Understanding Persuasive Text (Reading and Argumentative Writing)

DUNDERSTANDINGPERSUASIVEPERSUASIVETEXTTEXT

Reading andArgumentative Writing

Applying the TEKS for the STAAR

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UNDERSTANDINGPERSUASIVEPERSUASIVETEXTTEXT

Reading andArgumentative Writing

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ContentsIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Understanding Persuasive Reading and Writing . . . . . . . . . . .6

An Introduction to the Key Features of Persuasive Writing andthe Structure of Persuasive Essays

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Definitions of the Key Terms Needed to Analyze PersuasiveWriting

Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Five Persuasive Texts with Background Information and Instruction

Independent Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33

Five Independent Practice Persuasive Texts and Four PersuasiveWriting Prompts

Part 1: Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34

Part 2: Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56

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IntroductionUnderstanding Persuasive Text: Reading and Argumentative Writing teachesstudents how to understand and analyze persuasive texts and how to writepersuasive essays. Students will understand and analyze a range of persuasivetexts, including editorials, letters, speeches, essays, historical texts, scientifictexts, and responses to literature. Students will learn about the purpose andstructure of persuasive texts and will understand the techniques used topersuade readers.

Understanding Persuasive Text also includes writing prompts that will givestudents the opportunity to create persuasive writing. Students will makeclaims and produce well-supported arguments for those claims.

Understanding Persuasive Reading and WritingThis section of the book gives background information on persuasivewriting. It introduces and describes the key features of persuasive writing.The general structure of a persuasive essay is also described. Students canrefer to the structure when analyzing persuasive writing and when creatingpersuasive writing.

GlossaryThe glossary gives definitions of the terms that students will need tounderstand to analyze persuasive writing. Students can refer to the glossaryas they learn to analyze persuasive writing.

InstructionThis section contains five persuasive texts. Each persuasive text is introducedwith key information that will help students understand the purpose of thetext and the structure of the text. Key information is also given on the claimsmade, the arguments presented, and the evidence included. After readingeach persuasive text, the student then answers questions about it. Thissection of the book contains multiple-choice and open-ended questions.

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Independent PracticePart 1 of this section contains five persuasive texts. Each persuasive text isfollowed by several questions that students will answer on their own. Thissection of the book contains multiple-choice and open-ended questions.

Part 2 of this section contains four persuasive writing prompts. Studentswill apply their understanding of persuasive writing to create four essays.

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UnderstandingPersuasive Reading and Writing

Persuasive writing can have many different purposes. It can be written topersuade someone to do something. It can be written to convince readers tobelieve something. It can be written to persuade readers to accept the writer’sopinions, ideas, or judgments. The different types of persuasive writing oftenhave different forms. An editorial might focus on giving a personal opinion.A letter might focus on encouraging someone to do something. A sciencearticle might draw a conclusion about the topic, and then give details tosupport the opinion. One thing that is common to all persuasive writing isthat a claim is made or a position is taken and then supported.

The Structure of the Persuasive EssayThe chart on the next page shows a general structure for a persuasive essay.The essay starts with an introduction. The introduction usually introducesthe topic. It may provide background information as well. The mostimportant part of the introduction is that the claim is stated.

The next part of the essay is the body. In the body, information is given tosupport the claim. The information is sorted into several main ideas. Eachmain idea may include supporting information such as facts, statistics, data,quotes, or personal anecdotes.

The final part of the essay is the conclusion. The conclusion usually restatesthe main claim. It may also summarize the points made in the body. Insome essays, the conclusion will include a call to action. This is a statementthat will encourage the reader to take some action.

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The conclusion should:• restate the main claim• summarize the main ideas of the body• include a call to action, if appropriate

Main Idea #1• supporting details



The body should:• give information to support the claim• divide the information into several main ideas

Each main idea should:• be the focus of one section or paragraph• include supporting details or evidence

The evidence can be in the form of:• facts• data and statistics• quotes• expert opinions• personal anecdotes• reasoned arguments

The introduction should:• introduce the topic of the essay• give any necessary background information• state the main claim

The Structure of the Persuasive Essay

Paragraph 3

Paragraph 4

Paragraph 5

Paragraph 2

Paragraph 1

Introduction

Body

Conclusion

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Glossary

AnecdoteAn anecdote is an account of a certain event. An anecdote usually describesa personal experience.

ArgumentAn argument is a set of reasons designed to support a claim.

AssumptionAn assumption is something that is assumed to be true.

Call to ActionA call to action is a statement that encourages people to take action.

ClaimA claim is a statement that something is true. In persuasive writing, theclaim is the main idea that the author wants the reader to believe or accept.

ConclusionA conclusion is a decision reached by considering facts and other evidence.

Controlling IdeaA controlling idea is the main idea of an essay.

EditorialAn editorial is a piece of writing that expresses the author’s opinion.Editorials are commonly found in newspapers and magazines.

EvidenceEvidence refers to the facts, figures, quotes, data, examples, or other sourcesused to provide support for ideas.

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Expert OpinionAn expert opinion is an opinion given by someone who has strongknowledge of the topic.

FactA fact is a piece of information that can be proven to be true.

MoodMood refers to how a text or part of a text makes the reader feel, or thefeelings created in the reader.

OpinionAn opinion is a statement that cannot be proven to be true. It is a personalview of something.

Point of ViewPoint of view refers to the position of the speaker of a work. The point ofview can be first person, second person, third person limited, or thirdperson omniscient.

PositionIn persuasive writing, the author’s position refers to how the author feelsabout a topic, or the author’s viewpoint.

QuoteA quote, or quotation, is the repetition of exact words from a source. A quote can be someone’s exact spoken words, or it can be exact writtenwords from a source.

StatisticsStatistics are numerical facts and data.

ThemeA theme is the main topic or the main idea of a work.

ToneTone is how the author feels about the subject.

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InstructionEach persuasive text is introduced with key background

information that will help students understand thepurpose of the text, the structure of the text, and the

techniques used to persuade readers.

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Persuasive Text 1

Introduction: This passage is a letter written by a student named Anna.The letter is addressed to Anna’s teacher. In the letter, Anna suggests thatstudents should study the words of songs instead of studying poetry. Annaintroduces the topic in the first paragraph. She describes some problemswith studying poetry, and then suggests that studying songs would bebetter. In the next two paragraphs, she gives reasons to support the ideathat studying songs would be better. In the fourth paragraph, she mentionsa reason a teacher gave for not studying songs. She then argues against thisreason. In the final paragraph, she restates her main idea and asks theteacher to consider it.

/ Let’s Study Songs \Dear Miss Percival,

1 Studying literature is not easy for students. Poetry is one of the areasthat people struggle with. It sometimes seems old-fashioned and of very little interest. There is an easy solution to this. We could study thewords of modern songs instead of old poems. Songs would allow us tostudy poetry, but students would be interested.

2 I think studying songs is just like studying poetry. Songs have themesand messages just like poems do. Songs also use a lot of the literarytechniques we often study in poems. Look at this verse from JustinBieber’s song titled “Never Say Never.”

I never thought I could feel this power.I never thought I could feel this free.I’m strong enough to climb the highest tower.And I’m fast enough to run across the sea.

The song has a lot of elements of poetry we could study. It has a rhymepattern. It uses repetition. It uses imagery. We could also study the

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meaning of the last line. Since it is not possible to actually run acrossthe sea, we could consider why the verse says this. This is just oneexample of one verse from a song, and you can see that it could easilybe studied.

3 The main benefit of studying songs is that students would be moreinterested. We listen to music all the time. It would be great if we couldstudy the meaning of some of our favorite songs. You would never findstudents discussing poetry during lunch. But if we study songs, youmight find students discussing the songs during lunch. We would learnmore because we would care more. In the classroom, it would be a greatbenefit if students were really interested in the topic. I think everyonewould be more involved in our classroom discussions. I think modernsongs also often have themes that are more meaningful to students.Many of the poems that we study were written decades ago, or even acentury ago. Even if the poems are great, it is hard for students to relateto them. Modern songs are about real issues that people today face. They would mean more to students and this would keep students moreinterested. Another benefit is that it would then be like students werestudying poetry all the time. Every time we listened to a song, we wouldbe thinking about its themes, its word use, and its techniques. We wouldbe studying poetry every day! Imagine how much we would learn!

4 I suggested this to another teacher last week. He said that many songsare not suitable to be studied. I don’t think this is a good reason not toconsider studying songs. I am sure there are many poems that are notsuitable. Our teachers consider many poems and choose ones that aresuitable for us. There are millions of songs to choose from, so I am surethere must be some that are suitable. You could choose the ones that westudy and make sure that they are suitable.

5 I hope that you will consider my idea. I think it would benefit allstudents and be a great way to create a lively classroom discussion.

Sincerely,Anna Woods

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1 Which sentence does Anna include to create a sense of excitement?

A Songs have themes and messages just like poems do.

B We listen to music all the time.

C Imagine how much we would learn!

D I don’t think this is a good reason not to consider studying songs.

2 Read these sentences from the letter.

You would never find students discussing poetry during lunch. But if we study songs, you might find students discussing the songs during lunch.

Why does Anna most likely include these sentences?

A To show that students often study songs on their own

B To show that students would be more interested in songs

C To suggest that students would support the idea

D To suggest that the classroom is not the place to study songs

3 Why does the author include a verse from the song “Never Say Never”?

A To support the idea that song words are similar to poetry

B To give an example of a popular song

C To show that students are interested in songs

D To suggest that students would enjoy studying the song

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4 What is the main reason that students would be more likely to discusssongs than poems?

A Poems are too difficult for students.

B Poems are not as interesting to students.

C Poems do not contain as many features to study.

D Poems use language that is hard to understand.

5 What does Anna hope to accomplish by writing her letter?

A To describe why poetry should not be studied

B To explain that many songs have a lot of meaning

C To encourage her classmates to listen to music carefully

D To convince her teacher to allow the class to study songs

6 Using information from the letter, explain why you would or would notlike to study the words of songs. Use at least two details from the letterto support your response.

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Persuasive Text 2

Introduction: This passage is an essay written by a student after readingHarry Mazer’s book titled Snow Bound. The essay includes informationdescribing what the book is about. It describes the characters, the problemsthe characters face, and the events of the book. However, the essay mainlyfocuses on what the message of the book is. In the first paragraph, Cameronstates that the book is about “forgetting about your differences and findinga way to work with other people.” Cameron supports this claim in the bodyof the essay by describing how the book sends this message. The lastparagraph is the conclusion of the essay. It states the message again andgives a summary of how the author communicates the message.

/ Book Report: Snow Bound \by Cameron Davies

1 Snow Bound is a book by Harry Mazer. The book is about getting alongwith people who are different from you. The message of the book isabout forgetting about your differences and finding a way to work withother people. The author sends the message by telling the story of Tonyand Cindy. Tony and Cindy are very different people. Tony is spoiledand used to getting his way. He is also loud and confident. Cindy isquiet and unsure of herself. Tony and Cindy have little in common andwould not normally spend time together. However, some unusualevents bring them together. Then they find that they have to worktogether to survive. Their experience shows how important it is to learnto work with other people.

2 At the beginning of the story, Tony gets mad at his parents when theywill not let him have a dog. He chooses to run away from home. Hethen picks up Cindy, who is also running away. At this point, the two

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characters do have something in common. However, they are stillunable to get along. They argue with each other, and it seems like theywould never find a way to get along. Things get worse when Tonycrashes the car in a snowstorm. These events start to show why it isimportant to work with other people. As Tony and Cindy argue, it isclear that they have little in common. However, you can also see thatthings would be better if they would stop working against each other.Cindy is quieter and would probably calm Tony if he would listen toher. If this had happened, it is likely that Tony would not have crashedthe car. This shows what can happen if you are unable to get along withothers. It is like a warning to readers of what can go wrong if you donot try to get along with the people around you.

3 After the crash, Cindy and Tony are forced to work together. They nowhave to survive the outdoors and find a way to get help. For a while, itseems that things are just getting worse. Tony breaks his leg, Cindy getsfrostbite, and they have to deal with wild dogs. These serious problemsshow the dangers that Tony and Cindy face. Faced with these dangers,they finally find a way to work together. As they do, things improve andthey finally find help. This shows the benefits of working together. It isonly when Cindy and Tony start working together that the situationstarts to improve for them. It is easy for the reader to see that Cindy andTony may not have survived if they had not learned to get along. Thismakes it clear that it is essential to be able to work with others.

4 The need to work with others is also shown by the way Tony changes.At the start of the book, he is selfish. He does not care about gettingalong with others and is only interested in what he wants. It is thesequalities that cause him to run away. When he is stuck in the snow, herealizes that there are more important things to worry about. He alsolearns that he needs to work with Cindy. Tony changes and becomesless selfish. He considers other people, and this is part of the reason hesurvives. This shows that it is important not to only focus on yourself,but to be willing to work with others.

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5 The book Snow Bound has a strong message about getting along withothers. The events in the book show what can go wrong when peopledo not get along. The events also show that getting along with othersoften makes things better. The way Tony changes in the story alsoshows how important it is not to be selfish. Tony becomes a betterperson in the story. This is a positive message about being willing tothink about others and work with others.

7 Which sentence from the passage is a prediction that Cameron makes?

A Cindy is quiet and unsure of herself.

B If this had happened, it is likely that Tony would not have crashed the car.

C After the crash, Cindy and Tony are forced to work together.

D The events in the book show what can go wrong when people do not get along.

8 Cameron mainly considers the book Snow Bound based on —

A whether the characters seemed real

B how entertaining the book was

C what the message of the book was

D why the main problems occurred

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9 According to the passage, how does Tony change in the book?

A He becomes more confident.

B He becomes less selfish.

C He becomes more careful.

D He becomes less shy.

10 The information in paragraph 2 is mainly organized by —

A summarizing events in the book and then analyzing them

B stating an opinion and then providing details to support it

C comparing the two main characters in the book

D describing an event and then considering its cause

11 What can the reader infer from the last sentence of the passage?

A Cameron agrees with the message of the book.

B Cameron thinks that the book focuses too much on teaching a lesson.

C Cameron changed how he treated people after reading the book.

D Cameron does not fully understand the book’s message.

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Persuasive Text 3

Introduction: This passage is based on a lesson from the book How to Behaveby Samuel R. Wells. The book was first published in 1887. It included lessonson how to behave in many different situations. This lesson is about how tobe a good host when having guests. The passage states several rules for being a good host. It gives advice to hosts on what to do and what not todo. It includes examples of what good hosts do and what poor hosts do. The passage aims to teach readers how to be good hosts and to persuadereaders to follow the advice given.

/ How to Take Care of Guests \1 It is quite common to have guests stay in your home. It can be a good

experience for everyone involved. But hosts need to do more than justoffer a spare bed and a few meals. A good host should know how tomake guests feel comfortable. There are some simple rules that canmake having guests good for both you and your guests.

2 The most important rule is simple. It is simply to leave your guestsalone! If it were generally followed, it would save both hosts andvisitors a world of trouble. Your first goal should be to make your guestsfeel at home. They can never do this while your needless bustleconstantly reminds them that they are not at home. This does notmean that you should ignore your guests. You should work to makethem feel comfortable. But it should be done in that easy way thatmakes it seem no trouble at all to you. Begging your visitors to “makethemselves at home” does not give them the home feeling. Beingfriendly and quietly meeting their needs will achieve this. Allow yourguests to get in the way of your usual life as little as possible. This willshow them that their visit does not disturb you. They will think thatthey fall naturally into a vacant place in your household. Think abouthow you feel when you are the guest of someone. Think about how it

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feels when the host does not seem to know what to do either with youor himself. Then think about how it feels when the host makes you feelat ease. Notice the difference between the two, and learn from this.

3 You should furnish your rooms and table in as good a style as you can.You should make no fuss about it. If you are too spare, you will seemmean. If you are too showy, you will seem silly. Your visitors probablyknow whether your income is large or small. If they do not, they willsoon learn all that it is necessary for them to know. Do not try to looklike you have more or less than you have. If you need to say sorry forsomething, say it once and say no more about it.

4 You should avoid the common and foolish habit of talking down aboutwhat you have to offer. Many people do this to get their guests to praisethem. Here is an exchange you might hear at the dinner table.

“I am sorry this meal was so simple tonight.”

“But it was delicious.”

“Do you think so? I really wish I was a better cook.”

“You are a great cook. I really enjoyed the meal.”

These discussions often make guests feel uncomfortable. It is best tooffer what you can, and not to say anything about it. Take any kindpraise you are offered. But do not try to make your guests praise you.The praise will not be real.

5 When visitors are leaving, it is polite to state your wish that they couldstay longer. However, good manners do not require you to try too hardto get them to stay. You should always remember that they know theirneeds best. Respect your guests’ wishes and allow them to leave. But itis also polite to remind them that they are welcome anytime. It is notthe time to make exact plans for a future visit. However, your guestswill leave feeling that you enjoyed having them if you mention thatthey are welcome to visit again.

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6 If you follow these simple rules, you will be a good host for your guests.Your guests will feel comfortable in your home and enjoy their stay.Your guests will think highly of you. This will not be because of thequality of your home, your guest room, or the food you serve. It will bebecause of how you made them feel welcome and at ease.

12 The author believes that it is most important that your guests —

A are not left alone

B have their own room

C feel relaxed in your home

D have enough to eat

13 Why does the author include the discussion in paragraph 4?

A To teach readers how to give honest praise

B To give an example of a host fishing for praise

C To show what good dinner chat sounds like

D To warn guests not to be fussy about the food

14 How is the information in paragraphs 2 through 5 organized?

A The paragraphs show what hosts must do and then what guests must do.

B The paragraphs tell about one host’s behavior in order.

C Each paragraph focuses on one rule for being a good host.

D Each paragraph describes a mistake that guests often make.

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15 Read this sentence from the passage.

They can never do this while your needless bustle constantly remindsthem that they are not at home.

What does the word bustle refer to?

A Rude behavior

B Busy activity

C Endless questioning

D Careful cleaning

16 Based on the passage, which of these is the most important quality of a good host?

A Being easygoing

B Being tidy

C Being wealthy

D Being entertaining

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Begging your visitors to “make themselves at home” does not givethem the home feeling.

Explain what the author means by “the home feeling.”

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Persuasive Text 4

Introduction: This passage is adapted from a speech given by ArnoldSchwarzenegger on October 8, 2003. At the time, Schwarzenegger had justwon the election to become the governor of California. He is speaking to all his supporters. He begins the speech by thanking all the people that have helped him win. This includes his family, the people who worked onhis campaign, and volunteers who helped. He also thanks the people ofCalifornia for their support. He also persuades people to continue supportinghim by stating what he plans to do for California. His purpose in the speechis to give thanks, but also to encourage people to continue to support him.

/ Acceptance Speech \Adapted from a Speech by Arnold Schwarzenegger

1 Thank you. Thank you. Thank you. Thank you. Thank you. What agreat celebration. Thank you all for being here today. Thank you. Thank you.

2 You know, there are so many people that I want to thank. But I want tostart first with my wife, Maria. I want to thank her. I want to thank herfor the love and the strength that she has given me. I want to thank herso much for being the greatest wife and the most spectacular partner.And I know how many votes I got today because of you. Yes. Oh, yes.Oh, yes.

3 And I want to thank also our children: Katherine, Christina, Patrick,and Christopher. So much, yes. I want to thank them for being sounderstanding, even though they asked me every day, “When is thiscampaign going to be over?” It is over. So I really appreciate theirunderstanding.

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4 And I want to thank also all the people on this campaign, all the peoplethat volunteered, the hard work they’ve put in there. All of you peoplehere. I want to thank them for manning the phones, for stuffing theenvelopes, for handing out the fliers, handing out the yard signs,handing out the bumper stickers, and raising the money. I want tothank them for the fantastic job they’ve done working around theclock, all of them on my behalf. I wouldn’t be standing up here today ifit weren’t for you. I want to thank all the volunteers for the great work.

5 I want to also thank the people of California. From the time I cameover to this country, you’ve opened up your arms to me. You’vereceived me. You’ve given me opportunities, an endless amount ofopportunities. Everything that I have is because of California. I camehere with absolutely nothing. And California has given me absolutelyeverything. And today, California has given me the greatest gift of all.You have given me your trust by voting for me. Thank you very muchto all the people of California for giving me their great trust.

6 And let me tell you something. I will do everything I can to live up tothat trust. I will not fail you. I will not disappoint you. And I will notlet you down. For two months, I’ve been speaking out about the needsof this state. I’ve spoken about bringing back the positive businessatmosphere, bringing back businesses, bringing back jobs, and bringingback our education. It’s very important that we need to bring back thetrust in the government itself. For two months, I went up and down thestate and listened to the people. I met good, honest, and hardworkingpeople. I met people that want to raise their families here, people whowant to do business here, who want to have jobs here, who want toeducate their kids here. I met people that want to enjoy the clean airand the clean water. And I have heard your voice. I have heard yourvoices loud and clear.

7 Tonight, we are all here celebrating, and we all have reasons tocelebrate. But tomorrow, the hard work will begin. Oh, yes.

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8 And in closing, I want to say something to you that I’ve been saying forthe last two months, traveling up and down the state. I want to be thepeople’s governor. I want to represent everybody. I believe in the peopleof California, and I know that together we can do great things. I knowthat together we can make this again the greatest state of the greatestcountry in the world.

18 What is the tone of the last paragraph?

A Comforting

B Encouraging

C Serious

D Calm

19 Read this sentence from the speech.

I want to thank them for manning the phones, for stuffing theenvelopes, for handing out the fliers, handing out the yard signs,handing out the bumper stickers, and raising the money.

Why does Schwarzenegger list these activities?

A To explain to people how to win elections

B To encourage people to help

C To give examples of the work that people did

D To show the actions he took

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20 According to the speech, what does Schwarzenegger consider is thegreatest gift of all?

A Having new opportunities

B Getting to know people

C Being given the people’s trust

D Having the support of his family

21 In which paragraph does Schwarzenegger show that he has listened tothe people?

A Paragraph 3

B Paragraph 4

C Paragraph 5

D Paragraph 6

22 In paragraph 5, the phrase “opened up your arms to me” means thatSchwarzenegger has been —

A questioned

B welcomed

C calmed

D rewarded

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Persuasive Text 5

Introduction: This passage is an article about fossil fuels. The purpose of thearticle is to explain that fossil fuels will not last forever. The author givesfacts about fossil fuels. This includes explaining how fossil fuels form andhow they are used. These facts show that fossil fuels cannot be replaced, andso will run out one day. The purpose of the article is to make a claim aboutfossil fuels and to teach readers about fossil fuels.

/ Fossil Fuels \1 People today rely on fossil fuels. Fossil fuels include coal, oil, and

natural gas. Fossil fuels are used as a source of energy. They are used tomake electricity. They are used to power factories. They are used to runcars, planes, and trains. Many people do not realize that they use fossilfuels every day. But every time you use electricity, you are using fossilfuels. Every time you catch a bus, you are using fossil fuels. It is easy totake fossil fuels for granted. There is one fact about fossil fuels thateveryone should know. This is that fossil fuels will one day run out.

2 Fossil fuels were created millions of years ago. The word “fossil” givesyou an important clue about how they formed. Coal forms from theremains of ancient forests. Imagine there is a large forest. A flood wipesout that forest. But the trees do not disappear. They get buried underlayers of soil. Over time, the remains of the trees become coal. Thistakes millions of years to occur. Oil and natural gas can also form fromburied plant matter. Plants are not the only living things that canbecome fossils. Small organisms like plankton can also be buried. Aftermillions of years, the buried animal matter becomes crude oil. All typesof fossil fuels form because of fossil plants and animals. All types offossil fuels also take millions of years to be created.

Map

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Wik

imed

ia C

omm

ons

This map shows the world’s oil reserves in billions of barrels (bn bbl). Thereare oil reserves of over 100 billion barrels in many different countries.

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3 Coal, oil, and natural gas are referred to as fuels for a reason. A fuel isdefined as a source of energy. Coal, oil, and natural gas all store energy.How is this energy put to use? It is put to use by burning the fuel.Power stations burn coal to release energy. The energy is used toproduce electricity. In cars, gasoline is burned to power the car’s engine.Gasoline is produced from crude oil. When fossil fuels are burned, theirenergy is released. The fossil fuel breaks down in the process. Once thefossil fuel is used, it cannot be used again.

4 It has now been seen that there are two important facts about fossilfuels. The first is that they take millions of years to form. The second isthat they are destroyed when they are used. These two facts mean thatfossil fuels will one day run out. There is only a limited amountavailable in the earth. They become less and less common as they areused. They cannot be remade because it takes too long for fossil fuels toform. The earth does contain a large amount of fossil fuels. Fossil fuelsare found on every continent. Oil and gas are found under seafloors allover the world. Fossil fuels are not going to run out soon. For thisreason, there is no need to panic. However, it is important to realizethat fossil fuels will one day run out.

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23 What is the main purpose of the second paragraph?

A To explain how fossil fuels form

B To show how important fossil fuels are

C To describe the uses of fossil fuels

D To suggest that fossil fuels are rare

24 Which sentence from the passage is a fact?

A Many people do not realize that they use fossil fuels every day.

B The word “fossil” gives you an important clue about how they formed.

C Coal, oil, and natural gas all store energy.

D For this reason, there is no need to panic.

25 Which sentence from the first paragraph states the main claim of the passage?

A Fossil fuels include coal, oil, and natural gas.

B People today rely on fossil fuels.

C It is easy to take fossil fuels for granted.

D This is that fossil fuels will one day run out.

26 What is the main purpose of the first six sentences of the passage?

A To state the main claim

B To describe a problem

C To introduce the topic

D To define key terms

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27 Which idea in the passage does the map mainly support?

A Fossil fuels take millions of years to form.

B Fossil fuels are a source of energy.

C There are still a lot of fossil fuels available.

D People use fossil fuels all the time.

28 Using facts from the passage, explain why fossil fuels will one day run out.

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Independent PracticePart 1 contains five persuasive texts with questions forstudents to complete on their own. Part 2 contains four

writing prompts to give students practice creatingpersuasive writing.

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Part 1: ReadingPersuasive Text 1

/ Letter to the Editor \Dear Editor,

1 I am writing in response to Edwina’s letter published last week. Edwinacomplained about the new cell phone policy. As we all know, cellphones are no longer allowed at school. Edwina argued that studentsneed the phones for practical reasons. She said that the phones areneeded so parents can contact students, and for safety reasons. I thinkshe wanted to suggest that students do not use the phones for anyother purpose. I think a lot of students might agree with Edwinabecause they would like their phones back. However, I believe theschool’s new policy is a good idea. I think students should accept thenew policy and get used to living without a cell phone. A cell phone isnot a necessary tool for every student, or something needed for safety.

2 First of all, let’s be honest about how students use their cell phones.They are not just used for practical purposes. They are not just used tomake sure parents can contact their children. Almost all the calls madeand messages sent are to other students. We text each other and pass on text messages. Are these about serious topics? Sometimes they are. I used to receive texts reminding me that softball practice was everyWednesday. But most of the time, they are not serious at all. We calleach other to arrange shopping trips or to invite people to parties. We text each other to pass on jokes and rumors. We only rarely use our phones for anything essential. It is fun, which is why studentsprobably do not want to part with their phones. But it is wrong to saythat we need our phones for important purposes.

3 Edwina also argued that we need our phones for safety. She gave theexample of a change in plans where she had to catch the bus home

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instead of being picked up. Without her cell phone, she would not havereceived the message. She would have been waiting forever to be pickedup. She would have had no way to get home. It would not have beensafe for her to be waiting alone for so long. This does sound like aproblem, but it is not a problem that could only be solved with a cellphone. Imagine if Edwina’s parents had known that she did not have acell phone. Would they have just decided not to tell her to catch thebus? Of course not. They would have called the school and askedsomeone to pass the message to her. We should all be careful not toforget that there are other ways to do things! It’s amazing how somestudents seem to think that life would fall apart without technology.Cell phones are useful, but they are not necessary.

4 What about safety for the students who walk home? A cell phone isuseful because someone could call someone for help if they need it. Iagree with Edwina’s point about this. However, this does not mean thata student needs a cell phone the whole time they are at school.Students could carry their cell phones to school, hand them in, andthen collect them after school. This would solve the safety problem. Atthe same time, students would not be distracted during the school day.

5 I think it is time that students admit that cell phones are mainly socialtools. We use them to chat to each other and for entertainment. Theyare not necessary at school. They are actually a problem because peopledo not focus as much as they should. School is not the place for cellphones, and they are not essential at all. I support the school’s newpolicy, and I think other students should as well. Students should stoptalking about how they need their phones in case of an emergency. Ifthere is an emergency, I am sure their parents will contact the school.It’s time to stop being silly about this issue and to start being honest.Students want their phones because they enjoy using them. This is nota good enough reason that they should be allowed at school.

Sincerely,Yuki Sato

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1 What is the main idea of the second paragraph?

A Most students use cell phones at school.

B Students mainly use their phones for fun.

C Cell phones can be used for important purposes.

D Students send text messages more than they make calls.

2 What does Yuki hope to accomplish by writing her letter?

A To describe the many different uses of cell phones

B To get students to rethink their views on the new policy

C To convince the school to allow students to have cell phones

D To explain to readers that the new policy could create problems

3 Read this sentence from the letter.

It’s time to stop being silly about this issue and to start being honest.

What does Yuki believe that students need to be honest about?

A Why they really want to keep their phones

B How often they use their phones

C How they feel about the new policy

D Why the new rule was created

4 In paragraph 2, which source does the author use to support the ideathat cell phones are not just used for practical purposes?

A The personal experiences of students

B Facts collected from research

C Interviews with students

D Information from Edwina’s letter

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5 In paragraph 3, why does the author describe how Edwina’s parentscould have called the school to get a message to her?

A To support the idea that cell phones are not essential

B To show that cell phones can be used for planning

C To explain that cell phones make life simpler

D To suggest that only teachers should have cell phones

6 What does Yuki seem to believe is Edwina’s real reason for being againstthe new cell phone policy? Use details from the passage to support your answer.

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Persuasive Text 2

Introduction: This passage is adapted from a speech given by PresidentGeorge W. Bush on October 7, 2008. President George W. Bush waswelcoming back America’s Olympic and Paralympic teams after the 2008Olympics in Beijing, China.

/ The 2008 Summer Olympic \and Paralympic Teams

Adapted from a Speech by President George W. Bush

1 Thank you. Welcome. Good morning. This is a special day for theWhite House. Laura and I are proud to welcome the greatest Olympicand Paralympic team ever assembled.

2 Attending the Beijing Olympics was one of the great experiences of ourlifetime. Laura and I had a fantastic experience. We will never forget thefirst night at the Bird’s Nest1 for the Opening Ceremony. When TeamUSA was announced, there was a notable increase in the cheers. Andthen came the greatest sight of all. It was the sight of more than 500 ofAmerica’s finest athletes marching behind our flag. It was an incrediblesight. I know it was a moment that all of our athletes looked forward to.It’s a moment that we were so honored to share with you.

3 In the weeks that followed, our Olympic team took part in the largestgames ever held. Over 100,000 athletes competed in more than 300events. In all, 87 countries brought home medals. Forty-three worldrecords were broken. About 4.7 billion viewers watched the Olympics.And with the eyes of the world turned on Beijing, our teams rose to the occasion. The Olympic team finished with the top medal count of110 medals.

1The Bird’s Nest was the nickname given to the main Olympic stadium.

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4 I know you worked hard. The Olympic and Paralympic teams workedhard to get to this moment. Whether you won a medal or not, it reallydoesn’t matter in the long run. What really matters is the honor youbrought to your sports and to your families and to your country.

5 And we thank you for the lasting memories that you gave us all. Hereare some of the lasting memories that I will take with me forever. Firstof all, the Water Cube.2 I watched Jason Lezak win the freestyle relay.Then I watched the joy of his teammates, including Michael Phelps.People say, did you ever get to meet Michael Phelps? I said I did. So thatwas the highlight? I said that meeting his mother was more of ahighlight. She reminded me of my mother. So, Michael, we congratulateyou. We thank you for joining us today. And we congratulate all theswimmers for the Olympic team.

6 And how about our gymnasts? Nastia Liukin and Shawn Johnson. WhatI found interesting was that these champions were roommates whilethey were competing for gold. And one wonders whether or not thatfriendship would be damaged in the heat of the competition. The truthof the matter is, it wasn’t. They showed the true Olympic spirit of beingcompetitors in the gym, but being friends in the dorm. And so wewelcome these two champions here today, and we thank you for settingsuch a good example.

7 I also want to welcome today a fellow Texan named Laura Wilkinson. AtSydney she stunned the world by taking gold. This summer, she returnedto the Olympic stage for the third and final time. She was fightingthrough injuries. But she brought such class to the arena. There was neverany of this, “Woe is me; how pitiful is life.” She said she was honored tocompete. She and her husband have returned home to the great state ofTexas to raise money for a new diving center. In other words, she has putsomething back into the community. And I urge all of us to recognize theopportunity to make the communities in which we live a better place.Laura, welcome and thank you for the example you have set.

2The Water Cube was the nickname given to the aquatic center wherethe swimming and diving events were held.

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8 Now, one of the things that we really regret missing was being in theBird’s Nest for the 13th Paralympic Games. And we congratulate theathletes who are here, as well. We recognize your hard work, and we’reproud to call you Olympians.

9 I’m particularly pleased to be here with those who have worn theuniform of our country. On the American team were 16 men andwomen who served the nation in uniform. One person was ArmyLieutenant Melissa Stockwell. She lost her leg while serving our country in Iraq. After four years of hard work, she qualified as aswimmer. Her teammates elected her as the flag bearer for the ClosingCeremonies. We welcome you, Melissa, and we welcome you all.

10 Our Olympic athletes have served our country in many ways. But youhave a chance to continue to serve. We honor your service as athletes.We look forward to honoring your service as worthy citizens of ourgreat country.

11 You amazed the world with your talent and grace and sportsmanship.You inspired children to chase their dreams. You will be championsforever.

12 May God bless you, and may God bless America.

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7 Read this sentence from the speech.

It was the sight of more than 500 of America’s finest athletesmarching behind our flag.

The image in this sentence is probably included to create feelings of —

A hope

B fear

C loss

D pride

8 Which sentence from the speech best supports the idea that winning isnot everything?

A Forty-three world records were broken.

B The Olympic team finished with the top medal count of 110 medals.

C The Olympic and Paralympic teams worked hard to get to this moment.

D Whether you won a medal or not, it really doesn’t matter in the long run.

9 Which athlete does George W. Bush describe as an example of someonegiving back to the community?

A Michael Phelps

B Nastia Liukin

C Laura Wilkinson

D Melissa Stockwell

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10 Read these sentences from the speech.

Our Olympic athletes have served our country in many ways. But youhave a chance to continue to serve. We honor your service as athletes.We look forward to honoring your service as worthy citizens of ourgreat country.

These sentences are probably included to persuade athletes to —

A work to achieve even more in the next Olympics

B take actions that will help their communities

C pass on what they have learned to young athletes

D continue to train hard to become stronger and better

11 Which detail about the Opening Ceremony is an opinion?

A That it was held at the Bird’s Nest

B That the athletes marched behind the flag

C That over 500 American athletes marched

D That the athletes looked forward to the moment

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1Root vegetables like carrots leave large spaces whenthey are removed from the soil.

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Persuasive Text 3

/ The Importance of \Crop Rotation

1 During the 1930s, huge dust storms swept across American farmlands.The soil that had once supported crops was dry. Wind storms picked upthe dry soil and carried it away. Farmers were left with useless land thatcould not be used to make crops. The problem was partly caused by theweather. Droughts and wind storms were factors. However, it may nothave been so bad if farmers had been using good farming practices.Farmers were not rotating their crops. Crop rotation refers to howdifferent types of crops are grown in a field each season. Crop rotationis important because it keeps soil healthy.

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2 The crops that grow in fields take the nutrients they need from the soil.As this happens, there is less and less of these nutrients in the soil. Not all plants use exactly the same nutrients. Different plants take indifferent amounts of each nutrient. If the same types of plants aregrown in a field over and over again, the nutrients the plants use mostwill become scarce. By rotating crops, the soil stays more balanced.Farmers using crop rotation choose their crops carefully. They choosecrops that will take in certain nutrients, but only take a little of others.Their goal is to make sure the soil does not begin to lack one nutrient.Some plants also add nutrients to the soil. Legume crops such as beansand peas add nitrogen to the soil. Most other crops take nitrogen fromthe soil. Legume crops are often rotated with other crops to make surethere is enough nitrogen in the soil. In some cases, legume crops likeclover will be grown even though the clover is not sold. It is still abenefit to grow it for two reasons. First, it will add nitrogen back to thesoil. Second, it will stop the soil from being eroded by wind and water.Overall, crop rotation is important because it keeps the soil healthy. Itmakes sure that the soil contains all the nutrients that plants need.

3 Another benefit of rotating crops is that it is a good way to managepests and disease. Pests and disease often target a certain crop. Forexample, imagine that a field always has lettuce grown in it. It wouldbecome home to pests like caterpillars that feed on the lettuce leaves. If the lettuce is replaced with something that caterpillars do not like asmuch, they would become less common. By changing crops, pestnumbers do not continue to increase. This also happens in the soil.Bacteria that harm plants live in the soil. Just like the caterpillars, theytarget certain plants. If the plants are always the same, the bacteria thatharm them will become more and more common. If the plants keepchanging, the number of bacteria will stay under control.

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4 Crop rotation also helps prevent erosion. Erosion occurs when soil islost. Some plants have deep roots. When these crops are cleared, a lot ofsoil is lost. This also creates holes where the roots used to be. Water canquickly wash through the soil and remove any lost soil. If this happensagain and again, a field of dirt would quickly erode away. This problemis reduced by planting a crop with long roots, and then a crop withshort roots. The crop with short roots allows the deeper soil to settleagain. Plants with short roots that cover most of the soil also help trapwater. This stops water from washing through the soil and taking awaysoil and nutrients.

5 Crop rotation is so important that most farmers practice it. The benefitsthat it offers help keep soil healthy over long periods of time. Evenduring poor weather, soil can still provide what plants need. In times ofpoor weather, crops probably will not grow as well. However, they willstill grow well enough. Rotating crops also allows soil to survivedroughts and wind storms. It prevents the terrible situation thatoccurred in the 1930s. Crop rotation is not just for farmers. It offers thesame benefits to farmers as it does to home gardeners. If homegardeners use crop rotation, they will have healthier soil and moresuccess with the plants.

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12 In the first paragraph, why is the information about the dust storms included?

A To warn that weather cannot be predicted

B To tell how crop rotation is a new idea

C To show that crop rotation has important benefits

D To suggest that farmers need to be trained


Crop rotation refers to how different types of crops are grown in afield each season.

Which word best describes this sentence?

A Assumption

B Definition

C Opinion

D Exaggeration

14 In paragraph 2, the word balanced refers to how the soil —

A has suitable amounts of all the different nutrients

B is able to grow all types of plants

C is not too wet or too dry

D does not change from day to day

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15 Which sentence does the author include to encourage all readers torotate their crops?

A Farmers were left with useless land that could not be used to make crops.

B The crops that grow in fields take the nutrients they need from the soil.

C Another benefit of rotating crops is that it is a good way to manage pests and disease.

D It offers the same benefits to farmers as it does to home gardeners.

16 Which benefit of crop rotation does the photograph mainly relate to?

A Reducing erosion

B Keeping nutrients in the soil

C Managing pests

D Preventing disease

17 Using details from the passage, explain how crop rotation helps reduce pests.

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Persuasive Text 4

/ Harry Potter \1 The Harry Potter series is one of the most successful book series ever.

There have been seven novels in the series. In total, there have beenover 400 million books sold. The books have been sold in over 60languages. They have also become successful movies. Writers arecreating new series all the time. This leads you to wonder why thisseries is so successful. The main reason the series is successful is that thecharacter of Harry Potter is someone that young readers can relate to.He is a wizard. But in many ways, he is just like other teenagers.

2 Harry Potter is the hero of the books and the main character in thestory. It is essential that readers understand Harry and like him. Readershave to be able to relate to Harry even though he is a wizard. Theauthor of the books, J.K. Rowling, achieves this by starting the bookswith Harry living in the normal world. At the start of the first book,Harry has no idea that he is a wizard. He believes that he is just anormal boy. As the first book continues, Harry learns that he is awizard. He is also introduced to the other world where magic exists. AsHarry tries to understand the other world, the reader does as well. Forexample, the reader sees Harry trying to use his wand for the first time.It is like the reader is learning how a wand works just like Harry is. Thismakes it seem like the reader is experiencing what Harry is. It is a goodway of introducing the reader to Harry’s world. At the same time, itmakes the reader want Harry to do well. This link between Harry andthe reader is one of the reasons that the books are so successful.

3 Harry Potter is also a character that you feel sorry for. In the first bookof the series, the author shows that Harry is living in a cupboard.Straight away, the reader wishes that Harry was treated better. J.K.Rowling also compares Harry with his cousin Dudley. In the first book,

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Dudley is whining and moaning that he only has 37 birthday presents.At the same time, Harry is being asked to cook breakfast for Dudley.This shows that Harry is not treated as well as he should be. The secondbook in the series starts in a similar way. It starts on Harry’s birthday.Harry’s aunt and uncle are ignoring his birthday. By making the readerfeel sorry for Harry, the author is making sure readers care about Harry.It is also important that Harry is not a cool character. He has glassesthat are taped together. He has a scar on his forehead. He seems shy and clumsy. Harry’s lack of coolness makes readers want him to do well.It also creates the idea that anybody could be something special. Thismakes the book entertaining. It is like the reader is cheering for Harryto do well. You want Harry to prove wrong everyone who has treatedhim poorly.

4 It is also easier to relate to Harry because his world is not that differentfrom the real world. He does go to the world where magic exists.However, in that world, he does normal things. The main one is that he goes to school. The lessons are quite different, but the reader can still understand the setting. Harry also plays sports. The main sport isquidditch. It involves players riding flying broomsticks and trying to get balls to go through hoops. This is not a real sport, but it is similar to real sports. The reader can think of it as being similar to basketballand football in some ways. Harry’s experience playing the sport is alsosomething that readers can relate to. Harry first realizes that he hastalent, and later becomes captain of the quidditch team. Readers canunderstand this process of being part of a team, developing talent, andlater becoming captain. The main thing is that the world is similarenough to the real world for readers to relate to it. This helps make surethat readers will continue to understand Harry’s journey.

5 This shows that the Harry Potter series is successful because of the maincharacter. Readers can relate to Harry. Readers also feel sorry for Harryand want him to do well. Readers go along with Harry on his journey.He is a hero who overcomes his situation. As Harry faces challenges andsucceeds, the reader feels good about what has happened. Overall, the

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books are Harry’s story. Since the reader becomes part of Harry’s story,his success is the reader’s success. This is why the books are able toentertain readers, and this is why they are so popular.

18 Which sentence states the main claim of the passage?

A The Harry Potter series is one of the most successful book series ever.

B The main reason the series is successful is that the character of HarryPotter is someone that young readers can relate to.

C Harry Potter is the hero of the books and the main character in the story.

D The main thing is that the world is similar enough to the real world forreaders to relate to it.


In the first book, Dudley is whining and moaning that he only has 37birthday presents.

The words whining and moaning suggest that Dudley is —

A confused

B rude

C ungrateful

D mean

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20 Which detail about Harry Potter supports the idea that readers feel sorry for him?

A He becomes captain of the quidditch team.

B He has to learn how to use a wand.

C He is treated poorly at home.

D He does not realize that he is a wizard.

21 How is the information in the fourth paragraph mainly organized?

A The main idea is stated and then details are given to support it.

B The main features of the magic world are listed.

C A problem is described and then a solution is given.

D Events are described in the order they occurred.

22 The author’s main argument is that Harry Potter —

A is someone that people can relate to

B has to overcome problems

C lacks the qualities of a hero

D is interesting because he is unusual

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Persuasive Text 5

/ Are Contests Bad for Students? \1 Some people believe that contests are bad for students. They argue that

contests upset students and send a bad message. They argue thatcontests make everyone but the winner of a contest feel bad aboutthemselves. I disagree that contests are a bad thing. Contests are goodfor students because they encourage people to try and prepare studentsfor life. Contests also allow people to focus on their own strengths andto choose their own goals.

2 Contests do not send a message that winning is everything. They send amessage that it is important to work hard to be better. Contests are achance for people to try their best. They are a chance for people to seewhat they can do. A recent writing contest asked students to write ascience fiction story. I spoke to the winner of the contest about his story.He explained that he really wanted to do well. He worked on the storyfor weeks. He rewrote it a few times. He asked for people’s opinions on itand then rewrote it again. He did not win because he was the best writer.He won because he worked the hardest. This shows how contests canencourage people to do better. I think the same is true for other types ofcontests. The winner of a race is probably someone who trained hard.For the people who do not win, they may feel bad about it. But theyshould feel bad for not trying hard enough. Contests are often won bythe people who put in the most effort. They are a way of rewardingpeople for their efforts. In this way, contests send a great message. Theyshow that it is important to work hard toward your goals.

3 It is true that sometimes people can try hard and still not win. However,this does not mean that the person feels bad about it. Last weekend, I talked to Corey Harper after the school’s cross country race. Corey wasfifth in the race, but his smile made it seem like he had won. He

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explained that he had beaten his best time by more than 5 minutes. Hewas proud of how well he had done. I spoke to other students who wereproud just to have finished. These are examples that show that peopleare able to set their own goals. Not everyone set the goal to win thecross country. Some people wanted to win. But others just wanted tofinish, or wanted to finish in a good time for them. An art contest heldby the town council is another good example. Bethany Myers enteredthe contest and was a finalist. She did not win, but she did not mind.As she said, “My work was displayed in the local art gallery. That waslike a win to me.” Her goal was for her work to be good enough to bedisplayed, and she achieved that goal. The point is that you do notneed to win to be happy with the result. People choose their ownpersonal goals. They judge themselves on whether they achieve thosegoals. Contests are good for many people whether they win or not.

4 Are contests bad because they make people compete against each other?Some people think they are. But competing against other people is partof life. You will compete against others for a place at college. You willcompete against others to get a job. You will compete to get a pay raiseor to get a higher position. It is good if people get used to competing. It will help people learn to be focused on achieving goals. It will evenhelp people learn how to lose. Competing is part of life, and contestsare a good way to prepare.

5 What if someone in a contest does really badly? Is this a problembecause the person will feel terrible? Or is this a lesson to the person onwhat they are and are not good at? When I was young, I competed in ahigh jump competition and was terrible. I did feel bad for a short while.But then I realized that high jump was not a good sport for me. Laterthat year, I entered a poetry contest and did very well. I learned that Iwas not great at sports, but that I did have some talent in writing. Thereare contests in all types of areas. They are a great way for students towork out what their talents are. I am sure that all students will find onearea where they have talent.

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6 There is no need to be worried about contests. They are not bad forstudents. They are good for students. They encourage students to tryhard, and they help students find their strengths. They are a chance foreveryone to work toward their own goals. They also help prepare peoplefor the contests they will face in life. If anything, there should be morecontests instead of fewer contests.

23 In paragraph 3, what does the quote from Bethany Myers show?

A That contests encourage people to do better

B That people set goals other than winning

C That there are different types of contests

D That contests offer useful prizes

24 How does the author support the idea that contests allow people to findtheir strengths and weaknesses?

A By listing different types of contests

B By describing a personal experience

C By comparing winners and losers

D By giving facts about contests

25 In the last paragraph, the author establishes a tone that is —

A positive

B joyful

C questioning

D relaxed

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26 The author probably wrote the passage mainly to —

A show that contests are good things

B encourage students to enter contests

C warn people that contests can be dangerous

D persuade people to hold different types of contests

27 Read this sentence from paragraph 3.

Corey was fifth in the race, but his smile made it seem like he had won.

What does this sentence show about Corey?

A He was happy with finishing fifth.

B He was embarrassed by the results.

C He tried to hide his real feelings.

D He felt hopeful about winning the next race.

28 Using information from the passage, explain whether or not you agreethat contests are not bad for students. Use details from the passage tosupport your response.

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Part 2: Writing

/ Writing Prompt 1 \READ the following quotation.

Friends make the bad times better and the good times great.

THINK carefully about the following statement.

Friends are important during bad times because they can help makethings better. Friends are important during good times because theyhelp you enjoy the good times.

WRITE an essay giving your opinion on whether friends are moreimportant during good times or bad times.

Be sure to —• clearly state your main claim or controlling idea• include 2 or 3 supporting ideas• organize and develop your explanation effectively• choose your words carefully• use correct spelling, capitalization, punctuation, grammar, and

sentence structure

Use the Space Below to Plan Your Composition

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/ Writing Prompt 2 \READ the following quotation.

A famous author once said that nothing ever stays the same.

THINK carefully about the following statement.

Change is part of life. People change. Things change. It is importantto learn how to cope with change.

WRITE an essay arguing that it is important to learn to cope withchange. Explain how people can cope with change.


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/ Writing Prompt 3 \READ the information below.

Being selfish means thinking more about yourself than about others.Being selfish often upsets the people around you.

THINK about how it feels when other people are selfish.

WRITE an essay arguing that being selfish upsets people.


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/ Writing Prompt 4 \READ the information below.

If everyone was the same, life would not be very interesting.It is often people’s differences that make them interesting.

THINK about people you know and what makes each person unique.

WRITE an essay supporting the opinion that differences make people interesting.


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Understanding Persuasive Text: Reading and Argumentative Writing teaches studentshow to understand and analyze persuasive texts, how to write persuasive essays and preparesthem for the STAAR. Students will understand and analyze a range of persuasive texts thatappear on the STAAR, such as editorials, letters, speeches, essays, historical texts, scientifictexts, and responses to literature. Students will learn about the purpose and structure ofpersuasive texts, and will understand the techniques used to persuade readers.

Understanding Persuasive Text also includes writing prompts that will prepare students forthe STAAR Writing test. Students will make claims and produce well-supported arguments forthose claims.

The Instruction section contains five persuasive texts. Each text is introduced with keyinformation that will help students understand the purpose and structure of the text. Key information is also given on the claims made, the arguments presented, and the evidence included. Students then answer multiple-choice and open-ended questions abouteach persuasive text.

Part 1 of the Independent Practice section contains five persuasive texts. Each persuasivetext is followed by several questions that students will answer on their own. This section ofthe book contains multiple-choice and open-ended questions.

Part 2 of the Independent Practice section contains four persuasive writing prompts.Students will apply their understanding of persuasive writing to create four essays.

Documents

Understanding Persuasive Text (Reading and Argumentative Writing)