Imagine that you are

Persuasive
1
HOOKED!
PHOTO-ILLUSTRATION BY DENNIS GALANTE FOR TIME FOR KIDS
t’s 10 a.m. on a Saturday. Ricky
Picone, 11, and his brother David,
10, are soaked in sweat. Two seconds remain in the game, and David
is up by one point. Ricky grabs the
ball. He shoots; he scores! “Game
over. You lose!” shouts Ricky.
A morning basketball game? Sort
of. Except Ricky and David are in
their basement and still in pajamas.
They are playing video basketball.
Their parents have been calling them
to come up for breakfast for 25 minutes. Mom and Dad are not too
happy.
Persuasive
1
I
VIDEO GAME INVASION
Sound familiar? No wonder. Video
games are big in kids’ lives, and in
some cases they’ve taken over!
In 1998, 181 million video and
Level 4
computer games were sold in the U.S.
That’s almost two games for every
household. With all the cool new
games, some kids can’t stop playing.
You know the kids. The ones who
spend more time with video games
than eating or sleeping. “There’s this
one kid,” says John Szendiuch, 12, of
Pelham, New York. “They’re his
whole life.”
When kids play all the time, parents get upset. Ron Hughes of
Missouri found that he couldn’t even
talk to his son Russell, 9, when he was
playing a video game. “The phone
would ring,” says Hughes, “and
Russell wouldn’t hear it.”
Parents also worry about violence.
The blood-gushing from many video
games is enough to make some parents ban all video games.
TIME’S UP
Surprisingly, experts who study kids
and video games say games are not all
bad. Some games build problemsolving skills. Unfortunately, kids can
go overboard.
How do kids and parents keep
playing under control? “It’s important for parents to take an interest in
what kids are playing,” says expert
David Walsh. Then parents can make
fair rules and understand why kids
love the games.
Walsh believes parents must limit
kids’ playing time. He recommends
no more than 90 minutes a day.
But watch out! Kids are going to
want to play even more. Video games
are going to get bigger, brighter, and
even harder for kids to resist.
©TIME Inc.
Reader’s Response
1
Do kids spend too much time
playing video games?
Explain.
2
What are some good reasons
for kids to play video games?
What are some good reasons
not to?
3
How can parents and kids
resolve their conflict over
video games?
Writer’s Response
1
Why did the author try to
persuade you that Ricky and
David were playing a real
basketball game?
2
What was the author’s main
purpose in this article? How
do you know?
3
Why do you think the author
ended the story by telling
about even more attractive
video games that are coming?
Level 4
I know that
kids
love
v i d e o
games. And I know
they have trouble
SHOWING
understanding why
BOTH SIDES
their parents don’t
want them to play
video games very
much. ‘But they’re so
much fun!’ I can hear all the kids I know saying
that right now. That’s why I knew I had to
explain to kids who will read this article some of
the reasons for their parents’ opinion.
“
The only way to settle any argument is to try
to understand some of the other person’s thinking. Kids wouldn’t want their parents just to
take the games away and not listen to the kids’
reasons for wanting the games. Writers use this
strategy when trying to be persuasive. If you
show both sides of an issue—the good and
the bad—then people are more likely to
listen and be convinced!
✏
You are a kid who loves video
games, but your parents won’t let
you have several games you think
you would really like. Write a letter
to your parents. Try to persuade
them to allow you to have at least
one of the new games. Tell them
about the game. Give information
you think would convince
parents. Offer to negotiate.
”
✏
You are one of the parents
who received the letter described above. Write an
answer. Tell your son or daughter why you do not want
him or her to have that new game. Make a suggestion
that you think will satisfy both of you.
✏
Suppose you work for a manufacturer of a new
video game. Write an advertisement for it that
describes the game so that it will appeal to kids and to
their parents. Be sure to demonstrate things like why it
is fun, what it can teach, etc.
©2000 Teacher Created Materials, Inc.
Persuasive
2
STEVE GIBBONS/REUTERS
Keiko’s handlers used this sling to load him onto the plane. The plane was fitted with a special whale-sized water tank.
CAPTIVITY EQUALS CRUELTY FOR WHALES
One whale goes home, but what about others?
ost killer whales swim thousands of miles in their
lifetimes. They travel long distances while hunting
seals, sea lions, and dolphins. But some whales are
captured and live in small pools to be observed by people.
The whales you see at zoos, aquariums and ocean theme
parks are living confined, uncomfortable lives.
One whale that has lived an unnatural life of captivity
is Keiko. He was the killer whale that starred in the 1993
movie Free Willy.
M
Persuasive
2
A WHALE OF A TRAIL
Keiko’s journey began in the frosty blue waters of the
Atlantic Ocean near Iceland, where he was born about 20
years ago. At age 2, he was captured and taken to an
aquarium in Iceland. He would never swim with his pod
(family group) again.
Soon after that, he was moved to an aquarium in
Canada and began performing tricks for people. But he
didn’t make his big splash until an aquarium in Mexico
bought him. That’s where he landed the lead whale role in
Free Willy. The hit movie made Keiko a Hollywood heavyweight.
In the movie, Keiko’s character suffers through awful
living conditions in a theme park. In real life, Keiko’s situation wasn’t any better. His pool at the aquarium in
Mexico was too small and too warm. His skin, once glossy
and slick, broke out in sores. And the big fin on his back,
called a dorsal fin, flopped sadly over to one side.
Keiko’s fans rushed to his rescue. A group called the
Free Willy Keiko Foundation raised enough money to fly
him from Mexico to a specially built pool in Newport,
Level 4
Oregon, in 1996. In his cool new pool (just 45˚F), Keiko’s
health improved right away. His skin sores disappeared,
and he gained 2,000 pounds. Soon he was strong enough
for a journey home.
While Keiko was getting stronger, his caretakers were
busy designing a new home for him in Iceland. Because
Keiko had lived almost his whole life in captivity, it was too
risky just to set him free. The solution was to build a giant
floating pen in the North Atlantic Ocean. The pen is 250
feet long and has walls made of special nets so that fish
swim in and out. Keiko can see and hear nearby whales
and birds.
A LIFE OF CAPTIVITY
Although some people think Keiko’s move was stressful,
he is still far more fortunate than other whales that have
been captured. It is impossible to create a healthy environment for a whale in an aquarium or other home created by people. Suppose the temperature and chemical
makeup of the water are carefully controlled. A pool is still
too tiny to serve as the home of an animal that may weigh
up to 10 tons. In addition, a captive animal cannot be near
its natural neighbors—fish, birds, and other ocean animals. It certainly cannot travel the world’s oceans.
Whales are fun to observe. But the next time you see a
whale in an aquarium or theme park, ask yourself this
question: Is it okay to pen up a beautiful animal in an
unnatural, possibly unhealthy environment so that people
can look at it? Whales are among the world’s most fascinating animals. Let’s allow them to live peacefully in the
ocean.
©TIME Inc.
Reader’s Response
1
Why do people capture whales
for zoos, aquariums, and ocean
theme parks?
2
Do you think people would have
been concerned about Keiko’s
health if he had not starred in
Free Willy? Explain.
3
What do you think might have
happened to Willy if he had
been immediately freed?
4
In your opinion, what is the best
reason for placing whales in
captivity? What is the best
reason for not placing them in
captivity?
5
Do you agree that whales should
not be placed in captivity?
Explain why or why not.
Writer’s Response
1
What main method does the
writer use to persuade readers
that whales should not be
placed in captivity?
2
Why did the author include
specific details describing
Keiko’s body when he was sick
and after he recovered?
3
4
In what ways does Keiko’s story
help convince readers that
whales should not be placed in
captivity?
What words that cause negative
reactions are used in the first
and last paragraphs to persuade
readers?
Level 4
When I learned of
Keiko’s story, I felt
sad and angry. He
had been confined in small
spaces that were not good
EMOTIONAL
for him most of his life. I
APPEAL
wanted to draw readers in
and make them understand
how unnatural this was
right away. I decided to
introduce the article by
describing the natural life of the killer whale. Doing this asks
readers to imagine huge mammals swimming thousands of
miles. Then learning that Keiko only traveled long distances
by flying would startle readers and grab their attention. I next
asked readers to imagine the giant creature harnessed and
shipped by air, unable to move. I hoped this image would
make readers feel sympathy for Keiko.
I also wanted to mention the Free Willy movie. Most children would recognize this ‘star’ and have warm feelings about
him. They would be interested in his life story. I wanted readers to think about all captive whales and how unnatural their
lives are. That’s why I included the not-so-nice details of
Keiko’s life with people. I hoped this way to make
readers feel that we should do everything we can to
return all whales to their natural way of life.
“
✏
Imagine that Congress is
working on a bill to end the capture
and killing of whales. Write a letter
to the editor of a newspaper or
magazine asking people to call or
write their representatives in
support of this bill. Be persuasive:
include a vivid description of the
cruelty involved.
”
✏
Pretend you are the
director of the Free Willy Keiko
Foundation. Write a letter to kids asking them to raise
money so that other captive or injured whales can be
helped and returned to the ocean.
✏
With a partner, create a debate on the issue of
capturing whales to keep in aquariums and theme
parks. Each of you should take a side (either for or
against the issue) and collect as many facts as you can
that support your side. Have this debate for an audience
who will help determine who is most persuasive.
©2000 Teacher Created Materials, Inc.
Persuasive
3
SO FAR FROM HOME
Tibetans make a risky journey to find freedom in another country
arly one morning a few years ago, Sonam Dolker was
shaken awake by her father. He whispered to Sonam,
then 8, that she and her 6-year-old sister would have
to escape secretly from their home in Tibet to a new life in
India. Sonam’s parents had planned the trip for weeks.
They hadn’t told the girls because they were afraid the
Chinese police would find out and send the entire family
E
TENZIN DORJEE FOR TIME
to prison. “My escape was so secret that I couldn’t even
say good-bye to my best friend,” says Sonam.
For the next two months, the girls and their guide
stumbled over the snow and ice of the Himalaya mountains. Finally, they arrived safely at Dharamsala (dar-amsahl-a), India.
Tibet has a rich history and culture, but
China, which now governs Tibet, wants
Tibetans to follow Chinese traditions. Tibet’s
religious and political leader, the Dalai (Daheye) Lama, has not returned since fleeing
Tibet nearly 30 years ago. He continues to
lead Tibetans from India. The Dalai Lama
won the 1989 Nobel Peace Prize for his
efforts to free Tibet. But, he says, “There’s
been no progress. The Chinese position
becomes harder and harder.”
Though China’s leaders insist they do not
mistreat Tibetans, many Tibetans are convinced they must leave their homeland to
help its culture survive. More than 100,000
Tibetans now live in India.
Most make the journey in winter, when
there are fewer guards at the border.
Children must hike through deep snow, often
wearing only canvas sneakers on their feet.
“Every winter children die in the snow,” says
nurse Tsering Lhamo, “while their parents
back in Tibet think they’re safe and happy in
Nepal or India.”
Persuasive
3
THE WAIT FOR TRUE FREEDOM
The Tibetans at their new school. The mountains they crossed are
behind them.
Level 4
The Dalai Lama blesses every newcomer.
The kids find a new home and school at one
of the 20 centers called Tibetan Children’s
Villages, or TCVs. More than 40 children
cram into one small TCV house. “If only my
parents could afford it, they would come and
take me away,” says Sonam Dolker, now 11.
“They must miss me too.”
Tibetan parents who send their kids away
say anything is better for them than living in
Tibet under Chinese rule. And some Tibetans
in India still have hope of a bright future for
their homeland. Sonam Tsering, 17, was one
of the first kids to be sent away, 10 years ago.
Now, he says, he will study to be a lawyer.
“I can’t go back because I will be arrested,” says Tsering. “But one day we will get
independence. Then I will return to develop
my country, build a government and a good
life.”
©TIME Inc.
Reader’s Response
1
What are some of the
difficulties the Tibetans are
likely to have when they
immigrate to India?
2
What are some of the
difficulties the people in India
are likely to have when so
many Tibetans come into
their country?
3
If you were Sonam Dolker,
would the trip to India be
worth it to you? Why or why
not?
Writer’s Response
1
Why did the author begin the
article by telling how Sonam
Dolker and her sister started
their trip to India?
2
Why did the author provide a
quotation from Sonam Dolker
three years later?
3
How does the author help the
reader understand how
difficult it is for Tibetans to
leave their homeland?
Level 4
When I heard
about the risky
journey
many
Tibetans were making to
get out of their own counMAKING
try, I knew I wanted to
IT
write about it for Time for
PERSONAL
Kids. I think a lot of
American kids don’t know
anything about Tibet
because it’s so far away and
we don’t hear much news about it in this country. What’s
going on there is a dramatic story with thousands of kids
going on this dangerous and sometimes fatal journey every
year.
It’s hard to write about ‘thousands of kids’ though and
make it meaningful for your audience. So I decided I
should choose one child and tell what he or she went
through. That makes it real for kids who read the article.
After I talked to the Tibetan girl named Sonam Dolker, I
also found Sonam Tsering, a Tibetan boy who had been in
India for a while. I thought what he had to say was interesting enough to include too. It’s always a good idea
to help your readers feel they are meeting real people.
“
✏
”
Imagine you are Sonam
Dolker, who had to leave without
saying good-bye to her best
friend. Write a letter to that best
friend. Persuade her to try to
make the same journey and join
you in India. Make sure you
give her good reasons to brave
the trip.
✏
Suppose you are a
television reporter interviewing Tibetans after they
arrive in India. Write several questions you would
ask them and the Dalai Lama in order to get
information for your story.
✏
Make up a television commercial advertising
a movie about the Tibetan immigrants that tells
Sonam Dolker’s story.
©2000 Teacher Created Materials, Inc.
Persuasive
4
MARIE DORIGNY/REA/SABA
All work and no play: A boy stitches soccer balls in Pakistan.
GOAL: ENDING CHILD LABOR
The campaign to stop the mistreatment of kids turns up the heat and gets results
arefully guiding a needle that’s longer than his tiny
fingers, a young boy stitches together the leather
pieces of a soccer ball. He sits crouched in the corner
of a hot, airless shed for 12 hours. For his long day’s work,
he will earn 60 cents.
The boy is one of more than 200 million children who
work at hard, sometimes dangerous jobs all over the
world. Child labor exists in two-thirds of the world’s
nations. From Indonesia to Guatemala, poor children as
young as 6 are sent off to work. Often they are mistreated
and punished for not working hard enough. Sometimes
they are sold as slaves.
In Pakistan, where 80% of the world’s soccer balls are
made, the situation is especially bad. There are 11 million
to 12 million working children in that Asian country. At
least half of them will die of starvation or disease before
they reach their 12th birthday.
But a campaign to stop child-labor abuse has paid off.
FIFA, the soccer world’s governing organization,
announced that, from now on, its seal of approval will
guarantee the balls are made under proper working conditions. FIFA’s decision, says U.S. Secretary of Labor
Robert Reich, “is a major step in eliminating child labor
from the soccer-ball industry.”
Persuasive
4
C
KIDS HELPING KIDS
Reich thanked the public for FIFA’s decision. “You turned
up the heat, and you got results,” he said in a speech to the
Child Labor Coalition, an organization that is trying to end
the abuse of young workers. Reich also congratulated
Craig Kielburger, 13, of Canada.
Craig has traveled the world fighting for kids’ rights. “I
don’t play a lot of soccer,” says Craig, “but I have many
Level 4
friends who do. This change is important to them. It is just
the beginning. But a strong beginning.”
Craig believes kids can make a difference. He has this
advice for them: “Write letters to companies and government officials. Put pressure on leaders to make changes
and to stop the misuse of children.”
A U.S. PROBLEM TOO
The mistreatment of child workers is not just a foreign
problem. Since colonial times, the U.S. has counted on
children to lend a helping hand in its fields and factories.
In the 1800s, children as young as 7 worked in textile mills
for 12 hours a day.
In 1938 a federal law was passed that set child-labor
guidelines, limiting work hours for kids and requiring safe
conditions. But the law is sometimes ignored. For
instance, close to 1 million kids in the U.S. work for farmers. From sunup to sundown, they harvest and haul. Other
kids work near dangerous machinery or in other hazardous conditions.
One solution to the child-labor problem in poor countries is education. “The future of these countries,” says
Secretary Reich, “depends on a work force that is educated. We are prepared to help build schools.”
Education is helping to make the world a brighter
place for 12-year-old Aghan of India. When he was 9,
Aghan was kidnapped from his home and sold to a carpet
maker. Aghan’s boss was very cruel. “I was always crying
for my mother,” he recalls. Aghan’s dream was to learn to
write so that he could send letters to his parents. Aghan
was rescued from the factory by a group that opposes child
labor. Now he is living in a shelter in New Delhi and is
hard at work—learning to write.
©TIME Inc.
Reader’s Response
1
Did the article help you
understand what life for a
child laborer is like? How?
2
Was the campaign to stop
child-labor abuse effective?
Why do you think as you do?
3
Did the article convince you
that child labor is a problem
that needs to be solved? Why
or why not?
4
How would you go about
trying to end child labor in the
world?
Writer’s Response
1
What do you think the
author’s purpose was in
writing this article?
2
Why do you think the author
used direct quotations from
Craig Kielburger and Aghan
instead of just summarizing
what each said?
3
Why did the author include
information about child labor
in the United States? How
were you, the author’s
audience, affected by the
information?
Level 4
The author of the article
clearly felt strongly about the
topic of child labor. The
author wanted the reader to
know how serious it is and
wanted to persuade the readNUMBER
er that something needs to be
FACTS
done.
This type of writing is
called a persuasive article.
The author’s purpose is to
persuade the reader that
action is needed. One way an author can persuade is by offering
the reader number facts, called statistics. Using numbers can
sometimes help a reader understand just how serious a problem
is. For example, the author points out that 11 million to 12 million
children are working in Pakistan. That’s a lot of children.
However, the next number fact is even more startling—at least
half of them (that’s five to six million children) will die before
they are twelve. The use of specific numbers helps the reader
understand how serious the problem is. Saying that many children work in Pakistan and many of them will die is not as effective as giving numbers.
Since the author is trying to persuade the reader that something needs to be done and that the reader can do something to
help, including number facts can help convince and motivate the
reader to take further action.
✏
Follow Craig Kielburger’s
advice. Write a letter to a company
or to a government official.
Convince them to work to end the
misuse of children. Use some
information from the article, and
be sure to include number facts.
✏
Create a persuasive poster
about ending child labor. Try to
include a number fact from the
article on your poster.
✏
A public service announcement is a
short persuasive ad for television or radio that
encourages people to do something. Write a script for a
public service announcement about ending child labor.
Videotape it and show it to your class.
✏
Make a list of some of the reactions and feelings
you had as you read about child labor. Write a short
paragraph describing your feelings and reactions. Tell
whether you want to help end child labor and what you
think you could do.
©2000 Teacher Created Materials, Inc.
Persuasive
5
WILL TV VIOLENCE GET ZAPPED?
We should fight the new law putting a V chip in new TVs.
t’s Saturday morning, a few
years from now. You plop on
the couch, hit the remote
control and—zap! there’s a
blank, buzzing blue screen
where your favorite action cartoon should be.
Don’t worry. TV will still
exist in the future. But thanks to
a new law, some shows you
watch now may be blocked from
your TV—by your parents!
President Clinton signed a bill
that includes a plan for keeping
violence off kids’ TVs.
The new law says TV makers
must put a special computer
chip, called the V (for violence)
chip, in new TV sets. The chip
would read a special rating code
at the start of every TV show.
Programs would be rated in
much the same way movies are
rated now. Parents would be
able to program the chip to zap
shows rated high for violence or
other grown-up content. A
blank screen would appear
instead of the show.
I
Persuasive
5
A TINY CHIP STARTS A BIG
DEBATE
Almost all TV producers are
against the V chip. They say it is
illegal for the government to
interfere with what they put on
TV because the Constitution
guarantees everyone freedom of
expression. Some broadcasters
plan to fight the V-chip law in
court.
Bosses at TV networks and
some cable channels say they
already protect kids by including “parental-discretion” warnings before shows that are for
adult viewers. The networks
also say they have cut out much
of the violence in their programs. Many studies show that
the most violence is on cable
programs.
DECIDING WHAT TO ZAP
What kind of TV scenes are too
violent for kids? Cops shooting at
criminals? An evening news story
about a real war? The Skipper
whacking Gilligan with his hat?
Wile E. Coyote running into a
buzz saw? Some experts say all
those scenes are too violent for
kids. Others say none of them is a
problem.
“I don’t know exactly how you
define violence,” says Lynn
McReynolds of the National
Association of Broadcasters. The
new law requires all TV broadcasters to agree on a rating system.
Readers Chip In
Many kids agree that zapping
out television violence with a
V chip is not a good idea.
“This is America,” says
Corey Price, 12, of Ferron
Elementary in
Ferron, Utah.
“Producers
have the right to
make
violent
movies.”
, 10
Mike Martin,
Mike Martin
10, of P.S. 107 in
DOES TV MAKE KIDS VIOLENT?
Brooklyn,
NY,
The goal of the V-chip law is to cut
claims that his parents “have
down on the amount of violence in
enough confidence in me”
society. Some experts think TV
violence may make kids more likewhen it comes to TV.
ly to behave violently themselves.
Classmate Ursula Campos, 9,
But many others say factors
says her parents control
besides TV make kids vioher television viewing.
lent. “If the President
“They don’t let me
wants to have a summit on
watch things that make
violence, let’s get all the
manufacturers and sellers of
women look dumb,
handguns into Washington,”
strange and crazy, like
says Don Ohlmeyer, a presi9
os,
Melrose Place and
Ursula Camp
dent at NBC.
Beverly Hills 90210.”
A younger sibling may
WILL FAMILIES USE THE
affect
what a kid gets to watch
CHIP?
on TV. Evie Falci,
The V-chip law causes other prob10, of Brooklyn
lems. You can’t add the chip to the
TV you have. Parents would have
says, “My sister is
to buy a brand-new TV with a chip
7. If they used
installed.
the V chip on
Also, kids may figure out how
her, I couldn’t
to change the chip’s settings. “Kids
Evie Falci, 10
watch
the
will learn to program it as fast as
shows I want.”
their parents,” former House
Speaker Newt Gingrich said.
Kids and grown-ups who
But Gingrich thinks there
want to keep the right to
might be a more effective way to
choose the shows they watch
cut down on the violence kids see
should fight the V-chip law.
on television: “If they did two
hours of homework every night,
they’d be watching less television.”
PHOTOS: WILLIAM NEUMANN FOR TIME FOR KIDS
Level 4
©TIME Inc.
Reader’s Response
1
Do you think most parents
would use the V chip if they had
one in the television set? Why
do you think as you do?
2
In addition to the reasons given,
what other reasons do you think
TV bosses have for opposing the
V chip?
3
Summarize Don Ohlmeyer’s
attitude toward V chips. Is his
reasoning logical?
4
What do you think is the best
reason for getting rid of the
V-chip law?
5
If you were to argue in support
of the V chip, what reasons
would you give?
Writer’s Response
1
Why do you think the author
chose to open the article with an
imaginary situation? Explain
why this opening was effective
or not.
2
The author put a lot of
information in this article. What
are some ways the author gave
information to the reader?
3
Why do you think the author
waited until near the end of the
article to discuss the reason
behind the V chip—the effect
violence may have on children?
4
What effect do you think
including quotes from actual
children has on the audience—
the readers?
Level 4
When I began
researching evidence to support
my viewpoint, I knew
there were just about as
CHOOSING
many different groups of
SUPPORTING
people against V chips as
EVIDENCE
there were reasons to dislike them. I tried to show
why a wide variety of people are protesting the Vchip law. I think that if my readers see why many kinds of
people dislike V chips, they will be more likely to agree
with my viewpoint.
It’s easy to understand why TV executives might be
against V chips. They want to make sure as many people as
possible have a chance to view their shows. I quickly found
statements against the V-chip law by TV bosses. But other
protesters of the V chip were more surprising. Newt
Gingrich is known as a politician who supports ‘family values.’ People might expect him to support the V chip.
Finally, I thought it was very important to hear from kids
themselves. They will be directly affected by the law. It’s
only fair to let their opinions be heard. By including
so many different opinions, I think I made my piece
more thoughtful and more convincing.
“
✏
Decide whether you
agree or disagree with the use
of the V chip. Tell why you
think as you do. Then write
what you would say to
persuade someone in your
family who did not agree
with your opinion.
”
✏
How would you
define violence? Write a definition.
Then list three examples of violence from
television shows you have seen recently that
fit your definition.
✏
A V chip is one method that tries to
protect children from violence on television.
Write a short persuasive speech in which you
describe another way to protect children from
television violence.
©2000 Teacher Created Materials, Inc.
Persuasive
6
LET’S CLEAN UP THE PLANET
FOR FUTURE GENERATIONS
Jared Stark, 9
Baylis School
Syosset, New York
Dear Mr. President,
Persuasive
6
My name is Tyler Duckworth, and I am a sixth-grade student at Liberty Middle School in
Morganton, North Carolina. I think the first thing you should do, Mr. President, is take specific action
to protect our environment. As an avid reader of books about science, I am concerned about the natural wonders of our nation and of the world being preserved both for my generation and for future generations. There are many reasons that this concerns me.
First of all, the pollution of our earth seems to be on the increase. Factories continue to pollute, cars
continue to pollute, and people continue to pollute. If this is not stopped, the human race itself may
end as we continue to destroy our air, our water, and our plants and animals. Statistics show that acid
rain is on the increase and the hole in the ozone layer is widening at an alarming rate. Too little is being
done to stop pollution. I feel action must be taken now, before it is too late.
Secondly, our land must be preserved. The national parks and wildlife refuges must be protected.
Strict laws should be passed so that all these areas are kept safe.
Also, the land in the rain forests is essential to our survival. Each year, more and more land in the
rain forests is destroyed. If man continues to destroy the rain forests, the species present in them and
the plant life present in them can never be replaced. Action must be taken, and it must be taken now,
and the action taken must be firm and bound by law.
I believe that you, Mr. President, care about our country. You have stated in many speeches that I
have listened to and in many articles that I have read that you care about our environment. It is essential that you, as our leader, do what is necessary to preserve the earth for future generations.
In my dad’s office, he has a quote that reads, “We do not inherit the earth from our ancestors; we borrow it from our children.” That too is my belief as a 12-year-old citizen of the
greatest country in the world—the United States of America.
Mr. President, I ask you to please act now to save our country and our world.
Sincerely,
Tyler James Duckworth, 12
Liberty Middle School
Morganton, North Carolina
Level 4
©TIME Inc.
Reader’s Response
1
How would you describe Tyler’s
feelings about pollution of the
air, water, national parks, and
rain forests?
2
Which detail in the letter do you
find most alarming? Explain
why.
3
Do you think the President
would pay close attention to this
letter and cartoon? Explain why
or why not.
4
Which part of Tyler’s letter do
you think the President would
find most convincing? Explain
why.
5
What can you and other kids do
to help clean up the planet?
Writer’s Response
1
What information does Tyler
give about himself to show that
he is knowledgeable about the
environment?
2
What details does Tyler use that
appeal to his readers’ emotions?
3
Tell how Jared’s cartoon
supports what Tyler has written.
There is an old fable
about a contest between
the sun and the wind.
They both tried to make a
GETTING
man take his coat off.
THE READER
The wind blew as hard as
ON YOUR
it could, but the man just
SIDE
held his coat tighter. The
sun shone gently. Soon
the man got warm and
took off his coat. When
you try to persuade someone to do something, try being
like the sun. Being nice and positive usually works better than being pushy.
In his letter to the President, Tyler takes time to get
the reader on his side. He says positive things about
him: “I believe that you care about out country.” Tyler
says that he is proud to be an American citizen. He
calls the United States “the greatest country in the
world.” Tyler puts his reader in a positive mood. An
angry tone or an accusing tone can upset the reader.
But a positive tone makes the reader want to listen to
the writer’s ideas. Being polite and upbeat shows that
a writer is using reason instead of emotion to be persuasive.
✏
Write an open letter to your
classmates. Explain why they should
work in their own neighborhoods to
fight pollution and save plants and
animals. Include facts and specific
ways kids can help.
✏
Suppose you were invited to
the White House to discuss an issue
that concerns you. Write a dialogue
of your conversation with the
President. (A dialogue, like a play, tells
what each person says.)
✏
4
Why do you think Tyler included
the quote form his father’s
office?
In the library or on the Internet, find out more about
the rain forests. Then imagine you have visited a rain forest.
Write a postcard with details about the sights, sounds,
smells, and feelings you experience there.
5
What suggestions would you
make to Tyler about making his
letter more convincing?
Imagine you are living 50 years in the future. Think
about whether the world’s environment will have changed
greatly or stayed about the same. Write a description telling
what the air, water, land, and plant and animal life are like.
Level 4
✏
©2000 Teacher Created Materials, Inc.
7
Persuasive
WHAT DO YOU THINK?
The Question: Should kids be required to take gym class every day?
??
any kids do not get enough exercise. One study shows that fewer than one
in four kids exercises for half an hour each day. Some people want kids to
take a gym class every day. Other people say kids should exercise on their
own. They believe schools should spend money on classroom needs, not gym
class. Should kids have to take gym class every day?
M
Persuasive
7
YES
What did you do after school yesterday? Did
you ride your bicycle, play a fast game of basketball, or kick a soccer ball around the yard?
Or were you one of the many kids who “vegged” out, watching TV or playing video games
while eating a few snacks? Many parents,
teachers, and health professionals
think too many kids spend
their free time in
front of the TV
instead of exercising. That’s why
they think all students should participate in gym class
every day.
Daily exercise
during school
hours goes a
long
way
toward keeping kids in good
physical shape. It
also provides lots
of other benefits. Gym class
is a refreshing
change from the
c l a s s ro o m .
According to Sam
Mooney, 10, of Avon, Indiana, “Taking gym is
a good way to work off steam so that you’ll
stay calm in math class.” Gym class gives kids
a chance to exercise their bodies as well as
their minds. It takes their minds off the pressures of learning for a while. They go back to
class ready to concentrate again.
Like other classes, gym class teaches skills
that kids can use and enjoy for the rest of
their lives. They learn to play games like basketball and softball that they can still play
when they’re adults. Participating in sports
and getting into good shape can be one of
life’s biggest pleasures. As Jennifer Solis, 11, of
Clint, Texas says, “Gym is fun!”
Level 4
?
ILLUSTRATION BY DARYLL COLLINS
?
??
NO
“Instead of gym class, kids should
spend time learning math and science. That will help them more in the
future.” This comment by Janelle
Mikulca,
11,
of
Hazleton,
Pennsylvania, sums up the opinions
of many students, parents, and teachers. They think daily gym classes
are unnecessary. As Jennifer
Esquibel,
13,
of
Westminster, Colorado,
says, “Schools should
spend money on classroom materials, not
gym class.”
Most school gym
classes are monopolized by the kids who are
good at sports. These kids
can play in their neighborhoods and on teams
outside of school hours.
According to Jordan
Christiansen, 13, of
Orem, Utah, “Gym
should be optional.
Some kids aren’t athletic.”
Another
student,
Matis Kleidman, 9, of
Baltimore, Maryland, says, “Gym is
tiring. It should be only twice a week.”
Kids work very hard in the classroom,
learning the subjects that will help
them the most later in life. Energy
spent on sports and exercise detracts
from the brain power they need for
learning in the classroom.
No kids or teachers think that
exercise is bad for kids. However,
many agree that requiring kids to take
gym every day is not a good idea. As
Aaron Jackman, 13, of Los Angeles,
California says, “Kids should work out
at their own pace.”
©TIME Inc.
Reader’s Response
1
Which is the most convincing
reason that kids should have to
take gym every day? Explain your
choice.
2
Which is the most convincing
reason that kids should not have
to take gym every day? Explain
your choice.
3
Decide which side of the question
you agree with. Give a reason that
is different from the ones given.
4
Do you think kids should be
allowed to decide for themselves
whether or not to take gym?
Explain why or why not.
5
One student says that kids should
spend their time learning math
and science instead of taking
gym. Has the student used logical
reasoning? Explain why or why
not.
Writer’s Response
1
The writer who is in favor of daily
gym classes begins with a
question. Explain why this is a
good opening.
2
How many different reasons does
the writer in favor of daily gym
classes give for her opinion? How
does she support those reasons?
3
The writer against daily gym
classes opened his editorial with a
quote. Why do you think he chose
this particular quote to introduce
the editorial?
4
Both writers use several quotes to
support their viewpoints. What do
all the quotes have in common?
Level 4
“You shouldn’t watch
that show because I
don’t like it.” Do you
think that statement
USING
LOGICAL
would convince someARGUMENTS
one to agree with your
opinion? Probably not.
The best way to convince someone to
agree with you is to use a logical argument. That
means that you support your opinion with several
facts and examples. It also means that you use valid
reasoning.
Suppose a writer said that kids shouldn’t have to
take gym because gym teachers are too strict. An
alert reader might respond, “Not all gym teachers
are too strict. I know three gym teachers who are
fair and not too demanding. Therefore, I do not
agree that kids shouldn’t have to take gym.” The
general statement made by that writer is not good
logic. Check every statement you make to persuade readers. Make sure it is logical!
✏
Suppose your school is
creating a new schedule of classes.
Write a letter to the principal. Give
your opinion about whether kids
should take gym every day.
Support your opinion with facts
and examples. Use good logic.
✏
At the library, find out
about an athlete you admire.
Write a character sketch of the
athlete. Include information about problems the
person has had to fight.
✏
✏
Suppose your school system is starting a new
physical fitness program. Write a radio commercial that
tells why kids should get fit.
How do you feel after an active gym class? Write
a journal entry that describes your physical and mental
state.
©2000 Teacher Created Materials, Inc.
Persuasive
8
EDUCATING
KIDS WILL
SOLVE
MANY OF
OUR
PROBLEMS
Dear Mr. President,
Martha Grace Holifield, 11,
Jackson Academy
Ridgeland, Mississippi
Persuasive
8
If you asked me what to do first, I would tell you to improve education. Education is the most important issue of all. Education can boost the economy, prevent homelessness, help stop the spread of AIDS
and help save the environment.
The President should spend more money on public schools. The money would help the schools buy
much needed computers and Internet software. In California, schools are very crowded. To help this
problem, more schools need to be built. More scholarships need to be available so students can have an
opportunity to attend college.
Education is very important. If you have an education, you can obtain a job more easily than someone who doesn’t. If you don’t have an education, you probably won’t earn a very good wage. You might
become homeless or be on welfare. Having a good education could stop homelessness and boost the
economy because more people would be working.
Education can help people know the facts about AIDS. With this knowledge, a person can hopefully make the right choice to avoid getting AIDS. In this way, education may save many people from contracting AIDS. The money saved could go into AIDS research.
Education can also help the environment. In schools, students will learn how important the environment is, and maybe they will work hard to save the earth from pollution. Students will be encouraged to recycle, reduce and reuse, therefore making the world a better place.
Just by improving education, America can help prevent future homelessness and raise
awareness of AIDS, maybe even prevent some people from contracting this extremely
deadly disease. Education can also help show us how to save our earth.
Mr. President, by improving education you will help people have a better life in
America.
Sincerely,
Maria Judnick, 11
Alex Anderson Elementary
San Jose, California
Level 4
©TIME Inc.
Reader’s Response
1
Do you agree that education
is the most important issue of
all? Why or why not?
2
How do you think education
might boost the economy or
prevent homelessness?
3
Why do you think the author
chose to write to the
President?
4
In what ways do you think
education has helped you so
far in your life?
Writer’s Response
1
2
3
What reader’s response did
the author try to evoke in the
first paragraph of the letter?
What word did the author use
to show that she realizes that
what she is saying may not
always be true?
Reread the beginning and
ending of the letter. What do
you notice? Give this writing
strategy a name.
Level 4
When writing an article in
which you state your opinions and are trying to persuade others that your opinions are worth considering,
you must use supporting
SUPPORTING
details.
DETAILS
What are supporting
details? They are facts and
reasons that support each
opinion you express. To win
people over to your side so
that they agree with your opinions, you must show them why
your opinions are good ones by giving good reasons.
In the first paragraph of the article, the author stated her
opinion—education is the most important issue—and gave
reasons why she believed as she did. Then throughout the
article she took each of her reasons listed in the first paragraph and gave more information—supporting details—
about each reason. In this way the author supported her
opinions with well-reasoned facts. She didn’t just state an
opinion and ask the reader to go along with what she thought
just because it was a good idea.
When writing opinions, start by listing at least one reason
why you think the way you do. The more supporting details
you have to back up your opinion, the stronger your argument is.
✏
To get a good education, students
must stay in school. Draw a poster
showing reasons why students should
stay in school and continue their
education.
✏
Write a letter to the President
about an idea you have. Try to
persuade the President that your idea
is a good one by giving reasons that
support your idea. Include details in
the form of facts, quotes and other data to
make your letter convincing.
✏
✏
Write an editorial on the subject of education. Choose
an issue that you think is important. Make sure the reader can
determine your opinion—and back it up with facts.
With one or more classmates, write a short skit in which
you try to persuade someone why you think education is an
important issue. Be sure to include both sides of the issue. Have
each character “talk back” to the issue. Then support your
thinking with information. You can use the article to help you.
©2000 Teacher Created Materials, Inc.
Persuasive
9
JON LOVE/IMAGE BANK
GIVE THE HOMELESS A HELPING HAND
Dear Mr. President,
Persuasive
9
The most important item to me is homelessness. This is so important because homeless people have
no shelter, food or money. Since they are very needy, they may steal, use or sell drugs and use alcohol.
They are mostly not so bad. Not all of them are homeless because they use drugs or alcohol. Some suddenly lost their jobs and couldn’t be supported by family members. Others have poor educations and
can’t get jobs. Still others have disabilities, including mental illness, or have abusive families and can’t
live at home.
The homeless need your help, Mr. President, and helping is in the best interest of the United States.
I have heard you say you are interested in stopping drug abuse and crime. It would help stop crime if
you would help the homeless, because they wouldn’t be so needy.
Another reason to help the homeless is because you are the President and you are supposed to help
the United States and its people. It would be a big help if you would help the homeless. They are
Americans too and need help. It would help everybody if the homeless were to get jobs, be productive
and pay taxes.
A way you could help is by donating money to build more homeless shelters. A good example would
be the Lutheran Compass Center in downtown Seattle, where my dad works. You could also donate
money to the existing homeless shelters to upgrade them.
Another thing you could do is find good programs to help the homeless get jobs. Also you could have
caseworkers help people who have just left the hospital and have mental-illness problems. You could
send people with drug and alcohol problems for help and check them regularly. Still another thing you
could push for is bigger tax breaks for businesses that hire more disabled people.
You are probably wondering where all this money is going to come from. It will come from the
homeless because they will be paying taxes and helping the economy with their jobs. The government
won’t have to create more programs if the homeless find good jobs. Also, there won’t
be as many drug cases for the police to deal with. You won’t have as many people in
jail, which will help with the problem of not having enough space and money.
It is a wonderful idea to help the homeless.
Sincerely,
Josh Hoyt, 10
Madrona Elementary
Seattle, Washington
Level 4
©TIME Inc.
Reader’s Response
1
What words would you use to
describe Josh’s attitude
toward homeless people?
2
Why do you think Josh is so
aware of the problems of
homeless people?
3
What do you think is the best
way to help homeless people?
4
Josh’s letter is addressed to
the President. What effect
might the letter have on other
people who read it?
Writer’s Response
1
Why do you think Josh
includes many details about
homeless people in the first
paragraph?
2
What is the purpose of Josh’s
first two paragraphs?
3
Why does Josh mention the
Lutheran Compass Center?
4
Why do you think Josh
concludes his letter with
one short sentence?
Level 4
“How?” That’s a question most people ask
several times a day. Josh
Hoyt gives a lot of good
USING
reasons
why
the
EXAMPLES
TO
President should help
PERSUADE
homeless people. But
he doesn’t stop there.
He tells the President
exactly how he could
help.
After reading the first three paragraphs of Josh’s
letter, a reader could say, “I agree that we should help
homeless people. But what can I do?” Josh was ready
for that response. In the very next paragraph, he
describes two ways the President could use money to
help the homeless. He even names a specific homeless shelter that could use more money.
Josh goes on to suggest four more things the
President can do for homeless people. He knows that
people sometimes learn about a problem and say, “If
only I knew how to help!” Josh’s examples make that
response impossible for a reader to make.
✏
Who would you like to
help? Think of people in your
community who might need
help. These could be senior
citizens, mothers with young
children or people who have
recently come from another
country. Write a letter to a
community leader proposing a
plan to help these people.
✏
Think about a time when you gave
someone a helping hand. Write a journal entry that
describes your experience.
✏
Find out about a homeless shelter in your
community. Write a letter asking how kids like you
can help. Explain why you are interested in helping
the homeless.
©2000 Teacher Created Materials, Inc.
Persuasive
10
Persuasive
10
JESSICA WECKER
GOOSEBUMPS TV
I
f you are like most kids, you like to read Goosebumps.
And you love TV. If this describes you, you won’t want
to miss watching the TV episodes of R.L. Stine’s
Goosebumps stories.
Stine is the Pied Piper of children. His books have
attracted millions of young readers. In fact, R. L. Stine
titles sell over a million copies a month! The magic carries
over to TV. What is it about these stories that makes them
irresistible?
Kids love to be scared, and Stine’s tales are scary. Kids
also love to laugh, and Goosebumps episodes make kids
laugh through a thrill of fear. They are filled with turns,
surprises, and funny jokes. Unlike most TV programs,
Level 4
Goosebumps endings are
unpredictable.
The combination of mystery, horror, and adventure is enough to grab any
kid’s interest. And your
parents can relax. The
episodes are designed to
give shivers, not nightmares. The scares are
mild-mannered.
Not convinced? Just listen! Imagine going with
Sue and Eddie for a
“Night in Terror Tower.”
As their parents attend a
meeting at the hotel,
these 13- and 11-year-olds
tour London. The kids
look forward to the tour
bus stop at Terror Tower.
This tower was a prison
and torture chamber during the Middle Ages.
At the Tower, however,
strange things begin to
happen that only Eddie
and Sue can see. Wax figures begin to move as if
real. The only children on
the tour are also the only
ones to hear ghostly
warnings. Then the guide
tells a tale about a prince
and princess sentenced to
die in the tower five hundred years ago. Without
warning, the children
find themselves separated from the group.
Stranger and more haunting things happen to Sue
and Eddie as they are drawn toward the fate meant for
the prince and princess.
That’s too fantastic for you? “Welcome to Camp
Nightmare” brings viewers into a scene that is familiar to
many kids. At first Camp Nightmoon seems like the summer camp of Billy’s dreams. It has basketball, archery,
and a big lake. Then really weird stuff starts happening.
Billy is worried about a mysterious, vicious beast called
Sabre. Fellow campers start disappearing, one by one.
Mike is bitten by a snake. Roger is attacked by a creature
in the woods. Then Jay and Colin disappear in the lake.
Afraid he is next, Billy is determined to find out what is
going on.
These episodes, and many others, offer kids eight and
older a hair-raising-ly fun getaway. Kids are tuning in. So
should you. Stine spins just as good a tale on TV as on
paper.
©TIME Inc.
Reader’s Response
1
If you don’t like R.L. Stine
books, do you think you still
might like the TV show?
2
Do these TV shows sound
scary? Why or why not?
3
Based on these descriptions,
do you think adults would
enjoy Goosebumps TV
shows?
4
The author says that these
shows “give shivers, not
nightmares.” What does this
mean?
Writer’s Response
1
The author calls Stine “the
Pied Piper of children.” What
does this comparison make
you visualize?
2
The review is intended for
kids. Why do you think the
author included information
about how parents will react
to Goosebumps TV?
3
The writer includes the
phrases “laugh through a
thrill of fear” and “hairraisingly fun getaway.” What
effects do these phrases
have?
Level 4
“
To
persuade
someone to do
something, you
have to give them good
reasons. I knew I had four
PERSUASIVE
good reasons for kids to
watch Goosebumps TV:
REASONS
popularity, fright, laughs,
and adventure.
The Stine name is
gold: it is familiar to kids,
who gobble up his books.
However, I thought readers might not realize just how
many kids read them. The fact that kids buy over a million
of his books a month is impressive. It suggests, “These must
be really good!” It would make readers think, “I’m missing
something.”
I decided to give twin billing to the scary and funny
aspects of Stine’s stories. Combining these seemingly opposite elements should increase interest and might multiply
curiosity many times over.
I thought the best way to represent adventure was to
briefly describe adventures experienced by two sets of characters. By leading readers into the baffling situations of Sue
and Eddie and Billy and not telling how the mystery turns
out, I hoped to heighten curiosity even more. This
increased the chances that readers would make an
effort to tune in the Goosebumps programs.
”
✏
Think of a scary story you
have read or program you have
watched. Describe some of its
action, but don’t give away too
much. Try to hook your readers so
they will want to read or watch it.
✏
Imagine your class is
putting on a “Hall of Horrors” fun
fair. Write an announcement to
be read over the intercom that
will make students want to attend the fair.
✏
Draw a picture to illustrate a poster
advertising either “Night in Terror Tower” or
“Welcome to Camp Nightmare.” Complete your
poster by adding descriptive details about the
episode.
✏
Find out more about the “brains” behind the
Goosebumps stories. Write a biographical sketch
about R.L. Stine.
©2000 Teacher Created Materials, Inc.
11
Persuasive
MORE WHAT DO YOU THINK?
The Question: Should kids be cut from a school sports team?
S
?
?
Persuasive
11
ome people believe that every kid who wants to play on a school team
should be allowed to join. These people say that a “no-cut” rule would
encourage more kids to try sports. Other people say kids should be cut
so that only the best players represent a school. Also, kids who have to compete for a spot might work harder to improve. Should kids be cut from school
teams? What do you think?
??
YES
NO
People love to root for their favorite team,
whether it’s a professional baseball team or
a school soccer team. They want the
team to include the best players
so that it can proudly compete
with other teams. As Steven
Juedes,
11,
of
Schenectady, New York
says, “A school should
be represented by its
best athletes.” That’s
why school sports
teams should cut
the kids who are
not as strong in
the sport as others.
At
many
schools, so many
students want to
join teams that
there’s a problem
with overcrowding.
“Teams get too crowded without cuts. Then
many kids don’t get to play.
No one wants to be a bench warmer!” says
Kristen Avery, 13, of San Luis Obispo,
California. Sitting on a bench all season is
no better than not playing the sport at all.
Bench warmers would be better off trying
another sport.
Getting cut may not be pleasant, but it
helps kids learn grown-up lessons. “Getting
cut prepares kids for the future. No one
gets every job he wants,” according to Drew
Fong, 12, of San Jose, California. “A kid who
is cut should work to improve his skills.
That would give him a better chance of
making a team next time,” says Steve
Kordek, 13, of Elgin, Illinois.
“All kids should have the right to play
on a school team. The most important thing is not winning, it’s
having fun.” This comment by Sam Reals,
10, of Napolean,
Michigan, states
the best reason for
not cutting kids
from school sports
teams. Playing an
interesting sport,
improving your
skills, and making
new friends are all
part of the fun of
school teams. Why
should only the most talented athletes get to have
this fun?
Getting
cut
from a team is an
upsetting experience
that no kid should
have
to
suffer
through. “I was cut
from my school basketball team after working for
more than two years to make it!”
says Houston Bolin, 13, from Dallas,
Texas. “A kid who is cut might not try
out for other sports. He may be afraid of
failing,” says Nate McKanna, 12, of
Delphos, Ohio.
Everyone knows that only a few special athletes will be pros someday. But
school sports are not professional.
There should be plenty of room for kids
who want to have fun and improve their
skills as well as for the talented athletes
who may go on to become pros.
Level 4
ILLUSTRATION BY DAVID BAMUNDO
?
©TIME Inc.
Reader’s Response
1
What good effects can being on a
school team have for kids?
2
Do you think being on a school
team can have any bad effects for
kids? What are they?
3
Do you agree or disagree with
Kristen Avery? Would you like to
be on a team even if you had to sit
on the bench? Explain.
4
What do you think is the most
important part of playing a school
sport?
“Just the facts, please.”
Facts work hard when you
want a reader to accept
your point of view. Still,
USING
there are times when a
PERSONAL
personal example helps
EXAMPLES
make your point. For
example, a writer could
use many kinds of facts to
persuade readers that kids
should not be cut from school teams. The writer could discuss the good effects sports have kids. He or she could list
statistics about how many kids play school sports. But suppose the writer described his own feelings when he or she
got cut. A personal story would be lively and interesting. It
could make a reader understand the feelings connected to
the issue.
Cutting kids from teams has a personal effect on people.
Kids who are cut may feel hurt, disappointed, or left out.
On the other hand, they may feel encouraged to try another activity or to work harder at the sport. A good writer
might use several facts about school sports. Then he or she
could use one or two stories of students who got cut.
Getting personal can be very persuasive!
Writer’s Response
1
The writer who supports cutting
kids from school teams begins with
a general statement. Do you think
the statement is a good choice to
begin the editorial? Explain why or
why not.
2
The first writer admits that getting
cut “may not be pleasant.” Do you
think the writer should have
included this idea or not? Explain.
3
The second writer includes a quote
from a student who has
experienced getting cut. Explain
why this is or is not good
supporting evidence for the
writer’s viewpoint.
4
What positive words does the
second writer use to describe
school sports? What negative
words does the same writer use to
describe getting cut from teams?
Level 4
✏
Pretend the sports team
coaches in your school district are
having a meeting. They want
several students to talk about
whether kids should be cut from
teams. Write a speech in which
you express your opinion. Use
facts and examples, including
personal examples, to support
your opinion.
✏
Write a letter to an athlete
you admire. Explain why you admire him or her. Ask
about his or her experiences playing sports in school.
Ask about his or her opinion on the question of cutting
kids from school teams.
✏
Suppose a good friend who is an average soccer
player is deciding whether or not to try out for the
school soccer team. Write a note telling him or her your
opinion about trying out. Support your opinion with
examples.
©2000 Teacher Created Materials, Inc.
Persuasive
12
ROBERT NICKELSBERG FOR TIME
INDIA’S
REJECTED
Untouchables are
fighting for rights
Persuasive
12
I
n the dark night of southern
India, the wind carried an unmistakable sound: a lone woman was
crying. The woman cradled her murdered husband’s body.
Why had the man been killed? He
had dared to raise his voice against
injustice. As an “untouchable,” a
member of India’s lowest class, he
was not allowed to cross the invisible
barrier that separates his class from
the rest of society. That evening as he
sat watching his village’s outdoor TV,
the other villagers killed him for stepping over the line.
Many of India’s 940 million people
are Hindus (hin-dooz). The Hindu
faith teaches that people are born into
separate social classes, or castes
(kasts). At the very bottom is the
untouchable caste.
Hindus believe a person’s actions
in a past life determine what caste he
or she is born into. There are four
main castes. Over the centuries, they
have been divided into 3,000 subcastes. Traditionally, caste could
determine whether a family’s children became doctors or beggars or
priests. Untouchables have the worst
jobs. They burn dead bodies, skin animals and clean public toilets.
In parts of India, untouchables are
still seen as barely human. They are
forbidden to enter temples or drink
from the same wells as higher-caste
members. In some villages, untouchables aren’t even allowed to use an
umbrella!
FIGHTING BACK
Now after 2,500 years of oppression,
India’s 150 million untouchables, or
Dalits (da-liths), as they prefer to be
Level 4
A mother weeps at the spot where her
son was murdered. He had spoken out
for the rights of India’s lowest class.
called, are fighting back. Dalit means
“the oppressed” in Hindi. The Dalits’
weapons are education, votes, and
sometimes violence.
Dalits make up one-sixth of India’s
population. A few have managed to
rise to top places in society as politicians, lawyers or scientists. One who
did was Bhimrao Ramji Ambedkar, an
author of India’s constitution.
Ambedkar worked with the great
reformer Mahatma Gandhi to bring
independence to India. Ambedkar
wanted to destroy the caste system
through democracy.
In 1997, for the first time, a Dalit
became India’s President. It is a mostly ceremonial job; the Prime Minister
has the real power. But the breakthrough has given Dalits hope.
“Change is now so rapid that in a few
years, we will have a Dalit Prime
Minister,” predicts Mayawati, a Dalit
politician.
For many Dalits, change is not
coming fast enough. In India’s villages, Dalits are turning to violence,
and the upper castes are striking
back. Hardly a day goes by without
caste killings. “My generation is fighting,” says Sri Prakash, a Dalit whose
house was burned in a caste feud.
Instead of risking battles, many
Dalits are moving to big cities. Jobs in
cities give them a chance to earn
money and escape from some class
barriers. Money rather than weapons
may be the Dalits’ best tool for breaking up the ancient system of discrimination. Says a Dalit man who now
lives in comfort in a city: “The priests
stop us from going into the temple,
but their sons come into our house
because they want to watch our TV.”
©TIME Inc.
Reader’s Response
1
How does India’s caste
system encourage
discrimination?
2
Why do the untouchables
have the worst jobs?
3
Why do the untouchables
prefer to be called Dalits?
4
How can education and
money help the position
of the Dalits?
Writer’s Response
After I wrote my
first draft of this
article, I knew I
had a problem. The article
was supposed to fill a single
REVISING
page, but I had written at
least two pages of text! With
no illustrations! The Hindu
religion, India’s caste system
and the Dalits’ place in
Indian society—these are
complex and difficult subjects, and to explain them adequately I
felt I had to include a lot of details. Well, I may have done a good
job of explaining them, but I had too much copy. So what did I
do? I revised my draft.
In my first draft, my explanation of the caste system and
Hindu religion was twice as long. I deleted some sentences and
combined others; I took out information that was interesting but
not directly related to the connection I was trying to make,
namely, how the caste system fits into the Hindu religion. In my
first draft, I had many more examples of what the untouchables
are forbidden to do. I carefully selected what I thought were the
three most powerful examples—and reluctantly threw out the
others. Revising is a very hard task for a writer. You want
to keep all your words, but revising can make your writing stronger, tighter, clearer.
“
✏
What details does the writer
include to show the situation
of the untouchables? Why did
the writer choose those
particular details?
Imagine you are Mayawati,
the Dalit politician. Your party
wants you to write a speech to be
delivered in Parliament stating
Dalits’ hopes for the future.
2
Why does the writer begin the
article with the story of the
murdered untouchable?
3
The writer used three
quotations by Dalits. What
point does each quotation
support?
Imagine you are Sri
Prakash, the young Dalit who
believes in fighting back. The
other Dalits in your village want
you to write a speech outlining
Dalit demands.
4
Why does the writer end the
article with a quotation? Why
did the writer use that
particular quotation?
1
Level 4
”
✏
✏
Dalits want change in their
country; some think change will come through
votes and money, some favor violence. What you
think the Dalits should do? Write a paragraph
stating and supporting your opinion.
✏
You are writing a letter to a friend and you
want to tell about this article that you just read.
Write a summary of the article in as few sentences
as possible to include in the letter.
©2000 Teacher Created Materials, Inc.
Persuasive
13
A Review of
HARRY POTTER AND THE SORCERER’S STONE
Harry Potter’s author J.K. Rowling
Persuasive
13
JESSICA WECKER
S
ome books are fun because they are so true to life. You
can easily identify with the characters. Other books take
kids to an imaginary universe. From fairy tales to Alice
in Wonderland to The Chronicles of Narnia, they create a new
world that’s similar to our own, but with magical differences.
A great new series of books about a boy named Harry Potter
creates a fantasy world that kids will love to visit.
J.K. Rowling’s first book about Harry is called Harry
Potter and the Sorcerer’s Stone. Harry lives in a place that
seems in some ways like modern-day Great Britain. Harry
has problems like real kids. His parents died when he was a
baby. He doesn’t get along with the aunt and uncle he lives
with. His cousin is a spoiled brat and a bully. However,
Harry’s family is more like the wicked stepmother and stepsisters of “Cinderella” than the strict parents of realistic stories. For example, Harry’s aunt and uncle give their son
Dudley two bedrooms: one to sleep in and one to keep his
extra toys in. Harry has no toys and must sleep in a cupboard.
Level 4
Harry, though, has magical powers. He also has
some very unusual adults on his side. For example,
Hagrid is a giant twice as tall as normal men. When
Harry’s aunt and uncle keep Harry from getting important mail about his future, Hagrid steps in.
Harry finally escapes from his awful aunt and
uncle. He is sent by friends of his parents to a school
called Hogwarts. Hogwarts has unusual classes involving magic. However, it also includes strict rules and
competition among students that real kids experience.
The most popular game at Hogwarts is Quidditch, a
kind of hockey played on flying broomsticks.
Kids will root for Harry, who is brave and smart but
not perfect. Will Harry find the Sorcerer’s Stone? Will
his team win at Quidditch? Most importantly, will the
headmaster, Albus Dumbledore, tell Harry what really
happened to his parents? Kids will love the fantasy
world in this book.
©TIME Inc.
Reader’s Response
1
Why do you think kids like to
read books that have
elements of fantasy?
2
Do you prefer to read stories
that are realistic or ones that
are fantasies? Explain your
answer.
3
Which detail about this Harry
Potter book do you find most
intriguing? Explain why.
4
After reading the review, do
you want to read Harry Potter
and the Sorcerer’s Stone?
Explain why or why not.
Writer’s Response
1
Why does the author mention
several other books and
stories, such as Alice in
Wonderland?
2
What opinion does the author
express about Harry Potter
and the Sorcerer’s Stone?
3
How does the author support
her opinion of Harry Potter
and the Sorcerer’s Stone?
4
Why do you think the author
asks several questions about
the book in the conclusion of
the review?
Level 4
When a writer reviews a
book, he or she tries to
give readers an idea of
what happens in the
DESCRIBING
story. Readers want to
A BOOK’S
know a little bit about
PLOT
the plot of a book as well
as about the setting and
characters.
However, a good
reviewer tries to give only a few important details
about a story’s plot. The writer doesn’t want to spoil
the suspense for the reader by giving away major plot
elements. Also, telling everything that happens would
be boring and would take too much space.
The author of the review of Harry Potter and the
Sorcerer’s Stone tells about the main things that happen to Harry in the book. She says that his parents die,
he goes to live with his mean aunt and uncle, and he
goes away to boarding school. The writer ends the
review with some questions that give hints about what
happens to Harry. The questions also make the reader
curious about how the book will turn out.
✏
Suppose a friend tells
you that he or she does not like
to read books that include
fantasy in its characters,
setting, or plot. Write a review
of a book you have read that
has fantasy elements. Use
details to persuade your
friend to read the book.
✏
If you wanted to write
a story with elements of fantasy, where would
the story be set? Write a description of an
imaginary place for a story. Include details
about the sights, sounds, smells, and feelings
of the place.
✏
Write a story about your school. Include
details that make your story a fantasy.
©2000 Teacher Created Materials, Inc.
Persuasive
14
AMAZON ALERT!
T
Brazil admits it must act to save the rain forest
he lush Amazon rain forest stretches about 2.7 million
square miles. Brightly colored parrots, swift jaguars
and fierce piranhas make their home in the tropical
forest and its many rivers. Monkeys swing among high
branches and vines. The Amazon holds one-fifth of the
planet’s freshwater supply and the world’s widest variety
of life.
For decades, this wildlife wonderland has been
shrinking as farmers and others clear the land. Brazil’s
government has confirmed what environmentalists have
feared: the 1990s were a terrible decade for the rain forest. According to newly received information, the
destruction of the forest in Brazil reached record levels in
1995. In that year alone, 11,200 square miles were burned
or cleared. That’s nearly twice what was lost in 1994.
Overall, one-eighth of the giant rain forest has been
destroyed.
The bad news from Brazil was followed by a ray of
hope. Brazil promised last week to do a better job enforcing laws that protect its natural treasure.
CRACKING DOWN ON CRIMINALS
WHO’S KILLING THE FOREST?
Loggers, miners, and farmers from Brazil and nearby
countries have been rapidly moving into the Amazon
since the 1960s. Some cut down trees for wood and paper.
Yearly Rain Forest Loss
To slow down deforestation, Brazil decided to get tougher
on people who abuse the Amazon. In 1996 Brazil placed
limits on clearing land in the region. But officials did not
always enforce the laws. Now those who damage the rain
forest will be punished with big fines and ordered to
repair the damage. “This can make a big difference,” says
Schwartzman. “There is hope.”
ERALDO PERES/AP
14
Others simply burn the
forest to clear the land.
Construction of roads and
airplane runways has also
damaged the region. The
loss of trees is called deforestation.
Space satellites regularly
take pictures of the Amazon.
The information released by Brazil was based on these
pictures. Deforestation slowed down in 1996 and 1997, but
that’s not necessarily because people were protecting the
forest. It’s because heavy rainfall made it harder to burn
trees. “These numbers are no reason to celebrate,” admits
Brazil’s Environment Minister Gustavo Krause.
Stephan Schwartzman of the Environmental Defense
Fund calls the pace of destruction “alarming.” He and
other scientists are worried that they will run out of time
to study the plants and animals of the rich forest. “The
great tragedy is how much isn’t known,” he says.
12,000
10,000
8,000
square miles
Persuasive
6,000
4,000
2,000
0
’90
’91 ’92 ’93 ’94 ’95 ’96 ’97
(estimated)
Source: INPE
Up in smoke: South American farmers burn the rain forest to clear the land. The fires destroy the world’s richest habitat.
Level 4
©TIME Inc.
Reader’s Response
1
Why is Brazil’s rain forest
considered the world’s richest
habitat?
2
Why are farmers and others
burning the forest to clear the
land?
3
Based on this article, are you
concerned about the destruction
of the rain forest? Why or why
not?
4
If you reported this story on a
radio station, how would you read
the story on the air? Think about
your tone of voice and the
emotion you would express.
5
The information I
used in my article
came from a report
released by the Brazilian government. The report was very
PRESENTING
long and filled with facts and
FACTS AND
statistics. It was part of my job
STATISTICS
as a writer to pick out the facts
and statistics that were the most
useful or revealing and to figure
out the best way to present
them in a short article.
I wanted to provide an
overall picture of Brazilian deforestation in the 1990s. I made the
statement: ‘the 1990s were a terrible decade for the rain forest.’
Now I had to back up that statement. But it would be very boring to say, ‘In 1990 4,000 square miles were destroyed, in 1991
another 4,000 square miles were destroyed,’ and so on. So I
focused on a few statistics: I mentioned the year with the most
destruction, compared it to the year before, and then gave the
overall percentage of destruction. I also explained the reasons
behind the declining numbers in 1996 and 1997—important
background information. But the complete year-by-year rates
were best presented in a graph in which a lot of information can
be given in a small space and placed outside the text. As
a writer you don’t want to bore your readers—so you
present the strongest information that helps support
your argument.
“
Writer’s Response
1
What words and phrases does the
writer use in the first paragraph to
bring the rain forest to life?
2
How do the headline and
subheads reinforce the message
of the article?
3
Why does the writer include a bar
graph showing yearly rain forest
loss? What effect does the graph
have on the reader?
4
Why did the writer use the phrase
“ray of hope” in the third
paragraph and then repeat the
word hope in the quotation at the
end?
5
5
Why did the writer use the words
feared, alarming, and tragedy?
How would you describe those
words?
Level 4
✏
Write a letter to the editor of a
newspaper or magazine expressing
your opinion about the destruction
of Brazil’s rain forest and Brazil’s
plan for stopping deforestation.
”
✏
Imagine you are the
president of the Loggers’
Association. Write a speech
opposing Brazil’s new gettougher policy and defending the
actions of the loggers, miners, and
farmers in the Amazon.
✏
Pretend you are a reporter who covers
environmental issues for a local TV station. Write a
report about rain forest deforestation and Brazil’s plan
to stop it that will fit in the 15 seconds you have been
allotted in the evening newscast.
✏
As a tourist, you visit the Brazilian rain forest.
Write a journal entry in which you describe the rain
forest and your reaction upon first seeing it.
©2000 Teacher Created Materials, Inc.
Persuasive
15
PHILIP GOULD/CORBIS
MUG SHOTS/GABE PALMER/THE STOCKMARKET
SCHOOL UNIFORMS A GOOD IDEA
Dear Editors:
Persuasive
15
I think kids in our public schools should wear uniforms. My school includes grades
6–8. Last year, for the first time, everyone was required to wear uniforms. At first when my friends and
I heard the word uniforms, we pictured something serious and uncomfortable like blazers or something.
It turned out that the uniforms consisted of navy blue pants and a white top. Kids actually can have variety in their clothes, especially with their tops. They can wear just about any style of shirt or sweater as
long as it is white and fits properly.
My friends and I have decided that we like uniforms for a lot of reasons. There’s no stress about having the “right” clothes to wear to school. You can spend your money on CDs and fun activities instead
of saving up for the “cool” new styles, which seem to change every week. (If you really love clothes, you
can spend your money on outfits to wear on the weekend.) When you get up in the morning, you don’t
have to spend time choosing clothes that go together and that will look different from what you wore
the day before. Nobody makes fun of others because their clothes are “different.”
Maybe it’s just my imagination, but the atmosphere at school seems a lot calmer. Kids concentrate
more on their ideas in class instead of deciding who’s cool or not based on their outfits. It doesn’t seem
as if everyone is alike, like some of my friends were afraid of. It turns out that being unique is based on
more than wearing a fashionable pair of pants!
Sincerely,
Mary Barton, 12
Jefferson Middle School
Level 4
©TIME Inc.
Reader’s Response
1
Why do you think more and
more school systems are
requiring students to wear
uniforms to school?
2
Name a few reasons why some
students do not like the idea of
wearing uniforms to school.
3
Do you agree that school
uniforms are a good idea?
Explain why or why not.
4
What is your favorite outfit to
wear to school? Explain why you
like it.
Writer’s Response
1
What is the writer’s purpose for
writing her letter?
2
The writer of the letter describes
her personal experiences. Do
you think this works well to
accomplish her purpose?
Explain why or why not.
3
The writer describes how she
felt about uniforms before she
wore them. How does this help
accomplish her purpose?
4
What words does the writer use
in the first paragraph to indicate
negative attitudes about
uniforms?
Level 4
Have you ever had an experience that made you feel
strongly about an issue?
People who have known vicUSING
tims of violence may speak out
PERSONAL
against handguns. People who
have had accidents in cars,
EXAMPLES
buses or airplanes may support
TO
laws for safer transportation.
PERSUADE
People are likely to have strong
feelings about an issue in
which they are personally
involved.
The writer of the letter to the editor about school uniforms has
personal experience with her topic. She disliked the idea of school
uniforms and then changed her mind when she had to wear one.
Because she goes to a school that requires uniforms, she knows
more about the topic than students who have never worn uniforms.
Personal experience makes her arguments persuasive and interesting.
“I was surprised that my ideas about uniforms changed after I
started wearing them. I wanted to tell other kids that maybe they
should think again about their prejudice against uniforms,” said
Mary. Follow Mary’s example the next time you have an experience
with an issue that people disagree about. Express your opinion by
writing a letter to the editor of a school or community newspaper.
Use examples from your own life to persuade your readers.
✏
For one week, read the
letters to the editor in your local
newspaper. Choose one of the
letter topics that you feel
strongly about. Write your own
letter to the editor expressing
your viewpoint. You may wish
to include personal examples to
support your opinion.
✏
With three classmates,
plan a debate about requiring students to wear
uniforms. Have two students find evidence to
support uniforms and two find evidence against
uniforms. Write notes for your side of the argument
and then have the debate.
✏
Write a friendly letter to Mary Barton.
Explain why you agree or disagree with her opinion
about school uniforms.
©2000 Teacher Created Materials, Inc.
Persuasive
16
E
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A
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M
SFIL
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A
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ES
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THE PHANTOM MENACE
Worth the Wait
Not So Great
ver since the last of the first Star Wars trilogy, The
Return of the Jedi, came out in 1983, fans have been
waiting for George Lucas’s next Star Wars movie.
Expectations were high, really high. Lucas himself said,
“Expectations are so high that no matter what, for some
people we’ll never make it.” He can relax now; Star Wars:
Episode 1—The Phantom Menace is a more than worthy
addition to the Star Wars saga.
The movie has all the basic elements that make it a
George Lucas movie: the young hero, the woman of royal
birth, the mentor, the sidekick, the truly frightening villain. Characters from the first trilogy are back—Obi-Wan
Kenobi, Yoda, the Emperor. And there’s lots of action—a
10-minute pod race and battles, including light-saber
duels and a climatic clash between the bad guys and the
good guys.
But The Phantom Menace is also new and fresh.
Computer technology has at last caught up with Lucas’s
imagination, and he made great use of its capabilities. A
golden underwater city, a mind-boggling assembly chamber, a spectacular capital city—image after image appears
in fantastic scope and detail. And for the first time, there
are completely computer-generated characters, such as
Watto, a con man who flies like a bee, and Jar Jar Binks, a
frog boy with long, floppy ears, whom Lucas says is “the
photo-realistic character that acts.” Just as the constructed sets and their computer enhancement are a seamless
blend, so too is the interaction between the live actors
and the computer-generated characters. Add to all that a
story that starts the hero on the road to his destiny, and
you have a great movie. Bring on Episode 2!
equels (or prequels) always have a problem: they
have to equal, if not better, what came before—an
often difficult task. Add to that the way the original
Star Wars movies have been absorbed into our popular
culture and the task moves from difficult to impossible.
Could George Lucas do it? The answer is: not really.
It’s not entirely Lucas’s fault. The hype and hoopla
over Star Wars: Episode 1—The Phantom Menace, the
fourth Star Wars movie and the first since 1983, had
raised expectations that no movie could possibly meet.
But there’s more to the problem than that.
Much has been made of how Lucas had waited for
computer technology to become advanced enough to do
all the things he visualized for this movie. The result:
Most of the movie is digitally enhanced or created. It is
spectacular to look at. You can’t help but admire the skill
that went into making the underwater city, the assembly
chamber, the capital city on Naboo. But can you really get
involved in the story if you’re busy noting the computer
effects?
Actually, that’s not really an issue because there’s not
much story to get involved in. The plot is both underdeveloped and confusing. The live characters aren’t very
interesting either. They’re hard to care about, even
though we have known some of them for a long time!
Also, they suffer from playing second fiddle to the computer-generated characters and special effects. Some of
the computer characters have larger parts than they
should. Case in point: the annoying and virtually impossible to understand Jar Jar Binks. Where’s a hook when
you need one?
Persuasive
16
E
Level 4
S
©TIME Inc.
Reader’s Response
1
What are some of the
advantages of computer
technology in movie making?
What are some of the
disadvantages?
2
Does one of these reviews
change your mind about the
film? Does it make you want to
see it again or glad that you
never saw it? Explain.
3
Do you think that all the
publicity for the movie raised
expectations too high? Why or
why not?
4
What are the principal areas of
disagreement between the two
reviews?
Writer’s Response
A contraction is a combination of two words, formed by
omitting a letter(s) and putting an apostrophe in its
place. For instance, it is
becomes a contraction by
removing the second i and
CONTRACTIONS
inserting an apostrophe to
create it’s. Similarly, there’ll is
a contraction for there will
and isn’t means the same
thing as is not.
We use contractions all
the time when we speak, but when should we use them in writing? The best way to answer this is to ask yourself, “Who is my
audience?” If the answer is “someone I’m friendly with or feel
that I know pretty well,” then use contractions. If you are writing
for someone you don’t know well, or if you are trying to make a
serious point to someone who is important to you, however, then
spell out the words without contractions. When people write a
letter applying for a job, they do not use contractions, just as they
dress up for the job interview. Afterwards, they change into their
old clothes and e-mail their friends about the experience, using
all the contractions they want!
In these reviews of The Phantom Menace, the writers used
contractions because they want to give the impression that they
are talking to you in an informal manner. They are not telling you
what to think. They are giving their opinions, like friends who
have just seen the movie.
✏
Suppose that George Lucas, the
director of The Phantom Menace, had
read both of these reviews. One of
them moves him to respond. Which
one would he answer and how would
he agree or disagree? Write his reply.
1
Where do both authors first
express their opinions about the
movie? Why do you suppose
they do this?
2
What did the second reviewer
like about the film? Does this
weaken or strengthen his or her
main point? Explain.
3
Choose an adjective from each
review that you feel sums up the
reviewer’s opinion. Explain your
choice.
Design and write a newspaper advertisement for The
Phantom Menace. Consider using quotes from reviews and
brief descriptions of what the viewer might expect to see.
4
Why does the writer of the first
review start paragraph three
with the word “But”?
You want a job—any job—on the next Star Wars
movie. Write a letter offering your services to George Lucas.
First make a list of your talents and skills, then focus on
those that you think will appeal to Lucas.
Level 4
✏
People often talk about
movies after they leave the theater.
Write a dialogue between two
friends, one who enjoyed The
Phantom Menace and one who did not.
✏
✏
©2000 Teacher Created Materials, Inc.
Persuasive
17
Gulf of
Mexico
Caribbean Sea
MEXICO
GUATEMALA
HONDURAS
Guatemala
Tegucigalpa
EL SALVADOR
NICARAGUA
Managua
Pa
ci
fic
COSTA RICA
PANAMA
Oc
ean
A Honduran woman
and her grandkids
now live in an emergency shelter.
MEREDITH DAVENPORT/AFP
SWEPT AWAY BY MITCH
The hurricane’s legacy is homelessness and hunger
A
Persuasive
17
7-year-old boy named Juan Pablo
spoke softly when he was introduced to President Bill Clinton.
“I lost my whole family,” he told the
President. “I miss them, my mama and
my papa.”
Juan Pablo became an orphan when
Hurricane Mitch tore across his village in the country of Nicaragua.
The heavy rains sent a sea of
mud sliding down a nearby
volcano, burying farms and
homes. Juan was buried in
mud up to his neck for two
days before being rescued.
Now he lives in a tent
camp along with a thousand other people left
homeless by Hurricane
Mitch.
President Clinton visited Juan’s ruined village and
many others like it on a fourday trip to Central America.
He brought some money, supplies and words of encouragement.
A homeless Honduran boy with
rice from the Red Cross
ORLANDO SIERRA/AFP
Level 4
AN AWFUL AFTERMATH
In Central America, the effects of
Hurricane Mitch are still felt. The storm
killed 9,000 and caused $10 billion in
damage.
Many of Mitch’s victims were children. Those who survived the storm
have found it hard to return to normal
life. Teenagers left without homes are
drifting north toward Mexico, looking
for work and shelter. Many kids are out
of school, because the buildings are
being used as emergency housing.
WAITING FOR MORE HELP
Although the U.S. and other countries
have sent some money to help Central
America, the region needs more aid. The
President has asked Congress for $956
million more, but Congress has not yet
approved the funds. While Congress is
debating, people are dying. Urge your
representative to approve these muchneeded funds. Though everyone in the
U.S. is not rich, the U.S. is one of the
richest countries in the world. We need
to share our wealth. We teach our children to share and help one another; we
should set an example by sending aid to
Nicaragua.
©TIME Inc.
Reader’s Response
1
Many people lost everything
in the hurricane and mud
slide. Why might Juan Pablo
have been chosen to speak
with President Clinton?
2
What effects of Mitch remain
long after the winds, rain and
mud have gone?
3
What are some ways in which
ordinary Americans could
help the victims of Hurricane
Mitch?
As the editor for
this article, I was
interested
in
choosing just the right art
and photographs. I didn’t
CHOOSING
want to simply report facts
ILLUSTRATIONS
and numbers. It was
important to me to show
that Mitch left a lot of real
people in real need.
Just listing the countries that were hard hit wouldn’t mean much. I wanted to
pinpoint where Mitch hit. The inset globe with the blowup
of Central America does this and shows kids how close these
countries are to the United States. Such a disaster might hit
our own country.
It wasn’t enough to say that people lost their homes and
food. Readers needed to see what it was like to live in an
emergency shelter. The photographs help show that people
had no windows or doors, no running water, no comforts at
all. Readers needed to see that the children were sad and
had nothing to do.
Words can say that every dollar helps. But the picture of
the boy carrying a bag of rice reminds us that children must have food and that the caring of people
will make a difference in their lives.
“
Writer’s Response
1
2
Sometimes authors use
comparisons in their writing.
Why did the author compare
the mud slide to a sea?
The article includes a
statement by a Nicaraguan
youngster. Why did the
author include this quotation?
3
The author chose words that
make you feel sorry for the
victims of Mitch. What are
some of those words?
4
What do you think was the
author’s purpose for writing
this article? How do the
details about the hurricane
victims support the author’s
purpose?
Level 4
✏
Write a speech to give in
class. Carefully choose your words
to really show the destruction the
hurricane caused. Convince your
classmates to collect money, food
or goods to send to victims of Mitch
in Central America.
”
✏
Pretend you are a reporter
assigned to Nicaragua to report
on Mitch. It is the day after the
hurricane has ended. Write a
report on what Mitch did. Be sure to include
specific information about what happened, when and
where. Include a picture or map.
✏
Think about what it is like to live in a tent camp
or other emergency shelter. Invent several characters
whom Mitch has left homeless. Write a short play in
which they share their problems and worries.
✏
Imagine that you are a survivor of Mitch. Write a
letter to the U.S. Congress telling what the U.S.’s help
has meant to you.
©2000 Teacher Created Materials, Inc.
Persuasive
18
A GIRL NAMED ROCKETT TAKES OFF
Girls should
have their own
computer
adventures—
like the
Rockett
games
New girl Rockett chats in Mr. Shuliss’s science class with her pal Ruben.
18
J
Persuasive
PURPLE MOON
Level 4
ust when eighth-grader Rockett
Movado was making friends at her
new school, she faced a sticky situation. She was invited to two parties on
the same day. What should she do?
That’s for you to decide—if you happen
to be a girl.
Rockett is the star of CD-ROM
games produced by Purple Moon, a
company in California that wants to
make computer games more fun for
girls. For years, game software was primarily designed with boys in mind.
Purple Moon is just one of several companies now targeting girls. It seems to
be working. In the past year alone, sales
of computer games for girls have grown
from $26 million to $64 million.
In the new game Rockett’s Tricky
Decision, there’s nothing to shoot and
no piling up points to set a new record.
The goal of this game is to make decisions that help Rockett deal with school,
friends and her feelings.
“We do research with girls all over
the country,” says Nancy Deyo, presi-
dent of Purple Moon. “We find out what
they think about, what their bedrooms
and their friends look like. That’s how
we create Rockett’s world.” Purple Moon
did four years of research before producing its first game. The company
found that girls are as eager as boys to
play computer games, but girls seem to
prefer games that have lifelike characters and stories.
Some kids think that making some
games especially for girls is unnecessary.
But since girls have different interests
yet still like to play computer games, the
Rockett games fill a real need. Anyway,
boys are welcome to enjoy the games
too. Lately several have sent e-mail asking permission to be on the Purple
Moon Web site (http://www.purplemoon.com). “Of course, we let them
visit,” says Deyo. On the Web site,
Rockett fans can play games and
exchange postcards. If you’re looking for
good games that involve real-life situations, check out the Web site. Then try
one of Rockett’s adventures yourself.
©TIME Inc.
Reader’s Response
1
The game companies think that
girls would rather play a game
about making decisions for
Rockett than one with shooting
or getting points. Explain why
you agree or disagree with this
opinion.
2
Do you think boys as well as
girls would enjoy CD-ROM
games with Rockett? Explain
why or why not.
3
What kinds of skills and
reasoning do the Rockett games
require? What kinds of skills
and reasoning do games with
shooting and getting points
require?
4
Name two questions you would
ask girls if you were a researcher
for Purple Moon.
Okay. You’ve written four
or five fascinating paragraphs. Now what? Ending
a story or an essay can be
one of a writer’s hardest
CONCLUSIONS
chores. Sometimes you feel
like just stopping when
you’re done. But your readers expect more. They
want a sign that you have
reached your writing goal.
The writer of “A Girl
Named Rockett Takes Off” ended the article by listing the
game company’s Web site and recommending that readers
try it. She also included the idea that boys as well as girls can
use the Rockett games and Web sites.
The writer could have restated the main idea of the article: girls want their own computer games. Or the writer
could have made a general statement: girls and boys think
differently. The writer could have recommended that more
companies make computer games for girls.
The subject of the article is one that interests lots of girls—
and boys. By ending with a specific recommendation, the
author gives kids a chance to get involved. The author ends
with the most interesting subject of all: you!
✏
Writer’s Response
1
Do you think the second
paragraph would have been a
better introduction to the article
than the one the author used?
Explain why or why not.
2
What evidence does the author
give to prove that girls need
their own computer games?
3
What evidence does the author
give to prove that the Purple
Moon Web site welcomes boys?
Level 4
Do you think girls need their
own special computer games?
Write an editorial giving your
opinion and the reasons for it. You
may use facts and examples from
the article for support. Also,
survey friends and peers. Use
this information to support your
opinion.
✏
What suggestions do you
have for new computer games? Write a letter to
Purple Moon or to another computer game company
describing your ideas and telling why you think they
will be big sellers.
✏
Locate a copy of a Rockett game, or find the
Purple Moon Web site mentioned in the article. Then
write a review of the game or of the Web site. Tell
readers your opinion and support it with examples.
©2000 Teacher Created Materials, Inc.
Persuasive
19
STEVE NORTHUP
JAKE SCHOELLKOPF/AP
WHO OWNS THE LAND?
Sandia Pueblo governor Alex Lujan says the
land is sacred to his people.
Native Americans should keep a sacred mountain
Persuasive
19
S
andia Mountain rises from the
desert floor of New Mexico like a
magnificent wave, cresting in a
ridge of pine trees and rock. It is part of
the Cibola National Forest and a
favorite getaway place for the nearly
500,000 people who live
in Albuquerque (al-buhcur-kee). They explore
its natural wonders on
foot, on mountain bikes
and on hang gliders.
The mountain is
also close to the hearts
of the 481 members of
the Sandia Pueblo, a
700-year-old
Native
American community.
To them, the mountain
is sacred. Last month a judge ruled
that a big chunk of Sandia’s wilderness belongs to the pueblo. But nearby nature lovers don’t want to let go of
the land.
A BATTLE OVER BOUNDARIES
In 1748, when Spain ruled over parts
of the Western U.S., a Spanish document defined the borders of the
pueblo’s land. The tribe says it was
given control of Sandia’s western
Level 4
slope. The U.S. government disagreed.
For years the pueblo has wanted
more control of sacred areas on
Sandia. “We should be able to go
there anytime we want,” says Alex
Lujan, governor of the
pueblo, which sued
the government to
regain the land.
In August a judge
took a close look at the
250-year-old document and agreed with
the Native Americans.
He ordered the government to return
9,500 acres of the
national forest to the
Sandia Pueblo. He was right! The
Native Americans were there first.
SHARING SANDIA
Sandia Mountain’s frequent visitors
are concerned that they will lose their
beloved playground. They say that
parcels of land that have been
returned to Native Americans are
now strictly off limits to others. Even
if this is true, what’s more important—
making sure some people have a play-
Sandia Mountain’s 10,378-foot crest
is a thrilling place to hang glide.
ground or others have a sacred site?
The Forest Service, which has
controlled the land for 82 years, may
challenge the judge’s ruling. Samuel
Wellborn, 11, often hikes the mountains with his family. He plans to
write letters to pueblo officials urging
them to keep the trails open to everyone.
Nature lovers like Samuel can
peacefully share Sandia Mountain
with its rightful owners. Too much
land has already been taken away
from Native Americans. The pueblo’s
governor says that last month’s decision will not turn stunning Sandia
Mountain into forbidden territory for
hikers and hang gliders. Nothing
would change under tribal ownership
says Lujan. “All we want is to be good
neighbors.”
©TIME Inc.
Reader’s Response
1
Why is Sandia Mountain important
to the people of Albuquerque and
to the members of the Sandia
Pueblo?
2
What convinced a judge to order
the government to return 9,500
acres to the Sandia Pueblo?
3
Why are some people concerned
about the judge’s ruling?
4
Why do you think the Pueblo
believe that this land is sacred?
5
What do you think? Would you
protest the judge’s ruling? Why or
why not?
Writer’s Response
1
Why does the writer begin the
article with a description of Sandia
Mountain?
2
How does each subhead hint at the
information that can be found in
that section?
3
Why does the writer tell about
Samuel Wellborn? What does his
story contribute to the article?
4
What facts does the writer use to
support the opinion that Sandia
Mountain belongs to Native
Americans?
5
In what paragraph does the writer
state an opinion on this issue? Why
did the writer place the opinion
there?
Level 4
Look at the title of
my article: “Who
Owns the Land?”
Now look at the sentence
below the title: “Native
SUBTITLE
Americans should keep a
AND
sacred mountain.” This is
SUBHEADS
called a subtitle. It is an additional title that explains the
main title and the subject of
the article. Think of it this way:
the main title is intended to
catch the reader’s eye; the subtitle gives the reader more specific
information about the subject of the article. It makes my viewpoint
clear to the reader.
Look at the phrases in all-capitals type: “A Battle Over
Boundaries” and “Sharing Sandia.” These are called subheadings, or
subheads. In a longer article, I may wish to break up the copy by
using subheads. Long blocks of solid text can be dull to look at and
to read. However, I don’t add subheads just for decoration; I have
good, logical reasons for putting the subheads in certain places.
Look closely at the organization of my article. In the first two paragraphs, I introduce the characters (the mountain, the two groups of
people) and the problem (who owns the mountain?). Under the first
subhead I give details about the issue; under the second subhead,
my viewpoint about how the issue can be settled. I carefully placed
the subheads to support my organization of the article’s
main points. I want the subheads to help readers understand and enjoy my article.
“
✏
Do you agree or disagree with
the judge’s ruling on who owns
Sandia Mountain? Write a letter to
the editor of a newspaper or
magazine stating your opinion and
giving reasons that support it.
”
✏
Imagine that you are
Samuel Wellborn, the boy who
likes to hike on Sandia Mountain.
Write a letter to Sandia Pueblo officials
explaining why the trails on Sandia Mountain are
important to you and why they should keep the trails
open to everyone now and in the future.
✏
Pretend that you work for an Albuquerque TV
station. You are going to interview Alex Lujan, the
governor of the Sandia Pueblo. Write a list of questions
you want to ask him about the pueblo’s plans for
Sandia Mountain.
©2000 Teacher Created Materials, Inc.
Persuasive
20
CHARLES SAMUELS
PEANUT
PROBLEMS
Some kids are allergic
to peanuts.
Should schools be nutfree zones?
W
hen Nicholas Pavia was 3 years old,
he ate a piece of a brownie at a
party. Within seconds, his throat
was itching and his nose was running. An
hour later, he started throwing up. Says
Nicholas, now 7: “It was scary.”
How can one bite of one brownie make
someone so sick? Nicholas was having an
allergic reaction to peanut-butter chips in the
brownie. His mom quickly called the doctor
and gave Nicholas some medicine. Without
the medicine, he might have stopped breathing. Some people allergic to peanuts have
died after eating them.
Oh, nuts!
Nicholas
Pavia can’t
eat these
foods. They
contain
peanuts or
peanut oil.
DANGER: PEANUTS AHEAD!
Persuasive
20
People who are allergic to peanuts must avoid anything containing a peanut or its oil. Sometimes just smelling or touching peanut
oil or peanut dust causes an allergic reaction. That can turn a
school cafeteria into a danger zone!
Now some schools have decided not to take any chances.
They’re cracking down on peanut products to protect allergic
kids. In some school cafeterias, peanut-free tables are being set
aside. In other schools, no one is allowed to bring any “peanutty”
foods at all.
SMOOTHING OUT A SOLUTION
Banning peanut butter creates some sticky problems. Peanut butter-and-jelly sandwiches are popular. They are a nutritious,
affordable food for most families. However, there are many choices for a healthful lunch. School cafeterias can provide a wide
choice of foods that are safe for all kids. They can even send home
suggestions for bag lunches that don’t include peanuts. People
should be willing to sacrifice a particular food if it might save a
child’s life. All schools should ban peanuts and peanut products.
Even if all schools do ban peanuts, Ann Munoz-Furlong of the
Food Allergy Network points out that teachers and students
should have an emergency plan to deal with any allergy attack.
Allergic kids should always wash their hands before eating and
should never trade foods with other kids.
Kids should feel safe in the classroom and the cafeteria.
Level 4
What Is an Allergy?
One in 20 kids has a food allergy.
The most common food that people
are allergic to is peanuts, followed by
all kinds of nuts, fish, shellfish (such
as shrimp and crab), milk, eggs,
wheat and soy.
Besides food, people can be allergic
to dust, pollen from plants and many
other things.
When an allergic person eats or
breathes in one of these substances,
the body thinks it is a harmful invader and tries to attack it. The body’s
tiny attackers, called histamines
(hiss-tuh-meenz), are released into
the blood. This causes the blood vessels to get bigger and the skin to
swell and itch. It also triggers the
nose, throat and lungs to produce
sticky mucus. In many cases, a medicine called an antihistamine (Get it?)
can relieve these symptoms.
©TIME Inc.
Reader’s Response
1
Were you surprised that
Nicholas’s problems were
caused by eating peanut-butter
chips in a brownie? Why or why
not?
2
Do you agree that schools that
have not had a problem with
students having allergies should
ban all peanut products?
Explain.
3
Do you or your family members
or friends have any allergies?
How do the allergies affect you?
4
What might schools do to
protect students with peanut
allergies besides banning
peanuts?
Writer’s Response
1
What method did the author use
to get the reader’s attention at
the beginning of the article?
How well did it work?
2
The author used only one short
quote in the article. Was the
quote a good choice? Why or
why not?
3
In discussing students who
have allergies, the author says,
“That can turn a school
cafeteria into a danger zone.”
Why do you think the author
uses exaggeration here?
Level 4
Do you know a lot more
about allergies than you
did before reading the
article? If so, that’s not
only because you read
SIDEBARS
the story of Nicholas
Pavia and other kids with
peanut allergies, the article gave you bonus information. The facts under
the heading “What Is an Allergy?” are in a column
called a sidebar.
Many newspaper and magazine articles include
sidebars. They give extra facts. Maybe the facts do not
fit in the main article, or maybe they are interesting to
readers but not exactly part of the main story.
The writer of “Peanut Problems” decided to focus
on one boy’s allergy, peanut allergies in general, and
how schools deal with peanut allergies. But the author
knew that lots of people would have questions about
allergies. How many people have allergies? What are
the most common allergies? How do allergies hurt people? How do people fight allergies? All these questions
are answered in one convenient place: the sidebar.
✏
Decide whether you think
schools should ban peanuts. Then
write a letter to the editor of a
local newspaper expressing your
opinion. Use evidence from the
article and other sources to
support your opinion.
✏
Suppose you are a
columnist who gives advice
about food and nutrition. Write an answer to
the following letter: “Dear Mr./Ms. Food: What are
some healthy choices for school lunches beside
peanut butter-and-jelly sandwiches? Signed, Tired
of Peanut Butter”
✏
Interview a friend or family member who has
an allergy. Ask the person how he or she deals with
the allergy. Write a “helpful hints” article that could
assist others with the same allergy.
©2000 Teacher Created Materials, Inc.