right to watch all the TV they want, especially if their grades are okay.” (Jacobs)

3. Brainstorm reasons for both sides of the issue:

YES, the government should restrict media engagement because:

NO, the government should not restrict media engagement because:


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continued Debating an IdeaActivity 2.8

4. Debate the topic

Prepare for your debate, using the ideas from the graphic organizer. Consider how to respond to the ideas of others. Try using the following types of sentence starters when you speak:

• 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 on the outer circle, take notes on another paper on the comments made by the inner circle. Be prepared to share your observations.

5. Persuasive Appeals: Logos, Ethos, and Pathos

During the debate, you probably heard several types of arguments or appeals. These types of appeals fall in three basic categories—logos, ethos, and pathos.

• Logos (logical appeal): identifies arguments or appeals to logic or reason for or against an issue.

Example:

• Ethos (ethical appeal): identifies arguments or appeals using the moral or ethical qualifications of the speaker for or against an issue.

Example:

• Pathos (emotional appeal): identifies arguments or appeals to emotions or feelings for or against an issue.

Example:

What appeals did you hear in the debate? List some examples.

AcADEMic vOcABULARy

Persuasive appeals try to get readers or viewers to react based on logic, ethics, or emotion.


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Activity

Identifying Issues 2.9

SUGGESTED LEarninG STraTEGiES: Graphic Organizer, Prewriting, Summarizing

1. When we talk about ideas regarding important issues, we do not always agree with others’ opinions. Brainstorm about home, school, and political issues. Then select an important issue in each category, and summarize what you think about the issue and what others might think.

your thoughts your Parents’ thoughts

An issue at Home

your thoughts your teacher’s thoughts

An issue at School

your thoughts the President’s thoughts

An issue in Politics

2. Choose one of the issues that you thought about above. ask someone else about his or her ideas on this issue. On a separate paper, write a summary of the other person’s ideas, comparing and contrasting his or her ideas to your own.


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continued Identifying IssuesActivity 2.9

Sometimes it is hard to distinguish between issues that are debatable and issues that are non-debatable.

• Debatable issues or topics: if a topic or issue is debatable, it means that two logical people may or may not agree with the statement of the topic. in this case, people form an argument or assertion and usually state their opinion as a fact.

• Non-debatable issues or topics: if a topic is non-debatable, it means that it is a fact and therefore it cannot be argued.

Look over the list of statements below and label each one “debatable” or “non-debatable.”

1. Homework is an unnecessary tradition that only serves to cause extra stress on students and families.

2. The media causes kids to have low self-esteem.

3. Solar energy is the best way to meet the needs of our country.

4. Eating candy and drinking soda can lead to cavities.

5. Coal and oil are the main sources of energy for the United States.

Write two debatable statements below:

1.

2.

Write two non-debatable statements below:

1.

2.


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Activity

Writing a Letter About an Issue 2.10

SUGGESTED LEarninG STraTEGiES: Drafting, Marking the text, Prewriting, Revising

Writing Prompt: Write a letter to your parent or guardian, trying to convince him or her to change a rule or restriction. For example, you might ask to extend your curfew by one hour or increase your allowance. Be as detailed, descriptive, and convincing as possible. Try to include all three types of appeals (logos, ethos, pathos).

(Date)

Dear ,

(Closing)

(Signature)


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continued Writing a Letter About an IssueActivity 2.10

Exchange your letter with another student. read the letter your partner wrote to his or her parent or guardian. Pretend that you are the parent or guardian of the other student and write a response to that student’s letter. address specific points made in the letter. Try to include all three appeals—logos, ethos, pathos.

(Date)

Dear ,

(Closing)

(Signature)


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Activity

Introducing RAFT 2.11

SUGGESTED LEarninG STraTEGiES: RAFt

The following chart describes the elements and gives some examples of RAFt (Role, Audience, Format, topic). Fill in the blanks to add more examples to each of the listings.

Roles — Who is the author/writer?

student (various ages)

parent movie star community member

athlete politician character from TV, movie

celebrity administrator animal

Audiences — To whom is he or she writing?

movie star teacher animal brother

inanimate object principal parent

character from TV, movie

company executive

senator

Formats — What form is the author using to communicate his or her ideas?

job application letter play letter of recommendation

diary entry newspaper article poem

invitation pamphlet review

Topics (with strong verbs) — What is the author writing about? What is the purpose?

to convince an audience to vote

to demand that a change be made

to persuade to criticize

to excuse to explain

to inform to protest to praise to apologize

to clarify to warn to emphasize to sell


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continued

review the two letters from the previous activity. Complete the RAFt (Role, Audience, Format, topic) elements for each letter.

Letter from a Middle-School Student

role of the writer:

audience:

Format:

Topic (use a strong verb):

Audience: A Middle-School Student

role of the writer:

audience:

Format:

Topic (use a strong verb):

Writing Prompt: On separate paper, write a new piece about the same topic, but change the role of the writer to someone who would be affected by the request the student has made. For example, if you wrote about extending your curfew, the new role you adopt might be that of a community member who is upset by the fact that young people are out late at night. Who would be an appropriate audience for this person? What format would he or she use to communicate? You may write a letter or choose a different format. include descriptive and persuasive diction. Save this work in your Working Folder.

Fill in the raFT blanks (see chart for ideas) before you write your piece.

Role of the author:

Audience:

Format:

topic (use a strong verb):

Reflection How do you think this raFT strategy might help you with your persuasive writing? Save this reflection in your Writing Folder.

Introducing RAFTActivity 2.11


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Activity

Issues at SchoolSUGGESTED LEarninG STraTEGiES: close Reading, Marking the text, Notetaking, Paraphrasing, Quickwrite. think-Pair-Share, Word Map, RAFt

2.12

Step OneQuickwrite: Write about your school dress code and the idea of mandatory uniforms. Consider the following as you write:

• What are some of the clothes, hats, jewelry, logos, colors, and so forth that you cannot wear?

• How do you and your friends feel about your school’s dress code? Why?

• How do your teachers, parents, and administrators feel about the dress code? Why?

• How would you feel if you were required to wear a uniform to school every day? Why?

• if you wear a school uniform, how would you feel if that requirement were removed? Explain.

Step Tworead the article entitled “Uniform Opinion,” and highlight all the statements that support the position you have been assigned. in the My notes section, state in your own words the reasons presented. afterward, write a sentence of your own that also includes quoted material (textual support) from the article. For example: School uniforms would be helpful for kids getting along because, as principal Barbara anderson says, “kids respect each other more” when they are wearing uniforms. Put these quotes and reasons on notecards.

Step Three Further prepare for a debate on the value of school uniforms by reading the article called “Student Dress Codes” and highlighting all of those arguments that support the position that you have been assigned. Take notes in the My notes section. Then transfer your notes to index cards.


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continued

Debateas your teacher directs, conduct a modified debate on the position you have researched. remember to use the following types of sentence starters when you speak:

• 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 …

• Perhaps, but (insert an expert or source) would say that…

Step Fourafter the debate, reflect on the debate on a separate sheet of paper. What were the strongest arguments put forward? What did you hear that might have changed your mind?

Activity 2.12 Issues at School


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Arkansas senator’s bill would require districts to vote on school apparel issue

LITTLE ROCK, Ark. - Seated on the floor in a circle, fourth-graders at Bale Elementary School listen attentively to their teacher read Sarah Plain and Tall.

It’s not an unusual classroom scene, but there is a difference this year: The students are all wearing uniforms—navy or khaki pants or skirts, and clean, white shirts, tucked in.

To Principal Barbara Anderson, there’s an air of order around the school, and it’s the uniforms that have made a big difference. She said the 350 students, from prekindergarten through the sixth grade, take more pride in themselves. They no longer come to school strutting their designer clothes and high tops.

“It’s amazing. It seems like kids respect each other more. It seems like it puts kids on an even keel,” Ms. Anderson said.

More and more school districts are requiring students to wear school uniforms, and state Sen. Kevin Smith, D-Stuttgart, is proposing legislation that would require school districts to vote on the issue in school elections this year.

The push comes after a wave of school violence in Arkansas and around the country.

Last school year, 12 students and two teachers were killed—and 50 others were injured—in shootings at Pearl, Miss.; West Paducah, Ky.; Jonesboro, Ark.; Edinboro, Pa.; Fayetteville, Tenn.; and Springfield, Ore.

President Clinton has urged school districts to use uniforms to increase discipline and improve security.

In the Little Rock School District, students at more than two dozen schools wear uniforms.

Activity 2.12

continuedE d i t o r i a l

DaLLaS MOrninG nEWS/aSSOCiaTED PrESS

My Notes

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Long Beach delighted

The picture from the Long Beach, Calif., Unified School District—the first public school district in the country to use uniforms in all its elementary and middle schools—is rosy, officials said. The district has 90,000 students and is the third-largest school district in California.

“Youngsters are getting along better with one another,” said district spokesman Richard Van Der Laan. “Kids from different backgrounds, they’re not putting each other down or ridiculing you because of what you’re wearing.”

Mr. Van Der Laan said that, since students from kindergarten through eighth grades began wearing uniforms in 1994, the district has seen a 91 percent drop in school crime, a record improvement in student attendance, fewer student suspensions and some increases in test scores.

“Our schools are safer, better places because of the uniforms,” he said.

Mr. Smith has sons in second and third grades at Stuttgart, which doesn’t use uniforms, and he is concerned about school safety. He believes uniforms will help improve academic performance, beef up discipline and eliminate gangs.

“It [regular dress] still sets up sort of a real difference in class distinctions. It’s just not necessary. I think we should stress to children that material goods and clothes are secondary, to say the least, to education,” he said.

His bill would require school districts to put the issue of school uniforms to a vote in this year’s school elections. Districts that already have uniforms would not have to have a vote. His bill also would allow school patrons, after this year, to petition to put school uniforms to a vote.

Not a cure-all

Mr. Smith conceded that uniforms might not be right for every district. He also knows that school uniforms are not a proven measure for improving school safety, can be costly for some students, and may raise concerns about a student’s individual expression. All those issues could be decided at the local level, he said.

continued

Activity 2.12 Issues at School

The perfect tenses of verbs show actions begun or completed in the past. You form the perfect tenses of verbs with the past participle of the verb and the auxiliary verbs have, has, or had. notice this example of the present perfect tense:

…the district has seen a 91 percent drop…

(expresses an action continuing from the past to the present)

in your writing, use the correct tense to indicate the timing of events and actions. Then, keep your tenses consistent: use verbs in the same tense to express events occurring at the same time.

&Grammar UsaGe

My Notes


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“My main goal is to get school districts and school boards to address this issue and not put it off. We have studied it to death,” he said.

The Arkansas School Boards Association doesn’t have a problem with school uniforms but isn’t keen on Mr. Smith’s bill. Association Director Tommy Venters, the former state Education Department director, said the association believes that school uniforms are a local issue and the state shouldn’t mandate a vote.

Mr. Venters said uniforms have merit but school districts would have to address some legal issues in any school-uniform policy. “You can’t kick a kid out of school for not having a uniform if they don’t have the money to buy a uniform,” he said.

Rison School Superintendent Scotty Holderfield said about half of his student body would probably have a hard time paying for uniforms, which means the school district would have to provide uniforms or the money for them. He said the district could make uniforms voluntary but that would defeat the purpose. After some discussion, Rison school officials dropped the idea.

Activity 2.12

continued

My Notes


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by Lynne A. Isaacson

In recent years, schools across the country have experienced violence, gang activity, and thefts of clothing and accessories. Many school boards, mindful of their responsibility to provide safe school environments for students, have implemented policies specifying dress codes or the wearing of uniforms.

As many as 25 percent of the nation’s public elementary, middle, and junior high schools were expected to implement dress-related policies during the 1997-98 school year, according to the California School News (March 31, 1997). Ten states allow school districts to mandate school uniforms.

Educators and the public are divided over the value of implementing school-uniform policies in the public schools. This Digest examines arguments for and against school-uniform policies, identifies legal considerations, and offers guidelines for implementing policies on student dress.

What Are the Arguments in Favor of School Uniforms?

One of the chief benefits of school uniforms, say proponents, is that they make schools safer. Uniforms are said to reduce gang influence, minimize violence by reducing some sources of conflict, and help to identify trespassers. Parents benefit because they are no longer pressured to buy the latest fashions, and they spend less on their children’s clothing.

Uniforms are also claimed to help erase cultural and economic differences among students, set a tone for serious study, facilitate school pride, and improve attendance (Cohn 1996, Loesch 1995, Paliokos, and others 1996).

Proponents also say uniforms enhance students’ self-concepts, classroom behavior, and academic performance (Caruso 1996).

Activity 2.12

continued

My Notes A r t i c l e

Issues at School


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What Are the Arguments in Opposition?

Opponents contend that school-uniform policies infringe upon students’ First Amendment rights to freedom of expression; interfere with students’ natural tendency to experiment with their identities; are tools of administrative power and social control; offer a piecemeal approach to issues of racial and economic injustice; and may discriminate against students from minority backgrounds (Caruso 1996, Cohn and Siegal 1996).

Some believe uniforms will not erase social class lines, because policies do not apply to other items that can be used to convey status, such as jewelry, backpacks, and bikes. Uniforms may not be feasible in high schools, because older students are more independent. Others argue that it is wrong to make children’s right to a public-school education contingent upon compliance with a uniform policy (Caruso, Cohn and Siegal).

What Are the Outcomes to Date?

Most preliminary findings come from the Long Beach (California) Unified School District, the first U.S. public school system to require uniforms for elementary and middle school students. Before implementing its policy in September 1994, the school district required approval from two-thirds of the parents (Caruso 1996).

Long Beach Superintendent Carl A. Cohn reported that during the first year suspensions decreased by 32 percent, school crime by 36 percent, fighting by 51 percent, and vandalism by 18 percent (Cohn). At Whittier Elementary, attendance rates have risen each year since the policy went into effect, reaching a high of 96 percent (Caruso).

Schools in Chicago, Florida, Georgia, Louisiana, Maryland, New York, and Virginia have made similar claims (Caruso).

Parents have responded favorably to uniform policies. In Long Beach, only 500 parents petitioned to opt their children out of the mandate. In a national marketing survey conducted by Lands End, a Wisconsin-based clothing catalog company, respondents agreed that a uniform policy “could help reduce problems associated with dress,” and most felt the price was “about the same or less than the cost of a regular school wardrobe” (California School News). California requires school districts to subsidize the cost of uniforms for low-income students.

A 1996 survey of 306 middle school students in the Charleston, South Carolina, County School District found that school uniforms

Activity 2.12

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My Notes


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affected student perceptions of school climate. Students in a middle school with a uniform policy had a significantly higher perception of their school’s climate than did students in a school without a uniform policy (Murray 1997).

Student reactions range from delight at not having to decide what to wear to displeasure at looking like a “nerd.” It is important, therefore, to include students as well as parents in the uniform-selection process.

What Legal Issues Are Involved?

To date, most legal challenges to dress-code policies have been based on either (1) claims that the school has infringed on the student’s First Amendment right to free expression or (2) claims under the Fourteenth Amendment that the school has violated the student’s liberty to control his or her personal appearance (Paliokos and others 1996).

First Amendment Claims. The clash between students’ rights of free expression and the responsibility of public-school authorities to provide a safe learning environment is the central issue in the debate over dress-code policy.

In developing a ban on gang-like attire, whether through implementing a dress-code or a school-uniform policy, administrators should ask: (1) Is there a direct link between the targeted attire and disruption of the school environment? and (2) Is the prohibition specific enough to target the threatening attire without infringing on students’ rights? (Lane and others 1994).

“Any dress restriction that infringes on a student’s First Amendment rights must be justified by a showing that the student’s attire materially disrupts school operations, infringes on the rights of others at the school, or otherwise interferes with any basic educational mission of the school” (Grantham 1994).

To defend its action if challenged in court, a state must carefully define its interest when authorizing school districts to implement mandatory uniform policies. Policy-makers must be able to document that a problem exists (Paliokos and others).

Liberty Claims. Most challenges claiming a violation of the liberty interest have dealt with restrictions on hair length. Courts have been evenly split on whether a liberty interest exists. “Most courts that uphold the restrictions give the policy a presumption of

Activity 2.12

continued Issues at School

My Notes


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constitutionality and place the burden on the defendant to show it is not rationally related to a legitimate school interest.... Those courts that strike down such regulations have found that schools impose unnecessary norms on students” (Paliokos and others).

What Are Some Guidelines for Implementing Policies?

Lane and others offer the following advice to policy-makers: Before implementing a dress-code or school-uniform policy, be able to justify the action by demonstrating the link between a kind of dress and disruptive behavior; consult with a school attorney; and make sure the policy is enforceable and does not discriminate against racial/ethnic minorities.

In regard to uniforms, Paliokos and others recommend that policy-makers address three key questions: Are the requirements legally defensible? Do they actually restore order? Are less restrictive dress codes a better alternative? For example, policy-makers can consider five alternatives ranging from least to most restrictive:

1. Do not institute a dress code.

2. Institute a dress code that outlines general goals, and let principals and local school officials formulate and implement policy at the grass-roots level.

3. Institute an itemized dress code that will be applied throughout the district.

4. Authorize a voluntary uniform policy.

5. Authorize a mandatory uniform policy with or without a clearly defined opt-out provision.

Then policy-makers should decide whether to let schools choose their own uniforms and whether to offer financial help to low-income families (Paliokos and others).

Whichever policy is chosen, successful implementation depends on developing positive perceptions among students and parents, making uniforms available and inexpensive, implementing dress-code/uniform policies in conjunction with other educational change strategies, allowing for some diversity in uniform components, involving parents and students in choice of uniforms and formulation of policy, recognizing cultural influences, and enforcing the rules evenly and fairly.

Activity 2.12

continued

My Notes


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Superintendent Cohn credits his district’s success to a stable school board, supportive parents and community, resources to defend the policy, capable site administrators, and community philanthropic resources.

Resources

“California Leads Nation in Public School Uniform Use.” California School News (March 31, 1997): 4.

Caruso, Peter. “Individuality vs. Conformity: The Issue Behind School Uniforms.” NASSP Bulletin 8, 581 (September 1996): 83–88. EJ532 294.

Cohn, Carl A. “Mandatory School Uniforms.” The School Administrator 53, 2 (February 1996): 22–25. EJ519 738. Cohn, Carl A., and Loren Siegal. “Should Students Wear Uniforms?” Learning 25, 2 (September/October 1996): 38–39.

Grantham, Kimberly. “Restricting Student Dress in Public Schools.” School Law Bulletin 25, 1 (Winter 1994): 1–10. EJ483 331.

Kuhn, Mary Julia. “Student Dress Codes in the Public Schools: Multiple Perspectives in the Courts and Schools on the Same Issues.” Journal of Law and Education 25, 1 (Winter 1996): 83–106. EJ 527 561.

Lane, Kenneth E.; Stanley L. Schwartz; Michael D. Richardson; and Dennis W. Van Berum. “You Aren’t What You Wear.” The American School Board Journal 181, 3 (March 1994): 64–65. EJ481 325.

Loesch, Paul C. “A School Uniform Program That Works.” Principal 74, 4 (March 1995): 28, 30. EJ502 869.

Murray, Richard K. “The Impact of School Uniforms on School Climate.” NASSP Bulletin 81,593 (December 1997): 106–12.

Paliokas, Kathleen L.; Mary Hatwood Futrell; and Ray C. Rist. “Trying Uniforms On for Size.” American School Board Journal 183, 5 (May 1996): 32–35. EJ524 358.

Activity 2.12

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My Notes

Issues at School


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Step Five 1. read the two texts on the following pages written by students about

the new uniform policy at their school. afterward, complete the raFT and identify the main arguments for each.

“Uniformity” “A Blessing in Disguise”

Role of the author: Role of the author:

Audience: Audience:

Format: Format:

topic (use a strong verb): topic (use a strong verb):

2. Which one of the two pieces is most persuasive? Why?

3. What are the main arguments put forward in each piece? identify the type of appeal used most. include textual support in your response. Why is each appeal appropriate to the purpose and format of the text?

“Uniformity” “A Blessing in Disguise”


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Activity 2.12

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My Notes

by Anonymous Student

A meat grinder is what you want: To squeeze us, press us, make us squirm.Then, then, then . . . look what you got: One big sameness wherever you look. Same hairSame pantsSame shirtsSame namesSame thoughtsSame tiesAnd who do we look like? Just like YOU!

Go ahead and try toRob us of our fashionRob us of our looksRob us of our youthRob us of ourselves

But to you and yours I say:No. Don’t take away what is mine to make me more like yours.

55

1010

1515

2020

P o e t r y

Issues at School


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My Notes

Activity 2.12

continuedL e t t e r

Dear Principal Jackson,

I can’t believe that I’m actually saying this, but thank you for instituting the new school uniform policy.

I was not one who was in favor of the policy at first, but now I am, though I usually don’t say this in public.

It used to take me an hour to get ready for school, trying to decide what to wear, to be sure that it was cleaned or ironed or whatever. Now it’s no problem; I know exactly what I’m wearing, and I have enough uniforms that one is always clean.

My mom and I usually spent a lot of time and money shopping for back-to-school clothes. We’re not rich or anything, but it would usually get expensive and she and I would get into fights about what’s “appropriate” for school. Now, we don’t have that fight at all. I have my uniform for school and the rest of my clothes are for going out after school, so my mom can’t complain about not being appropriate.

There was always a lot of teasing going on about other kids’ clothes, but now everyone’s in the same boat. We still know who’s rich or poor, but it’s not as obvious anymore and I think there’s less teasing going on.

After school, I still get to wear what I want, so I’m not sure what the big deal is anymore.

Thanks again, but don’t print my name.

A student


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Activity 2.12

continued Issues at School

Step Six What do you think is the middle ground or compromise solution for this issue? What do you think that the two authors could agree on? Why?

When writing a persuasive essay, one of the more interesting ways to end your essay is to point toward possible solutions of the issue and point out possible compromises to the two sides (how the two sides can both “win” in some way). imagine that you have written an essay on the issue of uniforms in schools. On separate paper, write a conclusion paragraph in which you briefly summarize the two points of view and identify a possible solution to the problem.

Step Sevennow, brainstorm a list of other issues you see around school that might be possible topics for a persuasive essay or debate.

Select a topic to research. Go to the library or internet, locate one reliable source of information on your topic, and record information on a notecard. Set up your notecard like the example on the next page.

When conducting research, especially when you prepare for debate, the easiest method is to use a series of note cards. Use a new note card for each source of information.

AcAdeMic vocABULARy

a persuasive essay is one written to convince the reader to take action or to agree with the points made by the writer. The essay uses persuasive appeals, supports arguments with research, and offers a clear recommendation for action.


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Activity 2.12

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Front of NotecardSource Information

Books

1. Full name of author or editor (last name first)

2. Title and subtitle (underlined)

3. City of publication

4. name of publisher

5. Year of publication

Magazine, Newspaper, or encyclopedia Article

1. Full name of author

2. Title of article in quotation marks

3. name of magazine/newspaper (underlined)

4. Date, page numbers

internet Sources

1. author’s name (if known)

2. Title of article in quotation marks

3. Title of Web site

4. Full and exact UrL address

5. Date site was updated or (if not known) date you visited the site

Information Learned

1. What did you learn about the issue from this source?

2. Copy an exact quote or two from this source. Be sure to use quotation marks.

3. To what other sources did this one lead you?

How can you include this information in a debate? Use the following format:

“according to (author or organization and the source where you found the information), (provide an exact quotation that strengthens your argument).”

now, write your quoted information from your notecard using the format above.

Back of Notecard


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Activity

2.13

Before Reading 1. Who are some of your favorite movie, sports, or music stars?

2. Do you feel that they are paid too much? Why or why not?

3. Skim the article titled “Jeter: Put Your Money Where Your Fans Are,” and write a prediction about what you think this article will be about.

4. Rewrite the title of the article so that it becomes a question. This will be the question that the author will try to answer in his piece.

During Reading 5. Mark the text where the author uses appeals to logos, ethos, and/or

pathos. Identify particularly persuasive words, phrases, ideas, and so on.

6. Complete a SOAPStone analysis of the text.

7. In the My Notes section, identify the following key elements of a strong persuasive piece:

• position (thesis)

• context and background information

• acknowledgment of opposition

After Reading 8. Do you agree with the author’s position? Why or why not?

An Idea for Derek JeterSUGGESTED LEARNING STRATEGIES:Drafting,Markingthetext,Skimming,Soapstone,think-Pair-Share


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Activity2.13

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9. Who else should be encouraged to donate money to this cause? Why?

10. On separate paper, write a letter to a celebrity about an idea you have that you would like him or her to support.

• Include a thesis, background information, appeals to logos, ethos, and pathos, and address the reasons he or she might not want to support your cause.

• Draft the letter using a hook to grab the audience’s attention, an introduction to the topic, a well-written thesis statement (your topic and opinion), and two or three reasons for your opinion in the first paragraph.

• Your body paragraphs should expand on your reasons and refute those who might disagree with you (your opposition).

• Your conclusion should review your argument and include a call to action (what you want to happen to change the situation).

Word ConneCtions

Complete the following analogy.

Famous : celebrity :: : child

What is the relationship presented in this analogy? Write it as a sentence.


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MyNotes

by Michael Lupinacci

My students are your biggest supporters. Why not use your $189 MiLLion to buiLd theM a neW schooL?

I teach geometry, humanities, and film at a wonderful, ethnically and economically diverse public high school in New York City. In all of my classes, I push my students to develop a sense of social justice. I ask them to consider how resources can be distributed fairly in our society and what responsible citizens can do to give back. In class discussions my students often ask me difficult questions, like “Why aren’t many of the wealthiest people in our country doing more?” My only answer is that many people haven’t yet realized the power they have to change lives.

The truth is, my students ask a valid question. When I see the profound impact education has on the lives of my students and, by extension, the larger social fabric, I wonder why those who have so much don’t do more for our kids. Earlier this year in my humanities course, I asked students to pick a passage from The Autobiography of Malcolm X that got their hearts beating a little faster, and to prepare a four-minute presentation on it. Dante (not his real name) chose to discuss the revelation Malcolm had in prison about the value of being an educated person. Dante couldn’t believe that Malcolm would read the dictionary for hours, especially since Malcolm couldn’t read very well at that point in his life. Dante had the full attention of his 33 classmates. You could have heard a pin drop as the soft-spoken, thoughtful 17-year-old told us how he skipped class during his freshman year and nearly succumbed to the allure of crime, and how easily he could relate to Malcolm’s

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A r t i c l e

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A:

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An Idea for Derek Jeter


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struggle to change. When he was finished, I asked Dante if he had a dictionary at home. When he said he didn’t, I brought one over and said, “Now you do.” In a quiet and confused voice he asked, “You mean I can keep this?”

As I looked at Dante, I had a flashback. When I was a boy, all seven of my family members ate dinner together every night. After dinner my father and I would sit and talk. He was a New York City police officer who rarely brought his work home, but one night, when I was 10, he told me about a young boy, about my age, who was brought into the station house for stealing some clothes. My father asked the sobbing boy if he knew that stealing was wrong. The boy nodded. “Then why did you do it?” my father asked. “Because,” the boy said, not looking my father in the eye, “my mother can’t afford to buy me new clothes. I wear the same clothes to school every day, and the other kids make fun of me.” My father said to me, “There are always going to be people out there who have more than you, but remember, son, there are always going to be those who have less.” For me, being a teacher to kids like Dante is a chance to make up for the injustice suffered by the boy in my father’s story.

After 10 years of teaching, I’ve come to accept that the role I play in my students’ lives is limited — some go on to impressive colleges, some go on to prison. I’ve learned how to be involved with my students on a personal level while maintaining enough distance that I don’t allow their difficulties to overwhelm me. Still, something about Dante’s response to Malcolm X’s autobiography that afternoon left me feeling restless.

On the way home from school, I noticed the front page of the Daily News. Derek Jeter had just signed a $189 million contract to play baseball in the Bronx. Later that night I was just sitting, thinking. I thought about Dante and the boy who stole the clothes. Then I thought about something Plato wrote — that it is our responsibility as a society to allow children to develop their talents, regardless of the class to which they’re born. There are potential doctors born every day who never have a chance to practice medicine because of neglect on our part.

It occurred to me that for any society to be great, it has to do two things. It must reward hardworking, talented people like Derek Jeter, then strongly encourage those people to share their rewards thoroughly and intelligently with their fellow citizens. I know that money won’t solve all problems (give a kid a loving

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MyNotes

A subordinateclause is a group of words with a subject and a verb that cannot stand alone as a sentence; it must be connected to an independentclause (a complete thought) to make a sentence. Subordinate adverbial clauses usually are signaled by subordinatingconjunctions, such as although, if, when, because, as, after, before, since, unless, or while. When a subordinate clause introduces a sentence, it should be followed by a comma.

Example: “When he was finished, I asked Dante if he had a dictionary at home.”

&Grammar UsaGe


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environment over a few extra bucks any day). But why should there be 34 students in each of my classes instead of 25, and why should the ceiling in the gym at school be too low for us to even shoot a basketball?

I’m sure that Mr. Jeter has lots of demands on his money, and my guess is that he gives a fair amount of it pretty generously. But I wonder if he realizes that if he wanted to, he could build a new public school. After all, he’ll never be able to spend all of that money in a lifetime. He could change the lives of the thousands of Bronx kids who root for him and are a big part of the reason that he can make so much money doing what he loves in the first place.

Recently, I read that Andre Agassi is opening a charter school in Las Vegas. I wonder if that will help set a trend. Is it so hard to imagine that a few years from now Derek Jeter and Bernie Williams will be in the Yankee clubhouse talking about something like how to hit Pedro Martinez, when they’ll turn to each other and ask, “By the way, how’s your school doing?”

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MyNotes

An Idea for Derek Jeter


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Activity

Issues in the World SUGGESTED LEarninG STraTEGiES: Drafting, Graphic Organizer, Prewriting, Notetaking, Brainstorming

2.14

Step One: BrainstormTo activate your prior knowledge, respond to the following questions:

• What do you know about one or two of the debatable issues your class listed? Consider articles, newscasts, books, or films you have seen.

• Why are these issues important to you, your family, your community, and to future generations?

• Why are some people opposed to these topics? Why are some in favor?

• Do you know of any organizations that are in favor of the issues? against the issues?

as a class, develop a list of sources to use to research one of the topics you listed. When you research, remember that the topics should be current, so your research should be within the last ten years.

after your class has selected two debatable (and researchable) topics, research your side of the assigned issue. Use at least two reliable sources in your research to provide strong arguments on your issue.


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Step Two: Evaluating Online Resourcesanyone can publish on the World Wide Web. This is both one of the strengths and one of the flaws of the internet. if you are going to use online sources, you must be aware of the differences in quality that exist among Web sites.

The following is a list of criteria that you should use to judge any source you use from the internet. You want to be able to answer “yes” to as many of the questions as possible in the far right column to use the source as authoritative.

Criteria Questions

Accuracy is the site free from grammatical and typographical errors?

Do the links and graphics operate properly?

Was the information verified by a third party?

validity or Objectivity Does the information appear to be well researched?

is there a bibliography or list of sources?

is there a statement about the purpose of the site?

is there a place to note and communicate errors located on the site?

Does the site appear to be free from bias or a single position?

Authority are the author’s name and qualifications clearly identified?

Does the UrL address match the site’s name?

is the site listed as a .gov or .edu or .org, rather than .com?

Does the author appear to be well qualified to write on the subject?

is this site part of a university or similarly respected institution?

Issues in the World


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Criteria Questions

currency and Uniqueness

Does the date the site was last updated appear?

Has the site been updated recently?

are any parts of the site “under construction”?

are the majority of the articles on the site a part of that site (as opposed to links to other sites)?

coverage Does the site seem to cover the topic fully?

are there other, related topics discussed on the site?

is there a resources section with links to other sites?

Step Three: Researching and Citing Sources 1. as you search online for sources that will support your position on

the issue of your topic, write notes on the following questions:

• What search engine did you use?

• What key words did you enter?

• Did that search lead you to related sites?

• if not, what did you enter next?

• Was this more successful?


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2. after you have located TWO promising articles that support your position, do the following,:

• Evaluate them based on the criteria on the previous pages.

• Highlight the strongest pieces of evidence from each article

• On separate paper, write a thesis statement that clearly states your position and offers a reason for your position (avoid using “i”). For example: “ should be because . . . .”

• Write a paragraph that includes one quotation from each of the articles to support your own opinions about the issue.

3. after you have written your paragraph, create an annotated bibliography for the sources you used. Your teacher will identify the particular method for citing sources used by your school, but be sure to include the following information for each source:

• proper citation

• a summary in sentence form of the main arguments of the article and its relevance to your topic

• an evaluation of the source in sentence form; write about the validity of the information you found, how effective the coverage was, and your view on the authority of the writer or organization (this often requires more research to learn about the “ethos” of the writer or organization, and so on)

List your sources in alphabetical order by the first word of the citation.

Issues in the World


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Step Four: Vocabulary Related to Your Topic 1. after researching your topic, fill in the following concept chart with

words or phrases you found in the article.

Medical/Scientific Words Words Related to Political Words

2. Sort the words/phrases above into the three categories of appeals to Logos, Ethos, and Pathos.

Logos Ethos Pathos

topic:


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Step Five: Debate on Your TopicBefore the Debate: in order to be ready for your group’s debate on your issue, fill in the graphic organizer below based upon your reading and your research. in the first two columns, note the main arguments for each side. in the last column, list how you plan to refute the arguments of the other side.

Arguments for Arguments Against Refuting the Opposition

Opening Statement: at the beginning of the debate, one (or more) members of each team will deliver an opening statement of approximately 30 seconds. Like a strong opening of a persuasive essay, this opening statement must hook your audience with an interesting fact (logos), ethical statement or remark about the expertise of an authority on the subject (ethos), or an emotional anecdote (pathos). it should also include a thesis statement that identifies your position.

During Debate: as you watch the other group’s debate, note important ideas that are debated. Keep track of which side you think is winning.

After Debate: Which side do you believe was more persuasive in group one? in group two? Why?

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Embedded Assessment 2 Writing a Persuasive Essay

SUGGESTED LEarninG STraTEGiES: Drafting, Prewriting, Self-Editing, Sharing and Responding

Assignment

Your assignment is to write an essay that persuades an audience to support your opinion about a particular issue. You will conduct research, use the information you find to craft a convincing essay, and cite your sources properly in an annotated bibliography.

Steps

Prewriting/Planning

1. Brainstorm a list of topics or use the information you have gathered in the previous activity. if you wish to generate a list of other possible debatable issues, proceed as follows:

C Look back at the brainstorming you did in activities 2.9, 2.12, and 2.14 about issues at home, at school, and in the world. Put stars by ones that interest you.

C Locate articles by looking through your local newspaper, favorite Web sites, or magazines or by watching or listening to local and national news and relevant podcasts.

C Share your ideas in small groups. Discuss in the groups whether the topics are debatable, with two sides to the issue.

2. as a class, brainstorm a list of issues that you learned about in the groups.

3. after sharing ideas and discussing them as a class, select two issues or topics that interest you, and rewrite them as questions that could be answered and debated. For example, the topic of school uniforms could be rewritten as “Do school uniforms make any difference in safety or achievement?” another example, athletes’ pay, could become “Should athletes be required to give some of their income to the schools?”

4. Begin your planning by completing the following Prewriting form, which asks you to think about both sides of the issues and to interview other people about what they know and think about the issues.


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Embedded Assessment 2 Writing a Persuasive Essay

Prewriting

Issue 1:

note your thoughts on the issue:

What do you imagine are the two sides to this issue?

Pro Con

ask two of your classmates what they think about this issue.

ask two adults what they think about this issue.

Issue 2:

note your thoughts on the issue:

What do you imagine are the two sides to this issue?

Pro Con

ask two of your classmates what they think about this issue.

ask two adults what they think about this issue.

5. Choose the issue that you will explore further.

6. Conduct research on the issue. When using online sources, be sure to use the Evaluating Online resources form. Whenever you find a source that provides you with relevant information, take notes on note cards as illustrated in activity 2.12.

continued


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Outlining

7. Before you begin drafting your essay, complete the following raFT to help you focus your writing.

C Role of the author:

C Audience:

C Format:

C Topic (use a strong verb):

8. List three facts or reasons that support your side of the issue.

a.

b.

c.

9. Construct your thesis. Be sure to include the topic, your opinion, and three reasons.

10. What is an interesting statement or question (hook) that might capture your reader’s attention?

11. How might you conclude your essay?

12. What is the most important argument against your position? How would you respond to that argument? in your essay, be sure that you focus on your side of the issue but acknowledge and respond to the argument of the opposition.

Embedded Assessment 2 continued

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Embedded Assessment 2continued

Drafting

13. as you draft your essay, remember the components of a good essay:

a. an introduction that includes:

C an attention-getting hook

C an introduction to the topic and relevant background information

C a thesis statement that includes your topic, opinion, and three reasons that support your opinion.

b. Body paragraphs that develop your arguments and acknowledge the arguments in opposition to your opinion.

c. a conclusion that includes a call to action.

14. Self-assessment

C Highlight your thesis. is your opinion strong and clear? Be certain that you have not taken the “middle ground” of the issue, but that you have taken a clear stand on one side.

C How do you begin the essay to interest the reader? Do you use an interesting fact, quotation, question, or anecdote?

C Have you acknowledged the arguments of those who might disagree with your opinion?

C Highlight your arguments and note whether they are appeals to logos, ethos, or pathos.

Sharing and Responding

15. Exchange papers with a classmate. read your partner’s essay very carefully and then complete the following:

a. Bracket or underline the hook the writer uses to create interest. is it effective? if not, suggest an idea that would grab the reader’s attention.

b. Highlight the thesis. Does it come down firmly on one side or the other? if not, suggest revision for a stronger stand on an issue.

c. Put a star by the most compelling argument. is it an appeal to logos, ethos, or pathos?

d. Put a question mark by a section of the essay you think your partner could write more about.

e. Has the writer included quotations effectively and properly in the essay? Highlight quoted text.

Writing a Persuasive Essay


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Revising

16. Finalize your essay, incorporating your partner’s comments. Make certain that you have cited your sources properly, both within your text and in your annotated bibliography. Be sure to include the following information for each source in your annotated bibliography:

C proper citation

C a summary of the main arguments in the article and relevance to your topic

C an evaluation of the source (validity, coverage, authority, etc.).

List your sources in alphabetical order by the first word of the citation.

17. Consult the Scoring Guide to ensure that you have met specific criteria.

Editing for Publication

18. Carefully edit your final draft for punctuation and language conventions.

TECHNOLOGY TIP if you have access to word processing software, use it to present a polished essay ready for publication. You may also want to incorporate visuals into your essay to help support your persuasive arguments.


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continued

Embedded Assessment 2

Writing a Persuasive Essay

ScORIng gUIDE

Scoring criteria Exemplary Proficient Emerging

Ideas The persuasive essay presents a convincing position on a debatable issue, thoroughly supports the claim with accurate research, and effectively persuades the reader with substantial support and compelling commentary.

The persuasive essay presents a position on a debatable issue, is supported by appropriate research, and effectively persuades the reader with support and commentary.

The persuasive essay does not present a clear position on an issue and/or presents an issue that is not debatable. The research, support, and commentary are missing and/or inappropriate.

Organization The essay is coherent and exceptionally well written. it includes an introduction with an effective hook, a thesis that clearly states the position on the issue, persuasive body paragraphs that provide extensive support, and a compelling conclusion.

The essay is focused and well written. it includes an introduction with a strong hook and thesis, body paragraphs that support the thesis, and an effective conclusion.

The essay is unfocused and difficult to follow. Some or all of the following are missing: an introduction, a clear thesis, supportive body paragraphs, and/or an effective conclusion.

Use of Language

The writer deliberately uses persuasive language and appeals for a particular audience and purpose.

The writer uses persuasive language and appeals for a particular audience and purpose.

The writer attempts to use persuasive language and/or appeals for a particular audience and purpose, but the attempt may be forced, vague, and/or repetitive.

conventions all sources are cited using proper format within the body of the text and in the annotated bibilography.

annotation is thorough and thoughtful.

although all sources are cited using proper format format within the body of the text and in the annotated bibilography, minor errors may exist.

annotations are clear and detailed.

Some sources are not cited and/or cited inaccurately either within the body of the text or in the annotated bibliography.

Significant errors in format may exist; annotations may be unclear or missing.


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ScORIng gUIDE

Scoring criteria Exemplary Proficient Emerging

Evidence of the Writing Process

There is extensive evidence that the essay reflects the various stages of the writing process.

There is evidence that the essay reflects the various stages of the writing process.

There is little or no evidence that the essay has undergone stages of the writing process.

Additional criteria

Comments:


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2Unit

Reflectionan important aspect of growing as a learner is to reflect on where you have been, what you have accomplished, what helped you to learn, and how you will apply your new knowledge in the future. Use the following questions to guide your thinking and to identify evidence of your learning. Use separate notebook paper.

Thinking about concepts 1. Using specific examples from this unit, respond to the Essential

Questions:

• How does commercialism impact daily life?

• How does research enhance the ability to persuade?

2. Consider the new academic vocabulary from this unit (Media, commercialism, Advertising Techniques, Persuasive Appeals, Persuasive Essay), as well as academic vocabulary from previous units. and select 3-4 terms of which your understanding has grown. For each term, answer the following questions:

• What was your understanding of the word before you completed this unit?

• How has your understanding of the word evolved throughout this unit?

• How will you apply your understanding in the future?

Thinking about connections 3. review the activities and products (artifacts) you created. Choose those

that most reflect your growth or increase in understanding.

4. For each artifact that you choose, record, respond to, and reflect on your thinking and understanding, using the following questions as a guide:

a. What skill/knowledge does this artifact reflect, and how did you learn this skill/knowledge?

b. How did your understanding of the power of language expand through your engagement with this artifact?

c. How will you apply this skill or knowledge in the future?

5. Create this reflection as Portfolio pages—one for each artifact you choose. Use the model in the box for your headings and commentary on questions.

Thinking About ThinkingPortfolio Entry

Concept:

Description of artifact:

Commentary on Questions:


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real-life challenges

Documents