AMSCO Advanced Placement English Language and Composition Teacher Resource Brandon Abdon Timoth

TEACHER RESOURCE
ADVANCED PLACEMENT EDITION

®
English Language
and Composition
Abdon
Freitas
Peterson
Advanced Placement® and AP® are trademarks registered

and/or owned by the College Board, which was not involved
in the production of, and does not endorse, this product.
Page intentionally left blank.
TEACHER RESOURCE

®
English Language
and Composition
Abdon
Freitas
Peterson
Advanced Placement ® and AP® are trademarks registered and/or

owned by the College Board, which was not involved in the
production of, and does not endorse, this product.
Authors
Brandon Abdon, Senior Author, Doctor of Arts, English

Brandon Abdon worked for five years as Director of Curriculum, Instruction, and Assessment for the AP®
English courses at The College Board, during which time he collaborated with experts from around the
country to develop the Course and Exam Descriptions (CEDs) now in use. This work was a culmination of
more than 15 years’ experience in high schools and universities, teaching both the AP® English Language
and Composition and the AP® English Literature and Composition courses as well as college composition
and literature and teacher education courses. He has also taught or trained thousands of teachers around
the country. He has served as an AP® Reader, led many professional developments, and offered dozens of
conference presentations. Currently, he serves as professional development consultant for the Advanced
Placement® program and works as an Education Specialist and Curriculum Coach in Cincinnati, Ohio.
Timothy Freitas, Master of Arts in Teaching, Secondary English Education

Timothy Freitas, a College Board-endorsed AP® English Language and Composition consultant, has been
teaching AP® English Language and Composition for more than a decade and AP® English Literature and
Composition for almost as long. He has also been an AP® Reader and in 2017 was invited to work on the
College Board’s Instructional Design Team for the new AP® English Language and Composition framework.
Timothy works as a consultant and professional development facilitator for Massachusetts Math and Science
Initiative (now Mass Insight Education) and is typically assigned to work in New York City when consulting
for the National Math and Science Initiative. Timothy teaches in Massachusetts, currently at Whitinsville
Christian School and formerly at Blackstone
Valley Tech.
Lauren Peterson, Master of Arts, Education

Lauren Peterson has been teaching AP® English Language and Composition in a number of states for more
than ten years, most recently at Highlands High School in Fort Thomas, Kentucky, where she is also the
schoolwide literacy leader. Before this position, Lauren served as a curriculum and instructional coach in
Duval County, Florida. Lauren worked for College Board on a pilot curriculum designed to both remediate
common AP® English Language challenges and also prepare students for Microsoft Office Specialist
Certification. As an independent consultant for the National Math and Science Initiative, Lauren has
written diverse curricula used by students across the country as well as training materials for beginning and
experienced AP® English Language teachers. Lauren served as an AP® English Language Reader and continues
to work as an AP® English Language trainer for new and experienced teachers.
© 2022 by Perfection Learning®
Please visit our website at

www.perfectionlearning.com
When ordering this book, please specify:

ISBN 978-1-6903-0552-1 or T3242
The purchase of this book entitles an individual teacher to reproduce certain pages for use in
the classroom. This permitted use of copyrighted material does not extend beyond the building
level. Reproduction, transmittal, or retrieval of this work is prohibited without written permission
from the publisher. For information regarding permissions, write to: Permissions Department,
Perfection Learning, 2680 Berkshire Parkway, Des Moines, Iowa 50325.
1 2 3 4 5 6 PP 26 25 24 23 22 21
Printed in the United States of America.

CONTENTS
Introduction vii
UNIT 1—The Unending Conversation

UNIT OVERVIEW 1
PART 1 The Rhetorical Situation 2

Part 1.1 Elements of the Rhetorical Situation 2
Part 1.2 Exigence 2
Part 1.3 Purpose 3
Part 1.4 Audience 4
Part 1.5 Context and Message 4
PART 2 Claims and Evidence 6

Part 2.1 Claims 6
Part 2.2 Evidence and Reasoning 8
Part 2.3 Types of Evidence 9
Part 2.4 Defensible and Interesting Claims 11
Part 2.5 Source Materials 12
Unit 1—Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
UNIT 2—Selecting Evidence to Motivate an Audience

UNIT OVERVIEW 22
PART 1 Relating to an Audience 23

Part 1.1 Relating to an Intended Audience 23
Part 1.2 Modes of Persuasion 26
PART 2 Strategic and Sufficient Evidence 31

Part 2.1 Strategic Evidence 31
Part 2.2 Sufficient Evidence 33
PART 3 Identifying a Thesis 35

Part 3.1 Stating a Thesis 35
Unit 2—Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
UNIT 3—Connecting an Argument

UNIT OVERVIEW 44
PART 1 Connecting and Explaining Claims and Evidence 45

Part 1.1 Using Commentary Effectively 45
Part 1.2 Integrating and Acknowledging Source Material 46
©Perfection Learning® ENGLISH LANGUAGE AND COMPOSITION: AP ® EDITION ANSWER KEY iii
PART 2 Line of Reasoning 48
Part 2.1 A Line of Reasoning 48
Part 2.2 Flaws in Reasoning 49
PART 3 Introduction to Methods of Development 51

Part 3.1 Methods of Development 51
Part 3.2 Methods of Development: Narration 53
Part 3.3 Methods of Development: Cause-Effect 54
Unit 3—Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
UNIT 4—Structuring and Organizing Arguments

UNIT OVERVIEW 63
PART 1 Introductions and Conclusions 64

Part 1.1 Introductions 64
Part 1.2 Conclusions 65
PART 2 Thesis and Structure 68
Part 2.1 Thesis Statement and Line of Reasoning 68
PART 3 Comparison-Contrast, Description, and Definition 71

Part 3.1 Methods of Development: Comparison and Contrast 71
Part 3.2 Methods of Development: Description and Definition 72
Unit 4—Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
UNIT 5—Structuring and Supporting Coherent Arguments

UNIT OVERVIEW 83
PART 1 Constructing Cohesive Arguments 85

Part 1.1 Functions of Body Paragraphs 85
PART 2 Maintaining Coherence and Managing Transitions 87

Part 2.1 Levels of Coherence 87
Part 2.2 Repeated Words and Patterns that Strengthen Coherence 89
Part 2.3 Transitions 90
PART 3 The Many Meanings of Language 92
Part 3.1 The Meaning of Words 92
Part 3.2 Word Choice and Perspective 94
Unit 5—Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
iv ENGLISH LANGUAGE AND COMPOSITION: AP ® EDITION ANSWER KEY ©Perfection Learning®

UNIT 6—Synthesizing Perspectives and Refining Arguments
UNIT OVERVIEW 104
PART 1 Synthesizing Perspectives 105

Part 1.1 Evaluating and Synthesizing Source Material 105
Part 1.2 Position Versus Perspective 106
Part 1.3 Recognizing and Acknowledging Bias in Source Material 107
PART 2 Considering and Accounting for New Evidence 109

Part 2.1 Consideration and Use of New Evidence 109
PART 3 Strategic Use of Tone 110

Part 3.1 Tone 110
Part 3.2 Shifts in Tone 112
Unit 6—Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
UNIT 7—Style as Substance

UNIT OVERVIEW 125
PART 1 Framing an Argument 126

Part 1.1 Beginning with the End in Mind 126
Part 1.2 Ending at the Beginning: A Unified End 127
PART 2 Qualifying Claims 130

Part 2.1 Complexity and Absolute Terms 130
Part 2.2 Using Modifiers to Qualify Claims 132
PART 3 Sentences 133

Part 3.1 Arranging Sentences 133
Part 3.2 Subordination and Coordination 134
PART 4 Clarity Through Conventions 136

Part 4.1 Grammar, Mechanics, and Punctuation 136
Part 4.2 Design Features 138
Unit 7—Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
UNIT 8—Using Style Strategically

UNIT OVERVIEW 151
PART 1 Considering Audience Through Strategic Choices 152

Part 1.1 Effective Comparisons in Context 152
Part 1.2 Diction and Syntax in Crafting Argument 153
Part 1.3 Unique and Dynamic Audiences 156
©Perfection Learning® ENGLISH LANGUAGE AND COMPOSITION: AP ® EDITION ANSWER KEY v

PART 2 Writer’s Style and Perspective 159
Part 2.1 Writer’s Style 159
Part 2.2 Complex and Ironic Perspectives 161
PART 3 Modifiers and Parenthetical Elements 163

Part 3.1 Modifiers 163
Part 3.2 Parenthetical Elements 165
Unit 8—Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
UNIT 9—Contributing to the Conversation

UNIT OVERVIEW 179
PART 1 Engaging Counterarguments 180

Part 1.1 Engaging with Others 180
Part 1.2 Admitting or Challenging Limitations 185
Part 1.3 Transitions to Counterarguments 187
Unit 9—Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191

Practice Examination 201
Readings by Theme 212
Inquiry Activities for Writing Rhetorically 223
Framework and Activities for Conversations on Justice and Race 228
Reproducible Pages 243
Correlation to the Course and Exam Description 293
vi ENGLISH LANGUAGE AND COMPOSITION: AP ® EDITION ANSWER KEY ©Perfection Learning®

INTRODUCTION
This answer key accompanies AMSCO English Language and Composition: Advanced
Placement® Edition. It provides the best-choice answers for the multiple-choice questions and
model answers for the open response tasks and the Reflect on the Essential Question and
Apply What You Have Learned activities. Rubrics are provided for the free-response questions
(FRQs). The multiple-choice questions and free-response prompts parallel those on the
College Board’s redesigned AP® English Language and Composition exam.
Each question in the answer key is correlated to the College Board’s 2019 AP® English
Language and Composition Course and Exam Description with the notation system used
in the College Board materials. The key also points to pages in the text where the relevant
material is covered.
• Enduring Understanding/Learning Objectives: The Enduring Understanding

and the Essential Knowledge (EK) statement from the AP® English Language and
Composition Course and Exam Description (CED) are identified for each question,
such as CLE-1.A or REO-1.E. The essential knowledge statement code is followed by
a brief description of the focus of the EK.
• Skills: The skills described in the CED, such as 3.A or 6.C, are also identified for each
question.
• Textbook Pages: The key for each question includes a list of the textbook pages
that can be used to support the answer. Not every page that may provide some
background or context is included—just those that seem most relevant.
Unscored Answers Several types of questions in the student book are for the sole purpose of
student comprehension and long-lasting, deep learning. These are the “What Do You Know?”
questions at the beginning of each unit and the “Reflect on the Essential Question” task at the
end of each main part of a unit. The “What Do You Know?” questions activate students’ prior
knowledge as preparation for fitting new information into a schema already in process in their
brains. The “Reflect on the Essential Question” task supports the goal of each main part of the
unit and reinforces understanding of the key concepts of the CED. Although model answers
are provided for each of these question types, they are not meant to be scored—that is, used
for summative assessment. However, the “What Do You Know?” questions offer an insight
into what students already know about a topic before formally studying it and may therefore
provide a formative evaluation to help you focus your teaching. In a similar way, the “Reflect
on the Essential Question” task might give you insight into what students have understood
from their work in a part of the unit and what may need reteaching or reinforcement.
Analyzing the Visual Throughout the book, captions in the form of questions help students
learn to view and analyze images as texts. Model answers are provided for those questions.
Revised Student Drafts Following each unit’s main anchor text is a student draft on the same
theme as the reading. Each has a number of weaknesses that students have an opportunity to
shore up as they answer questions about it and make decisions about how to improve it. The
student draft revised according to these decisions appears at the end of each unit.
Each unit develops around a theme related to the professional anchor text. However, the
many additional shorter texts within the book can be grouped with the anchor texts to create
additional theme categories. Possible themes and the readings associated with them are listed
in Readings by Theme on pages 212–222.
©Perfection Learning® ENGLISH LANGUAGE AND COMPOSITION: AP ® EDITION ANSWER KEY vii
Composing on Your Own The general pattern of composition instruction in this book is as
follows:
• Students free write in response to the reading. They then choose a rhetorical situation
and begin drafting.
• At the end of each instructional section, students return to their compositions and
apply the concepts of that section to their writing.
• At the end of the unit, students make a final revision of their draft using a checklist
that highlights the concepts they have just learned.
Comments in this Teacher Resource call attention to what you might look for in students’
compositions in each instance of Composing on Your Own.
The student book also provides detailed and scaffolded instruction in writing the kinds of
essays that appear on the AP® exam: synthesis, rhetorical analysis, and argument. Each unit
review includes a feature called “Join the Conversation” to develop the skills and strategies
needed to produce these kinds of essays. Reproducibles at the end of this Teacher Resource
reinforce the composition instruction with sentence frames, text frames, and numerous
charts and drafting organizers.
For supplemental support for teaching composition through inquiry, a section of Inquiry
Activities for Writing Rhetorically is also included in this resource. It was developed by
Jennifer Fletcher, Professor of English at California State University, Monterey Bay, and
author of Teaching Arguments (2015), Teaching Literature Rhetorically (2018), and Writing
Rhetorically (2021).
Apply What You Have Learned Each unit part ends with an opportunity for students to
apply the concepts they have learned to a new text. Model answers are provided for those
activities as well.
Framework and Activities for Conversations on Justice and Race This framework,
developed by Angela Houston, 7–12 English Language Arts Instructional Coach for the
Cincinnati Public Schools, lays out guidelines for respectfully talking about justice and
race issues in the classroom. It is recommended that you read the framework and share the
guidelines with your class before using the activities. The activities reinforce the rhetorical
strategies outlined in each unit while also engaging students in conversations and activities
related to vital concerns of the day. These activities are another way for students to apply in
a “live” rhetorical situation what they are learning as they respond to texts and other stimuli
designed to deepen students’ awareness of injustice and racism. Suggested activities are
included for each unit.
viii ENGLISH LANGUAGE AND COMPOSITION: AP ® EDITION ANSWER KEY ©Perfection Learning®
UNIT 1:
The Unending Conversation, pp. 1–50
UNIT 1 OVERVIEW, pp. 1–6
Student open responses will vary. Sample responses are provided throughout this resource.
Composing on Your Own, p. 5
After each professional anchor text, students will have an opportunity to write freely in
response to it. Although subsequent “Composing on Your Own” activities direct students to
specific writing tasks based on what they are learning, students are also free to follow their
own inquiries in these compositions that develop over a unit. See pages 223–228 for Inquiry
Activities for Writing Rhetorically.
What Do You Know? p. 6
Note: This recurring feature uses the practice of “effortful recall” to help students’ learning “stick.”
Chances are that over their previous years of schooling, students have encountered these ideas,
if not necessarily the terminology. Having to work hard to retrieve what they already know will
help students form stronger connections to the new knowledge they acquire. These questions are
not meant to be scored. They will serve as a guide to what your students may or may not already
know about the unit’s content.
Close Reading: Professional Text
1. Thunberg’s exigence is an opportunity to speak at the UN to world leaders she believes

are ignoring the serious issue of greenhouse gas emissions and are not implementing
policies that will prevent catastrophic climate change.
2. Thunberg’s choice of subject matter and her confrontational tone show that she hopes
to motivate governments to recognize the seriousness of climate change and take
appropriate action.
3. Thunberg makes a number of claims, but her central claim posits that the current
government policies are woefully inadequate and risk catastrophic consequences
of climate change. She supports her claim by using scientific statistics to show that
current climate policies are not keeping greenhouse gases within acceptable ranges,
and she also uses commentary to reprimand government leaders for their inaction.
Evaluating Writing: Student Draft
1. The student’s exigence is an Earth Day project to express to parents that climate
change is happening so they can take action and adequately prepare for it.
2. Both the student draft and Thunberg’s speech are aimed at convincing an adult
audience about the importance of climate change.
3. The student draft is an essay written for a website that informs parents of high
school seniors about issues related to Earth Day, while Thunberg’s speech addresses
government leaders, and by extension, the audience viewing or listening to her speech
through mass media.
For a revised version of this student draft based on the activities in this unit, see page 14.
Analyzing the Visual, p. 6
Student answers will vary but may include the ideas that 1) Thunberg’s message is universal
and 2) Native American cultures share a strong connection to the natural environment.
©Perfection Learning® ENGLISH LANGUAGE AND COMPOSITION: AP ® EDITION ANSWER KEY 1

PART 1 THE RHETORICAL SITUATION, pp. 7–18
PART 1.1 Elements of the Rhetorical Situation, pp. 8–9 | RHS-1.A
Students should recognize that all of the parts are connected, with context enclosing them all.
1.1 Checkpoint, p. 9
Item Enduring Essential Text

Answer Skill
Number Understanding Knowledge Pages
Close Reading
1 See below. RHS-1 1.A RHS-1.A: rhetorical 8
situation
2 C RHS-1 1.A RHS-1.A: purpose 8
Close Reading: Open Response Questions/Activities
1. The student should fill in the following examples for the illustration:
Writer: Greta Thunberg.
Exigence: Greta Thunberg is highly concerned by the inaction of governments in
regard to climate change.
Context: A speech given before government representatives at the United Nations and
the media.
Purpose: Thunberg wants to convince government leaders to follow science and act
on climate change.
Audience: Government representatives and, by extension, the public.
Message: Governments must face the seriousness of climate change and take
appropriate action because the situation is dire.
For a reproducible of the rhetorical situation graphic, see page 243. If your students are keeping
a portfolio, you may want them to keep this reproducible in their folders as a reminder of the
elements of communication that will have relevance to every text they read and write.
PART 1.2 Exigence, pp. 9–10 | RHS-1.B


Answer Skill
Close Reading
1 See page 3. RHS-1 1.A RHS-1.B: exigence 9–10
3 B RHS-1 1.A RHS-1.B: exigence 9–10
Evaluating Writing
2 ENGLISH LANGUAGE AND COMPOSITION: AP ® EDITION ANSWER KEY ©Perfection Learning®

1. Thunberg is highly concerned by the inaction of governments in regards to climate

change. She is worried that world leaders are not taking appropriate steps to prevent
catastrophic global warming and wants to motivate them to take more aggressive
action.
2. To begin, Thunberg is concerned about the negative effects of climate change. In

addition, she is exasperated by governmental inaction concerning climate change.
Furthermore, she wants to motivate governments to act on climate change. Finally,
she wants to motivate the general public, especially young people, to hold their policy
makers accountable for decisions regarding climate change.
Evaluating Writing: Open Response Questions/Activities
1. Thunberg is trying to motivate government leaders and the public, and as a result
her language contains words that directly address her audience, such as the second-
person use of “you.” In contrast, the student draft has a more generally informative
approach aimed at parents, which suggests that the student is writing about an area of
interest but is not trying to connect emotionally with the audience.
In addition, Thunberg’s speech is supposed to motivate her audience by being
confrontational, and as a result, she repeatedly uses accusatory phrases, such as “how
dare you,” for effect. In contrast, the student draft develops an argument without
including accusatory phrases. The student draft introduces a main claim, or thesis,
and supports it with evidence, but it does not attempt to motivate an immediate
response from an audience. While the student paper clearly posits the importance of
action concerning global warming, it contains little of the forceful rhetorical urgency
of Thunberg’s speech.
PART 1.3 Purpose, pp. 11–12 | RHS-1.C
1.3 Checkpoint, pp. 11–12.

Answer Skill
Close Reading
1 See below. RHS-1 1.A RHS-1.C: purpose 11
2 See below. RHS-1 1.A RHS-1.C: purpose 11
3 D RHS-1 1.A RHS-1.C: purpose 11
1. Thunberg wants her speech to motivate global leaders to take immediate action on
climate change. In addition, she wants the public to hold global leaders accountable
for their decisions—and inaction—regarding climate change.
2. Thunberg’s purpose is explicit. She explicitly shames world leaders for their lack of
action and clearly states that, based on scientific evidence, world leaders must face
the urgency of making substantial changes to tackle rising CO2 levels—even if those
changes go against current economic policies.

PART 1.4 Audience, pp. 12–15 | RHS-1.D
Students’ responses may include the idea that the kind of language or even “text-speak”
acronyms they might use depends on their audience, as does the tone or attitude.
1.4 Checkpoint pp. 14–15

Answer Skill
Close Reading
1 See below. RHS-1 1.A RHS-1.D: audience 12–13
2 See below. RHS-1 1.A RHS-1.D: audience 12–13
3 B RHS-1 1.A RHS-1.D: audience 12–13
4 D RHS-1 1.A RHS-1.D: audience 12–13
5 B RHS-1 1.A RHS-1.D: audience 12–13
6 E RHS-1 1.A RHS-1.D: audience 12–13
1. Thunberg assumes that her audience—world leaders—values how they are viewed
and judged by the general public and future generations. She repeatedly alludes to
how young people and “future generations” will judge the actions of world leaders. At
the same time, she recognizes that they must value stability and “business as usual,”
which will not resolve the climate crisis.
2. Thunberg directly addresses her speech to an audience of world leaders, and by

extension, to the public who is listening to her speech. As a result, she makes the
choice to strategically use phrases—such as “You say you hear us” and “You are failing
us”—that directly confront the world leaders listening to her speech and openly
accuse them of failing to ensure the well-being of future generations. In addition,
these words help motivate her wider audience—the general public—to hold world
leaders accountable. She often refers to “us,” meaning both herself and the generation
she represents.
PART 1.5 Context and Message, pp. 15–18 | RHS-1.E

Students will likely note that the arrangement of the satellite circles shows their dependence
on and connection to the inner circle.
For a reproducible of broader contexts, a useful tool for generating ideas, see page 244.
1.5 Checkpoint, pp. 17–18.

Answer Skill
Close Reading
1 See page 5. RHS-1 1.A RHS-1.E: context 15–17

5 A RHS-1 1.A RHS-1.E: context 15–17
6 D RHS-1 1.A RHS-1.E: context 15–17
Evaluating Writing
1 See below. RHS-1 1.A RHS-1.E: context 15–17
1. The immediate context is that Thunberg is giving a speech to a group of government

representatives at the United Nations.
2. One might expect Thunberg to speak formally and respectfully at a meeting of

government representatives that is being covered by the media; however, the
immediate context influences Thunberg to openly accuse these representatives of
dangerous inaction on climate issues. The speech gives Thunberg a chance to directly
address the people in power who are ignoring the dire realities of climate change.
Because of this context, she chooses an accusatory tenor for her speech.
3. Thunberg is aware that her speech will be widely viewed, so the broader context for
her speech consists of a worldwide audience that is concerned about the “Science,”
“Current Events,” and “Governments and Politics” surrounding the issue of climate
change. Researching scientific articles on climate change, news-related items, and
government policies would be useful in understanding Thunberg’s different contexts.
She likely realizes that some of these people will agree with her, while others will not.
As a result, she chooses to speak for the younger generation that will bear the brunt
of climate change, and she backs up her claims by using highly emotional appeals
balanced with solid scientific evidence. Thunberg also has to consider the broader
categories of thought related to her subject matter. She gives her speech at a time
when greenhouse gases are reaching a critical tipping point; if governments do not act
quickly, scientists predict that there will be long-term, irreversible changes that will
negatively affect large portions of the globe—therefore, the factual evidence bolsters
the strident tone of Thunberg’s speech.
4. Thunberg gives her speech at the United Nations. This is an important international
body that represents the interests of many governments and tries to set policies that
will have global effects. When reading the speech, the reader realizes Thunberg has a
chance to influence policies that will affect millions of people.

The student draft discusses climate change, but unlike Thunberg’s speech, which squarely
blames human activities for climate change, the student draft is careful to cite the conflicting
opinions about the causes of climate change. This choice likely reflects the current cultural
context in the United States—even though most scientists agree that climate change is the
result of burning fossil fuels, some people, including many in government, argue that climate
change is the result of natural occurrences. The student draft purposely avoids laying blame
for climate change, and instead chooses to focus on the need to prepare for climate change. In
addition, the formal tone of the student draft reveals that the student is writing for adults; the
writer builds a carefully worded thesis that avoids using slang or colloquialisms.
Students should develop a claim about an area of interest or concern that they can support
with factual evidence and real-world examples. Within a few sentences, students will want to
summarize a central message. Remind students to consider the rhetorical situation, including

the context and audience. Because they are writing a formal argumentative essay that is meant
to convincingly build a line of thought, they should carefully choose their words and opening
examples and avoid using slang and colloquialisms. As they develop their writing in Parts 2
and 3, students will want to support their factual evidence with well-placed commentary
while avoiding personal opinions. Finally, remind students that they do not need to refine
their work at this point; they are primarily stating a clear position that they will continue to
build into a cohesive argument in subsequent parts by using salient facts and evidence.
Part 1 Apply What You Have Learned, p. 18
Exigence As someone who is HIV-positive, Mary Fisher is concerned that

the stigma associated with HIV and AIDS causes people to
ignore the disease.
Purpose She wants to raise awareness about the importance of helping
people with HIV.
Audience Republicans at the Republican National Convention, and the
public watching the convention on television.
Writer or Speaker Mary Fisher, a woman with HIV
Context Fisher gives her speech at the Republican National Convention
at the time when HIV has been widely reported in the press but
there is still widespread stigma against people who have the
virus and a lack of government funding for HIV research.
Message People need to realize that HIV can affect anybody; therefore, it
is important to openly acknowledge it as a public-health issue
that requires a compassionate and forceful response.
Justice and Race To reinforce the elements of the rhetorical situation and engage in a
conversation on justice and race, you may wish to read the framework on pages 228–232,
share the guidelines with the class, and use the activity on page 232.
Reflect on the Essential Question, p. 18
The components of the rhetorical situation are the exigence—the impetus for the
communication; the purpose—what the writer or speaker hopes to accomplish; the
audience—those to whom the communication is addressed; the writer or speaker—the person
delivering the communication; context—the time, place, and occasion of the communication;
and the message—the ideas or points the writer conveys.
PART 2 CLAIMS AND EVIDENCE, pp. 19–38
PART 2.1 Claims, pp. 20–22 | CLE-1.A
For a reproducible for narrowing a subject, see page 245.
2.1 Checkpoint, pp. 21–22

Answer Skill
Close Reading
1 See page 7. CLE-1 3.A CLE-1.A: claims 20–21
4 B CLE-1 3.A CLE-1.A: claims 20–21

Evaluating Writing
1 See below. CLE-1 4.A CLE-1.A: claims 20–21
4 C CLE-1 4.A CLE-1.A: claims 20–21
1. Although Greta Thunberg’s speech broadly concerns climate change, her specific
focus concerns how world leaders are failing to create policies that effectively reduce
climate change.
2. Thunberg’s position is that world leaders are willfully ignoring the seriousness of climate
change and must act quickly to confront the issue before it causes irreversible harm.
3. Possible answer: Thunberg claims that if governments want to definitely avoid

catastrophic climate change, then countries must acknowledge the seriousness of the
issue and lessen their emissions far below what current policies mandate. Thunberg
clearly states her claim, using both emotional appeals and scientific evidence. For
instance, citing clear evidence, Thunberg claims that “For more than 30 years, the
science has been clear.” She builds this claim with the following scientific evidence
(which also acts as a sub-claim): “The popular idea of cutting our emissions in half in
10 years only gives us a 50% chance of staying below 1.5 degrees [Celsius], and the risk
of setting off irreversible chain reactions beyond human control.”
1. While the broad subject is climate change, the author’s narrower focus is how to “fix
what is clearly broken.” In other words, the author is discussing how people can begin
to cope with the effects of climate change.
2. The writer’s position is that people should stop focusing on the causes of climate
change and begin to develop realistic strategies for dealing with negative effects of
climate change.
3. Student claim: “Regardless of the cause, climate change is happening.”

Suggested revision: Regardless of the cause, climate change has already resulted
in substantial changes, including widespread drought, rising seas, unprecedented
flooding, and increasingly violent hurricanes. People need to do more to prepare for
these consequences.
Students should analyze whether or not their position is specific enough to be a defensible
claim. For instance, suppose a student wants to discuss racism in the United States. First,
the student should narrow the focus by asking a specific question about it, such as “What
forms does racism take? Answering that question will help define the position taken, as in the
following example: Racism in contemporary politics can be seen in the suppression of minority
voters. Finally, the student would want to distill the position into a defensible claim: Voter ID
laws are a contemporary example of racism, because such laws inordinately prevent minorities
from voting but do little to reduce voter fraud.

Students should keep the rhetorical situation in mind as they develop their position, paying
careful attention to context, audience, and purpose. Students should remember that these
three rhetorical factors will affect the language they use in their writing. For instance, the
example concerning racism would be appropriate for a campus publication that focuses on
social issues. But when presenting similar information in city hall, the writer would likely
allude to racial issues concerning the community, and may address the audience as “we,”
because the issues being discussed would affect all those in the room, including the speaker.
PART 2.2 Evidence and Reasoning, pp. 23–25 | CLE-1.B

Students might note that every time you learn something new your understanding of a subject
might change, so you revise your thinking. The feedback loop is also a useful part of the
writing process, in which you seek feedback from others, revise, seek more feedback, revise
again, and continue the process until you are satisfied with the outcome.

Answer Skill
Close Reading
1 See below. CLE-1 3.A CLE-1.B: evidence, 23
reasoning
2 See below. CLE-1 3.A CLE-1.B: evidence, 23
reasoning
3 See page 9. CLE-1 3.A CLE-1.B: evidence, 23
reasoning
4 B CLE-1 3.A CLE-1.B: evidence, 23
reasoning
Evaluating Writing
reasoning
reasoning
reasoning
4 B CLE-1 4.A CLE-1.B: evidence, 23
reasoning
1. Thunberg claims that global warming is a serious issue and that current policies will
not do enough to curb global warming. She defends her claims with statistical scientific
evidence. Without this evidence, her claims might appear to be unsupported opinions.
2. Thunberg defends her claims with a number of specific examples. For instance, to
highlight world leaders’ ineffectual policies, she states: “The popular idea of cutting
our emissions in half in 10 years only gives us a 50% chance of staying below 1.5
degrees [Celsius], and the risk of setting off irreversible chain reactions beyond human
control.”

3. Thunberg uses commentary and emotional appeals to connect the evidence to her claims.
For instance, to back up the evidence cited in the previous answer, she states, “So a 50%
risk is simply not acceptable to us—we who have to live with the consequences.” This
statement puts the evidence into perspective, and states an opinion grounded in fact. In
addition, after saying that CO2 levels will rise to catastrophic levels “within less than 8 1/2
years,” Thunberg states, “There will not be any solutions or plans presented in line with
these figures here today, because these numbers are too uncomfortable and you are still
not mature enough to tell it like it is.” Again, Thunberg explains her reasoning and bolsters
her argument by connecting the factual evidence to the ethical failures of politicians.
1. The writer could use the following sentence as direct evidence: “The entirety of many
island nations and large portions of other countries with low-lying coastal lands,
including the United States, will be underwater.” This sentence is the only directly
quoted evidence within the student draft. Direct quotes should be cited to a source
and preferably embedded within commentary to give the quote context.
2. The writer could improve the essay by citing additional evidence of global warming’s
negative effects, such as the rising frequency and destructiveness of hurricanes; the
warming and acidification of the oceans, which kills coral reefs and disrupts fisheries;
and the increase of extreme weather patterns—such as flooding and drought—which
affect wildlife, crops, and people’s homes.
3. The writer could connect the evidence to her claims by placing the evidence in
context. For instance, after sentence 5, the writer could state: Yet inland cities facing
their own climate challenges may lack the resources to harbor coastal refugees, and unless
the United States carefully plans and prepares, the entire country could see snowballing
effects from climate change.
PART 2.3 Types of Evidence, pp. 25–29 | CLE-1.C

Answer Skill
Close Reading
1 See page 10. CLE-1 3.A CLE-1.C: types of 25–27
evidence
evidence
evidence
evidence
5 B CLE-1 3.A CLE-1.C: types of 25–27
evidence

Evaluating Writing
1 See below. CLE-1 4.A CLE-1.C: types of 25–27
evidence
evidence
evidence
4 A CLE-1 4.A CLE-1.C: types of 25–27
evidence
1. Thunberg mainly uses three types of evidence to strengthen her arguments. She uses
personal observations to connect with her listeners’ feelings and emotions: “This is all
wrong. I shouldn’t be up here.” She uses summarized details: “People are dying. Entire
ecosystems are collapsing. We are in the beginning of a mass extinction…” Finally,
she uses specific, statistical facts that give concrete, quantifiable evidence for her
argument: “To have a 67% chance of staying below a 1.5 degrees global temperature
rise—the best odds given by the [Intergovernmental Panel on Climate Change]—the
world had 420 gigatons of CO2 left to emit back on Jan. 1st, 2018.”
2. Thunberg’s personal observations connect with people’s emotions and help her
audience feel the seriousness of her appeal. Her general, summarized details give her
audience a sense of the larger, wide-ranging implications of global warming. Finally,
her specific citations reveal the hard science behind her argument.
3. Thunberg could have included specific evidence about how global warming is affecting
people’s day-to-day lives by citing recent examples of unprecedented wildfires,
floods, and droughts. These examples might have directly connected with the daily
experiences of her listeners.
4. Thunberg could have included the additional evidence in paragraph 2, where she
states, “People are dying. Entire ecosystems are collapsing.” Giving specific examples
to back up these statements would fortify Thunberg’s argument. For instance, she
could give examples of how massive wildfires—brought on by drought connected to
global warming—burned millions of acres in Australia and California, killing people,
destroying homes, and decimating animals and animal habitats. Similarly, she could
cite the destruction of record-breaking floods in Western Europe and America.
1. The student uses factual evidence, as seen in the lines 4 and 5: “‘The entirety of many
island nations and large portions of other countries with low-lying coastal lands,
including the United States, will be underwater.’ Millions will relocate inland, increasing
housing costs and adding pressure to inland cities to support these new residents.”
Yet the writer does not use specific examples or statistics to support these facts, nor
does she attribute these facts to a source. The writer also uses personal observation to
connect to her factual examples, such as “While many people argue over the cause and
who to blame, people must recognize that the world is going to change.”

2. The student should give specific evidence and statistics to back up her factual evidence.
For instance, when she states that many areas will “be under water,” she could give
examples of island countries already being seriously affected by rising seas. She could
also give statistical, scientific projections on expected sea-level increases, and how
those increases will affect particular cities.
3. Including both current examples and scientific projections of sea-level rise would
strengthen the student’s arguments by providing clear evidence to back up her claim.
Readers would see real-world examples of sea-level rise that is currently affecting
people, and they could also see verifiable models of how this trend will continue to
impact millions of people around the globe. The more types of evidence an author
uses, the more well-rounded her argument.
For reproducibles for the evidence chart on page 29 in the student book, see pages 246–247.
Composing on Your Own p. 29

Student answers will vary depending on each student’s claim and supporting evidence. Before
filling in the chart, students should review their rhetorical situation and the definitions of
“facts, anecdotes, examples, and statistics.” Students should be aware that facts often consist
of examples (specific instances) and statistics, while anecdotes consist primarily of real-life
stories, often reflecting the personal experience of the speaker. The primary purpose of the
chart is to encourage students to supply a variety of evidence that reveals both everyday
experience and examples from reliable, verifiable sources. Remind students that reliable
sources can include scientific studies, government websites, university reports, fact-checked
news sources, and expert opinions. Students should avoid using social media, Wikipedia,
blogs, and personal websites.
Students should note that the graphic shows that although there are minor differences among
the statistics from the various scientific organizations, the overall pattern is strikingly similar,
putting to rest the complaint of those who deny climate change that “even scientists can’t agree.”
PART 2.4 Defensible and Interesting Claims, pp. 30–32 | CLE-1.D

Answer Skill
Close Reading
1 See page 12. CLE-1 3.A CLE-1.D: effective 30
claims
claims
3 B CLE-1 3.A CLE-1.D: effective 30
claims
Evaluating Writing
claims
claims
3 B CLE-1 4.A CLE-1.D: effective 30
claims

1. Thunberg heightens the reader’s and listener’s interest by framing her argument in
emotional, scolding terms, such as “You have stolen my dreams and my childhood
with your empty words.” By placing her argument in confrontational terms, she is
accusing government leaders of inaction, and also highlighting the severity of the
problem of global warming. In addition, her confrontational claims require her to
back up her emotional appeals with hard evidence and well-crafted commentary.
2. Thunberg’s argument would be simple if she only argued that climate change is
happening. But instead, Thunberg suggests that world leaders are both purposely
underestimating the problem and doing too little to solve it. These claims require
Thunberg to develop a nuanced line of arguing; she needs to prove the climate models
that governments use are inadequate, and she needs to argue that the leaders are
failing morally.
1. The author’s central claim is largely summarized in lines 7 and 8: “While many people
argue over the cause and who to blame, people must recognize that the world is going
to change. Only then can we begin trying to fix what is clearly broken.” This claim
is defensible, because the author can give many examples of how people must take
immediate action to solve problems created by climate change.
2. The claim could be revised to make it more specific and interesting. For instance,
the author could revise her concluding sentence to make it more effective: Unless the
government openly acknowledges the effects of global warming, the United States cannot
use its resources and technical know-how to invest in critical infrastructure projects that
can protect people from the rising dangers of climate change. In addition, as previously
suggested in 2.3, the author should integrate more examples to defend her claim.
While keeping the rhetorical situation in mind, students should revise their claims to make
them clearer and more specific. Point out that general claims may be easy to defend, but
they tend to be dull and uninteresting. A claim needs to raise a point of argument that can
be defended with well-reasoned examples and factual evidence, such as statistics and expert
opinions. If students are unable to defend their claim with factual examples beyond anecdotal
evidence, then they need to revise these claims or do more research. Remind students that the
process of refining a claim sometimes changes the perspective of the author, thereby forcing
the writer to rework his or her claim.
PART 2.5 Source Materials, pp. 32–37 | CLE-1.E
The image conveys a girl being shunned from a group of girls probably during gym class,
given their outfits and the floor. The girls seem to be whispering about her. The choices the
photographer made include: setting the girl off and posing her in a way that makes it seem she
is protecting herself; setting off the other girls, who have the ball; having one girl in the group
pointing at the shunned girl; having two girls in the group whispering with the third listening
in, smiling. Point out that writers also make choices—every choice conveys a meaning.


Answer Skill
Close Reading
1 See below. CLE-1 3.A CLE-1.E: embedding 32–35
source material
source material
3 D CLE-1 3.A CLE-1.E: embedding 32–35
source material
4 C CLE-1 3.A CLE-1.E: embedding 32–35
source material
Evaluating Writing
source material
source material
3 A CLE-1 4.A CLE-1.E: embedding 32–35
source material
1. Thunberg embeds evidence that both summarizes information and uses specific
statistics that directly quote scientific studies. She embeds summarized information
(which she combines with commentary) when she states, “We are in the beginning
of a mass extinction, and all you can talk about is money and fairy tales of eternal
economic growth.” She embeds specific statistics in her speech when she states, “To
have a 67% chance of staying below a 1.5 degrees global temperature rise—the best
odds given by the [Intergovernmental Panel on Climate Change]—the world had 420
gigatons of CO2 left to emit back on Jan. 1st, 2018.”
2. Thunberg quotes specific information that shows the severity of global warming (as
cited in answer 1) and then places it in context by saying that the problem cannot be
solved by “business as usual.”
1. The writer integrates outside evidence when using the following direct quote: “The
entirety of many island nations and large portions of other countries with low-
lying coastal lands, including the United States, will be underwater.” In addition, the
following line suggests that the author is summarizing outside information: “Millions
will relocate inland, increasing housing costs and adding pressure to inland cities to
support these new residents.”
2. The author should integrate the direct quote into a larger sentence that introduces the
quote by either placing it in context or attributing it to a reputable source. For instance,
the author could introduce the quote by stating: The world’s population will undergo
massive upheaval and dislocation as “The entirety of many island nations and large
portions of other countries with low-lying coastal lands, including the United States, will
be under water.” Or the author could attribute the quote to a source: Recent models of
rising sea levels reveal that “the entirety of many island nations and large portions of other
countries with low-lying coastal lands, including the United States, will be under water.”

Someone could use this photo to show the effects of coastal erosion, devastating to the people
who experience the loss of property. The relationship between coastal erosion and climate
change would need to be explained to use this photo effectively.
For a reproducible of the argument paragraph drafting organizer on page 38, see page 248.
Using the organizer as a guide, students should begin their drafts with a clear claim that
they support with at least three pieces of specific evidence. Students should be sure to use
evidence—preferably quotes—from reliable sources and people. Each piece of evidence
should directly support and expand the central claim. Remind students that quotes should
always be integrated into the language and logic of the piece. Embedded quotes, in which the
author adds his or her own commentary, are more effective than stand-alone quotes, which
provide evidence without context. When refining their claim, students should consider their
rhetorical situation, including audience, context, and purpose. Once students assemble their
claim and evidence, they can begin to draft a cohesive opening paragraph.
Students will likely identify the following claim:
The general public needs to realize that HIV can affect anybody; therefore, it is important
to openly acknowledge it as a public-health issue that requires a compassionate and forceful
response. Fisher stresses that anybody can contract HIV; therefore the disease “is not a
distant threat” but “a present danger” that requires society as whole to confront the issue,
rather than hiding behind “ignorance,” “prejudice,” and “silence.” In addition to her emotional
appeal for her audience’s “support” and “compassion,” Fisher gives the sobering statistic that
“two hundred thousand Americans are dead or dying” from AIDS, while “a million more are
infected.” Combining raw statistics with appeals to people’s shared sense of responsibility,
Fisher encourages her audience to treat HIV and AIDS like any other health emergency that
demands a robust response from the country as a whole.
Reflect on the Essential Questions, p. 38
A writer’s position is the view a writer takes in relation to other views on the subject. The
writer’s position leads eventually to a claim, which expresses the position. Writers use a
variety of types of evidence to support their positions, including anecdotes, analogies,
examples, facts, illustrations, statistics, personal observations, and expert opinions and
testimonies. Writers use reasoning to explain how their evidence supports their claims. When
the rely on the words and ideas of others, they often quote, paraphrase, or summarize them.
Revised Student Draft Passage from page 5. Revisions appear in italics.
Though few experts disagree that climate change is happening, there are some who argue the
actual causes of it. For many, evidence that it is caused by people is clear, while some see it as
a natural cycle of warming and cooling. Regardless of the cause, climate change is happening.
It will undoubtedly affect millions of lives around the world. It is estimated that worldwide
150 million people are living in areas that will be under water by 2050. Severe changes will
arrive sooner than expected as “the entirety of many island nations and large portions of
other countries with low-lying coastal lands, including the United States, will be under
water.” The loss of this land will force millions to relocate inland, increasing housing costs and
adding pressure to inland cities to support these new residents. Agreement that the climate is
changing is only the beginning of preparing for the changes it will cause. While many people
argue over the cause and who to blame, it is more important for the world to prepare for the
inevitable catastrophe of climate change. Only then can we begin trying to fix what is clearly
broken.

UNIT 1 REVIEW
Section 1: Multiple Choice, pp. 39–47
Item Enduring Text

Answer Skill Essential Knowledge
Number Understanding Pages
Reading
1 C RHS-1 1.A RHS-1.C: exigence 11
2 A CLE-1 3.A CLE-1.E: effective claims 32–35
3 E CLE-1 3.B CLE-1.I: thesis 90–93
4 D RHS-1 1.B RHS-1.G: audience 59–61
5 B RHS-1 1.B RHS-1.G: emotions and 59–61
values
6 A STL-1 7.A STL-1.B: perspective 279–280
7 B CLE-1 3.B CLE-1.O: line of reasoning 207–211
8 A RHS-1 1.A RHS-1.I: introducing an 192–195
argument to an audience
9 B RHS-1 1.A RHS-1.I: introducing an 192–195
argument to an audience
10 A STL-1 7.A STL-1.B: descriptive words 279–280
11 A STL-1 7.A STL-1.C: precise word choice 280–281
12 A REO-1 5.A REO-1.M: supporting claims 248–254
with evidence
13 E REO-1 7.A REO-1.Q: transitional 270–272
elements
Writing
14 E CLE-1 4.A CLE-1.C: evidence 25–27
15 E REO-1 6.C REO-1.E: sequencing of 142–144
paragraphs
16 D REO-1 6.B REO-1.N: coherence 258–263
17 C CLE-1 4.C CLE-1.X: using words, 407–411
phrases, and clauses
18 B RHS-1 2.B RHS-1.M: word choice, bias 481–483
.Join the Conversation Sample Draft, pp. 48–49

Warning labels on potentially frightening or dangerous movies or products are absolutely
necessary. Suppose, for example, a child was inadvertently allowed to watch a scary movie.
That child might have nightmares as a result. A child with nightmares suffers very real and
possibly lasting fears that could have been prevented by a movie rating that would have
stopped parents from allowing their child to see the movie. In a similar way, warning labels
on dangerous products, such as cigarettes, explain that smoking causes lung cancer and
other diseases, and as a result of these warnings, many people choose not to smoke. Just as
a warning sign prevents people from slipping on a wet floor or going around a curve too
fast, warning labels on movies and on products harmful to people’s health can make all
the difference in keeping people from experiencing a negative consequence that may be
impossible to reverse.

Section II: Free Response, p. 50
Rhetorical Analysis Rubric: “Why Chinatown Still Matters”
Following is the rubric for the rhetorical analysis prompt as it appears on the AP® exam. You
may wish to exclude Row C until later units, making the prompt worth a total of five rather than
six points. Formal instruction in the rhetorical analysis essay begins on page 104 in the student
book.
Row A: Thesis (0-1 points), Scoring Criteria [1.A, 4.B]

0 points 1 point
For any of the following: Responds to the prompt with a thesis that
• There is no defensible thesis. presents a defensible position.
• The intended thesis only restates the prompt.
• The intended thesis provides a summary of the
issue with no apparent or coherent claim.
• There is a thesis, but it does not respond to the
prompt.
Decision Rules and Scoring Notes
Responses that do not earn this point: Responses that earn this point:
• Only restate the prompt. • Respond to the prompt rather than restate or
• Fail to address the rhetorical choices the writer rephrase the prompt and clearly articulate a
of the passage makes. defensible thesis about the rhetorical choices
Berger makes to convey his message.
• Describe or repeat the passage rather than
making a claim that requires a defense.
Examples that do not earn this point: Example that earns this point:
Restate the prompt Presents a defensible thesis that analyzes the
• “The writer conveys an important message writer’s rhetorical choices
through Wong’s photographs to show the reader “Berger uses Dean Wong’s intimate photographs
why Chinatown matters.” of the Chinese community to frame a discussion
• “The writer uses rhetorical strategies to examine of how Chinatown forms a crucial cultural,
Dean Wong’s photographs.” emotional, and economic anchor for Chinese
Make a claim, but do not address the writer’s Americans in a country that frequently does not
rhetorical choices welcome or oversimplifies their contributions.”
• “The writer clearly shows that Dean Wong is a
good photographer.”
Repeat provided information from the passage
• “Throughout the essay, Berger shows how
Chinatowns came to be in the United States.”
Additional Notes:
• The thesis may be more than one sentence, provided the sentences are in close proximity.
• The thesis may be anywhere within the response.
• For a thesis to be defensible, the passage must include at least minimal evidence that could be
used to support that thesis; however, the student need not cite that evidence to earn the thesis
point.
• The thesis may establish a line of reasoning that structures the essay, but it needn’t do so to earn
the thesis point.
• A thesis that meets the criteria can be awarded the point whether or not the rest of the response
successfully supports that line of reasoning.

Row B: Evidence AND Commentary (0-4 points), Scoring Criteria [1.A, 2.A, 4.A, 6.A, 6.B, 6.C]
0 points 1 point 2 points 3 points 4 points
Simply EVIDENCE: EVIDENCE: EVIDENCE: EVIDENCE:
restates thesis Provides Provides some Provides specific Provides specific
(if present), evidence that is specific relevant evidence to support evidence to support
repeats mostly general. evidence. all claims in a line of all claims in a line of
provided
AND AND COMMENTARY: reasoning. reasoning.
information,
COMMENTARY: Explains how some of AND AND
or offers
Summarizes the the evidence relates COMMENTARY: COMMENTARY:
information
irrelevant to evidence but to the student’s Explains how some Consistently explains
the prompt. does not explain argument, but no of the evidence how the evidence
how the evidence line of reasoning is supports a line of supports a line of
supports the established, or the reasoning. reasoning.
student’s line of reasoning is AND AND
argument. faulty.
Explains how Explains how
at least one multiple rhetorical
rhetorical choice choices in the
in the passage passage contribute
contributes to the to the writer’s
writer’s argument, argument, purpose,
purpose, or or message.
message.
Decision Rules and Scoring Notes | Typical responses that earn . . .
0 points: 1 point: 2 points: 3 points: 4 points:
• Are • Tend to focus • Consist of a • Uniformly offer • Uniformly offer
incoherent on summary or mix of specific evidence to evidence to
or do not description of a evidence and broad support claims. support claims.
address the passage rather generalities. • Focus on the • Focus on the
prompt. than specific • May contain importance of importance of
• May be just details or some simplistic, specific words specific words and
opinion with techniques. inaccurate, and details from details from the
no textual • Mention or repetitive the passage passage to build an
references or rhetorical explanations that to build an argument.
references choices with don’t strengthen argument. • Organize and
that are little or no the argument. • Organize an support an
irrelevant. explanation. • May make one argument as a argument as a
point well, but line of reasoning line of reasoning
either do not make composed composed of
multiple supporting of multiple multiple supporting
claims or do not supporting claims, each with
adequately support claims. adequate evidence
more than one • Commentary that is clearly
claim. may fail to explained.
• Do not explain integrate some • Explain how the
the connections evidence or fail writer’s use of
or progression to support a key rhetorical choices
between the claim. contributes to
student’s claims, so the student’s
a line of reasoning interpretation of the
is not clearly passage.
established.
Additional Notes: Writing that suffers from grammatical and/or mechanical errors that interfere with
communication cannot earn the fourth point in this row. To earn the fourth point in this row, the response
may observe multiple instances of the same rhetorical choice if each instance further contributes to the
argument, purpose, or message.

Row C: Sophistication (0-1 points), Scoring Criteria [2.A, 4.C, 6.B, 8.A, 8.B, 8.C]
0 points 1 point
Does not meet the criteria for one point. Demonstrates sophistication of thought and/
or develops a complex understanding of the
rhetorical situation.

Responses that do not earn this point: Responses that earn this point may
• Attempt to contextualize the text, but such demonstrate sophistication of thought and/
attempts consist predominantly of sweeping or a complex understanding of the rhetorical
generalizations (“In a society where . . .” OR “Most situation by doing any of the following:
people believe that Chinese Americans feel . . .”). 1. Explaining the significance or relevance of
• Only hint at or suggest other arguments (“I think the writer’s rhetorical choices (given the
that most people . . .” OR “While most may see that rhetorical situation).
. . . “). 2. Explaining a purpose or function of the
• Examine individual rhetorical choices but do passage’s complexities or tensions.
not examine the relationships among different 3. Employing a style that is consistently vivid
choices throughout the text. and persuasive.
• Oversimplify complexities in the text.
• Use complicated or complex sentences or
language that is ineffective because it does not
enhance the analysis.
Additional Notes:
• This point should be awarded only if the sophistication of thought or complex understanding is part
of the argument, not merely a phrase or reference.

Argument Essay Rubric: Speeding Tickets Based on Income
NOTE: The free-response tasks in this program are scaffolded, with expectations for student
performance rising with each unit. For this reason, the rubric below has been modified from the
College Board® version to suit the task. Also, you may wish to exclude Row C until later units,
making the prompt worth a total of five rather than six points. See page 80 for the rubric used to
score the argument prompt on the AP® exam.
Row A: Thesis (0-1 points), Scoring Criteria [4.B] Scoring Criteria

0 points 1 point
For any of the following: Responds to the prompt with a claim that presents
• The intended claim only restates the prompt. a defensible position.
• The intended claim provides a summary
of the issue with no apparent or coherent
position.
• There is a claim, but it does not respond to
the prompt.
• Do not take a position, or the position is rephrase the prompt. Clearly take a position on
vague or must be inferred. attaching legal fines to a person’s income rather
than just stating there are pros/cons.
• State an obvious fact rather than making a
claim that requires a defense.
Examples that do not earn this point: Examples that earn this point:
Do not take a position Present a defensible position that responds to
• “If people obey the law, they will not have to the prompt
worry about receiving and paying tickets.” • “Everyone in our society is expected to follow
Address the topic of the prompt but are not the same rules, and if we break those rules, the
defensible—it is an obvious fact stated as a law applies to each of us equally. Therefore, we
claim should all pay the same fines when we break the
• “No one likes speeding tickets, regardless of law, regardless of income.”
who they are, and no one likes paying fines.” • “The extensive income inequality in our country
means that fines disproportionately effect people
of limited income, while those who are wealthy
pay a much smaller percentage of their income if
they break the law. Although we are supposedly
all equal under the law, the percentage of our
paychecks taken in fines is decidedly unequal.”
• “It’s become an open secret in our courts—the
poor consistently pay higher fines than wealthier
people. Because people of lesser means often
cannot afford to pay fines, they often receive
additional fines for nonpayment, which starts an
endless cycle that too frequently ends up in jail
time. Fines that reflect people’s income would
greatly alleviate this injustice.”
Additional Notes:
• The claim may be more than one sentence, provided the sentences are in close proximity.
• The claim may be anywhere within the response.
• A claim that meets the criteria can be awarded the point whether or not the rest of the response

Row B: Evidence AND Commentary (0-4 points), Scoring Criteria [2.A, 4.A, 6.A, 6.B, 6.C]
restates claim Provides Provides some Provides specific Provides specific
(if present), evidence that is specific relevant evidence to evidence to support
repeats mostly general. evidence. support all all claims in a line of
provided claims in a line of reasoning.
AND AND
information, reasoning.
COMMENTARY: COMMENTARY: AND
or offers
Summarizes the Explains how AND COMMENTARY:
information
evidence but some of the COMMENTARY: Consistently
irrelevant to
the prompt. does not explain evidence relates Explains how explains how the
how the evidence to the student’s some of the evidence supports a
supports the argument, but no evidence line of reasoning.
argument. line of reasoning is supports a line of
established, or the reasoning.
line of reasoning is
faulty.

• Are • Tend to focus • Consist of a • Uniformly offer • Focus on the
incoherent on summary of mix of specific evidence to importance of
or do not evidence rather evidence support claims. specific details to
address the than specific and broad • Focus on the build an argument.
prompt. details. generalities. importance of • Organize and
• May be just • May contain specific details support an
opinion with some simplistic, to build an argument as a
no evidence inaccurate, argument. line of reasoning
or evidence or repetitive • Organize an composed of
that is explanations that argument as a several supporting
irrelevant. don’t strengthen line of reasoning claims, each with
the argument. composed adequate evidence
• May make one of several that is clearly
point well, but supporting explained.
either do not claims.
make multiple • Commentary
supporting may fail to
claims or do integrate some
not adequately evidence or fail
support more to support a key
than one claim. claim.
Additional Notes: Writing that suffers from grammatical and/or mechanical errors that
interfere with communication cannot earn the fourth point in this row.

0 points 1 point
Does not meet the criteria for one point Demonstrates sophistication of thought and/or
develops a complex understanding of the rhetorical
situation.
Responses that do not earn this point: Responses that earn this point may demonstrate
• Attempt to contextualize their argument, sophistication of thought and/or a complex
but such attempts consist predominantly understanding of the rhetorical situation by doing
of sweeping generalizations (“Let’s face any of the following:
it: we all break the law sometimes, and 1. Crafting a nuanced argument by consistently
everyone speeds…” OR “Since the time cars identifying and exploring complexities or
were invented, people have paid speeding tensions.
tickets…”) 2. Articulating the implications or limitations of an
• Only hint at or suggest other argument (“I argument (either the student’s argument or an
once heard someone who got a speeding argument related to the prompt) by situating it
ticket say…” OR “While some car owners may within a broader context.
argue that…) 3. Making effective rhetorical choices that
• Use complicated or complex sentences or consistently strengthen the force and impact of
language that are ineffective because they the student’s argument.
do not enhance the argument 4. Employing a style that is consistently vivid and
persuasive.
Additional Notes:
of the student’s argument, not merely a phrase or reference.

UNIT 2:
Selecting Evidence to Motivate an Audience, pp. 51–110
Students are likely to notice that Yousafzai is younger than the others on the stage, including
her co-recipient Kaliash Satyarthi, suggesting that her accomplishments are unusual for
someone her age.
1. Yousafzai spoke at an event sponsored by the United Nations, an organization

representing many countries that work together toward common goals, so her
audience likely values global initiatives and equal rights. In addition, the audience
would likely respect education and perseverance.
2. There are a number of sentences that encompass Yousafzai’s thesis:

“If we are to succeed as a society in the 2lst century, we had better shed our anti-
intellectualism and imbue in our children the vision that a good life is impossible
without stretching one’s mind and pursuing knowledge to the full extent of one’s
abilities.”
“One child, one teacher, one book and one pen can change the world.”
“Education is the only solution.”
“Education first.”
3. Yousafzai includes references to the many trials she has faced and overcome. Moreover,
her evidence focuses on areas where others are suffering violations of human rights. In
particular, in paragraphs 10 and 12, she cites numerous examples of children suffering
and being exploited. She also uses the words “we” and “us” to imply a collective
imperative to ensure the rights of many. Finally, she references her current initiatives
to stress the need for education.

1. There are a number of sentences that stress the writer’s message about global education,
such as:
“This will equip them with voices so that they too may be granted what is rightfully
theirs: an opportunity to learn, which is an opportunity for hope.”
“If we are to succeed as a society in the 21st century, we had better shed our anti-
intellectualism and imbue in our children the vision that a good life is impossible without
stretching one’s mind and pursuing knowledge to the full extent of one’s abilities.”
“One child, one teacher, one book and one pen can change the world.”
2. Claim 1: “Many U.S. students—along with their other first world-counterparts—take

for granted the educational opportunities that are presented to them as rights.”
Claim 2: “In fact, they often either view going to school as a boring burden, or they
just neglect to consider how less-fortunate areas and countries do not have similar
requirements for their own populations.”
Claim 3: “This will equip them with voices so that they too may be granted what is
rightfully theirs: an opportunity to learn, which is an opportunity for hope.”
3. Claim 2 is not directly supported with specific examples of U.S. students who consider
education a burden. However, the information pertaining to Africa’s educational
status reveals that there are many young people who are “less fortunate” than students
in the U.S.
Claim 3 is supported with the reference to global efforts that are opening new doors
to destitute children.
4. Claim 1 is not supported with sufficient, high-quality evidence, because the author
fails to provide specific examples; therefore, the reader never knows whether the claim
is a verifiable truth or the author’s personal opinion.
For a revised version of this student draft based on activities in this unit, see page 36.
PART 1 RELATING TO AN AUDIENCE, pp. 58–74

PART 1.1 Relating to an Intended Audience, pp. 59–64 | RHS-1.F RHS-1.G
For a reproducible for the rhetorical choice and audience chart on page 61 in the student book,
see page 249.

Answer Skill
Close Reading
1 See pages RHS-1 1.B RHS-1.F: audience 59–61
24–25. values, beliefs,
needs, and
background
2 B RHS-1 1.B RHS-1.F: audience 59–61
values, beliefs,
needs, and
background

Answer Skill
3 C RHS-1 1.B RHS-1.G: purpose; 59–61
audience emotions
and values
4 B RHS-1 1.B RHS-1.G: purpose; 59–61
audience emotions
and values
5 C RHS-1 1.B RHS-1.G: purpose; 59–61
audience emotions
and values
6 A RHS-1 1.B RHS-1.F: audience 59–61
values, beliefs,
needs, and
background
Evaluating Writing
1 See page 25. RHS-1 2.B RHS-1.F: audience 59–61
values, beliefs,
needs, and
background
2 See page 25. RHS-1 2.B RHS-1.F: audience 59–61
values, beliefs,
needs, and
background
3 A RHS-1 2.B RHS-1.G: purpose; 59–61
audience emotions
and values
1. Number of answers (rows) and wording will vary, but examples follow:
What Yousafzai Believes

Examples about the Audience’s
Rhetorical choice
(Textual Evidence) Background, Values,
Beliefs, or Needs
“Today is it an honor for me to She reflects on the The audience values humility
be speaking again after a long privilege of her current in a speaker.
time.” position.
“. . . first of all thank you to She references divinely The audience believes in
God for whom we all are equal ordained human value. human equality.
and thank you to every person
who has prayed for my fast
recovery and new life.”
“Dear friends, on 9 October She narrates her tragic The audience believes
2012, the Taliban shot me on experience. violence toward others is
the left side of my forehead. negative.
They shot my friends, too.”

“This is the compassion I have She references various The audience is made up of
learned from Mohammed, historical and religious diverse populations.
the prophet of mercy, Jesus figures.
Christ and Lord Buddha. This
the legacy of change I have
inherited from Martin Luther
King, Nelson Mandela and
Mohammed Ali Jinnah.
This is the philosophy of
nonviolence that I have
learned from Gandhi, Bacha
Khan and Mother Teresa.”
“The wise saying, ‘The pen is She recounts a common The audience believes that
mightier than the sword.’” adage. nonviolence and education
are better means of solving
problems.
“We call upon all communities She charges global leaders
to be tolerant, to reject and communities with
prejudice based on caste, pacifist obligations. The audience values
creed, sect, color, religion or freedom and equality,
agenda to ensure freedom and especially for those that are
equality for women so they underrepresented.
can flourish.”
1. Two instances include the following:

“Many U.S. students—along with their other first world-counterparts—take for
granted the educational opportunities that are presented to them as rights.”
“In fact, they often either view going to school as a boring burden, or they just neglect
to consider how less- fortunate areas and countries do not have similar requirements
for their own populations.”
2. Two examples of language that may improve the writer’s outreach. Examples also
appear in the final student draft.
Language at the end of sentence 1: ,which makes the U.S. similar to many other
first-world countries.
Language at the end of sentence 2: ,though there are some states that extend the age
to eight.

Encourage students to pick a subject that relates to the rights of young adults or children.
Remind students to carefully consider the needs of their audience; this consideration will
influence the tone and evidence students use in their writing. Students may want to create
a checklist to ensure that they are considering the audience’s values, beliefs, needs, and
background. Regardless of audience, students should balance emotional appeals with hard
evidence from reputable sources. In addition to considering the needs of their audience,
students should keep other aspects of the rhetorical situation in mind—namely, context and
purpose.

PART 1.2 Modes of Persuasion, pp. 64–73 | RHS-1.H
The important takeaway from this image is that the appeals are not used in isolation—they
usually work together.
For reproducibles for the rhetorical choice and ethos and rhetorical choice and pathos charts on
page 71 in the student book, see pages 250 and 251.

Answer Skill
Close Reading
1 See page 27. RHS-1 1.B RHS-1.H: 64–70
arguments;
persuasion
arguments;
persuasion
3 E RHS-1 1.B RHS-1.H: 64–70
arguments;
persuasion
4 D RHS-1 1.B RHS-1.H: 64–70
arguments;
persuasion
5 D RHS-1 1.B RHS-1.H: 64–70
arguments;
persuasion
Evaluating Writing
arguments;
persuasion
arguments;
persuasion
3 C RHS-1 2.B RHS-1.H: 64–70
arguments;
persuasion

1. Influence on
Choice Character/Credibility
Textual Evidence What is the writer How does this
doing? demonstrate her
character or credibility?
“Today is it an honor for me to be She reflects on the It highlights her humility
speaking again after a long time. privilege of her current and gratefulness.
Being here with such honorable position.
people is a great moment in my
life and it is an honor for me that
today I am wearing a shawl of
the late Benazir Bhutto. I don’t
know where to begin my speech.
I don’t know what people would
be expecting me to say, but first
of all thank you to God for whom
we all are equal and thank you to
every person who has prayed for
my fast recovery and new life.”
“Dear friends, on 9 October 2012, She narrates her tragic It establishes her as a
the Taliban shot me on the left experience. victim who has overcome
side of my forehead. They shot oppression (makes her
my friends, too.” more credible through
experience).
“Dear sisters and brothers, I She expresses her It emphasizes her courage
am not against anyone. Neither congenial attitude to overcome terrible
am I here to speak in terms of toward all humanity. oppression and amplifies
personal revenge against the her kind nature.
Taliban or any other terrorist
group. I am here to speak for
the right of education for every
child.”

2.
Choice Emotion(s) of Audience:
Textual Evidence What is the writer What emotion does this
doing? inspire in her audience?
“There are hundreds of human She speaks on behalf of inspiration, hope, courage
rights activists and social other struggling activists.
workers who are not only
speaking for their rights, but
who are struggling to achieve
their goal of peace, education
and equality. Thousands of
people have been killed by the
terrorists and millions have
been injured. I am just one of
them. So here I stand. So here
I stand, one girl, among many.
I speak not for myself, but so
those without a voice can be
heard. Those who have fought
for their rights. Their right to
live in peace. Their right to be
treated with dignity. Their right
to equality of opportunity. Their
right to be educated.”
“Dear friends, on 9 October She narrates her tragic sympathy
2012, the Taliban shot me on experience.
the left side of my forehead.
They shot my friends, too.”
“Dear sisters and brothers, I She expresses her compassion, wonder, awe
am not against anyone. Neither congenial attitude toward
am I here to speak in terms of all humanity.
personal revenge against the
Taliban or any other terrorist
group. I am here to speak for
the right of education for every
child.”
“In India, innocent and poor Exemplifies the turmoil of indignity at injustice
children are victims of child women and children in
labor. Many schools have been multiple countries
destroyed in Nigeria. People in
Afghanistan have been affected
by extremism. Young girls have
to do domestic child labor and
are forced to get married at an
early age.”
1. The student draft uses different modes of persuasion. The draft includes emotional
language that appeals to the audience’s sense of righteousness and justice. The student
draft also appeals to the audience’s need for clear examples and statistical evidence.

2. The writer uses emotional language when he states that “Many U.S. students… take
for granted educational opportunities.” In addition, the author’s main claim includes
an appeal to the audience’s emotions: “This will equip them with voices so that they
too may be granted what is rightfully theirs: an opportunity to learn, which is an
opportunity for hope.” The writer also satisfies the audience’s need for specific
examples and statistical evidence, as shown in the following statement: “Africa has
the ‘10 lowest-ranked countries’ in relation to a child’s ability to access educational
services.”
Composing on Your Own, p.73

For a reproducible for using the three appeals chart on page 73 in the student book, see page 252.
Students should use the chart to help organize their writing. Remind students that all three
columns—Character, Logic, Emotion—in the chart are related. For instance, students will
want to convey the credibility of their character by using clear logic and emotional evidence
that connects with their chosen audience. Evidence that is overly emotional, highly dependent
on opinions, and lacks logical structure and reputable evidence will not reflect well on the
character of the writer, nor will it connect with the reader.
For a reproducible of the rhetorical analysis chart on page 74 in the student book, see page 253.
Student answers will vary. There are multiple examples throughout Clinton’s speech of ethical,
emotional, and logical appeals. Some examples are cited in the table that follows:
Is this related to
Rhetorical Choice
Textual Evidence character/credibility,
What is the writer doing?
emotion, or logic?
“It is also a coming together, In her introductory remarks, Clinton’s emotional appeal
much the way women Clinton highlights the highlights universal values—
come together every day importance of all people such as children, family,
in every country. We come focusing on a shared cause and community—that draw
together in fields and in that is the result of common people together. In addition,
factories. In village markets values. Clinton’s approach also
and supermarkets. In living makes a logical link between
rooms and board rooms. the individual family and the
Whether it is while playing larger family of humanity.
with our children in the park
or washing clothes in a river,
or taking a break at the
office water cooler, we come
together and talk about our
aspirations and concerns.
And time and again, our talk
turns to our children and our
families.”

Is this related to
Rhetorical Choice
emotion, or logic?
“By gathering in Beijing, we Clinton lists specific, key This statement is a logical
are focusing world attention imperatives that must be thesis that Clinton will
on issues that matter most addressed to ensure equality defend with specific
in the lives of women and for women. information later in her
their families: access to speech. After the emotional
education, health care, jobs, appeal of her introductory
and credit, the chance to remarks, Clinton is now
enjoy basic legal and human listing specific areas of
rights and participate fully importance.
in the political life of their
countries.”
“Tomorrow, I will attend Clinton is responding to In her response, Clinton
a gathering of the United people who “question the supports her credibility by
Nations Development Fund reason for this conference” listing examples of “highly
for Women. There, the and justifying the initiatives successful” initiatives
discussion will focus on local that work for women’s rights. that are helping women
-- and highly successful throughout the world.
-- programs that give hard-
working women access to
credit so they can improve
their own lives and the lives
of their families.”
“Over the past 25 years, I Clinton’s statement In her statement, Clinton
have worked persistently on emphasizes her lengthy, highlights her credibility by
issues relating to women, wide-ranging experience showing that she has the
children and families. working for the rights of experience and dedication to
Over the past two-and-a- women and children. skillfully address the needs
half years, I have had the of women and children.
opportunity to learn more Following her statement,
about the challenges facing Clinton gives multiple
women in my own country examples (by repeating the
and around the world.” phrase “I have met”) of the
empowered women she has
encountered throughout the
world.
“As an American, I want to Throughout her speech, While Clinton gives many
speak up for women in my Clinton appeals to her examples of the injustices
own country -- women who audience’s shared values women face worldwide, she
are raising children on the of justice and equality. She bolsters her argument by
minimum wage, women who gives many examples that acknowledging that her own
can’t afford health care or reveal the inordinate amount country faces inequality.
child care, women whose of abuse and injustice In saying that she wants to
lives are threatened by women face throughout the “speak up for women” in
violence, including violence world. the United States, Clinton
in their own homes.” stresses that she is fighting
for the rights of women
both in her own country and
around the world.

Sample answer: Audience influences a writer’s choices because to make arguments serve their
purpose as effectively as possible, they must be in line with the beliefs, needs, backgrounds,
and beliefs of the audience. Writers make rhetorical choices to address those aspects of their
audience by using different modes of persuasion. A writer uses an emotional appeal to evoke
feelings in the audience, a logical appeal to offer reasonable explanations backed up by solid
information, and an ethical appeal to demonstrate the writer’s credibility.
Students may note the significant presence of diverse women at the table.
Justice and Race To reinforce a rhetor’s attention to audience and engage in a conversation
on justice and race, you may wish to use the activity on page 234 of this resource.
PART 2 STRATEGIC AND SUFFICIENT EVIDENCE, pp. 75–88

PART 2.1 Strategic Evidence, pp. 75–84 | CLE-1.F CLE-1.G
For a reproducible for the evidence analysis chart on page 81 in the student book, see page 254.

Answer Skill
Close Reading
1 See page 32. CLE-1 3.A CLE-1.F: use 76–81
evidence to
illustrate, clarify, set
a mood, exemplify,
associate, or
amplify a point
evidence to
a mood, exemplify,
associate, or
amplify a point
evidence to
a mood, exemplify,
associate, or
amplify a point
4 B CLE-1 3.A CLE-1.F: use 76–81
evidence to
a mood, exemplify,
associate, or
amplify a point
5 D CLE-1 3.A CLE-1.G: use 76–81
evidence to
strengthen validity
and reasoning

Evaluating Writing
evidence to
a mood, exemplify,
associate, or
amplify a point
2 B CLE-1 4.A CLE-1.G: use 76–81
evidence to
strengthen validity
and reasoning

1.
Yousafzai’s Claim:
The terrible tragedies that happen daily, especially to women and children, are a
byproduct of ignorance; therefore, the support of global leadership is essential in
making such civil rights violations a thing of the past.
Function of the Evidence (illustrate,
Evidence clarify, set a mood, exemplify,
associate, or amplify a point?)
“I fully support UN Secretary General Yousafzai’s presentation of her support
Ban Ki-moon in his Global Education for the UN’s global education initiatives
First Initiative and the work of UN Special serves to amplify the beneficial nature of
Envoy for Global Education Gordon Brown global education policy.
and the respectful president of the UN
General Assembly Vuk Jeremic.”
“Dear friends, on 9 October 2012, the Yousafzai’s presentation of the attempted
Taliban shot me on the left side of my assassination of her serves to illustrate
forehead. They shot my friends, too. They the global hardships many women and
thought that the bullets would silence us, children face when they seek to better
but they failed.” themselves through education.
“This is the compassion I have learned Yousafzai’s presentation of important
from Mohammed, the prophet of mercy, historical and religious figures serves to
Jesus Christ and Lord Buddha. This the exemplify the power of compassion and
legacy of change I have inherited from nonviolent action.
Martin Luther King, Nelson Mandela
and Mohammed Ali Jinnah. . . .This is the
philosophy of nonviolence that I have
learned from Gandhi, Bacha Khan and
Mother Teresa.”
“The wise saying, ‘The pen is mightier Yousafzai’s presentation of a common
than the sword.’ ” saying serves to associate her argument
with a universal truth.
“Pakistan is a peace loving, democratic Yousafzai’s presentation of the Pakistani
country. Pashtuns want education for their people and government serves to clarify
daughters and sons.” the peaceful nature of Islam and its
followers.

2. (See 2nd column on page 32.) Yousafzai’s presentation of children’s suffering serves
to illustrate the injustices and challenges that young people face in many countries.
For a reproducible for the evidence template on page 82 in the student book, see page 255.
3. Yousafzai’s examples of children’s suffering:

• highlight the need for educational opportunities
• appeal to her audience’s sense of justice and sympathy
• increase her credibility by including specific examples that support her argument
1. Claims:
1. “Many U.S. students—along with their other first world-counterparts—take for
granted the educational opportunities that are presented to them as rights.”
2. “In fact, they often either view going to school as a boring burden, or they just neglect
to consider how less- fortunate areas and countries do not have similar requirements
for their own populations.”
3. “This will equip them with voices so that they too may be granted what is rightfully
theirs: an opportunity to learn, which is an opportunity for hope.”
Claim 1 is not supported with evidence.

Claim 2 is not directly supported with specific examples of U.S. students who consider
education a burden. However, the information that pertains to Africa’s educational
status reveals that there are many young people who are less fortunate than students
in the U.S.
Claim 3 is supported with the reference to global efforts that are opening new doors
to destitute children.
Reputable sources that track educational initiatives—like the United Nations, National
Geographic, nonprofit educational foundations, and governmental studies—provide
currently factual evidence that lends credibility to the writer, helps justify the writer’s
argument, and relates to the rhetorical situation by appealing to an online audience
that is interested in National Education and Sharing Day.

For a reproducible for the evidence gathering and analysis chart on page 84 in the student book,
see page 256.
Students should be sure to use substantial, high-quality evidence. The chart is meant to
encourage students to use a variety of evidence and to think about how the evidence affects
their audience, but students shouldn’t be overly concerned with filling in every row. Although
students may want to use emotional appeals, such as anecdotal and personal evidence, they
should balance emotional appeals with statistical evidence and the quotes from subject-area
experts. When students review their evidence, encourage them to refine and revise their
examples.
PART 2.2 Sufficient Evidence, pp. 84–88 | CLE-1.H
Students may note that the person is likely a well-trained, well-educated scientist who knows
how to take precautions when working with dangerous materials.

2.2. Checkpoint, pp. 87–88

Answer Skill
Close Reading
1 See below. CLE-1 3.A CLE-1.H: evidence; 84–86
providing support
2 E CLE-1 3.A CLE-1.H: evidence; 84–86
providing support
3 C CLE-1 3.A CLE-1.H: evidence; 84–86
providing support
4 B CLE-1 3.A CLE-1.H: evidence; 84–86
providing support
Evaluating Writing
1 See below. CLE-1 4.A CLE-1.H: evidence; 84–86
providing sufficient
support
2 A CLE-1 4.A CLE-1.H: evidence; 84–86
providing sufficient
support
1. Yousafzai largely relies on personal and collective experiences to justify claims that
are universal in nature. Due to the universal nature of her claims, she doesn’t need
highly specific evidence. She does, however, offer patterns of specific evidence when
exposing tumultuous areas, and this quantifies the issues she’s exposing. Alternating
between common and specific evidence generates a consistently strong argument.
1. Each sentence could be supported with evidence. The writer could give examples of
varied state laws, and list ways students show that they take education for granted.
Naming countries outside of Africa could reveal that issues involving global education
are not limited to one continent. Including the source of the information found in
sentences 5 and 6 would make the research seem more credible. Listing organizations
and new opportunities that do exist would also strengthen the argument and move it
from being conceptual to concrete.

Students should remember from Unit 1 that the rhetorical situation is the situation out of
which writing emerges. In particular, students should focus on the purpose, context, and
audience that they picked from the table on page 14 to use as the basis for their essay. In
addition, students should be sure to work through their evidence and assess whether each
example is from a reputable source and/or can be logically defended. If any evidence does not
meet this criteria, students should consider revising or finding new evidence.
Student essays should focus on Clinton’s skillful use of ethical, emotional, and logical
appeals to connect with her audience. At this point, students should also show how Clinton
illustrates, clarifies, sets a mood, exemplifies, and amplifies her point. For instance, Clinton
begins her speech largely with appeals to her audience’s shared values and common purpose.

By repeating the phrase “we come together,” Clinton uses parallelism to creates an emotional
link with her audience, while also showing that all people are part of a common family with
common values. Following her emotional introduction, Clinton introduces ethical appeals
that amplify her credibility. She highlights her “25 years” of “persistently” working for
women’s rights, and she also gives multiple examples of women around the world who are
tirelessly working to better the lives of women. These illustrations not only bolster Clinton’s
credentials with her audience, but also give poignant examples of women’s community-
oriented work, such as building “new democracy,” “taking out small loans,” and promoting
“literacy.” As Clinton shows, these initiatives make families and communities stronger and
more prosperous, which logically builds the argument that policies that help women and
children help all people. Clinton concludes that “women’s rights are human rights.” In other
words, any “violation” against women is a violation against the larger community.
Strategically selected and sufficient evidence strengthens an argument by providing evidence
in sufficient quantity and of sufficient quality to support the validity of your argument and
your credibility and to help establish the appropriate mood.
PART 3 IDENTIFYING A THESIS, pp. 89–95
PART 3.1 Thesis Statements, pp. 90–95 | CLE-1.I CLE-1.J
Possible answer: The text and graphic would each be threatening on its own, but together,
they become even more ominous. The threat becomes one of a greater power that has control
over nearly everything.
Students may have different interpretations. Some might suggest that the photographer was
reflecting Yousafzai’s own experiences, coming into the light after having faced darkness.

Answer Skill
Close Reading
1 See below. CLE-1 3.B CLE-1.I: thesis; 90–92
overarching claim
2 D CLE-1 3.B CLE-1.I: thesis; 90–92
overarching claim
3 E CLE-1 3.B CLE-1.J: types of 90–92
thesis statements
Evaluating Writing
1 See page 36. CLE-1 4.B CLE-1.I: thesis; 90–92
overarching claim
2 D CLE-1 4.B CLE-1.I: thesis; 90–92
overarching claim
1. The terrible tragedies that happen daily, especially to women and children, are a
byproduct of ignorance. The support of global leadership is essential in making such
civil rights violations a thing of the past.

1. Thesis 1: If we want to see worldwide reduction in poverty and exploitation, educational
opportunities must be available to all the children, regardless of nationality. For a person
who lacks education often lacks the fundamental tools to be successful in life.
Thesis 2: Children from the poorest areas in the world often lack educational opportunities.
As many studies show, there is a clear correlation between education and income, and
unless the world becomes serious about educating children, poverty will persist.
Students should use what they have learned from their evidence to craft a thesis statement.
Remind students to consider what conclusion they can draw from the evidence they collected.
This conclusion can act as the foundation for their thesis statement. Once students have written
their thesis statement and listed their evidence, they have all the ingredients to start writing the
draft of their paragraph.
Students should recognize that Clinton always balances emotional appeals with logical
arguments and solid examples. One of Clinton’s main points is that “when families flourish,
communities and nations will flourish.” Before making this claim, Clinton initially sets the
stage by suggesting that the whole world is part of a larger family that shares common ideals:
“we come together and talk about our aspirations and concerns, and time and again, our
talk turns to our children and our families.” Clinton then builds her thesis by showing how
women often form the bedrock of families and communities. She gives multiple examples of
women who support their families while also working for the benefit of the larger community:
building democracy, creating “nurturing after-school centers,” and promoting “literacy and
better health care.” Clinton also provides many examples of the inordinate abuses women
suffer to their basic human rights, such as “being denied the right to go to school by their own
father and brother” or “being barred from the ballot box and the bank lending office.” Clinton
suggests that if women are denied their basic rights, then families and communities cannot
flourish. Her logical conclusion—“women’s rights are human rights”—is also a clarified
reiteration of her thesis. Her conclusion stresses the need for unity in creating a world “in
which every woman is treated with respect and dignity, every boy and girl is loved and cared
for equally, and every family has the hope of a strong and stable future.”
Revised Student Draft Passage from pages 56–57. Revisions appear in italics.
(1) In every state in the United States, school attendance is compulsory, which makes the
U.S. similar to many other first-world countries. (2) Different states are given the freedom
to mandate different entrance ages; however, in most states, a child is to be enrolled in an
approved educational program by the age of six, though there are some states that extend the
age to eight. (3) Many U.S. students—along with their other first-world counterparts—take for
granted the educational opportunities that are presented to them as rights, because they live in
areas where compulsory and free education is the norm. (4) In fact, many often either view going
to school as a boring burden, or they just neglect to consider how less-fortunate areas and
countries do not have similar requirements for their own populations. (5) In these less-fortunate
areas, even if the legal educational requirements exist, they are often neglected and consequently
leave many children behind. (6) In all of the world, Africa has the “10 lowest-ranked countries”
in relation to a child’s ability to access educational services, as exemplified “in the United
Nations’ Human Development Report Education Index.” (7) This is number is highly influenced
by the amount of “war, poverty, [and] gender inequality” that pervades areas like Niger, Chad,
and Djibouti. (8) However, all is not lost. (9) Over the past two decades, increased efforts by the
United Nations (UNESCO and UNICEF), Education International, Save the Children, and other
international organizations have been working to open new doors for the children in these
destitute areas. (10) This will equip them with voices so that they too may be granted what is
rightfully theirs: an opportunity to learn, which is an opportunity for hope.
UNIT 2 REVIEW
Section I: Multiple Choice, pp. 96–103
Item Enduring
Answer Skill Essential Knowledge Text Pages
Number Understanding
Reading
1 E RHS-1 1.B RHS-1.F: audience values, 59–61
beliefs, needs, and
background
2 A CLE-1 3.A CLE-1.H: evidence; providing 84–87
sufficient support
3 C RHS-1 1.B RHS-1.G: purpose; audience 59–61
emotions and values
4 E CLE-1 3.B CLE-1.I: thesis; overarching 90–93
claim
5 C CLE-1 3.A CLE-1.C, F, G: types of 25–28,
evidence 76–86
6 A RHS-1 1.A RHS-1.J: types of conclusions 198–201
7 E STL-1 7.A STL-1-B: perspective 279–280
8 D STL-1 7.A STL-1-B: perspective 279–280
9 B STL-1 7.A STL-1.R: irony 510–512
Writing
10 A CLE-1 4.B CLE-1.I: thesis; overarching 90–92
claim
11 E CLE-1 4.A CLE-1.G: use evidence to 79–81
strengthen validity and
reasoning
12 A CLE-1 4.A CLE-1.F: use evidence to 77–79
illustrate, clarify, set a mood,
exemplify, associate, or
amplify a point
13 C CLE-1 4.A CLE-1.G: use evidence to 79–81
strengthen validity and
reasoning

Rhetorical Analysis Rubric: “Replay in Sports Isn’t the Problem—Judgment Is”
The following rubric has been modified to suit the requirements for the somewhat simplified
rhetorical analysis prompt in Join the Conversation on pages 104–105. You may wish to exclude
Row C until later units, making the prompt worth a total of five rather than six points. See page
77 for the version of the rubric used to score the rhetorical analysis prompt on the AP® exam.

0 points 1 point
For any of the following: Responds to the prompt with a claim that presents
• There is no defensible claim. a defensible position.
• The intended claim only restates the prompt.
• The intended claim provides a summary
position.
• There is a claim, but it does not respond to
the prompt.
• Fail to address the rhetorical choices the rephrase the prompt and clearly articulate a
writer of the passage makes. defensible claim about the rhetorical choices
Gaspar makes to convey his message.
Examples that do not earn this point: Example that earn this point:
Restate the prompt Presents a defensible position that responds to
• “Gaspar’s rhetorical choices show that video the prompt
replay can be misused.” • “Gaspar uses an informal tone to connect with his
• “Gaspar uses evidence to show that video audience of sports fans, combining professional
replay does not serve its intended purpose.” insights, informal anecdotes, and examples from
specific games to show how the use of replay
Make a claim, but do not address the writer’s
video has frustrated sports fans, undermined the
rhetorical choices
integrity of human judgement, and negatively
• “Gaspar’s article shows that video replay affected how players approach sports.”
often undermines the integrity of sports.”
Repeat provided information from the
passage
• “In paragraphs 3-5, Gaspar shows that both
officials in baseball and the NHL misuse video
replay.”
Additional Notes:
• The claim may be more than one sentence, provided the sentences are in close proximity.
• The claim may be anywhere within the response.
• For a claim to be defensible, the passage must include at least minimal evidence that could be used
to support that claim; however, the student need not cite that evidence to earn the claim point.
• A claim that meets the criteria can be awarded the point whether or not the rest of the response

Row B: Evidence AND Commentary (0-4 points), Scoring Criteria [1.A, 2.A, 4.A, 6.A–6.C]
restates Provides Provides some Provides specific Provides specific
claim evidence that is specific relevant evidence to evidence to support
(if present), mostly general. evidence. support all all claims in a line of
repeats AND COMMENTARY: claims in a line of reasoning.
AND
provided reasoning.
COMMENTARY: Explains how some of AND COMMENTARY:
information,
Summarizes the evidence relates AND Consistently explains
or offers
the evidence to the student’s COMMENTARY: how the evidence
information
but does not argument, but no Explains how supports a line of
irrelevant to
explain how line of reasoning is some of the reasoning.
the prompt.
the evidence established, or the evidence AND
supports the line of reasoning is supports a line of
faulty. Explains how several
argument. reasoning.
rhetorical choices
AND in the passage
Explains how contribute to the
at least one writer’s argument,
rhetorical choice purpose, or message.
in the passage
contributes to the
writer’s argument,
purpose, or
message.
incoherent on summary mix of specific evidence to evidence to support
or do not or description evidence and broad support claims. claims.
address of a passage generalities. • Focus on the • Focus on the
the rather than • May contain importance of importance of
prompt. specific some simplistic, specific words specific words and
• May details or inaccurate, and details from details from the
be just techniques. or repetitive the passage passage to build an
opinion • Mention explanations that to build an argument.
with no rhetorical don’t strengthen the argument. • Organize and
textual choices with argument. • Organize an support an
references little or no • May make one point argument as a argument as a line of
or explanation. well, but either do line of reasoning reasoning composed
references not make multiple composed of multiple
that are supporting claims or of multiple supporting claims,
irrelevant. do not adequately supporting each with adequate
support more than claims. evidence that is
one claim. • Commentary clearly explained.
• Do not explain may fail to • Explain how the
the connections integrate some writer’s use of
or progression evidence or fail rhetorical choices
between the to support a key contributes to
student’s claims, so claim. the student’s
a line of reasoning interpretation of the
is not clearly passage.
established.
argument, purpose, or message of the passage.

0 points 1 point
Does not meet the criteria for one point. Demonstrates sophistication of thought and/or
situation.
• Attempt to contextualize the text, but such sophistication of thought and/or a complex
attempts consist predominantly of sweeping understanding of the rhetorical situation by doing
generalizations (“The world of sports usually any of the following:
believes…” OR “Since people began playing 1. Explaining the significance or relevance of the
sports…”). writer’s rhetorical choices (given the rhetorical
• Only hint at or suggest other arguments situation).
(“Most people who play or watch sports may 2. Explaining a purpose or function of the passage’s
disagree . . .” OR “While most sports fans complexities or tensions.
believe . . .”). 3. Employing a style that is consistently vivid and
• Examine individual rhetorical choices but do persuasive.
not examine the relationships among different
choices throughout the text.
language that is ineffective because it does
not enhance the analysis.
Additional Notes:

Argument Essay Rubric: “Time on Learning”
Row B in the following rubric has been slightly modified to suit the requirements for the
somewhat simplified argument prompt in Join the Conversation on pages 107–109. See page 80
for the rubric as applied to the argument prompt on the AP® exam.
Row A: Thesis (0-1 points), Scoring Criteria [4.B]

0 points 1 point
For any of the following: Responds to the prompt with a thesis that presents a
• There is no defensible thesis. defensible position.
• The intended thesis only restates the
prompt.
• The intended thesis provides a summary
claim.
• There is a thesis, but it does not respond
to the prompt.
• Do not take a position, or the position is rephrase the prompt. Clearly take a position on the
vague or must be inferred. value of increasing time on learning rather than just
stating there are pros/cons.
Do not take a position Present a defensible position that responds to the
• “Some school districts are increasing prompt
school days or schools years, which means • “Over the years, different educational trends have
students will spend increased time in promoted various styles of learning and methods
school. More school equals more time in of engaging students, but one approach to learning
class.” most often shows consistent results: putting in more
Address the topic of the prompt but are study time. Simply put, the more time students are in
not defensible—it is an obvious fact stated class, the more they succeed educationally.”
as a claim • “To stop downward educational trends, some
• “Many students dislike spending more time schools have prolonged the school day or school
in school, because it means more work and year. While educators have focused on how this
less free time.” helps some students achieve greater academic
success, they have ignored the many students this
trend has hurt. In particular, many students attend
organized activities outside of school that have clear
educational benefits; increasing class time gets in
the way of these activities. Perhaps more important,
increased school time reduces students’ time with
their families. And as many educators point out,
quality family time—time spent one-on-one with
parents, siblings, and mentors—constitutes a key
area of high-quality learning.”
Additional Notes:
the thesis point.

restates Provides evidence Provides some Provides specific Provides specific
thesis that is mostly specific relevant evidence to evidence to support
(if present), general. evidence. support all all claims in a line of
repeats claims in a line of reasoning.
AND AND
provided reasoning.
COMMENTARY: COMMENTARY: AND COMMENTARY:
information,
Summarizes the Explains how AND Consistently explains
or offers
evidence but some of the COMMENTARY: how the evidence
information
irrelevant to does not explain evidence relates Explains how supports a line of
the prompt. how the evidence to the student’s some of the reasoning.
supports the argument, but no evidence
argument. line of reasoning is supports a line of
established, or the reasoning.
faulty.

or do not evidence rather evidence and support claims. specific details to
address than specific broad generalities • Focus on the build an argument.
the details • May contain importance of • Organize and
prompt. some simplistic, specific details support an
• May inaccurate, to build an argument as a
be just or repetitive argument. line of reasoning
opinion explanations that • Organize an composed of
with no don’t strengthen argument as a at least two
evidence the argument line of reasoning supporting claims,
or • May make one composed each with adequate
evidence point well, but of several evidence that is
that is either do not supporting clearly explained.
irrelevant. make multiple claims.
supporting • Commentary
claims or do may fail to
not adequately integrate some
support more evidence or fail
than one claim to support a key
• Do not explain claim.
the connections
or progression
between the
student’s
claims so a line
of reasoning
is not clearly
established.
Additional Notes:
• Writing that suffers from grammatical and/or mechanical errors that interfere with communication
cannot earn the fourth point in this row.

0 points 1 point
Does not meet the criteria for one point Demonstrates sophistication of thought and/or
situation.
of sweeping generalizations (“Let’s face any of the following:
it: sometimes even the best students need 1. Crafting a nuanced argument by consistently
help in school . . .” OR “There always have identifying and exploring complexities or tensions.
been educational reformers who attempt to 2. Articulating the implications or limitations of an
motivate students to learn . . .”). argument (either the student’s argument or an
• Only hint at or suggest other argument (“I argument related to the prompt) by situating it
once heard a teacher say . . .” OR “While within a broader context.
some students may argue that . . .”). 3. Making effective rhetorical choices that
• Use complicated or complex sentences or consistently strengthen the force and impact of the
language that are ineffective because they student’s argument.
do not enhance the argument. 4. Employing a style that is consistently vivid and
persuasive.
Additional Notes:

UNIT 3:
Connecting an Argument, pp. 111–184
Students might notice that the old McDonald’s was very small and does not appear to have
had either a drive-through or an eat-in interior. Instead, it appears to serve food from the
windows in front. These details might suggest that fast food didn’t need to accommodate as
many people when it first started out, but it has become so popular that small places like this
first one would not be able to handle the volume of customers.
1. Students might identify the last two sentences of the third paragraph: “During a
relatively brief period of time, the fast food industry has helped to transform not only
the American diet, but also our landscape, economy, workforce, and popular culture.
Fast food and its consequences have become inescapable, regardless of whether you
eat it twice a day, try to avoid it, or have never taken a single bite.”
2. Schlosser uses chronological order to chronicle the “fundamental changes in American

society” from roughly the 1970s to today.
3. Paragraph 6, where Schlosser quotes Hightower, or paragraph 18 with the reference to
George Ritzer. Students may say that the reference to Hightower placed the argument
in a larger context by relating the “McDonaldization” of the country to other industries,
or they may describe another effect. Students may also note the reference to Cameron
Lynne Macdonald and Carmen Sirianni in paragraph 4 and to Ray Kroc in paragraph 8.
1. The writer acknowledges that Americans have increased their spending on fast food
and that there have been unsuccessful attempts to offer healthier choices. The writer
could have provided additional evidence after sentence 7 to underscore the failure of
other healthy options. This evidence would further validate the argument that people
do not make healthy choices even when they are as convenient as unhealthy options.
2. The writer makes an abrupt transition between the description at the beginning
and the significance of choice in relation to the writer’s argument. In sentence 3, the

independent clause, “many exonerate fast food companies’ fault and claim that it is the
choice of the consumer” is misleading in nature because it appears as though this is
not aligned with the writer’s claim. Also, just because the McLean Deluxe failed, what
about other healthier fast food options? Because the writer does not discuss Panera’s
role in changing the fast food market, the reader is left wondering if healthy options
really are healthy at all, which takes away from the effectiveness of the writer’s claim.
For a revised version of this student draft based on the activities in this unit, see page 55.
Possible claims include:
• Although most of the top ten fast-food chains are those that serve full meals, Americans
also love sweets and coffees, as the ranking of Baskin-Robbins, Dunkin’, and Starbucks
on this list demonstrates.
• The popularity of American fast food chains appears to have less to do with the foods
served than with other concerns, perhaps such as marketing. For example, McDonald’s
and Burger King have very similar menus, but McDonald’s had more than twice as
many locations in 2019 than Burger King.
PART 1 CONNECTING AND EXPLAINING CLAIMS AND EVIDENCe, pp. 122–135
PART 1.1 Using Commentary Effectively | CLE-1.K

Answer Skill
Close Reading
1 See below. CLE-1 3.A CLE-1.K: claim, 123–125
evidence
2 E CLE-1 3.A CLE-1.K: claim, 123–125
evidence
3 B CLE-1 3.A CLE-1.K: claim, 123–125
evidence
4 C CLE-1 3.A CLE-1.K: claim, 123–125
evidence
Evaluating Writing
1 See page 46. CLE-1 4.A CLE-1.K: claims, 123–125
evidence
2 A CLE-1 4.A CLE-1.K: claim, 123–125
evidence
1. The writer uses commentary in the third sentence of the paragraph to show the
relationship between the evidence he gives in the second sentence, “most fast food is
delivered to the restaurant already frozen, canned, dehydrated, or freeze-dried,” and
his claim in the first sentence. Schlosser’s commentary points out that the kitchen is
actually the “final stage” that fast food goes through before being offered to customers.
In that observation he is connecting the fact that food comes to restaurants already
manipulated (evidence) with the claim that fast food production is more about
technology and engineering than about cooking.

1.
Claim Evidence Commentary
Although some of the Healthier options have Answers will vary. If the
blame in the rise in shown up in the industry salad options had become
popularity of fast food lies to help consumers make consumer favorites,
with the companies, it is healthier choices. McDonald’s would likely
the choice of the consumer McDonald’s menu has have responded with even
that is ultimately driving not changed minus the more healthful choices.
the success of the industry. addition of a few salads. But instead, consumers
opted for larger sizes.
McDonald’s has tried to
add healthier options.

Encourage students to pick a subject that relates to food ethics. Remind students to carefully
consider the needs of their audience; this consideration will influence the tone and evidence
students use in their writing. Students may want to create a checklist to ensure that they are
considering the audience’s values, beliefs, needs, and background. Regardless of audience,
students should balance emotional appeals with hard evidence from reputable sources.
PART 1.2 Integrating and Acknowledging Source Material, pp. 128–133 | CLE-1.L
CLE-1.M CLE-1.N

Answer Skill
Close Reading
1 See page 47. CLE-1 3.A CLE-1.L: source 128–130
material,
commentary
CLE-1.M: synthesis
CLE-1.N: attribution
2 A CLE-1 3.A CLE-1.L: source 128–130
material,
commentary
3 B CLE-1 3.A CLE-1.L: source 128–130
material,
commentary
4 D CLE-1 3.A CLE-1.L: 128–130
commentary
Evaluating Writing
1 See page 47. CLE-1 4.A CLE-1.K: source 128–130
material
2 See page 47. CLE-1 4.A CLE-1.K: 128–130
commentary
3 C CLE-1 4.A CLE-1.K: source 128–130
material
CLE-1.M: synthesis
CLE-1N: attribution

1. In his introduction to Fast Food Nation, investigative journalist and author Eric
Schlosser sheds light on one of the many negative consequences of the fast food
industry’s rise to power. Fast food corporations have overtaken independent
food growers and farmers because the “family farms are now being replaced with
gigantic corporate farms” which results in “farmers and cattle ranchers losing their
independence” or “being forced off of the land” and, ultimately, dividing the rich
and the poor because the once-farmers are the working poor, working for the large
corporations that replaced them.
1. There are a number of places where the writer probably referred to source materials
for information: sentence 3, sentences 4-5, sentences 6-9, and sentence 10.
2. Sentence 11 is a commentary linking the evidence to the claim. If he or she directly

referred to more source material, commentary could be used to integrate it into the essay.

Students should review their draft claim, rhetorical situation, and the sources they intend to
use before they begin to write their paragraphs. They should also try to provide appropriate
commentary to integrate their sources, and make sure that they acknowledge them.
1. Chavez briefly tells the stories of Juan and Elia Rodriguez and their son Johnnie, who
died at the age of five after a two-year battle with cancer; and of Ramona Franco,
whose son Felipe was born with no arms and legs after she was exposed to pesticide,
which she was told was safe, and “medicine” for the plants. These vignettes surround
facts and figures about the rates of cancer in the farming communities around Delano,
California, and Governor Deukmejian’s refusal to do anything to mitigate the situation.
Chavez begins his speech sequence by appealing to the empathy of his audience for
the Rodriguez family and ends by appealing to their empathy for the Franco family.
2. Chavez quotes Juan Rodriguez and Ramona Franco, parents of two children who were
affected by pesticides, which personalizes his argument. He mentions the high cancer
rates in the rural communities, and cites health experts’ opinions that they are a result
of pesticides and fertilizers leaching into the water system. He opposes their expert
opinions with the actions of a politician, Governor George Deukmejian, who vetoed a
study that could have helped to determine why so many rural children were dying of
cancer, and used a statewide radio broadcast to attack the grape boycott, maintaining
that there was no evidence to prove that pesticides cause cancer. This source material
gives credence to Chavez’s claim that the lives of these workers and their families are
valuable and deserve protection.

Specific evidence, either qualitative or quantitative, comes together—usually with
commentary—to support a claim or series of supporting claims within a writer’s argument. A
writer’s argument is often substantiated by the synthesis of source material—ideas, research,
or observations—into the argument. Synthesizing others’ perspectives can give credibility to
an argument, offer diverse perspectives on the same position, and situate the argument into
a larger context. Source material should be properly acknowledged through attribution and
citation, and may be documented in a list of references.

PART 2 LINE OF REASONING, pp. 136–163
PART 2.1 A Line of Reasoning, pp. 137–147 | REO-1.A REO-1.B REO-1.C REO-1.D REO-1.E

Answer Skill
Close Reading
1 See below. REO-1 5.A REO-1.A: line of 137–143
reasoning
REO-1.B: claim, line
of reasoning
2 See below. REO-1 5.A REO-1.A: line of 137–143
reasoning
REO-1.B: claim, line
of reasoning
3 See below REO-1 5.A REO-1.C: evidence 137–143
4 A REO-1 5.A REO-1.C: reasoning 137–143
5 E REO-1 5.A REO-1.C: 137–143
commentary
Evaluating Writing
1 See page 49. REO-1 6.A REO-1.E: sequence, 137–143
line of reasoning
2 See page 49. REO-1 6.A REO-1.B: claim, line 137–143
of reasoning
3 B REO-1 6.A REO-1.E: sequence, 137–143
line of reasoning
4 A REO-1 6.A REO-1.B: claim, line 137–143
of reasoning
1. Students should recognize that this paragraph lays out political, economic, and social
causes that combined to allow the fast food industry to grow quickly.
2. This paragraph is structured in chronological, or time, order. The author looks

through a historical lens from the 19th century to the present day to show that the
fast food industry had powerful forces promoting its success, which eventually led to
its inescapability.
3. The writer points out the relevance of the fact that the prevailing philosophy of
the western United States is at odds with its dependency upon and benefit from
government involvement when he states, “No other region of the United States has
been so dependent on government subsidies for so long, from the nineteenth-century
construction of its railroads to the twentieth-century financing of its military bases
and dams.”

1. Students are likely to notice that there are some introductory remarks, a description
of the argument, and a position on the argument, but little in the way of evidence or
commentary to tie a line of reasoning together.
2. Students may suggest causal reasoning as the most obvious direction and lay out
topics for future paragraphs focusing on what would result if consumers took full
control of their health through fitness and fitness apps, boycotting fast food chains,
getting plenty of rest, and having regular checkups.

Return to the paragraph you wrote about food ethics or another topic of interest to you.
Examine your line of reasoning. Create a two-column chart, like the one on page 142, with
your text in the first column and your train of thought in the second. Evaluate your line of
reasoning and ask if it keeps the elements of your rhetorical situation in mind. Is it logical,
complete, sequential, and clear? If you notice any gaps, introduce commentary to fill them
in. When you are satisfied that the essential elements are in place, add more commentary to
explain the significance and relevance of your evidence. Also consider how to best position
your claim. Will you begin your paragraph with the claim and use a line of reasoning to
justify it? Or will you present a line of reasoning that will lead to a thesis? Experiment with
each type of structure as you write your paragraph. Save your work for later use.
Students should use the chart to help organize their writing. Remind students that the two
columns in the chart are related, and the key points in their line of reasoning should reflect
the organization of their paragraph. How does their commentary work with the evidence they
provide?
PART 2.2 Flaws in Reasoning, pp. 147–153 | REO-1.F

Answer Skill
Close Reading
1 See page 50. REO-1 5.A REO-1.F: flaws, line 147–150
of reasoning
of reasoning
of reasoning
of reasoning
Evaluating Writing
of reasoning
2 B REO-1 6.A REO-1.F: flaws, line 147–150
of reasoning

1. The first paragraph shows flaws in deductive reasoning. They could be expressed in a
syllogism:
Major Premise: Meals with potatoes, beef, rolls, and salad are healthy.
Minor Premise: McDonald’s provides meals with potatoes, beef, buns, and salad-like
toppings.
Conclusion: Therefore, McDonald’s food is healthy.
This reasoning is based on a major premise that is not true, so the conclusion is invalid.
How foods are prepared is a key part of whether or not they are healthy, so there is no
way to know that meals with potatoes beef, rolls, and salad are healthy.
2. The writer attacks the character of those who write or make movies about the fast
food industry, suggesting that they are just doing it for the money and they shouldn’t
be trusted. However, just because people make money from their research does not
mean that their research isn’t trustworthy. Also, saying people should be skeptical of
“everything” they say admits no gray areas but rather presents an either/or approach
to the issue.
3. The writer draws a general conclusion from too small a sampling of evidence,
committing a flaw in inductive reasoning.
4. Answers will vary but students might point out that in paragraphs 4 and 5, the
evidence is irrelevant to whether or not fast food is good for you. Just because the
company provides some benefits, it does not follow that the food they serve is healthy.
In paragraph 6, students may question that “all of the examples” show that fast food
can be good for you. Some of them have nothing to do with the food at all.
1.
• (3) “While it is understood that the consumption of fast food is the leading cause of
our nation’s deteriorating health. . .” This sentence includes absolute language. The
author states that the consumption of fast food is the leading cause of deteriorating
health. The author does not provide evidence for this statement. This statement is
also an oversimplification. Revise it by stating that the consumption of fast food is
“one of several causes.”
• (5) “The increased spending on fast food proves that we have an addiction to fast
food. This addiction is a cultural choice: one that has been dictated by a desire
for efficiency.” This statement has a weak logical connection between the claim
and the evidence. Revise it to read: “The increased spending on fast food is an
example of our dependency, and some would even say addiction, to fast food. This
dependency and overconsumption are cultural choices that have been dictated by
a desire for efficiency.”
• (8) “McDonald’s has tried to add healthier options, such as the McLean Deluxe that
claimed to be 91% fat-free. (9) Once consumers discovered that the chain had added
carrageenan, or seaweed extract, to the patty to replace the lost fat, all sales stopped
and the item was removed from the menu.” These statements are a bit of a red herring.
The evidence is verging off the topic and toward creating a diversion from the claim.
Revise by omitting the specific reference to the carrageenan and seaweed, or use
commentary to better show how this specific evidence is connected to the claim.

Students should remember from Unit 1 that the rhetorical situation is the situation out of
which writing emerges. Students should be sure their writing is appropriate for that situation
and check for any flaws in their line of reasoning. They should also be on the watch for logical
fallacies.
Students will likely note that he begins with questions that point to his main ideas and then
uses a combination of vivid examples and health information to try to answer those questions.
The structure of his argument is Opening Questions/Focus on Johnnie Rodriguez as example/
information about relationship between pesticides and health/efforts to deny or avoid the
problem from the governor of California. That same structure repeats: Focus on Filipe
Franco/ relationship between pesticides and birth defects/denial from foremen about effects.
The line of reasoning should suit the topic, message, and intended audience. Reasoning
should unfold in a logical pattern, using transitional words and phrases to help keep readers
on track. Commentary helps readers understand both the significance and the relevance of
evidence, the way the evidence works to support the reasoning behind the writer’s claim. The
sequence of paragraphs helps to communicate the line of reasoning.
PART 3 INTRODUCTIONS TO METHODS OF DEVELOPMENT, pp. 154–168

PART 3.1 Methods of Development, pp. 155–158 | REO-1.G REO-1.H
3.1 Checkpoint, pp.156–158

Answer Skill
Close Reading
1 See page 52. REO-1 5.C REO-1.H: methods 155–156
of development,
narration, cause-
effect, comparison-
contrast, definition,
description
2 D REO-1 5.C REO-1.G: method of 155–156
development
3 E REO-1 5.C REO-1.G: method of 155–156
development
4 A REO-1 5.C REO-1.G: method 155–156
of development,
argument
Evaluating Writing
1 See page 52. REO-1 6.C REO-1.G: method 155–156
of development,
argument
2 See page 52. REO-1 6.C REO-1.G: method 155–156
of development,
argument
3 D REO-1 6.C REO-1.G: method of 155–156
development

1.
Method of Development Example from the Text
Narration Paragraph 2
In this paragraph Schlosser uses narration to paint a
word picture of the experience of going to a fast food
restaurant: opening the door, walking in, studying the
backlit menu, ordering and paying, and watching the
teenagers in uniforms who prepare the food.
Cause-Effect Paragraph 5, paragraph 9, and paragraph 10
All of these examples identify cause-effect
relationships because something happened, a result
occurred that is reflected by the fast food industry.
Comparison-Contrast Paragraph 6 and paragraph 8
Schlosser often compares the past—such as the
number of McDonald’s restaurants, minimum wage,
amount of money spent on fast food—in order to show
the influx and growth of the fast food industry or things
related to the industry when looking at the industry as
a metaphor for American values or business.
Definition “uniformity” in paragraph 8
The definition of this term supports one of his primary
claims–that the fast food industry is responsible for a
conformist or uniform-based culture. While most of his
readers will know the definition of this term, the way
that Schlosser defines it is relative to his argument.
Description Paragraph 6. Schlosser uses descriptive sensory
details to place readers right inside their favorite fast
food joint.
1. The writer begins with narration in the first two sentences to introduce the topic, the
dearth of healthy fast food choices. At the end, he or she admits that there are healthier
options available, but it is up to consumers to assume responsibility for their choices.
2. One possibility might be to add a sentence at the end: Among those choices might be
not to supersize, or to avoid high-calorie “value meals,” or to substitute water for soda
and a side salad or apple slices for french fries.

Students should notice where they use narration and descriptive details to lend immediacy
to their writing, and whether they use cause-effect development, comparison-contrast,
definition—and if so, how they use them.

PART 3.2 Method of Development: Narration, pp. 158–162 | REO-1.I

Answer Skill
Close Reading
1 See below. REO-1 5.C REO-1.I: narration 158–160
2 B REO-1 5.C REO-1.I: narration 158–160

Evaluating Writing
1 See below. REO-1 6.C REO-1.I: narration 158–160
2 B REO-1 6.C REO-1.I: narration 158–160
1. The narration begins when Schlosser tells how he spent two years researching and
eating a lot of fast food. He admits that most of what he ate tasted pretty good. Prior to
this, Schlosser uses the introduction to track the history of the fast food industry and
how the fast food industry is a metaphor for uniformity, conformity, and exploitation
of “unskilled” workers. This narrative brings a “human” element to Schlosser, making
him seem more like the average American, not someone who is looking at the role of
fast food from the outside, as if he is too good to eat it. His concession that the food
does taste good makes him seem honest and truthful.
Schlosser’s personal experience with eating fast food supports his claim that a market
for fast food continues to exist because he concedes that it does taste good. This
narrative detail makes him seem more like the average reader, not someone who is
looking at fast food as an “outsider.”
1. My friends have all started to get their driver’s licenses and we often find ourselves
asking, “What should we do?” or “Where should we go?” As teenagers, we don’t have
a lot of options. Driving down the main road of our town, the flashing lights of the
different fast food chains lure us and, most often, we end up sitting in the back corner
of a McDonald’s or Panera. We all understand that fast food is usually equated with
unhealthy food, but we’re young and figure that an occasional lapse won’t kill us—as
long as we don’t overdo it!

Students should review the analysis they made in Checkpoint 3.1. This is their opportunity to
add or personalize their narration.
Justice and Race To reinforce the use of narration as a method of development and engage
in a conversation about justice and race, you may wish to use the activity on page 235.

PART 3.3 Methods of Development: Cause and Effect, pp. 162–168 | REO-1.J

Answer Skill
Close Reading
1 See below. REO-1 5.C REO-1.J: cause- 162–165
effect development
2 A REO-1 5.C REO-1.J: cause- 162–165
effect development
3 D REO-1 5.C REO-1.J: cause- 162–165
effect development
4 B REO-1 5.C REO-1.J: cause- 162–165
effect development
Evaluating Writing
effect development
effect development
3 A REO-1 6.C REO-1.J: cause- 162–165
effect development
1. Cause—fundamental changes in American society, such as inflation, women entering

the workforce.
Effect—an increasing market for fast food because as more women went to work, the
fast food industry had to keep up with the lack of food being cooked at home; more
and more families were turning to fast food restaurants to accommodate their busy
lifestyles.
Schlosser’s explanation that inflation and women entering the workplace led to an
increase in the demand for services helps to support his claim that the fast food
industry stands for more than just food. It is a representation of American culture.
The decline in real hourly wages caused by inflation allowed the fast food industry to
control how it compensated their workers who took over jobs that women traditionally
did, like cooking and cleaning. This led to the fast food industry exploding and many
more Americans relying on their products.
1. The writer uses cause-effect structure in sentence 3: “it is understood that the
consumption of fast food is a leading cause of our nation’s deteriorating health”;
sentence 5: “The increased spending on fast food proves that our addiction to food
is a cultural choice”; and sentence 9: “Once consumers discovered that the chain had
added carrageenan . . . all sales stopped . . . .”
2. The ideas in sentence 5 could be developed more fully to advance the claim. The
overarching claim that the writer is attempting to prove is that it is consumer choice
that keeps fast food such a successful industry. The writer could develop an entire
paragraph around the cause-effect relationship between increased spending on fast
food and the effects of the spending on the industry and the consumer.
Students should try experimenting with different cause-effect methods of development to see
how they affect their argument. They should review their draft using the checklist provided
and save their work.
1. Chavez uses narration to tell us the stories of two families’ experiences with health
issues arising from the use of pesticides and fertilizers, but these are just two of the
many families that have been affected. He uses cause-effect development to link
cancer and birth defects to the use of pesticides and fertilizers. The anguish of the two
families is contrasted with the indifference and denial of the governor. He includes
a moving description of a photograph of Johnnie hugging his teddy bears four days
before he died.
2. His narrative is very powerful as he describes the suffering of two rural families and
the denial of the governor; he stirs his audience to empathy for the Rodriguezes
and the Francos and anger at Governor Deukmejian. The evidence he provides in
his cause-effect development linking pesticides and fertilizers with cancer and birth
defects is very convincing.

Writers use a variety of methods of development to organize their arguments so their
audience can follow their line of reasoning. Narration tells a story or relates an event. It
may be a personal anecdote that helps connect the audience emotionally. By using cause-
effect development, writers explain what caused something to happen related to their topic.
Comparison-contrast development shows how two or more areas of the topic are similar or
different. Definition explains the meaning of a word or concept, while description creates
vivid word pictures to help readers visualize something.
Revised Draft of Student Text from page 120. Revised sentences and sections appear in
italics. Note that sentences added to this draft have not been numbered.
Teenagers are eager to exercise their new adult freedoms, but they do not always know how to
make the best use of them. (1) My friends have all started to get their driver’s licenses and we
often find ourselves asking, “What should we do?” or “Where should we go?” (2) Driving
down the main road of our town, the flashing lights of the different fast food chains taunt us
and, most often, we end up sitting in the back corner of a McDonald’s or Panera. I can picture,
even now, the McDonald’s arches and the life-sized clown of Ronald McDonald staring at me
while I tried to tell my best friend what happened at school that day while drinking my McFlurry.
(3) While it is understood that the consumption of fast food is a leading cause of our nation’s
deteriorating health, many exonerate fast food companies’ fault and claim that it is the choice
of the consumer to eat unhealthy fast foods. Thirty years ago, when women began entering the
workforce at a rapid pace, American culture shifted to a fast-paced lifestyle that fueled the desire
for fast food. (4) In fact, Americans are making this choice more frequently. According to Eric
Schlosser, Americans spent more than $110 billion on fast food in 2001 compared to $6 million
in 1970. (5) The increased spending on fast food proves that our addiction to fast food is a
cultural choice: one that has been dictated by a desire for efficiency. (6) However, healthier
options have shown up in the industry to help consumers make healthier choices because
individuals are realizing the consequences of their choices. Subway and Panera have changed
their marketing and their menus to include healthier fast food options. (7) McDonald’s menu
has not changed minus the addition of a few salads, but why? (8) McDonald’s has tried to
add healthier options, such as the McLean Deluxe that claimed to be 91% fat-free. (9) Once

consumers discovered that the chain had added carrageenan, or seaweed extract, to the patty
to replace the lost fat, all sales stopped and the item was removed from the menu. Because
the branded healthy items did not sell, the fast food industry realized that consumers wanted
real healthy options, not just additives disguised as healthy options. (10) Although a new chain,
Panera’s marketing focuses on fresh and healthy options, promising to use healthy ingredients
and no hormones. (11) It is evident that we have healthier fast-food options to still fuel our
busy lifestyles, but it is up to each of us to assume responsibility for healthy (or unhealthy)
choices.
UNIT 3 REVIEW

Answer Skill
Reading
1 C REO-1 5.A REO-1.E: 142–144
sequencing
paragraphs
2 C CLE-1 3.A CLE-1.A: writer’s 20–21
position
3 B CLE-1 3.A CLE-1.L–M: source 128–131
material
4 C CLE-1 3.A CLE-1.K: using 123–125
commentary
5 D RHS-1 1.A RHS-1.B: exigence 9–10
6 A REO-1 5.BC REO-1.O: synonyms 265–266
7 A CLE-1 3.A CLE-1.P, Q: 312–316
acknowledging
sources
Writing
8 C REO-1 6.A REO-1.D: 162–165
commentary,
evidence
9 A REO-1 6.A REO-1.A: line of 162–165
reasoning
10 C CLE-1 4.A CLE-1.L: source 123–125
material
CLE-1.M: integration
11 A CLE-1 4.A CLE-1.N: 129–130
acknowledgment
12 B REO-1 6.A REO-1.B: line of 137–143
reasoning, claim
13 B REO-1 6.B REO-1.P: transitions 269–271
14 A REO-1 6.B REO-1.P: transitions 269–271

Rhetorical Analysis Rubric: “Ditch the GPS. It’s Ruining Your Brain”
Row B in the following rubric has been slightly modified to suit the requirements of the somewhat
simplified rhetorical analysis prompt in Join the Conversation on pages 178–180. See page 77 for
the version of the rubric used to score to the rhetorical analysis prompt on the AP® exam.

0 points 1 point
For any of the following: Responds to the prompt with a thesis that presents
• There is no defensible thesis. a defensible position.
prompt.
claim.
• There is a thesis, but it does not respond to
the prompt.
writer of the passage makes. defensible thesis about the rhetorical choices
O’Connor makes.
Restate the prompt Presents a defensible position that responds to
• “O’Connor creates a rhetorical argument the prompt
about the negative impact of GPS.” • “By combining examples from reliable
• “O’Connor analyzes evidence to show how neuroscience studies with her own professional
the brain functions less effectively under the insights about brain function, O’Connor reveals
influence of GPS.” to the readers of the Washington Post that using
GPS undermines key cognitive functions of the
Make a claim, but do not address the
hippocampus, the area of the brain primarily
writer’s rhetorical choices
responsible for memory.”
• “. . . O’Connor’s article shows that GPS often
undermines memory.”
passage
• “In paragraphs 3-5, O’Connor quotes from
various studies to back up her main claim
about the negative qualities of GPS.”
Additional Notes:
• For a thesis to be defensible, the passage must include at least minimal evidence that could be
used to support that thesis; however, the student need not cite that evidence to earn the thesis
point.
the thesis point.

thesis evidence that is specific relevant evidence to support evidence to support
(if present), mostly general. evidence. all claims in a line all claims in a line of
repeats of reasoning. reasoning.
AND AND
provided
COMMENTARY: COMMENTARY: AND AND COMMENTARY:
information,
Summarizes Explains how COMMENTARY: Consistently explains
or offers
information the evidence some of the Explains how some how the evidence
irrelevant to but does not evidence relates of the evidence supports a line of
the prompt. explain how to the student’s supports a line of reasoning.
the evidence argument, but no reasoning. AND
supports the line of reasoning is AND Explains how multiple
argument. established, or the
Explains how rhetorical choices
at least one in the passage
faulty.
rhetorical choice contribute to the
in the passage writer’s argument,
contributes to the purpose, or message.
purpose, or
message.
Decision Rules and Scoring Notes | Typical Responses that earn . . .
• Are • Tend to focus • Consist of a mix of • Uniformly offer • Provide
incoherent on summary specific evidence evidence to commentary that
or do not or description and broad support claims. engages specific
address of a passage generalities. • Focus on the evidence to draw
the rather than • May contain importance of conclusions.
prompt. specific some simplistic, specific words • Focus on the
• May details or inaccurate, and details from importance of
be just techniques. or repetitive the passage specific words and
opinion • Mention explanations that to build an details from the
with no rhetorical don’t strengthen argument. passage to build an
evidence choices with the argument. • Organize an argument.
or little or no • May make one argument as a • Organize and
evidence explanation. point well, but line of reasoning support an
that is either do not composed argument as a
irrelevant. make multiple of several line of reasoning
supporting supporting composed of
claims or do claims. at least two
not adequately • Commentary may supporting claims,
support more than fail to integrate each with adequate
one claim. some evidence or evidence that is
• Do not explain fail to support a clearly explained.
the connections key claim. • Explain how the
or progression writer’s use of
between the rhetorical choices
student’s claims, contributes to
so a line of the student’s
reasoning is not interpretation of the
clearly established. passage.

0 points 1 point
situation.
attempts consist predominantly of sweeping understanding of the rhetorical situation by doing
generalizations (“Ever since people first any of the following:
started using tools . . .” OR “Since began 1. Explaining the significance or relevance of the
using technology . . .”). writer’s rhetorical choices (given the rhetorical
• Only hint at or suggest other argument situation).
(“Most people who use GPS . . .” OR “While 2. Explaining a purpose or function of the passage’s
most people who use GPS believe . . .”). complexities or tensions.
• Examine individual rhetorical choices but 3. Employing a style that is consistently vivid and
do not examine the relationships among persuasive.
different choices throughout the text.
language that is ineffective because it does
not enhance the argument
Additional Notes:

Argument Essay Rubric: The Role of Technology
NOTE: The directions on page 184 call for students to respond to the prompt with a claim, but
the correct word is thesis. We regret the error, which will be corrected on reprint.

0 points 1 point
• The intended thesis provides a summary of
the issue with no apparent or coherent claim.
the prompt.
• Do not take a position, or the position is rephrase the prompt. Clearly take a position on
vague or must be inferred. whether tech tools reveal cultural values rather
• “Lots of people use computers, because the prompt
computers are part of our culture. If you live in • “Although computers have allowed people to
the U.S., you should know how to use one.” receive and process more information than ever
before, many people are waking up to the darker
Address the topic of the prompt but are not
side of the computer age. Despite the fact that
defensible—it is an obvious fact stated as a
technology is supposed to facilitate the exchange
claim
of ideas and connect people with each other,
• “Working on computers is part of life; in fact,
surveys show that more and more people report
most people report using a computer or smart
feelings of isolation and alienation. In fact, the
phone on a daily basis.”
more screen time people report, the more isolated
they become.”
• “People often use technology has a fashion
accessory. The smart phone you use, the computer
you own, the various high-tech gadgets in your
home, all reflect your personality and preferences.
More than ever, technology is an extension of
yourself and a way of articulating your identity to
the world.”
• “Ask anyone what they value in life, and they’ll
likely put friends and family near the top of their
priorities; but a quick look at how people really
spend their time reveals that we prefer gadgets—
in particular, staring at screens—to interacting with
other human beings.”
Additional Notes:
• The thesis may establish a line of reasoning that structures the essay, but it needn’t do so to earn the
thesis point.

restates Provides Provides some specific Provides specific Provides specific
thesis evidence that is relevant evidence. evidence to evidence to support
(if present), mostly general. support all all claims in a line of
AND COMMENTARY:
AND Explains how some of
provided reasoning.
COMMENTARY: the evidence relates to AND
information,
or offers Summarizes the student’s argument, AND COMMENTARY:
the evidence but no line of reasoning COMMENTARY: Consistently
information
irrelevant to but does not is established, or the Explains how explains how the
the prompt. explain how line of reasoning is some of the evidence supports a
the evidence faulty. evidence line of reasoning.
supports the supports a line of
argument. reasoning.

or do not evidence rather evidence and broad support claims. specific details to
address than specific generalities. • Focus on the build an argument.
the details • May contain importance of • Organize and
prompt. some simplistic, specific details support an
• May inaccurate, to build an argument as a
be just or repetitive argument. line of reasoning
opinion explanations that • Organize an composed
with no don’t strengthen the argument of multiple
evidence argument. as a line of supporting
or • May make one point reasoning claims, each with
evidence well, but either do composed adequate evidence
that is not make multiple of multiple that is clearly
irrelevant. supporting claims or supporting explained.
do not adequately claims.
support more than • Commentary
one claim. may fail to
• Do not explain integrate some
the connections or evidence or fail
progression between to support a
the student’s claims, key claim.
so a line of reasoning
is not clearly
established.
Additional Notes:

0 points 1 point
situation.
of sweeping generalizations (“Let’s face it: any of the following:
everyone likes using computers and smart 1. Crafting a nuanced argument by consistently
phone . . .” OR “There always have been people identifying and exploring complexities or
who dislike technology, but they need to learn tensions.
to accept new things . . .”). 2. Articulating the implications or limitations of
• Only hint at or suggest other argument (“I an argument (either the student’s argument
once heard a computer salesperson say…” OR or an argument related to the prompt) by
“While some computer-users may argue that acknowledging counterarguments.
. . .”). 3. Making effective rhetorical choices that
• Use complicated or complex sentences or consistently strengthen the force and impact of
language that are ineffective because they do the student’s argument.
not enhance the argument. 4. Employing a style that is consistently vivid and
persuasive.
Additional Notes:

UNIT 4:
Structuring and Organizing Arguments, p. 185–238
Students may suggest that it could represent someone stuck on a problem, not able to get the
pieces to fit together
Close Reading, p. 190
1. The first two paragraphs establish the context of the problems surrounding data
collection about homelessness. In the concluding paragraph, the writer offers possible
solutions to the problem.
2. 1) Mainstream agencies that interact with the homeless should do a better job of
keeping statistics about them.
2) A “common vocabulary,” including a standard definition of homelessness, would help

make the data about the homeless more accurate and useful in developing policies.
Evaluating Writing, p. 190
1. The writer challenges the common assumption that homeless people “want to be
homeless,” which sets up a line of reasoning that the writer supports with details
and evidence. In particular, the writer provides specific examples showing that
homelessness is not, in fact, a choice.
2. The author provides specific examples of the reasons people become homeless. The
reasons show that people do not chose to be homeless but are forced into homelessness
by factors beyond their control.
3. The author could expand the argument by suggesting specific ways of educating the
public about the issues surrounding homelessness. In addition, the author brings
up “possible solutions for homeless” but never offers specific recommendations;
providing some examples of solutions would help the reader understand how the
homeless can be empowered to make better choices.
For a revised version of this student draft, see page 73.

PART 1 INTRODUCTIONS AND CONCLUSIONS, pp. 191–204
PART 1.1 Introductions, pp. 192–197 | RHS-1.I
For a reproducible on addressing the rhetorical situation in an introduction on pages 193 and 84
in the student book, see page 264.

Answer Skill
Close Reading
1 See below. RHS-1 1.A RHS-1.I: introductions 192–195
2 C RHS-1 1.A RHS-1.I: introductions 192–195
3 E RHS-1 1.A RHS-1.I: introductions 192–195
Evaluating Writing
1 See page 65.. RHS-1 2.A RHS-1.I: introductions 192–195
2 A RHS-1 2.A RHS-1.I: introductions 192–195
1.
Ways to Orient, Focus, and Engage an Audience
What You Can Convey Examples
Interesting example “For example, one shortcoming of HUD’s point-in-time
count is that it relies on volunteer enumerators who
may lack experience with the population, but training
and utilizing professionals would be very costly.”
Quotation N/A
Intriguing statement “However, while the data currently being collected and
reported can provide some useful information on those
experiencing homelessness, because of difficulties
in counting this transient population and changes in
methodologies over time, they are not adequate for fully
understanding the extent and nature of homelessness”
Anecdote N/A
Questions N/A
Statistics or data [Not specific data but cites a deficiency in data]
“In addition, the data do not track family composition
well or contribute to an understanding of how family
formation and dissolution relate to homelessness.”
Contextualized “While these data systems have improved, it still is
information difficult for agencies to use them to understand the full
extent and nature of homelessness, and addressing
their shortcomings could be costly.”
Scenario N/A

1. The student is writing for a local newspaper, so including statistics, data, or

contextualized information that focuses on local issues related to homelessness would
help engage readers from the community; for example: Many people seem to think that
homelessness is an issue only in large urban centers, but according to local sources, the
homeless population in our own town has increased by nearly 20% over the past four years.
In addition, the student might include an interesting example, such as an anecdote,
to help connect with the reader; for instance: Ever since I began volunteering at the
Lakeshore Shelter for Families, I’ve come to realize that homelessness isn’t just a set of
unpleasant statistics; homelessness is about real people who have their own lives, their
own aspirations, and their own stories to tell.

Students should list three brief introductions that attempt to engage the reader. At this point,
it’s unlikely that students will be able to cite specific statistical evidence or data, so encourage
students to use their own knowledge and viewpoints as a starting point to further explore the
subject of homelessness. Before beginning their introductions, students should consider the
rhetorical situation, including the context, audience, and purpose of their writing. Remind
students that these three factors will influence the examples and evidence they use in their
introductions. Be sensitive to the fact that some students may have personally experienced
homelessness or may have had family and friends who have dealt with homelessness.
PART 1.2 Conclusions, pp. 198–202 | RHS-1.J


Answer Skill
Close Reading
1 See page 66. RHS-1 1.A RHS-1.J: conclusions 198–200
2 A RHS-1 1.A RHS-1.J: conclusions 198–200
Evaluating Writing
1 See page 67. RHS-1 2.A RHS-1.J: conclusions 198–200
2 E RHS-1 2.A RHS-1.J: conclusions 198–200

1.
Effective
Anchor Text’s Conclusion…
Conclusions . . .
Explain the The essay is strictly focused on the importance of
significance of the obtaining reliable evidence to determine the extent and
argument within a nature of homelessness, so agencies can effectively help
broader context the homeless population. The author wants to remain
focused on this specific issue, therefore, the author does
not want to expand the argument into a broader context.
Make connections The essay is strictly focused on the importance of
to something obtaining reliable evidence to determine the extent
beyond the essay and nature of homelessness. Making connections to
something else would dilute the author’s point.
Call the audience The conclusion highlights the importance of creating
to act “a common vocabulary” to address homelessness. The
main audience is most likely government agencies who
deal with homelessness, so the proposed solution is a
call to action.
Suggest a change The author is not discussing individual homeless people;
in behavior or instead, the author is focused on the larger issue of how
attitude accurate, reliable data collection can help the government
create effective programs to target the homeless
population. Therefore, while the article suggests specific
changes in the methods of data collection, it does not
suggest changes in behavior or attitude.
Propose a solution The end of the essay primarily focuses on proposing
a solution through “a common vocabulary” that
federal agencies can use to create “consistent data
that agencies or researchers could compile to better
understand the nature of homelessness” in order to
“target services to those who are most in need.”
Leave the audience This essay is not focused on anecdotal or narrative
with a compelling evidence, but is largely statistical in nature, so a final
image image would not be appropriate.
Explain implications There is no need to explain implications. While the essay
does imply that homelessness is a serious issue that
needs to be addressed, it assumes that the audience will
agree with this implication. The essay mostly focuses on
the importance of creating concrete, actionable solutions
to a complex problem.
Summarize the The conclusion of the anchor text does not summarize all
argument the key points in the article, because the author focuses
on developing an action step—“a common vocabulary”—
that federal agencies that use to more effectively deal
with the issue of homelessness.
Connect to the In the conclusion, the author repeats key ideas
introduction concerning the necessity of gathering consistent,
reliable, actionable information about homelessness, and
ties the initial thesis to the idea of creating “a common
vocabulary” to make data-sharing about homelessness
more effective and consistent.

Suggested summary: The author of the article is concerned that the data surrounding
homelessness is inconsistent and unreliable, and as a result, agencies cannot effectively
develop programs to help homeless people. In the conclusion, the article suggests fixing
the data-collection issues by creating a common vocabulary related to homelessness, so all
federal agencies can work from a consistent set of terms and standard benchmarks. Once this
vocabulary is in place, federal agencies can more easily communicate and compare data, and
use this data develop effective programs for reaching homeless people.
Students will likely find this conclusion convincing from a technical standpoint. But some
students may prefer more specific examples of the “vocabulary” that is generally addressed in
the article.
1. The student is writing for a local audience, so including solutions that would address
local issues of homelessness would help unify the writer’s ideas. In particular, the
author mentions the need to “educate the public on the causes and possible solutions
for homelessness,” but the author does not propose any “possible solutions.” Proposing
ways people can help empower the homeless to make positive choices would help
strengthen the writers claim; for instance, the writer might suggest that people could
help homeless children by volunteering for programs aimed at mentoring at-risk
youth.

Students should write three conclusions based on their introductions. Be aware that students
have not yet written the body of their drafts, so their conclusion will be relatively general. At
this point, students are practicing different techniques of finalizing an argument to help them
recognize how these techniques help connect with the introduction of the piece. Encourage
students to consider the rhetorical situation; students should recognize that the rhetorical
situation will help frame the type of conclusion they draft.
Encourage students to include terms from the tables about introductions (Table 4-2) and
conclusions (Table 4-4). Terms cited from the tables are placed in quotes in the following
suggested answer:
Lepore is writing for a general audience, many of whom may not be familiar with the
particulars of the original moon landing. Therefore, Lepore’s introductory paragraphs provide
context capturing the sense of wonder and excitement people felt when the first man walked
on the moon. She also engages her audience with an “intriguing statement,” revealing that,
fifty years after the first moonwalk, Armstrong’s boot prints are still clearly visible on the
moon. Lepore clearly lays out her thesis by providing three key “questions” that her essay will
cover: But what really lasts from that moment? What was the mission for? And what did it leave
behind, here on Earth? Lepore’s main purpose will entail developing a line of reasoning that
answers, or at least discusses, the answers to these three questions.
In her conclusion, Lepore reiterates the same words she quoted from Armstrong in her
introduction: One small step for man, one giant leap for mankind. Lepore “connects to her
introduction” by providing some key insights into her three key questions. In particular,
she suggests that the accomplishments of space travel are more spiritual in nature than
technological. Rather than focus on the advances in technology that made the moon landing
possible, Lepore wants her audience to see that space travel helps humans put our worldview
into perspective: when viewing the whole earth from space, we realize that all peoples are
connected because we inhabit the same planet. In her introduction, Lepore alludes to the

destructive global warming that has occurred since the first moon landing, and she revisits
this theme again in her conclusion, offering a “call for the audience to act.” By suggesting that
space travel allows us to see the whole earth as a single unit, Lepore emphasizes that all people
will need to work together to confront climate change, because it is a global issue that requires
cooperation, not technology, to fix. Lepore’s final statement both leaves “the audience with a
compelling image” and “proposes a solution”: Saving the planet requires not racing to the moon
again, or to Mars, but to the White House and up the steps of the Capitol, putting one foot in
front of the other.
PART 2 THESIS AND STRUCTURE, pp. 205–213

PART 2.1 Thesis Statement and Line of Reasoning, pp. 205–212 | CLE-1.O
The details in the photo might imply the active cooperation of government officials and the
Islamic community. President Bush’s position in the middle of the photo might imply that he
has leadership role to play in this effort. Bush’s hands pointing upward with the columns of
The Islamic Center of Washington, D.C., in the background may suggest an appeal to a higher
moral authority.
Item Enduring Essential

Answer Skill Text Pages
Number Understanding Knowledge
Close Reading
1 See page 69. CLE-1 3.B CLE-1.O: thesis 206–211
statement and line of
reasoning
2 D CLE-1 3.B CLE-1.O: line of 206–211
reasoning
3 B CLE-1 3.B CLE-1.O: line of 206–211
reasoning
Evaluating Writing
1 See page 70. CLE-1 4.B CLE-1.O: line of 206–211
reasoning
2 D CLE-1 4.B CLE-1.O: line of 206–211
reasoning

1. Answers appear in the following graphic:
Thesis: “. . . while the data currently being

collected and reported can provide some
useful information on those experiencing
homelessness, because of difficulties in counting
this transient population and changes in
methodologies over time, they are not adequate
for fully understanding the extent and nature of
homelessness.”
Point 1: Researchers face serious Point 2: Reliable data is necessary

challenges in collecting accurate data on for targeting the needs of the
homelessness. homeless population.
Paragraph 2: “. . . if they routinely

collected more detailed and
Paragraph 2: “Researchers accurate data on housing status,
have collected data on narrowly agencies and service providers
defined samples that may not could better assess the needs of
be useful for understanding program recipients and could use
homelessness.” these data to help improve the
government’s understanding of the
extent and nature of homelessness.”
Paragraph 2: “Researchers generally

have not been able to explain Paragraph 3: “Researchers also
why certain people experience could potentially use these data to
homelessness and others do not, better define the factors associated
and why some are homeless for a with becoming homeless or to
single, short period and others have better understand the path of
multiple episodes of homelessness homelessness over time.”
or remain homeless for a long time.”
Paragraph 4: “Not only would

Paragraph 3: “Collecting these this common vocabulary allow
data in existing or new systems agencies to collect consistent
might not be easy, and agencies data that agencies or researchers
would incur costs in developing could compile to better understand
questions and providing the nature of homelessness, it
incentives for accurate data to be also would allow agencies to
collected.” communicate and collaborate more
effectively.”

In paragraphs 1 and 2, the author claims that homelessness is not a voluntary choice but is
the result of hardships beyond people’s control. The author supports this thesis with examples
(in paragraphs 3 and 4) of factors that contribute to homelessness. Furthermore, the author
shows that these factors are the result of difficult circumstances—such as abuse and low-wage
jobs—that are not the result of individual choice. The author concludes by stating that if the
public is better educated about the underlying causes of homelessness, then people will have
a more sympathetic understanding of the factors that contribute to homelessness and will not
simplistically view it as a conscious choice.
Remind students that the prewriting and brainstorming process allows them to list various
ideas that they might use, but at this point in the process, students should not be overly
concerned with defining a final, cohesive structure. As they develop their ideas, students
should remember to keep the elements of the rhetorical situation in mind. Once students are
finished brainstorming, they should look for patterns or key ideas in their writing. Encourage
students to find a consistent line of thought that they can develop into a larger essay. Finally,
students should try distilling their ideas into a thesis statement that suggests a line of
reasoning.
1. Yes, the writer has introduced a clear thesis: [the] discipline, camaraderie, and
exhilaration of participating in running events to help[s] people regain control over
their lives, especially those battling addiction. The writer can develop an essay that
uses examples and evidence to show how running encourages healthy, responsible
behavior and helps empower some homeless people to regain control of their lives.
2. This introduction includes intriguing questions that could provide content for a thesis,
although in its current form, it does not provide a clear thesis statement. The author
questions the audience’s personal responses to homelessness in order to suggest that
we are all responsible, as citizens, for taking care of each other. The author would
need to follow up the questions with a claim that distills the questions into a thesis
statement; for instance: There are many ways to respond to homelessness, but ignoring
homelessness simply perpetuates the issue, while increasing evidence shows that certain
forms of assistance are much more effective at offering hope and humanity to homeless
people.
3. This introduction offers a clear thesis statement: a complete house for about $10,000
start to finish that can be made available through a variety of funding options to people
who would otherwise be homeless. The author would need to follow up with details and
examples to prove that the ‘tiny houses’ have provided homeless people with affordable
housing. In addition, the writer would likely want to provide background information
about the ‘tiny house’ movement and the specific issues this movement trying to solve.

PART 3 COMPARISON-CONTRAST, DESCRIPTION, AND DEFINITION, pp. 214–223
For a reproducible of a text frame for connecting evidence and commentary with methods of
development (pages 216, 219, and 220 in the student book), see page 265.
PART 3.1 Methods of Development: Comparison-Contrast, pp. 215–218 | REO-1.G REO-1.K


Answer Skill
Close Reading
1 See below. REO-1 5.C RHS-1.K: compare-contrast 215–216
2 A REO-1 5.C RHS-1.K: compare-contrast 215–216
Evaluating Writing
1 See below. REO-1 6.C RHS-1.K: compare-contrast 215–216
2 A REO-1 6.C RHS-1.K: compare-contrast 215–216
1. The author compares how necessary data is collected by agencies, the federal
government, and state governments, but the author contrasts this necessity by stating
that such data collection will result in increased costs and may be burdensome based
on “resource constraints and data reliability.”
1. The writer could include statistics showing the average number of children who are
dependent on a homeless mother, which would show that caring for children adds an
additional concern that other homeless people do not share.

Remind students that their thesis may be a single, concise statement that they will defend with
a logical series of supporting details, or their thesis may introduce a general yet compelling
idea that will be clarified and further developed over the essay as a whole. Either way, a
clear line of reasoning should be apparent in the thesis. Students should avoid statements
of opinion and restating generally accepted ideas—neither makes a compelling thesis. Point
out that sometimes authors pointedly compare and contrast evidence; however, in many
arguments, there may be only subtle similarities and differences between the examples that an
author uses. Finally, students should make sure their line of reasoning is appropriate for the

PART 3.2 Methods of Development: Definition and Description, pp. 218–223 | REO-1.L

Answer Skill
Close Reading
1 See below. REO-1 5.C RHS-1.L: description 218–221
2 E REO-1 5.C RHS-1.L: description 218–221
3 A REO-1 5.C RHS-1.L: description 218–221
Evaluating Writing
1 See below. REO-1 6.C RHS-1.L: description 218–221
2 D REO-1 6.C RHS-1.L: description 218–221
1. The author describes multiple examples of data with “serious shortcomings and
methodologies that change over time” in order to support his claim that data related
to homelessness is insufficient and inconsistent. In addition, the author defines the
phrase “common vocabulary” as the “terminology for these data.” He further clarifies
this definition using the following descriptive example to reveal a benefit of using
a common vocabulary: “For example, agencies might want to avoid using the term
homelessness itself because of its multiple meanings or the stigma attached to it.
Instead, they might want to list a set of housing situations explicitly.”
1. The writer could offer a definition of minimum wage by listing the actual hourly
wage that the federal government mandates and how specific cities have mandated
increases in the minimum wage to help low-wage workers: Although the federally
mandated minimum wage of $7.25 per hour has not changed in decades, many states
and municipalities, such as Seattle and New York, have significantly increased their
minimum wages—as high as $15.00 per hour—and seen correlating reductions in poverty
associated with low-wage jobs. In addition, the author could give a vivid description
of the many challenges a homeless mother often encounters during a typical day: For
the homeless mother, each day often involves tackling a number of daunting challenges—
such as where to find reliable food and shelter for her family—that many people take for
granted.
Composing On Your Own, p. 222
1. Encourage students to use the checklist to help them refine their line of reasoning.
At this point, students should use their thesis to develop a full essay that supports
their main claim with well-reasoned commentary and clear examples, evidence, and
details. Remind students that they do not need to include every technique in the
“Checklist for Composing,” but the list should help them focus their writing. When
writing, students should keep their rhetorical situation in mind, making sure their
draft addresses context, audience, and purpose.

Student answers should identity how the author uses the introduction of the essay to engage
the audience. When describing the introduction, students may use specific terms from Table
4-2, or they may use their own words. Answers should explain how the introduction sets
up a line of reasoning to be supported in the larger essay. If possible, students should cite a
specific thesis statement that summarizes the author’s main argument or claim, such as the
following from the GAO report: the data currently being collected and reported can provide
some useful information on those experiencing homelessness, [but] because of difficulties
in counting this transient population and changes in methodologies over time, they are not
adequate for fully understanding the extent and nature of homelessness. This introduction
clearly posits a thesis—a problematic lack of reliable data regarding homelessness—that the
essay will support by providing examples and evidence while also offering a solution to the
problem.
After citing techniques used in the introduction, students should provide brief examples of
the specific evidence and commentary that the author uses to support his or her thesis. In
particular, students should cite examples of “compare-contrast,” “definition,” and “description.”
Finally, students should cite the techniques the author uses in his or her conclusion. Students
may use specific terms from Table 4-5, or they may use their own words. Remind students to
focus on how the conclusion links to the introduction, and whether the conclusion offers a
solution (as the GAO article does) or provides additional ideas to consider.
Different methods of development are available to writers to advance their arguments. For
example, they can use comparison-contrast to show similarities and differences between
their subject and another, possibly better known, subject to aid readers’ understanding. They
can use description to engage readers by appealing to the five basic senses, thereby making
readers more involved in the argument. They can use definition to make sure that the readers
understand the subject as the writer understands it. As a reader, I can see those different
methods of developments by analyzing the line of reasoning.
Justice and Race To reinforce definition as a method of development and engage in a
conversation about justice and race, you may wish to use the activity on page 236.
Revised Draft of Student Text from pages 189–190. Revisions appear in italics.
(1) Though the number of homeless Americans has declined slightly over the last decade, the
National Alliance to End Homelessness still reports that more than half-a-million Americans
remain homeless. With this many homeless, many people easily make assumptions about the
causes of homelessness: drug/alcohol abuse, mental illness, ignorance, laziness, or even choice.
(2) People must be careful not to jump to such hasty conclusions. (3) When asked what the most
common misconception is about people experiencing homelessness, Mental Health Center of
Denver, Colorado supportive housing provider Takisha Keesee knew her answer right away:
“That they want to be homeless.”
(4) Sadly, most people disregard homelessness as a choice made by the homeless person.
People must be careful not to jump to such hasty conclusions. (5) As with most assumptions,
looking more closely at details related to homelessness reveals that there are more complicated
and complex causes to these problems than most people expect and that many homeless are
not, in fact, choosing to be homeless.

(6) According to the National Center on Family Homelessness, among industrialized
nations, there are more homeless women and children in the United States than any other
country in the world. (7) Rarely is it the case that these women are choosing to be homeless
while caring for their children. (8) In fact, many of these women report that leaving their
homes was actually a way of caring for their children. (9) These mothers have been forced
from their homes as a way to protect themselves and their children from abusive partners.
They may have been forced to choose between paying rent or utilities and buying food. (10) In
these ways, leaving the home was not really a “choice,” as the mothers really had no other
option.
It is not just abused or hungry mothers and children being forced into these situations.
(11) In some cities, even those with jobs are forced into situations of homelessness.
(12) A 2019 study conducted by the National Low Income Housing Coalition, showed
that an individual making minimum wage in an average city like Cincinnati, Ohio would
need to work 78 hours per week to afford a two-bedroom rental home. (13) That’s eleven
hours a day, every day, which probably means two jobs. (14) Just a quick look at these
numbers makes clear the effect that high housing prices can have and the significant stress
placed on low-wage workers to keep a roof over their head – homelessness is literally one
paycheck away.
(15) Until more is done to educate the public on the causes and possible solutions for
homelessness, people will continue to denigrate homeless people as irresponsible and poor
decision makers who are choosing to live how they live. It is not a choice to be homeless,
though being homeless may be the result of difficult choices in difficult situations.
UNIT 4 REVIEW

Reading
1 E REO-1 5.C REO-1.G: methods 215–217
of development
2 A CLE-1 3.B CLE-1.O: thesis 206–210
statement and line
of reasoning
3 D RHS-1 1.A RHS-1.C: purpose 11
4 A RHS-1 1.A RHS-1.G: audience 12–13
5 E CLE-1 5.C CLE-1.G: arguments 80–81
that enhance
writer’s credibility
6 B RHS-1 5.C RHS-1.J: calling on 199–200
the audience to act
7 B REO-1 5.C CLE-1.G: 78–81
strategically
selected evidence
8 D REO-1 5.C REO-1.K 215–217
comparison-
contrast
9 C RHS-1 5.C RHS-1.J: engaging 396–397
audience

Writing
10 B REO-I 6.C REO-I.J: cause- 162–165
effect
11 C RHS-1 1.A RHS-1.B: exigence 9–10
12 B RHS-1 1.B RHS-1.G: audience 59–61
emotions
13 A REO-1 6.B REO-1.P: 269–271
transitional
elements
14 E STL-1 8.A STL-1.C: precise 280–281
word choice
15 D REO-1 6.A REO-1.E: sequence 142–143
of paragraphs
Join the Conversation, Rhetorical Analysis Part 3, pp. 232–235

For a reproducible of the full drafting organizer on page 235 in the student book, see page 266.
Encourage students to build on the draft they started in Unit 3 by using the organizer on page
235 as a guide in order to:
• provide a lead-in addressing an abstract concept
• provide a lead-in to evidence
• explain relationships between ideas in one paragraph and the next
• continue to reconnect to the abstract idea
• add additional evidence or expand on evidence already in draft
• return to the abstract idea at the end of the essay
• make an appeal to the audience
• lift up the importance of the abstract idea
Following is one way this might be accomplished:

What would you risk to stand up for the rights of children to an education that would open
doors of independence and self-sufficiency to them? [lead-in addressing abstract concept]
Malala Yousafzai risked her life to speak out against the oppression of girls and women
under the Taliban regime in her home of Pakistan. When she had a chance after surviving an
assassination attempt to address the world through a speech at the Youth Take Over the UN
Assembly in 2013, she made strategic rhetorical choices to appeal to her audience and get
her message across. [demonstrates understanding of the rhetorical situation] Thesis: In her
speech, Malala Yousafzai uses appeals to ethos and her terrifying personal story to convey her
message that all children around the world deserve an equal education and to illustrate the
value of education to develop independent and self-sufficient people.

[lead-in to evidence] Yousafzai begins her speech by invoking the name of a woman leader
who did not survive an assassination attempt, Benazir Bhutto. [Evidence 1] By noting that
she wears Bhutto’s shawl, she elevates her stature as a credible speaker. In paragraphs 8 and 9,
she refers to lessons she learned from some of the world’s most admired nonviolent resisters:
Mohammed, Jesus Christ, Lord Buddha, Martin Luther King, Nelson Mandela, Mohammed
Ali Jinnah, Gandhi, Bacha Khan, Mother Teresa, once again placing herself in the company of
highly respected people and thereby appealing to ethos and elevating her credibility. All stood
for the equality of people, the power of resistance, and the willingness to face risks to defend
those.
However, at the same time that Yousafzai elevates her authority and credibility as a speaker
by associating herself with those from whom she learned [lead-in to Evidence 2], she also
establishes solidarity with the audience with her inclusive language, such as “Dear brothers
and sisters.” [Evidence 2] While she associates her own efforts with those of some of the most
respected heroes of social reform, she simultaneously associates herself with her audience
through inclusive language, and in the process lifts up everyone. By inspiring solidarity she
makes her audience receptive to her arguments. [explain relationships between ideas in one
paragraph and the next] Yousafzai suggests that together she and her audience can wage “a
glorious struggle against illiteracy, poverty, and terrorism.”
Underlying these appeals to her audience, however [lead-in to Evidence 3 and tie to ideas
in previous paragraphs], is the story of Youafzai’s own struggle. She required much help and
support to recover from the assassination attempt and much personal effort. And when her
physical recovery was made, she was aware of the change she experienced as a result of the
attempt on her life: “Weakness, fear and hopelessness died. Strength, power and courage were
born.” Instead of seeking revenge, she became more resolved than ever to stand up and speak
out for the rights of women and children to equal opportunity. Her courage in risking her
life is another powerful way she builds trust in herself as a speaker. Yousafzai stirs empathy in
the audience, moving the inner courage of the listeners closer to taking action to address the
problems she defines. “One child, one teacher, one book and one pen can change the world,”
she notes, encouraging everyone listening to recognize his or her own power to bring about
change.
Here we are, students in a school in the United States where education is compulsory. Here
we are, learning and growing and building on everything we learn to take into the future
with us to help us establish our own independence and self-sufficiency. [appeal to audience
and return to abstract idea] What can we do to further the opportunity of youth around the
world to enjoy the same education and reap the same benefits from it? What are we willing
to risk? We do not need to fear for our lives, as Yousafzai does, so our risks can be much less
frightening. Are we willing to risk giving up some fun time we might spend with our friends
to take the time to learn more about how we can help this cause? Let’s put our education to
use and figure out how to help.
Join the Conversation, The Argument Essay Part 4, pp. 236–237
Encourage students to build on the draft they developed in Unit 3 and use the organizer on
page 235 as a guide in order to frame the essay with an introduction and conclusion. Remind
students that an introduction and conclusion are not required on the AP® exam. However,
writing a strong introduction and meaningful conclusion will reinforce what they have
learned in Unit 4 and prepare them for college writing.

Rhetorical Analysis Rubric: “Lessons of Dr. Martin Luther King Jr.”

0 points 1 point
For any of the following: Responds to the prompt with a thesis that analyzes the
• There is no defensible thesis. writer’s rhetorical choices.
prompt.
• The intended thesis provides a
summary of the issue with no apparent
or coherent claim.
• There is a thesis, but it does not
respond to the prompt.
• Only restate the prompt. • Respond to the prompt rather than restate or rephrase
• Fail to address the rhetorical choices the prompt and clearly articulate a defensible thesis
the writer of the passage makes. about the rhetorical choices Chavez makes to convey his
message.
• Describe or repeat the passage rather
than making a claim that requires a
defense.
Restate the prompt Presents a defensible position that responds to the
• “Chavez emphasizes the similarities prompt
between his methods and King’s • “While Chavez provides some concrete examples of how
methods.” his cause mirrors Martin Luther King Jr.’s struggle for equal
• “Chavez gave a speech that included rights, Chavez’s main argument is more philosophical
rhetorical choices to show that he and in nature: to motivate and inspire his audience of fellow
King had many similar goals.” activists, Chavez uses commentary based on his own
insights to develop an ideological and methodological link
between his beliefs and Dr. King’s movement.”
• “. . . Chavez’s speech shows that both
he and King faced many of the same
challenges in the fight for equal rights.”
passage
• “Throughout the essay, Chavez gives
many examples of how he and King are
similar.”
Additional Notes:
• For a thesis to be defensible, the passage must include at least minimal evidence that could be used
to support that thesis; however, the student need not cite that evidence to earn the thesis point.
thesis point.

thesis evidence relevant evidence. evidence to evidence to support
(if present), that is support all all claims in a line of
repeats AND COMMENTARY:
mostly claims in a line of reasoning.
provided general. Explains how some of reasoning.
information, the evidence relates AND
or offers AND to the student’s AND COMMENTARY:
information COMMEN- argument, but no COMMENTARY: Consistently explains
irrelevant to TARY: line of reasoning is Explains how how the evidence
the prompt. Summarizes established, or the line some of the supports a line of
the evidence of reasoning is faulty. evidence supports reasoning.
but does not a line of reasoning. AND
explain how AND
the evidence Explains how multiple
supports the Explains how rhetorical choices in the
argument. at least one passage contribute to
rhetorical choice the writer’s argument,
in the passage purpose, or message.
contributes to the
purpose, or
message.
• Are • Tend to • Consist of a • Uniformly offer • Uniformly offer
incoherent focus on mix of specific evidence to evidence to support
or do not summary evidence and broad support claims. claims.
address or descrip- generalities. • Focus on the • Focus on the
the tion of a • May contain importance of importance of specific
prompt. passage some simplistic, specific words details to build an
• May be rather than inaccurate, and details from argument.
just specific or repetitive the passage
details
• Organize and support
opinion explanations that to build an an argument as a
with no or tech- don’t strengthen the argument. line of reasoning
textual niques. argument. • Organize an composed of multiple
references • Mention • May make one point argument as a supporting claims,
or rhetorical well, but either do line of reasoning each with adequate
references choices not make multiple composed evidence that is clearly
that are with little supporting claims or of multiple explained.
irrelevant. or no ex- do not adequately supporting
planation.
• Explain how the
support more than claims. writer’s use of
one claim. • Commentary rhetorical choices
• Do not explain the may fail to contributes to the
connections or integrate some student’s interpretation
progression between evidence or fail of the passage.
the student’s to support a key
claims so a line of claim.
reasoning is not
clearly established.
Additional Notes:
cannot earn the fourth point in this row. To earn the fourth point in this row, the response may
observe multiple instances of the same rhetorical choice if each instance further contributes to the

0 points 1 point
Does not meet the criteria for one point. Demonstrates sophistication of thought
and/or develops a complex understanding
of the rhetorical situation.
• Attempt to contextualize the text, but sophistication of thought and/or a complex
such attempts consist predominantly understanding of the rhetorical situation by doing any of
of sweeping generalizations (“Since the following:
the beginning of time, people have 1. Explaining the significance or relevance of the writer’s
struggled for freedom . . .” OR “As rhetorical choices (given the rhetorical situation).
Chavez shows, the United States 2. Explaining a purpose or function of the passage’s
has never lived up to its promise of complexities or tensions.
freedom.”
3. Employing a style that is consistently vivid and
• Only hint at or suggest other argument persuasive.
(“Some people might say . . .” OR “Most
of my friends think . . .”)
• Examine individual rhetorical choices
but do not examine the relationships
among different choices throughout
the text.
• Use complicated or complex
sentences or language that is
ineffective because it does not
Additional Notes:

Argument Rubric: Hell is Other People

0 points 1 point
prompt.
• Do not take a position, or the position is vague rephrase the prompt. Clearly take a position on
or must be inferred. the role other people’s perceptions play in how
we see ourselves rather than just stating there
• State an obvious fact rather than making a are pros/cons.
• “Sometimes people are helpful; sometimes they the prompt
are not.” • “Everyone can agree that other people influence
Address the topic of the prompt but are not our lives, but often, we don’t want to admit how
defensible—it is an obvious fact stated as a much we depend on others for nearly everything
claim we take for granted. Although our culture may
• “Everyone gets annoyed with other people; value self-reliance and independence, each
that’s just part of human nature.” person’s success is measured largely on his or her
ability to get along with others.”
• “More than ever, people seem to define
themselves in contrast to other people. As politics
and internet trolling become more divisive and
confrontational, we view others as adversaries,
focusing on our few differences rather than our
many shared similarities. Yet whether we like to
admit it or not, our adversaries are as responsible
for shaping our perspectives as those who share
our views.”
• “Some people may cite a famous figure or
a historical figure that has influenced their
perspectives. But for me, I’ve been most
influenced by working with recent immigrants
through a community group called Welcome
Home. I learned that many of the things I take for
granted—food, shelter, education—are beyond
the grasp of many hard-working people, and that
unless we expand citizenship to more individuals,
we will be denying many people their fundamental
rights.”
Additional Notes:
thesis point.

restates Provides Provides some specific Provides Provides
thesis evidence that is relevant evidence. specific specific
(if present), mostly general. evidence to evidence to
AND support all support all
provided Explains how some of the claims in a line claims in a line
information, COMMENTARY: evidence relates to the of reasoning. of reasoning.
or offers Summarizes student’s argument, but
information the evidence no line of reasoning is AND AND
irrelevant to but does not established, or the line of COMMENTARY: COMMENTARY:
the prompt. explain how reasoning is faulty. Explains how Consistently
the evidence some of the explains how
supports the evidence the evidence
argument. supports a line supports a line
of reasoning. of reasoning.

• Are • Tend to • Consist of a mix of specific • Uniformly • Focus on the
incoherent focus on a evidence and broad offer evidence importance of
or do not summary of generalities. to support specific details
address the evidence • May contain some simplistic, claims. to build an
the rather than inaccurate, or repetitive • Focus on the argument.
prompt. specific explanations that don’t importance of • Organize and
• May details. strengthen the argument. specific details support an
be just • May make one point well, to build an argument
opinion but either do not make argument. as a line of
with no multiple supporting claims • Organize an reasoning
evidence or do not adequately support argument composed
or more than one claim. as a line of of multiple
evidence reasoning supporting
that is
• Do not explain the claims, each
connections or progression composed
irrelevant. of multiple with adequate
between the student’s claims
supporting evidence
so a line of reasoning is not
claims. that is clearly
clearly explained.
explained.
• Commentary
may fail to
integrate
some
evidence or
fail to support
a key claim.
Additional Notes:

0 points 1 point
develops a complex understanding of the
• Attempt to contextualize their argument, sophistication of thought and/or
but such attempts consist predominantly of a complex understanding of the rhetorical
sweeping generalizations (“Let’s face it: we are situation by doing any of the following:
all influenced by other people, but that’s life . . .” 1. Crafting a nuanced argument by consistently
OR “Since people evolved, we have depended identifying and exploring complexities or
on each other . . .”). tensions.
• Only hint at or suggest other argument (“I once 2. Articulating the implications or limitations of an
heard someone say . . .” OR “While some may argument (either the student’s argument or an
argue that . . .”). argument related to the prompt) by
• Use complicated or complex sentences or acknowledging counterarguments.
language that are ineffective because they do 3. Making effective rhetorical choices that
not enhance the argument consistently strengthen the force and impact
of the student’s argument.
persuasive.
Additional Notes:

UNIT 5:
Structuring and Supporting
Coherent Arguments, pp. 239–298
1. Claim 1: “Public dissatisfaction with economic hardships has been seen as the chief cause
of the movement for democracy in Burma, sparked off by the student demonstrations
1988.” (paragraph 2)
Claim 2: “In an age when immense technological advances have created lethal weapons
which could be, and are, used by the powerful and the unprincipled to dominate the
weak and the helpless, there is a compelling need for a closer relationship between
politics and ethics at both the national and international levels.” (paragraph 7)
Claim 3: “So free men are the oppressed who go on trying and who in the process
make themselves fit to bear the responsibilities and to uphold the disciplines which will
maintain a free society.” (paragraph 9)
Claim 4: “Within a system which denies the existence of basic human rights, fear tends to
be the order of the day.” (paragraph 14)
2. Example 1: “It is true that years of incoherent policies, inept official measures, burgeoning
inflation and falling real income had turned the country into an economic shambles.”
(paragraph 2)
Example 2: “The Universal Declaration of Human Rights of the United Nations proclaims
that ‘every individual and every organ of society’ should strive to promote the basic rights
and freedoms to which all human beings regardless of race, nationality or religion are
entitled.” (paragraph 7)
Example 3: “Among the basic freedoms to which men aspire that their lives might be full
and uncramped, freedom from fear stands out as both a means and an end.” (paragraph
9)
Example 4: “A most insidious form of fear is that which masquerades as common sense
or even wisdom, condemning as foolish, reckless, insignificant or futile the small, daily
acts of courage which help to preserve man’s self-respect and inherent human dignity.”
(paragraph 14)

3. Example 1: “But it was more than the difficulties of eking out a barely acceptable standard
of living that had eroded the patience of a traditionally good-natured, quiescent people—
it was also the humiliation of a way of life disfigured by corruption and fear.” (paragraph 2)
Example 2: “But as long as there are governments whose authority is founded on coercion
rather than on the mandate of the people, and interest groups which place short-term
profits above long-term peace and prosperity, concerted international action to protect
and promote human rights will remain at best a partially realized struggle. There will
continue to be arenas of struggle where victims of oppression have to draw on their own
inner resources to defend their inalienable rights as members of the human family.”
(paragraph 7)
Example 3: “A people who would build a nation in which strong, democratic institutions
are firmly established as a guarantee against state-induced power must first learn to
liberate their own minds from apathy and fear.” (paragraph 9)
Example 4: “It is not easy for a people conditioned by fear under the iron rule of the
principle that might is right to free themselves from the enervating miasma of fear. Yet
even under the most crushing state machinery courage rises up again and again, for fear
is not the natural state of civilized man.” (paragraph 14)
4. Aung San Suu Kyi builds bridges between many ideas in her speech. In particular, she
shows how the economic aspects of suppression are tied to the psychological, or mental,
aspects of suppression. For instance, in paragraphs 2 and 3, she gives examples of how
the economic conditions set off protests: “Years of incoherent policies, inept official
measures, burgeoning inflation and falling real income had turned the country into an
economic shambles.” After this statement, she quickly bridges to her larger theme about
fear: “But… it was also the humiliation of a way of life disfigured by corruption and
fear.” She further bolsters her claim by showing that some of the “keenest supporters” of
reform were “businessmen who had developed the skills and the contacts necessary not
only to survive but to prosper within the system.” She uses the example of businessmen
who were economically comfortable to show that people were dissatisfied with more than
“economic” concerns: “But their affluence offered them no genuine sense of security or
fulfillment.” As before, Aung San Suu Kyi bridges to a new concept using that transitional
word “But” to show that she is introducing a new concept that will build and expand on
her previous statement.
Evaluating Writing
1. Summary: Americans are oblivious to tyrannical behaviors exhibited by their own

government.
2. The student writer offers Soviet Russia, Nazi Germany, and North Korea as examples of
tyrannical governments, and the Japanese internment camps during WWII as a specific
example of a tyrannical government in the United States. (Although the author alludes to
various forms of tyranny that may exist within the U.S., the Japanese internment camps
are the only piece of specific evidence used.)
3. Explicit commentary:
“This, of course, is because tyranny is universally accepted as being viciously oppressive
and inhumane, something that a civilized nation like the U.S. could never be.” (sentence 3)
“It seems as though the common denominator in all of the governments mentioned above
is this: humankind.” (sentence 9)
“So, it might be time to realize that in the depths of humanity, no matter how well-
intentioned, everyone is capable of compromising even the greatest of virtues for the sake
of gaining and maintaining more power.” (sentence 10)
PART 1 CONSTRUCTING COHESIVE ARGUMENTS, pp. 247–256
PART 1.1 Functions of Body Paragraphs, pp. 248–256 | REO-1.M
Students may note that the drawing suggests that resisting oppression requires more than one
person. Students may note that the artist shows the single person as working very hard by the
lines radiating from his arms.
For a reproducible on connecting evidence and commentary with methods of development from
page 253 in the student book, see page 267.

Answer Skill
Close Reading
1 See below. REO-1 5.A REO-1.M: functions of 248–253
body paragraphs
2 C REO-1 5.A REO-1.M: functions of 248–253
body paragraphs
3 E REO-1 5.A REO-1.M: functions of 248–253
body paragraphs
Evaluating Writing
1 See page 86. REO-1 6.A REO-1.M: evidence 248–253
2 See page 86. REO-1 6.A REO-1.M: commentary 248–253
3 D REO-1 6.A REO-1.M: evidence 248–253
1. Paragraph 2 (Claim and Evidence)

This paragraph introduces a claim about the reasons for Burma’s push for democracy,
suggesting that both economic and psychological factors were important. It includes
the evidence of “student demonstrations” against poor economic conditions, but
then uses commentary to suggest that “the humiliation of a way of life disfigured by
corruption and fear” was also a primary factor behind the demonstrations.”
Paragraph 3 (Evidence and Commentary)
The speaker presents the example—student demonstrations—in greater detail. The
paragraph then describes the student demonstrations as a catalyst for demonstrations
by the more affluent. There is also commentary as to why the student demonstrations
inspired much of Burma’s population to come together in protest: “The people of
Burma had wearied of a precarious state of passive apprehension where they were ‘as
water in the cupped hands’ of the powers that be.”
Paragraph 6 (Claim)
This paragraph makes general claims that contrast civilized governments with
tyrannical ones. It also highlights the effects that the varied governments have on
communal thought: perceived ignorance toward the plight of others and warped fear.
Paragraph 14 (Claims, Evidence, and Commentary)
The speaker’s first claim is that oppressive regimes depend on fear. Her evidence
provides examples of how fear works on the population. The speaker follows these
examples with commentary about the difficulties people face when they are afraid.

Then the speaker builds in another claim—that courage can rise up amidst fear.
Finally, the speaker provides commentary that explains the prior claim is true because
fear is not the natural state of civilized people.
1. Sentence 5 rewrite: For example, there were the Japanese internment camps during
World War II, Jim Crow laws that denied African Americans their most basic rights,
and more recently voter ID laws that disenfranchise thousands of voters.
2. Sentence 5: The added sentence should explain how Japanese internment camps
correlate with oppressive practices listed in sentence 4. Example sentence: As these
examples show, the United States has had its fair share of policies that violate basic
human rights.
Sentence 8: The added sentence should explain how the American example seems
to differ from full tyranny, despite some shared characteristics. Example sentence:
Although the United States has had its share tyrannical policies, it still remains a
democracy, and few people would say that these policies are as severe as the day-to-
day denigrations faced by people who live in autocracies and dictatorships.
Sentence 9: The added sentence should explain the ways humankind typically displays
oppressive behaviors even outside of governmental procedures. Example sentence:
All people, even in the high-minded democracies, commonly display selfishness and
short-sightedness.

Students should write a thesis statement establishing an argument that can be logically
defended with a combination of evidence and commentary. Remind students that a specific
thesis that takes a clear position is more compelling than a bland generalization or repeating
something that is factually well known. Before refining their thoughts into a thesis, students
should consider the specific rhetorical situation, including the context, audience, and purpose
of their writing. Remind students that these three factors will influence the examples and
evidence they include in the two body paragraphs to defend their thesis. When supplying
examples and evidence, students should be sure to offer ample commentary that connects the
evidence to the ideas and concepts established in the thesis.
1. The term “double-duty” suggests that the Tuskegee Airmen had two responsibilities
to fulfill: they had to do their duty as pilots defending their country, but they also had
a responsibility to help Black people “pave the way forward.” Obama’s speech focuses
on the need to combine one’s own aspirations and goals with the responsibility to
help others, and she includes many examples of how African Americans in history
overcame obstacles to achieve success and then helped others to also achieve their
dreams.
2. In the first half of her speech, Obama focuses on the racism that African Americans
have had to overcome in order to succeed. She gives examples of how historically
well-known African Americans—such as Charles DeBow, Booker T. Washington,
and George Washington Carver—used their intelligence, work ethic, skills, and
fortitude—or “grit”—to find success despite the widespread racism that threatened to
undermine their aspirations.

In the second half of the speech, Michelle Obama talks about her own experiences
encountering racism, and how despite this racism, she persevered and focused on
issues that were most important to her. Similar to the Tuskegee Airmen who had
to do “double-duty,” Obama shows how in her own life, she has combined her own
aspirations and duties with a drive to help others.
3. Obama reveals a line of reasoning in her speech by positing two key questions: “Who
am I? What do I care about?” Then, she answers the questions by offering examples
that she supports with commentary.
To begin, Obama answers her key questions by stating that she is “first and foremost, a
mom,” and she supports this claim with commentary that also supplies a justification:
“I love our daughters more than anything in the world. . . . And while that may not
be the first thing that some folks want to hear from an Ivy-league educated lawyer,
it is truly who I am.” Obama continues her line of reasoning by providing a second
answer to her key questions: “Next, I’ve always felt a deep sense of obligation to make
the biggest impact possible with this incredible platform.” Obama supports this
statement by supplying multiple examples of the causes she has supported and she
again justifies her decision with personal commentary: “I have learned that as long
as I hold fast to my beliefs and values—and follow my own moral compass—then the
only expectations I need to live up to are my own.”

Body paragraphs make claims, support them with evidence, and provide commentary that
explains how the paragraph contributes to the reasoning of the main argument and supports
the overarching thesis. A body paragraph may fulfill only one of these functions, and typically
opens with a topic sentence that makes a claim to support the thesis. The claim is then
expanded within the paragraph.
Encourage students to share their reflections with their peers, compare understandings, and
discuss any differences.
PART 2 MAINTAINING COHERENCE AND USING TRANSITIONS, pp. 257–274

PART 2.1 Levels of Coherence, pp. 258–265 | REO-1.N

Answer Skill
Close Reading
1 See page 88. REO-1 5.B REO-1.N: coherence 258–263
2 C REO-1 5.B REO-1.N: logically link ideas 258–263
3 B REO-1 5.B REO-1.N: logically link ideas 258–263
Evaluating Writing
1 See page 88. REO-1 6.B REO-1.N: logically link 258–263
sentences
2 See page 88. REO-1 6.B REO-1.N: logically link 258–263
sentences
3 D REO-1 6.B REO-1.N: logically link 258–263
sentences

1.
Relationship Established
Text Part Example of from Text
(Logical Link)
Clauses (from “The students were protesting The final clause sets up a
paragraph 3) not just against the death of secondary cause for the
their comrades but against purpose of student protest.
the denial of their right to Students were protesting the
life by a totalitarian regime death of their friends, but the
which deprived the present greater offense was the denial
of meaningfulness and held of the “right to life.” Suu Kyi
out no hope for the future.” establishes the cause for such
denial as being the totalitarian
regime. So, though the focus is
the human rights violation, the
secondary focus is the cause,
which is the government.
Sentence (from “It is not power that corrupts The second sentence connects
paragraph 1) but fear. Fear of losing power to the first sentence to more
corrupts those who wield it accurately describe how fear
and fear of the scourge of and power affect individuals.
power corrupts those who Aung San Suu Kyi is
are subject to it.” correlating these sentences to
highlight how fear is not only
experienced by the masses but
by the ruling class as well.
Paragraph The essence of his teaching Paragraph 12 goes on to relate
(paragraph 11) was fearlessness and truth, Gandhi to Aung San to justify
and action allied to these, Aung San Suu Kyi’s use of
always keeping the welfare Aung San as an example of
of the masses in view. courageous and revolutionary
spirit.
Evaluating Writing
1. Sentence 4 from text: “If an American considers the most common tyrannical
practices—instigating or retaliating with violence, generating fear, scapegoating
minority classes, and engaging in governmental corruption— they will have to admit
that history offers plenty of examples to prove that tyrannical practices have been just
as alive and well in the U.S. as it has been in other countries.”
In sentence 4, the author uses “If ” to introduce a cause/effect relationship that can
be summarized as follows: If people acknowledge that United States government
engages in suppressive practices, then they will have acknowledged that the U.S. is,
in some ways, tyrannical. The repressive practices cause (or result in) tyranny. The
‘if ” introduces general examples of the repressive practices of the United States
government; the word “then” is implied when introducing the second main clause
that reveals that the U.S. is tyrannical as a result of these repressive practices.
2. The writer could combine sentences 5 and 6 into a single sentence to help reveal the
logical link between the ideas: When one considers examples such as the Japanese
internment camps during World War II, some people may question how a government
founded upon the “unalienable rights” of “life, liberty, and the pursuit of happiness,” can
consistently allow such practices to crawl into its ruling protocol.

Students should supply evidence—such as specific examples—to support their main claim
and should also use commentary to tie their evidence back to their claim. Remind students
that pure commentary does not constitute an example; students can use examples from their
own experience and knowledge, but personal opinions or general statements do not count as
evidence. When reviewing and refining their own work, students should rewrite sentences to
enhance the coherence and line of reasoning. Encourage students to try combining shorter
sentences by using the writing skills from Part 2.1. Finally, students should keep the rhetorical
situation in mind by making sure they are addressing audience, content, and purpose.
PART 2.2 Repeated Words and Patterns that Strengthen Coherence, pp. 265–269 | REO-1.O

Answer Skill
Close Reading
1 See below. REO-1 5.B REO-1.O: repetition 265–268
2 See below. REO-1 5.B REO-1.O: repetition 265–268
3 D REO-1 5.B REO-1.O: parallel structure 265–268
4 E REO-1 5.B REO-1.O: parallel structure 265–268
5 A REO-1 5.B REO-1.O: parallel structure 265–268
Evaluating Writing
1 See page 90. REO-1 6.B REO-1.O: repetition 265–268
2 See page 90. REO-1 6.B REO-1.O: synonyms and 265–268
pronouns
3 See below. REO-1 6.B REO-1.N, REO-1.O: 265–268
sentence, parallel structure
1. Students should readily recognize that Aung San Suu Kyi repeatedly references the
idea of “fear” in her speech. The following sentence uses repetition and parallel
structure to emphasize the various forms of fear that exist “within a system which
denies the existence of basic human rights”: “Fear of imprisonment, fear of torture,
fear of death, fear of losing friends, family, property or means of livelihood, fear of
poverty, fear of isolation, fear of failure.”
2. As explained in the previous answer, student responses should focus on the various
ways repetition emphasizes ideas—in particular, the repetition of the word “fear”
emphasizes Kyi’s main claim about how fear is used to repress people. When listing
the many stifling forms of fear people face—“Fear of imprisonment, fear of torture,
fear of death”—the speaker creates a rolling cadence that builds a strong case for the
debilitating aspects of fear.

Students should recognize areas of the essay that can be improved by reworking sentences,
and using synonyms and pronouns, as in the following examples:
1. (a) The student writer could employ parallel structure to emphasize certain con-
cepts by repeating phrases such as “of course,” as seen in this revised version
of sentence 3: Of course, this is because tyranny is universally accepted as being
viciously oppressive and inhumane, which is, of course, something that a civilized
nation like the U.S. could never be.
(b) Substitute the other words, such as oppression, for tyranny to reduce redundancy.
2. (a) Line (4) can be improved by changing the word American to a person or some-
one.
3. (a) Combine sentences 8 and 9 to add fluency and highlight the parallel structure:
Now, most people would acknowledge that this tyranny is considerably less than
one finds in dictatorships.
(b) The text does not have examples of repetitive structures that should be deleted.

When editing their work, students should pay attention to any areas that seem vague or
unnecessarily repetitive. Remind students that using synonyms adds variety and interest to
their work, while using pronouns keeps their writing from being redundant. In addition,
remind students that being purposely repetitive and using parallel structure creates a rhythm
in their writing, reiterates important concepts, and helps reveal how ideas are related.
PART 2.3 Transitions, pp. 269–274 | REO-1.P REO-1.Q


Answer Skill
Close Reading
1 See page 91. REO-1 5.B REO-1.P: transitional elements 269–271
2 C REO-1 5.B REO-1.Q: transitional 269–271
elements to show links
3 D REO-1 5.B REO-1.P: transitional elements 269–271
4 A REO-1 5.B REO-1.P: transitional elements 269–271
Evaluating Writing
1 See page 91. REO-1 6.B REO-1.Q: transitional 269–271
elements to relate
2 See page 91. REO-1 6.B REO-1.P: transitional elements 269–271
3 A REO-1 6.B REO-1.P: transitional elements 269–271
4 B REO-1 6.B REO-1.Q: transitional 269–271
elements to relate

1. Suu Kyi often refers to people’s need to overcome fear while also alluding to how fear is
used by governments to control people. Using different examples and arguments, she
repeatedly equates freedom from fear with individual liberty and human rights. She
also focuses on the idea of “revolution” in paragraph 7 not to suggest armed rebellion
but to suggest a change of “spirit.” In the final five paragraphs of her speech, Aung San
Suu Kyi repeatedly uses the word courage, presenting it as the antidote to the “fear”
that enables tyranny: “Yet even under the most crushing state machinery courage rises
up again and again, for fear is not the natural state of civilized man.”
1. Sentence 5: change the word consequently to the transitional phrase For example.
Rewrite: For example, there were the Japanese internment camps during World War II.
Sentence 6: change the word But to the transitional phrase As a result.
Rewrite: As a result, many people may question how a government founded upon the
“unalienable rights” of “life, liberty, and the pursuit of happiness,” can consistently allow
such practices to crawl into its ruling protocol.
Sentence 8: add a transition as shown in bold.
Rewrite: But when one considers the many factors that create tyranny, it seems as
though the common denominator in all of the governments mentioned above is this:
humankind.
2. Delete the word Now from sentence 7. Delete the word So from sentence 10.

Students should incorporate transitional elements that help logically link ideas within the
essay. Encourage students to review their work, underlining and revising any sentences that
fail to logically link with the ideas in the previous sentences. Students may want to experiment
using different transitional words and phrases before deciding on the most effective ones.
Part 2 Apply What You Have Learned
Student responses will likely note how Obama uses her speech to repeat key ideas about race,
personal responsibility, and the importance of helping others. At first, she cites well-known
historical examples of African American graduates from Tuskegee University who overcame
the obstacles of racism and used their success to help other African American people. Then,
tying these historical examples to her own experiences as an African American woman,
Obama discusses how successfully overcoming racism in her own life has motivated her to
help others and “make the biggest impact possible with this incredible platform.” Next,
Obama connects both her historical examples and personal journey with the experiences
of her audience, saying “And now, graduates, it’s your turn to take up that cause.” Finally,
she directly ties her appeal back to her original historical examples, stating “our history
provides us with a better story, a better blueprint for how we can win. It teaches us
that when we pull ourselves out of those lowest emotional depths, and we channel our
frustrations into studying and organizing and banding together.”
Students will also likely cite examples of how Obama uses parallel structure and anaphora,
such as when she repeats the phrase “You’ve got” to emphasize the skills and responsibilities
of those within her audience. In another example, Obama repeatedly uses the phrase “Today,
you can” to offer numerous examples of the immediate, positive contributions her listeners

can make in their daily lives. This repetition of the same phrase creates a rhythm and unity
in her speech, while also emphasizing that graduates can make direct, constructive impacts
within their families and communities. (In addition, some students may note that “Today,
you can” is highly similar to the well-known phrase “Yes, we can” of President Obama’s
presidential campaign.)
Finally, some students may refer to the many images of flight that Obama incorporates into
her speech. She repeatedly uses words such as fly and soar, which allude to the Tuskegee
Airmen, but also reinforce her theme of rising above the obstacles and impediments—such as
racism and social expectations—that attempt to thwart the individual: “If you rise above the
noise and the pressures that surround you, if you stay true to who you are and where you
come from, if you have faith in God’s plan for you, then you will keep fulfilling your duty to
people all across this country.”
Writers make strategic choices about how to organize their argument’s ideas to make sure
that it maintains consistency, logical reasonability, and unity. Sentences are made up of one
or more clauses—a subject and verb—as well as phrases that don’t contain a subject and a
verb. Writers often repeat ideas throughout a work. In order to avoid monotony, they may
use synonyms, and rather than repeating the same name or other noun, they may substitute
pronouns that refer their readers back to the original noun.
Sometimes writers use repetition to emphasize a point. They may either repeat the same word
or phrase, or they may employ parallel structure, which uses the same pattern or a similar one
to show that two or more ideas have equal importance. And writers use transitional elements
to maintain coherence among the sentences, paragraphs, and sections of a text. Transitional
elements provide a smooth way to introduce evidence or show its relationship to other ideas
and evidence.
PART 3 THE MANY MEANINGS OF LANGUAGE, pp. 275–283

PART 3.1 The Meaning of Words, pp. 276–279 | STL-1.A

Answer Skill
Close Reading
1 See page 93. STL-1 7.A STL-1.A: connotative meaning, 276–277
denotative meaning
2 E STL-1 7.A STL-1.A: connotative meaning, 276–277
denotative meaning
3 E STL-1 7.A STL-1.A: connotative meaning, 276–277
denotative meaning
Evaluating Writing
1 See page 94. STL-1 8.A STL-1.A: connotative meaning, 276–277
denotative meaning
2 B STL-1 8.A STL-1.A: connotative meaning, 276–277
denotative meaning

1. Answers will vary. Sample answers:
Word or Denotative Meaning Connotative Meaning

Paragraph
Phrase (Dictionary Definition) (neutral, positive, negative)
1 corruption dishonest or fraudulent negative
activity by those in power
1 avarice greed for wealth or material negative
gain
2 quiescent in a state of inactivity neutral
3 comrades companion or fellow member positive
5 freedom the right to think, act, or positive
speak without restraint
8 sacrifices acts of giving up something positive
of value for something more
worthy
9 liberate to free positive
10 moral courage ability to show fortitude and positive
determination according to
deeply held beliefs even in the
face of great risk
10 Mahatma Indian political activist who positive
Gandhi used nonviolent resistance to
fight for India’s independence
from British rule
11 fearlessness boldness or bravery positive
12 authoritarian government based on strong negative
rule central power and limited
political or social freedoms
14 wisdom the quality of having positive
knowledge, experience, and
good judgment
14 enervating draining or exhausting negative
15 power ability to act or have influence neutral
over others
15 suffer to put up with negative


Americans are unaware—negative; the phrase suggests ignorance or a limited
worldview
celebrated—usually positive in nature but negative as used in the sentence; it suggests
that Americans celebrate the destruction of individual freedoms
tyranny—negative; the word suggests oppression, which is the opposite of democracy
instigating or retaliating with violence, generating fear, scapegoating minority classes,
and engaging in governmental corruption—negative; the phrase relates to tyrannical,
un-American principles
Japanese internment camps during World War II—negative; the phrase gives an
example of a racist policy in American history
“unalienable rights” of “life, liberty, and the pursuit of happiness”—positive; the phrase
relates to pride, hope, positive American ideals
crawl—negative; the word suggests negative ideologies or practices that have become
part of American policy

Students should make sure they are using words correctly in their writing; encourage them to
double-check denotative meanings in the dictionary. Students should carefully review their
connotative word usage to ensure that it develops and maintains a consistent tone. Students
may want to circle key words in their drafts and experiment with substituting other words
that might create a stronger tone or have a clearer meaning. When considering tone, students
should keep their rhetorical situation in mind, because context, audience, and purpose will
affect the words students use in their writing.
PART 3.2 Word Choice and Perspective, pp. 279–283 | STL-1.B STL-1.C

Answer Skill
Close Reading
1 See below. STL-1 7.A STL-1.C: precise word choice 279–281
2 B STL-1 7.A STL-1.C: precise word choice 279–281
3 C STL-1 8.A STL-1.C: precise word choice 279–281
Evaluating Writing
1 See page STL-1 8.A STL-1.B: adjectives, adverbs 279–281
95.

Suu Kyi reveals that rulers are afraid of losing power, while the oppressed are often so
afraid for their lives that they give up their freedoms. She encourages the oppressed
to use their fear to generate endurance and courage. In this way, she highlights the
negative effects of fear but also conveys a positive outlook on her topic—fear—because
when people recognize and control their fear, it can function as a catalyst for change.

Adjectives:
oppressive ruling practices
civilized nation
tyrannical practices
governmental corruption
ruling protocol
actual dictatorships
common denominator
human nature
In most of these instances, the adjectives provide descriptions that are necessary
to convey the desired perspective. For example, there is a huge difference between
“practices” and “tyrannical practices.”
Adverbs:
universally accepted
viciously oppressive and inhumane
consistently allow
In the first two cases, adverbs provide additional information to modify adjectives in
adjectival phrases. In the last example, consistently modifies the verb allow, providing
additional information.

For a reproducible of the table on page 282 in the student book, see page 268.
Students can use the table to help organize and clarify their ideas. Encourage students to take
a step-by-step approach to revising their work. First, students will want to ensure that they
have developed a clear claim that is supported with evidence and uses commentary to tie the
evidence back to the claim. Next, students should check that they use appropriate language
to develop their evidence and commentary. In particular, their commentary should use vivid,
precise words that logically connect their evidence to their claim. Descriptive words that
heighten reader interest help guide the reader through the writer’s line of logic and make
the ideas within the writing easier to understand. Finally, students should use purposeful
repetition to emphasize certain ideas and create links between key concepts, but they should
avoid repeating the same ideas in ways that are redundant and unnecessary.
Students can cite multiple examples of Obama using crisp, vivid language in her speech.
Encourage them to focus on the language of one or two paragraphs. For example, in the
paragraph where Obama alludes to Ralph Ellison’s famous book Invisible Man, she states:
“[Feelings of racism are] rooted in decades of structural challenges that have made too
many folks feel frustrated and invisible.” By using vivid words in this sentence such as
structural challenges, frustrated, and invisible, along with the words heavy burden and
isolating earlier in the paragraph, Obama appeals both to her audience’s emotions and their
sense of social justice. Some students may also cite Obama’s vivid images of flight, when she
uses words such as soaring and flying, and phrases such a “rising above.”

Words have both denotative meanings—the dictionary definition—and connotative
meanings, which are colored by emotion. Connotative meanings may be positive or negative
or they may be neutral. Writers must beware of using words with the wrong connotations,
since this can send mixed signals. By means of precise word choice, writers can help
audiences perceive their true perspective, or attitude toward their topic. They can use
descriptive language to clarify their attitude about their topic. Both adjectives and adverbs
help convey a particular perspective or tone.
Justice and Race To reinforce the power of word choice and comparisons and engage in a
conversation on justice and race, you may wish to use the activity on page 237.
Revised Draft of Student Text from pages 245–246. Revised sentences and sections appear
in italics. Note that sentences added to this draft have not been numbered.
Note: Sentence 6 has been moved, but the original sentence numbering has been kept so the
editing is clearly evident. The rewritten student draft includes the rewrites from the multiple-
choice questions; it does not include the suggested sample rewrites provided for the short-answer
responses.
(1) When most American’s think of tyranny, they think of Soviet Russia, Nazi Germany, or
contemporary North Korea. (2) These same Americans are unaware of the oppressive ruling
practices which have existed, and have even been celebrated, in their own Land of the Free
and Home of the Brave. (3) This, of course, is because tyranny is universally accepted as being
viciously oppressive and inhumane, something that a civilized nation like the U.S. could
never be. (4) If an American considers the most common tyrannical practices—instigating
or retaliating with violence, generating fear, scapegoating minority classes, and engaging in
governmental corruption—they will have to admit that history offers plenty of examples to
prove that tyrannical practices have been just as alive and well in the U.S. as it has been in
other countries. (5) For example, there were the Japanese internment camps during World
War II, the Trail of Tears incident and unjust treatment of Native Americans, the Jim Crow laws
of the 20th century, and the Supreme Court’s decision in Plessy v. Ferguson. (7) Now, is this
tyranny to the same extent as actual dictatorships? (8) No. (6) But many people may question
how a government founded upon the “unalienable rights” of “life, liberty, and the pursuit of
happiness,” can consistently allow such practices to crawl into its ruling protocol. (9) It seems
as though the common denominator in all of the governments mentioned above is this: the
human desire for power and control. Perhaps the reason for this consistent behavior demands
a deeper look into the human psyche. (10) So, it might be time to realize that in the depths of
human nature, no matter how well-intentioned, everyone is capable of compromising even
the greatest of virtues for the sake of gaining and maintaining more power.

UNIT 5 REVIEW

Reading
1 B REO-1 5.A REO-1.M: line of 248–254
reasoning
2 A STL-1 7.A STL-1.C: precise 279–281
word choice
3 D RHS-1 1.A RHS-1.D: 12–14
audience
4 E CLE-1 3.B CLE-1.I: thesis 90–93
5 A REO-1 5.A REO-1.E: 142–143
sequence of
paragraphs in line
of reasoning
6 C REO-1 5.C REO-1.K: 214–217
comparison-
contrast

Answer Skill
Writing
7 D ROE-1 5.B REO-1.N: 258–283
coherence
8 B ROE-1 5.B REO-1.N: 258–283
coherence
9 E CLE-1 4.C CLE-1.N 130
attribution
Join the Conversation: Rhetorical Analysis (Part 4), p. 290

For a reproducible of the organizers on pages 292–295 see pages 269–271.
The Argument Essay (Part 5), p. 296
Encourage students to use the organizers to continue to expand on their earlier drafts.
Remind them that while they will not have time to do much revising when they take the AP®
exam, revising these essays from their foundational ideas to a full essay with coherence will
help them write the strongest first draft they can on the exam.

Section II: Free Response p. 298
Rhetorical Analysis Rubric: “Is Dance a Sport?”

0 points 1 point
For any of the following: Responds to the prompt with a thesis that analyzes the
• There is no defensible thesis. writer’s rhetorical choices.
prompt.
summary of the issue with no
apparent or coherent claim.
Responses that do not earn this Responses that earn this point:
point: • Respond to the prompt rather than restate or rephrase the
• Only restate the prompt. prompt and clearly articulate a defensible thesis about the
• Fail to address the rhetorical choices rhetorical choices Guarino makes to convey her message.
the writer of the passage makes.
• Describe or repeat the passage
rather than making a claim that
requires a defense.
Restate the prompt Presents a defensible position that analyzes the writer’s
• “Guarino makes many key rhetorical rhetorical choices
choices to show that dance is • “In an appeal to fellow dancers and those interested in
important.” dance, Lindsay Guarino combines her own experiences
• “Guarino argues that dance is as a dancer with historical examples of dance’s cultural
important but is not a sport.” significance to argue that although both dance and sports
require a high degrees of skill and athleticism, dance is
neither a ‘contest’ nor a ‘competition,’ but rather an art form
based on self-expression.”
• “. . . her essay Guarino shows that
dance is defined as movement in
space.”
Repeat provided information from
the passage
• “In paragraphs 2–3, Guarino
defines dance and then shows that
historically it has never been viewed
as a sport.”
Additional Notes:
thesis point.

Row B: Evidence AND Commentary (0-4 points), Scoring Criteria [1A, 2.A, 4.A, 6.A–6.C]
restates Provides Provides some spe- Provides specific Provides specific
thesis evidence that is cific evidence to evidence to support
(if present), mostly general. relevant support all all claims in a line of
repeats evidence. claims in a line of reasoning.
provided AND
COMMENTARY: AND reasoning. AND
information,
or offers Summarizes COMMENTARY: AND COMMENTARY:
information the evidence Explains how some COMMENTARY: Consistently explains
irrelevant to but does not of the Explains how how the evidence
the prompt. explain how evidence relates to some of the supports a line of
the evidence the student’s argu- evidence supports reasoning.
supports the ment, but no line of a line of reasoning. AND
argument. reasoning is estab- AND
lished, or the line of Explains how
reasoning is faulty. Explains how multiple rhetorical
at least one choices in the
rhetorical choice passage contribute
in the passage to the writer’s
contributes to the argument, purpose,
writer’s argument, or message.
purpose, or
message.

incoherent on summary mix of specific evidence to evidence to
or do not or description evidence and broad support claims. support claims.
with no rhetorical don’t strengthen the argument. • Organize and
textual choices with argument. • Organize an support an
references little or no • May make one point argument as a argument as a
or explanation. well, but either do line of reasoning line of reasoning
references not make multiple composed composed of
that are supporting claims or of multiple multiple supporting
irrelevant. do not adequately supporting claims, each with
support more than claims. adequate evidence
one claim. • Commentary that is clearly
• Do not explain may fail to explained.
the connections integrate some • Explain how the
or progression evidence or fail writer’s use of
between the to support a key rhetorical choices
student’s claims so claim. contributes to
a line of reasoning the student’s
is not clearly interpretation of the
established. passage.
Additional Notes: Writing that suffers from grammatical and/or mechanical errors that interfere
with communication cannot earn the fourth point in this row. To earn the fourth point in this row,
the response may observe multiple instances of the same rhetorical choice if each instance further
contributes to the argument, purpose, or message of the passage.

0 points 1 point
Does not meet the criteria for one Demonstrates sophistication of thought
point. and/or develops a complex understanding
Responses that do not earn this Responses that earn this point may demonstrate
point: sophistication of thought and/or a complex
• Attempt to contextualize the understanding of the rhetorical situation by doing any of
text, but such attempts consist the following:
predominantly of sweeping 1. Explaining the significance or relevance of the writer’s
generalizations (“People have rhetorical choices (given the rhetorical situation).
always danced and always played 2. Explaining a purpose or function of the passage’s
sports . . .” OR “Sports and dance complexities or tensions.
have always been part of culture
. . .”).
persuasive.
• Only hint at or suggest other
argument (“I’ve seen dance and it’s
very different from sports . . .” OR
“Most dancers may argue that . . .”).
• Examine individual rhetorical
choices but do not examine the
relationships among different
• Oversimplify complexities in the
text.
Additional Notes:
Argument Rubric: How Background Influences Character

0 points 1 point
• The intended thesis only restates
the prompt.
summary of the issue with no
apparent or coherent claim.
Responses that do not earn this Responses that earn this point:
point: • Respond to the prompt rather than restate or rephrase the
• Only restate the prompt. prompt. Clearly take a position on the extent to which our
• Do not take a position, or the background influences our character.
position is vague or must be
inferred.
• State an obvious fact rather
than making a claim that
requires a defense.’
Examples that do not earn this Examples that earn this point:
point: Present a defensible position that responds to the prompt
Do not take a position • “Although Alyson Noel stated that our past ‘doesn’t define who we
• “Sometimes our upbringing become,’ the commonly accepted adage that ‘the child is father to
determines our characters, but the man’ directly contradicts her statement. Taking both of these
sometimes not.” viewpoints into account, one could say while we may grow and
Address the topic of the prompt change, our upbringing has a lasting impact on who we become as
but are not defensible—it is an adults.”
obvious fact stated as a claim • “In the United States, a country that promotes the values of
• “Many people are influenced by freedom and equality, we like to believe that with hard work and
the morals they are taught as perseverance, we can become anything we want to be. But statistics
children; these morals set the tell a different story: the income and education of our parents is
stage for what we learn later in usually the key determinant of our lifelong financial security.”
life.” • “Our background may set the foundation for our lives, but it is
up to each individual to make the decisions that determine his or
her character: under the law, we are each treated as equals, and
as a result, we are all equally responsible for how build a life for
ourselves.”
Additional Notes:
thesis point.
restates Provides evidence Provides some specific Provides specific
thesis Provides specific
that is mostly relevant evidence. evidence to evidence to
(if present), general. support all
repeats AND COMMENTARY: support all
AND claims in a line claims in a line
provided Explains how some of of reasoning.
information, COMMENTARY: of reasoning.
the evidence relates to
or offers Summarizes the the student’s argument, AND AND
information evidence but does but no line of reasoning COMMENTARY: COMMENTARY:
irrelevant to not explain how the is established, or the Explains how Consistently
the prompt. evidence supports line of reasoning is some of the explains how
the argument. faulty. evidence the evidence
supports a line supports a line
of reasoning. of reasoning.
• Are • Tend to focus • Consist of a mix of • Uniformly • Focus on the
incoherent on summary of specific evidence and offer evidence importance of
or do not evidence rather broad generalities. to support specific details
address than specific • May contain some claims. to build an
the details. simplistic, inaccurate, • Focus on the argument.
prompt. or repetitive importance of • Organize and
• May explanations that specific details support an
be just don’t strengthen the to build an argument
opinion argument. argument. as a line of
with no • May make one point • Organize an reasoning
evidence well, but either do argument as a composed
or not make multiple line of reason- of multiple
evidence supporting claims or ing composed supporting
that is do not adequately of multiple claims, each
irrelevant. support more than supporting with adequate
one claim. claims. evidence
that is clearly
• Do not explain the • Commentary
explained.
connections or may fail to
progression between integrate some
the student’s claims so evidence or fail
a line of reasoning is to support a
not clearly established. key claim.
communication cannot earn the fourth point in this row.
0 points 1 point
Does not meet the criteria for one Demonstrates sophistication of thought and/or develops a
point. complex understanding of the rhetorical situation.
point: sophistication of thought and/or a complex understanding
• Attempt to contextualize their of the rhetorical situation by doing any of the following:
argument, but such attempts 1. Crafting a nuanced argument by consistently identifying
consist predominantly of sweeping and exploring complexities or tensions.
generalizations (“We learn a lot 2. Articulating the implications or limitations of an argument
of important information when we (either the student’s argument or an argument related to the
are little kids . . .” OR “Since people prompt) by acknowledging counterarguments.
evolved, we have been taught to
3. Making effective rhetorical choices that consistently
choose right from wrong . . .”).
strengthen the force and impact of the student’s argument.
• Only hint at or suggest other
4. Employing a style that is consistently vivid and persuasive.
argument (“Nearly everyone I
know says that we inherit our
characters . . .” OR “Some may think
that background doesn’t make a
difference, but others do . . .”)
sentences or language that are
ineffective because they do not
enhance the argument.
Additional Notes:
UNIT 6:
Synthesizing Perspectives and
Refining Arguments, pp. 299–378
Student open responses will vary. Sample responses are provided.
Students may suggest that the image conveys the struggles Puerto Rico has gone through and
the way those struggles have threatened to break the people of Puerto Rico.
What Do You Know? pp. 309–310
Close Reading
1. She anticipates others’ reactions by recognizing the limitations of her evidence. For
instance, she says things such as, “Yet not all circumstances are quite so cut-and-dried,” or
she seems, especially in the beginning, to speak directly to her audience when admitting
that we all lie. Anticipating that her readers may accuse her of passing judgment, the
author provides multiple examples showing that she herself lies. Finally, she concedes
that lying may be unavoidable, such as when she says that sometimes we have to lie in
order to pacify children.
2. Although the author initially states, “Sure I lie, but it doesn’t hurt anything,” she quickly
contradicts this statement by saying, “But if I justify lying, what makes me any different
from slick politicians or the corporate robbers who raided the S&L industry?” In much
of the essay, the author answers this question by providing a variety of evidence to reveal
the negative aspects of lying.
3. She moves from contemplating hypothetical situations at the beginning of the essay
to examining specific types of lies. Her line of reasoning shifts as she provides more
evidence to support her argument that we all lie. It shifts again when she acknowledges
the limitations of her evidence, such as when she says she realizes not all examples are
“cut-and-dried.”
4. In much of the essay, Ericsson’s tone is informal and conversational, but it never detracts
from her position about the different types of lies. The author likely establishes this tone
to make herself seem accessible, down-to-earth, and nonjudgmental.
5. “Yet not all circumstances are quite so cut-and-dried.” (reconsideration, refinement)

“But there is a world of difference between telling functional lies and living a lie.”
(qualification to her argument)
Evaluating Writing
1. One source views the dilemma from an ethical perspective shaped by his study of
philosophy and the other views it from a behavioral perspective shaped by her study
of psychology.
2. The philosopher objects on ethical grounds and states that encouraging children to
believe in fantastical characters discourages critical thinking. The psychologist thinks
it’s okay to let children believe in them but that parents should tell the truth when
children begin to doubt the existence of these characters.
3. This piece is an example of neutral diction.
4. The overall tone is fairly formal and impersonal.
5. The tone largely remains the same throughout.

The image conveys the idea that Santa is real because he and his reindeer can be detected on
radar, a scientific instrument. It contributes the idea that adults go out of their way to support
children’s belief in fictitious characters.
PART 1 SYNTHESIZING PERSPECTIVES, pp. 311–321

PART 1.1 Evaluating and Synthesizing Source Material | CLE-1.P CLE-1.Q
For a reproducible of writing choices that increase credibility on page 318 of the student text, see
page 272.

Answer Skill
Close Reading
1 See below. CLE-1 3.A CLE-1.Q: reliability of sources 312–316
2 A CLE-1 3.A CLE-1.P: source material 312–318
3 C CLE-1 3.A CLE-1.P: source material 312–318
4 C CLE-1 3.A CLE-1.P: source material 312–318
Evaluating Writing
1 See page 106. CLE-1 4.A CLE-1.P: source material 312–318
2 See page 106. CLE-1 4.A CLE-1.P: source material 312–318
3 C CLE-1 4.A CLE-1.Q: reliability of sources 312–316
1. Ericsson’s evidence ranges from common everyday occurrences to examples from

history, psychology, and sociology. She usually provides more than one example for
each type of lie, which has the effect of making her argument relatable to a more
diverse audience. Many of the lies for which she does not provide a personal example,
such as the historical example of the U.S. Navy denial of imminent attack, are things
that many people have heard about, but perhaps have not considered to be forms of
lying. The fact that she does not focus on specific details or facts does not detract from
her credibility.
1. The writer uses information from two professors with contrasting perspectives about
what is best for children.
2. The writer uses information from two professors with contrasting perspectives about
what is best for children. One is a professor of philosophy who thinks that these lies
discourage critical thinking. The other is a professor of psychology who thinks that
adults can wait until children begin to question these fictional characters before they
break the spell by providing honest answers.
Composing on Your Own, page 320

Students should explore various sources to help them decide on a subject. Remind students that
the process of research will help them develop a central claim that they can defend in writing.
Students may have opinions or experience concerning a particular area of interest, but the
research process should refine—and possibly change—their ideas about their subject matter.
When conducting research, students should keep their rhetorical situation in mind, including
the exigence, audience, and purpose.
PART 1.2 Position Versus Perspective | CLE-1.R

Item Enduring Text

Close Reading
1 See below. CLE-1 3.A CLE-1.R: position and perspective 321–322
2 See below. CLE-1 3.A CLE-1.R: position and perspective 321–322
3 A CLE-1 3.A CLE-1.R: position and perspective 321–322
4 D CLE-1 3.A CLE-1.R: position and perspective 321–322
5 C CLE-1 3.A CLE-1.R: position and perspective 321–322
Evaluating Writing
1 See page 107. CLE-1 4.A CLE-1.R: position and perspective 321–322
5 A CLE-1 4.A CLE-1.R: position and perspective 321–322
1. Ericsson acknowledges that we all lie, but she suggests that little lies can have big
consequences, some of which we may not be aware of at the time the lie is told.
Although Ericsson initially states—somewhat dismissively—that “we all lie,” she quickly
reevaluates this statement, saying “But if I justify lying, what makes me any different
from slick politicians or the corporate robbers who raided the S&L industry?”
2. Ericsson’s perspective changes when she discusses unintentional lies, such as the time she
was confronted by a truck driver who questioned her assertion that she had “a mouth like
a truck driver.” Ericcson realized that she needed to change her perspective, because her
perspective was based on a stereotype, and that a stereotype was a type of lie.
1. The last sentence reveals the writer’s position: whether or not to believe in fictional holiday
characters is a personal choice, but it is important that families have their own traditions.
2. The writer discusses two different perspectives in the essay (one that questions promoting
fictional holiday characters and one that suggests possible benefits), and these perspectives
are reflected in the writer’s conclusion, which states that parents can “either enhance or
replaces the traditions…connected to fictional characters.”
3. The writer does not simply agree or disagree with either source but synthesizes the
information to inform his or her own position.
4. The audience for the student draft is primarily fellow students; the student essay is being
written in reaction to a cheating scandal that has been uncovered. Many students may
have fond memories of holidays, but others may consider believing in fictional holiday
characters to be somewhat childish and outdated. In addition, because the essay is being
published in the wake of a cheating scandal, many students may consider any type of
lying to be a serious offense, so the author needs to carefully weigh whether or not any
type of lying can have value.
Students should write a thesis statement establishing an argument that can be logically
defended with evidence from reliable sources. When reviewing their source materials, students
should pay careful attention to the positions and perspective of the writers. Remind students
that a writer’s position reflects his or her beliefs, while writer’s perspective reflects his or her
unique viewpoint and background. Before refining their thoughts into a thesis, students should
consider the rhetorical situation, including the context, audience, and purpose of their writing
As students begin to craft their writing, remind them that a thesis that states clear position
is more compelling than a bland generalization or repeating something that is factually well-
known.
PART 1.3 Recognizing and Acknowledging Biases in Source Material, pp. 325–330 | CLE-1.S
CLE-1.T

Answer Skill
Close Reading
1 See page 108. CLE-1 3.A CLE-1.S, CLE-1.T: bias and 325–327
limitations of arguments
3 D CLE-1 3.A CLE-1.S, CLE-1.T: bias and 325–327
4 D CLE-1 3.A CLE-1.S, CLE-1.T: bias and 325–327
5 E CLE-1 3.A CLE-1.S, CLE-1.T: bias and 325–327
Evaluating Writing
2 B CLE-1 4.A CLE-1.S, CLE-1.T: bias and 325–327
1. Ericsson acknowledges the limitations of her evidence when she says things like, “Yet
not all circumstances are quite so cut-and-dried” or when she speaks directly to her
audience when admitting that we all lie. She anticipates that her readers may accuse
her of passing judgment. There are also other places where she concedes that lying
happens and sometimes needs to happen—such as when she recognizes that we may
have to lie in order to pacify children.
2. Ericsson admits that she is biased, since she can accept her own lies but not those of
others. In addition, some students may suggest that Ericsson displays a liberal bias,
such as her negative views of the Clarence Thomas hearing, or her view that removing
the character of Lilith from the Bible was a form of “spiritual robbery.”
1. There does not appear to be evidence of bias. Each of the sources appears to be an area
expert who is examining this dilemma objectively: one employs an ethical perspective
shaped by the study of philosophy, and the other with a behavioral perspective shaped
by the study of psychology.

Students should make sure they are using information from reliable sources. Remind
students to review the table of sources to ensure that they use evidence that is reliable.
When reviewing sources, students should look out for exaggerated language that may reveal
writer bias. Students should also keep the rhetorical situation in mind. Finally, students can
start drafting their essay, integrating their source material to defend the main claim they
have developed.
1. Students may point to any of the following: the competing nature of deception and
deception detection in evolutionary biology; the reliance of lying on theory of mind
and executive processes and their complementary relationship; lack of relationship
between lying and lie detection; good liars make good lie detectors.
2. Students will note that Riddle uses what appears to be reliable, academic, research-
based sources, such as articles and studies generated by area experts.
3. Limitations: first, participants were explicitly instructed when to lie; second, the study
cited is a correlational study that doesn’t explain why the connection between liars
and lie detectors exists.

Readers need to pay close attention to the way information is presented in the sources
they consult. Some sources are more reliable or credible than others. Some sources
may be less credible because they exhibit bias or less reliable because of other serious
limitations. Often, the degree to which a source does or does not consider other positions
reflects the degree to which it is biased. Writers should synthesize evidence from
multiple sources that may share the writer’s same position on the subject while coming
from different perspectives based on their background, interests, and expertise. When
incorporating evidence or sources into an argument, writers need to recognize and
acknowledge the biases and limitations of the material and account for those limitations
in their reasoning.
PART 2 CONSIDERING AND ACCOUNTING FOR NEW EVIDENCE, pp. 334–355
PART 2.1 Consideration and Use of New Evidence, 335–340 | CLE-1.U

Answer Skill
Close Reading
1 See below. CLE-1 3.B CLE-1.U: revising based on 335–337
new evidence
new evidence
new evidence
4 E CLE-1 3.B CLE-1.U: revising based on 335–337
new evidence
5 C CLE-1 3.B CLE-1.U: revising based on 335–337
new evidence
Evaluating Writing
new evidence
2 See page 110. CLE-1 4.B CLE-1.U: revising based on 335–337
new evidence
3 A CLE-1 4.B CLE-1.U: revising based on 335–337
new evidence
1. The author might investigate her line of reasoning by asking the following questions.
Does the fact that it is illegal make the sergeant’s lie worse? Does it show that the sergeant
felt so strongly that he was willing to risk his own military benefits (such as his pension,
the possibility of promotion, etc.) if his lie came to light? Does the legality of a lie indicate
whether or not it is a serious offense?
2. Some students might suggest that Ericsson’s heavy reliance on anecdotal evidence
may undermine her argument because such evidence is based solely on her personal
experience, while including more examples from scientific studies could give the
essay an objective credibility. In addition, Ericsson could bolster her argument
by citing additional examples of the harmfulness of lying in contemporary politics.
3. More details might conflict with her informal style. She is trying to not sound overly
academic or as if she is a moral elitist, and involving too many details (rather than
just selecting the most apt information to include) might complicate her message and
turn off some readers. She is also trying to pull general understandings from specific
instances.
1. The beginning of the argument discusses the emotional underpinnings of the holiday
season, and also contrasts the roles of parent and child, but doesn’t explicitly provide
an absolute claim. Then, in the third and fourth paragraphs, the writer provides
two professional positions—one from a philosophical perspective and one from
a psychological perspective—before synthesizing these two positions in the final
paragraph. In the final paragraph, the writer argues that choosing whether to tell
children that fictional holiday characters are real or fake is a personal decision for
adults; there is no one right answer, and families need to consider what traditions
mean and how they want to celebrate together.
2. Answers might include: blogs by parents in which they share their experiences, both
good and bad; articles by people who regret that Santa Clause and the Easter Bunny
secularize holidays that were originally religious celebrations; and articles about
how learning the truth about these fictional characters led children to reject religion
as well.

Students should review their draft and decide, based on reviewing their sources, whether
or not to rethink or refine their subject matter. Remind students that evidence often causes
a writer to reassess his or her claim. When reviewing their work, students should keep the
rhetorical situation in mind.
Part 2 Apply What You Have Learned, pp. 339–340
1. No. It only elaborates on an aspect of lying but does not challenge any other positions.
2. It would fit best in paragraph 6 where the author discusses response times.

The thesis statement identifies the trajectory of the argument, helping the reader identify any
ideas that are not aligned with the claim set forth in the thesis; this can render the argument
specious. New evidence—whether it agrees with the writer’s position or not— should
influence the line of reasoning, if not the thesis. Sometimes a writer may not completely
change his or her claim or position, but does need to account for the new evidence, pointing
out the limitations or biases in it and then explain why this evidence does not necessitate a
change in information, perspective, and argument.
PART 3 STRATEGIC USE OF TONE, pp. 334–355

PART 3.1 Tone, pp. 342–351 | STL-1.D STL-1.E
For a reproducible of the elements of style on pages 347 and 348 of the student text, see page 273.

Answer Skill
Close Reading
1 See page STL-1 7.A STL-1.D: tone; writer’s attitude 342–348
111. STL-1.E: inferring tone from
word choice
2 See page STL-1 7.A STL-1.D: tone; writer’s attitude 342–348
111. STL-1.E: inferring tone from
word choice
3 B STL-1 7.A STL-1.D: tone; writer’s attitude 342–348
STL-1.E: inferring tone from
word choice
4 B STL-1 7.A STL-1.D: tone; writer’s attitude 342–348
word choice
5 D STL-1 7.A STL-1.D: tone; writer’s attitude 342–348
word choice
6 C STL-1 7.A STL-1.D: tone; writer’s attitude 342–348
word choice
Evaluating Writing
1 See below. STL-1 8.A STL-1.D: tone; writer’s attitude 342–348
word choice
2 See below. STL-1 8.A STL-1.D: tone; writer’s attitude 342–348
word choice
3 E STL-1 8.A STL-1.D: tone; writer’s attitude 342–348
word choice
1. For a blank reproducible of the table below, see page 274.

Describe the author’s Identify strategic word Identify at least three
tone. choices to help set the characteristics of the
tone. author’s style.
Informal, down to earth Synonyms for lying, Rhetorical questions,
colloquialism, slang dashes with follow-up
questions
2. Her tone is largely informal and conversational, which doesn’t detract from her
position about the different types of lies, because it makes her seem accessible, down-
to-earth, and nonjudgmental. A more formal tone might not appeal to a general
readership and prevent some people from reading the writer’s essay. When discussing
certain subjects, the author sometimes subtly varies the language, integrating words
that are more formal with the informal language that makes up most of her essay.
She also questions “establishment” ideas about truth, appealing to the ideals of social
change that are held by many of the magazine’s readers.

1. The tone is fairly formal throughout. It remains impersonal even when the writer
describes memories of childhood holiday magic, which appear to be hypothetical.
2. Being detached and impersonal about the subject allows for the introduction of two
different perspectives and a position that uses information from both perspectives.
It also appears more credible to use can objective approach to a subject that may
have emotional associations for many readers. The author is writing in response
to a cheating scandal and is addressing students, parents, and teachers, so the tone
remains objective and formal, which highlights the seriousness of the subject matter
and is likely to appeal to a broad audience.
While keeping the rhetorical situation in mind, students should carefully consider each point
in the bulleted checklist. Students should attempt to keep a consistent tone, and any variations
in the tone should serve a specific purpose within the argument. Students should consider the
language that will most effectively connect with their chosen audience. The language should
also reflect the purpose and context of the writing. Remind students that emotional language
will have a different effect than formal, studious language. Finally, students should review
their spelling, sentence structure, and grammar to make sure their writing is free of editorial
errors.
PART 3.2 Shifts in Tone, pp. 351–355 | STL-1F

For a reproducible of the template for describing tone shift on page 353 of the student text, see
page 275.

Answer Skill
Close Reading
1 See below. STL-1 7.A STL-1.F: shifts in tone 351–353
2 See below. STL-1 7.A STL-1.F: shifts in tone 351–353
3 B STL-1 7.A STL-1.F: shifts in tone 351–353
Evaluating Writing
1 See page 113. STL-1 8.A STL-1.F: shifts in tone 351–353
2 B STL-1 8.A STL-1.F: shifts in tone 351–353
1. In “The Ways We Lie”, Stephanie Ericsson’s tone shifts from one of flippant observation
when describing the multitude of lies that she tells in a given day to a tone of grave
reflection when describing the effect that lies can have. This shift highlights the writer’s
realization that lies, no matter how small, are far more intricate and meaningful than
one might assume.
2. While the author generally uses a similar tone throughout the essay, she does
sometimes subtly shift the tone. Often, she uses the word “but” to signal a change in
tone or perspective. For instance, when she begins to question her initial assertion
that everyone lies, she states, “But if I justify lying, what makes me any different from
slick politicians or the corporate robbers who raided the S&L industry?” In addition,
when she questions the social facades that everyone uses—including herself—she states,
“But facades can be destructive because they are used to seduce others into an illusion.”
Similarly, when she questions everyone’s tendency to lie by omission, she states, “But what
about omission of information that could make a difference in how a person lives his or
her life?”
1. In the last paragraph, the writer could qualify his or her position in a variety of ways.
For instance, the author could note that holidays are not important because of the
material gifts we receive or the fables we tell our children; instead, holidays allow us to
step out of our day-to-day routines, to mark the passage of time, and to reflect on and
celebrate the important things in life, including friendship and family.

Students should first review their work to ensure that it has a consistent tone. If the tone
varies, students should ask themselves whether or not this variation is justified by shift in
the argument or the rhetorical situation. When introducing an opposing viewpoint or a
different perspective, students may want to shift the tone by changing the language. When
students are satisfied that the essay handles tone effectively and addresses the rhetorical
situation, they should carefully work through the “Checklist for Composing” to revise their
essays into final form.
Students will likely note that both essays discuss the results of telling lies, and both authors
suggest that lying is an integral part of day-to-day life, but Ericsson’s essay uses many more
personal anecdotes to draw her reader in, while Riddle’s essay largely uses scientific evidence,
including examples from nature and a particular scientific study. Ericsson’s essay only
examines the human aspects of lying, but Riddle shows that lying—or “deception” as he calls
it—is a prevalent mode of survival in the animal kingdom. In addition, Riddle focuses on
a scientific study to examine whether people who are good liars are better at detecting a lie
than people who are unconvincing liars. Riddle is not only interested in examining lying, but
is also concerned with examining the ability to uncover lies; unlike Ericsson, Riddle seems
unconcerned by the moral aspects of lying, but is more concerned with exploring his thesis:
“Good liars… should also make for good lie detectors.”
The tone in most of Riddle’s article is formal and somewhat academic, although the
introductory paragraph, which focuses on an example of how deception is used when playing
poker, incorporates more informal, colloquial language—such a “poker chops” and “bad
shape”—to interest the reader in the subject matter. The author repeatedly uses the word
“deception” instead of “lie.” Although “deception” usually has a negative connotation (and a
largely negative denotation), the author isn’t interested in passing judgment; in fact, he shows
that deception is part of survival for animals, and he’s primarily interested in the process of
detecting deception.
Riddle compares how deception and detecting deception is used within poker to the
deceptions practiced by frogs; in both cases, deception and deception detection are related
skills. In his concluding paragraph, Riddle suggests that lying and detecting lying are both
decisive factors in whether people succeed or not, but he never judges whether lying is good
or bad.
A writer’s word choices should fit his or her purpose and intended audience. Formal diction
and a serious tone are appropriate for an academic paper. Neutral diction has a more
conversational tone, while informal diction is the most personal of all, the language of
everyday speech. The writer’s choice of words should fit the tone he or she wishes to convey,
which means that he or she must consider not just their neutral denotations but also their
connotations. Using words with the wrong connotation can undermine a writer’s purpose.
A shift in tone may indicate a shift in attitude or a shift in the writer’s line of reasoning.
A writer may start out by making a claim, but upon considering evidence from a variety
of sources may alter or refine his or her original opinion of the subject.
Revised Student Draft Passage from pages 312–313. Revised sentences and sections
appear in italics. New sentences added to this draft have not been numbered.
(1) Many of our most cherished memories are of holiday celebrations. (2) [First half of
original sentence has been deleted] Children approach this time of year with joy and wonder.
(3) Undoubtedly, some of the most memorable life experiences—for both adult and child—
stem from imagining Santa coming down the chimney to deposit gifts under the tree, or the
baskets of candy left by the Easter Bunny. (4) While both child and adult recall these times of
magic and consumerism with warm nostalgia, it is up to the adults to maintain these fanciful
images for children.
(5) Unfortunately, parents everywhere are plagued by the ethics of lying to children in order
to foster a childhood full of magic. (6) Should adults, from parents and grandparents to
schoolteachers and religious leaders, continue to perpetuate lies about Santa Claus, the Easter
Bunny, and the Tooth Fairy in order to instill magic into these holidays and, ultimately,
childhood? After all, children will, eventually, discover the truth about their favorite childhood
holiday characters, and the resulting distrust they feel toward their parents can alter the integrity
of that relationship.
(7) David Johnson, a professor of philosophy, has an ethical objection to parents promoting
literal belief in Santa Claus, believing that it discourages critical thinking. (8) When kids begin
to ask questions, many adults pull out “proof.” (9) This promotes credulous thinking, since
it teaches kids to believe something in spite of the evidence against it, and sets a dangerous
precedent. (10) And, since children trust their parents to tell them the truth, this lie is a
betrayal of their trust.
(11) Conversely, Cyndy Scheibe, a professor of psychology, recalls the look on children’s faces
when they start to question their belief in Santa. (12) That shift comes at a stage of cognitive
development when their thinking grows more organized. (13) Scheibe qualifies her belief that
children should be allowed to believe in these holiday characters by saying that when children
start questioning how Santa can get down every chimney or how reindeer can fly, it is time for
adults to answer honestly.
While Johnson explores the ethics of maintaining a false narrative in order to create magic during
holidays, Scheibe relies on the psychological perspective to inform her position that nurturing
these beliefs can be appropriate, depending on the cognitive development of the child. Although
both perspectives are well-researched and credible, they fail to consider factors such as family
dynamics, cultural customs, or religious traditions and therefore each family needs to make its
own decisions about what is best. (14) Ultimately, parents and other adults in children’s lives
need to instill their own traditions and ways of celebrating that can either enhance or replace
the traditions and celebrations connected to fictional characters.
UNIT 6 REVIEW
Item Enduring
Reading
1 D STL-1 7.A STL-1.D, E: tone, word 342–348
choice
2 A STL-1 7.A STL-1.D: tone 342–348
3 D STL-1 7.A STL-1.D: writing style 342–348
4 C STL-1 7.A STL-1.F: shifts in tone 351–353
5 E STL-1 7.A STL-1.F: qualification, 351–353
refinement, or
reconsideration
6 E RHS-1 1.A RHS-1.A: exigence 9–10
7 A REO-1 5.A REO-1.E: sequencing 142–143
8 A REO-1 5.B REO-1.O: repetition 267
Item Enduring
Writing
9 E CLE-1 4.A CLE-1.P: source 312–314
material
10 C CLE-1 4.A CLE-1.R: position and 321–322
perspective
11 E CLE-1 4.A CLE-1.P: source 312–314
material
12 B STL-1 8.A STL-1.D: tone; writer’s 342–348
attitude
STL-1.E: inferring tone
from word choice
13 D CLE-1 4.A CLE-1.R positions 321–322
14 B CLE-1 4.B CLE-1.U: changing the 335–338
line of reasoning
Join the Conversation, pp, 354–373

For reproducibles of the organizers on pages 371 and 372–372 of the student text, see pages 276
and 277–278.
Justice and Race To reinforce the skills of synthesis and engage in a conversation on justice
and race, you may wish to use the activity on page 238.
Section II: Free Response, pp. 374–378
Synthesis Rubric: Snowflakes
Row B in the following rubric has been modified to suit the requirements for the somewhat
simplified synthesis prompt in Join the Conversation on pages 364–373. See page 175 for the
College Board® version of the rubric used to score the synthesis prompt on the AP® exam.

0 points 1 point
prompt.
claim.
the prompt.
Responses that do not earn this point: Responses that do earn this point:
• Only restate the prompt. • Respond to the prompt by developing a position
• Do not take a position, or the position must on the role of free speech on campus, rather than
be inferred or is vague. restate or rephrase the prompt. Clearly take a
position rather than just stating there are pros/cons.
• Equivocate or summarize other’s
arguments but not the student’s (e.g., some
people say it’s good, some people say it’s
bad).
Restate the prompt Present a defensible position that responds to the
• “Some people argue that offensive speech prompt
should be banned from campus.” • “Colleges are places where young people engage
Address the topic of the prompt, but do not new and sometimes uncomfortable ideas. As a result,
take a position people need to feel free to openly discuss a wide
• “Some people argue that triggering speech range of ideas without worrying about offending
should be banned, but others feel that all sensitive groups. Too much concern about possibly
students should be able to speak freely.” offending someone will lead to censoring people and
limiting the free exchange of information.”
• “Some types of speech are hurtful to certain
people, although some people feel this • “While ‘safe spaces’ have been derided as places
speech is not a problem.” where ideas are censored, the truest meaning of ‘safe
space’ is a designated place where people can freely
Address the topic of the prompt but state and openly discuss ideas without fear of ridicule.
an obvious fact as a claim What makes these spaces safe is not that ideas and
• “Universities are places of learning for viewpoints are limited, but that participants can feel
adults, not day cares for coddling children.” safe to express themselves.”
Additional Notes:
• For a thesis to be defensible, the sources must include at least minimal evidence that could be used
thesis point.
restates Provides Provides evidence from Provides Provides specific
thesis evidence from or or reference at least one specific evidence from at
(if present), references one of the provided sources. evidence both of the provided
or of the provided from both of sources to support
references AND COMMENTARY:
sources. the provided all claims in a line of
no sources. Explains how some of sources to reasoning.
AND the evidence relates to
COMMENTARY: support all AND
the student’s argument, claims in a line
Summarizes the but no line of reasoning COMMENTARY:
of reasoning.
evidence but is established, or the Consistently explains
does not explain line of reasoning is AND how the evidence
how the evidence faulty. COMMENTARY: supports a line of
supports the Explains how reasoning.
argument. some of the
evidence
supports a line
of reasoning.
• Are • Tend to focus • Consist of a mix of • Uniformly offer • Uniformly offer
incoherent on summary or specific evidence and evidence to evidence to
or do not description of broad generalities. support claims. support claims.
address sources rather • Focus on the • Focus on the
• May contain some
the than specific importance importance of
prompt. details or tech- simplistic, inaccurate,
or repetitive of specific specific details from
• May be just niques. details from the sources to build
explanations that
opinion the sources an argument.
don’t strengthen the
with no to build an • Organize and
textual argument.
argument. support an
references • May make one point • Organize an argument as a
or well, but either do argument line of reasoning
references not make multiple as a line of composed
that are supporting claims or reasoning of multiple
irrelevant. do not adequately composed supporting
support more than one of multiple claims, each with
claim. supporting adequate evidence
• Do not explain the claims. that is clearly
• Commentary explained.
connections or
progression between may fail to
the student’s claims, so integrate some
a line of reasoning is evidence or fail
to support a
not clearly established.
key claim.
Additional Notes:
0 points 1 point
of sweeping generalizations (“All colleges any of the following:
seek to educate people . . .” OR “Throughout 1. Crafting a nuanced argument by consistently
history, people have always discussed identifying and exploring complexities or tensions
important ideas . . .”). across the sources.
• Only hint at or suggest other argument 2. Articulating the implications or limitations of an
(“I’ve heard some college students say argument (either the student’s argument or an
. . . ” OR “While some college students may argument related to the prompt) by situating it
argue that . . .”) within a broader context.
• Use complicated or complex sentences or 3. Making effective rhetorical choices that consistently
language that is ineffective because it does strengthen the force and impact of the student’s
not enhance the argument argument.
persuasive.
Additional Notes:
• This point should be awarded only if the sophistication of thought or complex understanding is part of
the student’s argument, not merely a phrase or reference.
Rhetorical Analysis Rubric: “Nine-Year-Olds, Meet Monet,” p. 378
Row B of the following rubric has been slightly modified to address tone and tonal shift.

0 points 1 point
For any of the following: Responds to the prompt with a defensible thesis
• There is no defensible thesis. that analyzes the writer’s rhetorical choices.
prompt.
or coherent claim.
• Fail to address the rhetorical choices rephrase the prompt and clearly articulate a
the writer of the passage makes. defensible thesis about the rhetorical choices
Goodman makes to convey her message.
defense.
“Goodman reveals that she views the writer’s rhetorical choices
trip to the art museum from different “Rather than using extensive examples and
perspectives.” evidence, Goodman situates her audience in
“Goodman uses the rhetorical situation a common childhood experience: a field trip.
to develop an essay about children Knowing that such trips attempt to expose children
attending a field trip at a museum.” to real-world experiences, Goodman uses her
impressions of the trip to explore how exposing
Make a claim, but do not address the children to Monet reveals the contradictory lessons
writer’s rhetorical choices we teach young people about self, individuality, and
“. . . Goodman shows that Monet was an conformity.”
individualist who valued his art.”
passage
“In the essay, Goodman shows that
the children are expected to fill out
worksheets and reveals that the children
enjoy their visit to the museum.”
Additional Notes:
• For a thesis to be defensible, the passage must include at least minimal evidence that could
be used to support that thesis; however, the student need not cite that evidence to earn the
thesis point.
• The thesis may establish a line of reasoning that structures the essay, but it needn’t do so to
earn the thesis point.
• A thesis that meets the criteria can be awarded the point whether or not the rest of the
response successfully supports that line of reasoning.
restates Provides Provides some Provides Provides specific
thesis evidence that is specific specific evidence to
(if present), mostly general. relevant evidence to support all
repeats evidence. support all claims in a line of
provided AND
claims in a line reasoning.
information, COMMENTARY: AND of reasoning.
or offers Summarizes COMMENTARY: AND
information the evidence Explains how some AND COMMENTARY:
irrelevant to but does not of the COMMENTARY: Consistently
the prompt. explain how evidence relates Explains how explains how
the evidence to the student’s some of the the evidence
supports the argument, but no evidence supports a line of
argument. line of reasoning is supports a line reasoning.
established, or the of reasoning. AND
line of reasoning is AND
faulty. Explains
Explains how how multiple
at least one rhetorical choices
rhetorical choice in the passage
contributes contribute to
to the writer’s the writer’s
argument, argument,
purpose, or purpose or
message message.
incoherent on summary mix of specific evidence to evidence to
or do not or description evidence and broad support claims. support claims.
address of a pas- generalities. • Focus on the • Focus on the
the sage rather • May contain importance of importance of
prompt. than specific some simplistic, specific words specific words
• May details or inaccurate, and tone in and identify
be just techniques. or repetitive the passage tonal shifts in
opinion • Mention explanations that to build an the passage
with no rhetorical don’t strengthen the argument. to build an
textual choices with argument. argument.
• Organize an
references little or no • May make one point argument • Organize and
or explanation. well, but either do as a line of support an
references not make multiple reasoning argument
that are supporting claims or composed as a line of
irrelevant. do not adequately of multiple reasoning
support more than supporting composed
one claim.
claims. of multiple
• Do not explain supporting
• Commentary
the connections claims, each
may fail to
or progression with adequate
integrate some
between the evidence
evidence or fail
student’s claims, so that is clearly
a line of reasoning to support a
key claim. explained.
is not clearly
established.
Additional Notes:
cannot earn the fourth point in this row. To earn the fourth point in this row, the response may
observe multiple instances of the same rhetorical choice if each instance further contributes to the
0 points 1 point
situation.
such attempts consist predominantly understanding of the rhetorical situation by
of sweeping generalizations (“Most doing any of the following:
people appreciate Impressionism . . .” 1. Explaining the significance or relevance of the
OR “Since people began painting . . .”). writer’s rhetorical choices (given the rhetorical
• Only hint at or suggest other argument situation).
(“I once heard about an artist who . . .” 2. Explaining a purpose or function of the
OR “While a few people may argue . . .”). passage’s complexities or tensions.
• Examine individual rhetorical choices 3. Employing a style that is consistently vivid and
but do not examine the relationships persuasive.
the text.
enhance the argument
Additional Notes:
• This point should be awarded only if the sophistication of thought or complex understanding
is part of the student’s argument, not merely a phrase or reference.
Argument Rubric: Declaration in Charlie Chaplin’s The Great Dictator, p. 378

0 points 1 point
prompt.
claim.
to the prompt.
Responses that do not earn this point: Responses that do earn this point:
• Do not take a position, or the position is the prompt. Clearly take a position on Hynkel’s
vague or must be inferred. declaration about brotherhood and kindness.
• State an obvious fact rather than making
a claim that requires a defense
• “Hynkel’s statement tells people to place prompt
importance on humanity and feelings.” • “Although Chaplin’s character states that ‘More than
Address the topic of the prompt but machinery we need humanity,’ he made this statement
are not defensible—it is an obvious fact years before the advent of the personal computer. Now,
stated as a claim more than ever, humanity depends on the machinery
• “Charlie Chaplin created an interesting of technology to interact and communicate—in other
character in his movie The Great words, machinery is now part of our humanity.”
Dictator.” • “Chaplin’s plea for people to express a basic humanity,
to focus on personal relationships rather than
machinery, is more apt than ever. Our technology,
which is supposed to help us communicate, has
largely led to misinformation and people sequestering
themselves in information silos.”
• “Chaplin may have pleaded for people to place
humanity over machinery, but he was also a savvy
user and beneficiary of the highest form of technology
during his days: movies. Chaplin’s speech reveals
a contradiction we all must face: we want to treat
other with humanity and respect, but all too often we
knowingly act against our stated ideals.”
Additional Notes:
thesis point.
restates Provides Provides some Provides Provides specific
thesis evidence that is specific relevant specific evidence to support
(if present), mostly general. evidence. evidence to all claims in a line of
repeats support all reasoning.
provided AND AND
COMMENTARY: COMMENTARY: claims in a line AND COMMENTARY:
information, of reasoning.
or offers Summarizes Explains how Consistently explains
information the evidence some of the AND how the evidence
irrelevant to but does not evidence relates COMMENTARY: supports a line of
the prompt. explain how to the student’s Explains how reasoning.
the evidence argument, but no some of the
supports the line of reasoning is evidence
argument. established, or the supports a line
line of reasoning is of reasoning.
faulty.
• Are • Tend to focus • Consist of a • Uniformly • Focus on the
incoherent on summary mix of specific offer evidence importance of specific
or do not of evidence evidence to support details to build an
address rather than and broad claims. argument.
the prompt. specific generalities. • Focus on the • Organize and support
• May be just details. • May contain importance of an argument as a line
opinion some simplistic, specific details of reasoning composed
with no inaccurate, to build an of multiple supporting
evidence or repetitive argument. claims, each with
or evidence explanations that • Organize an adequate evidence that
that is don’t strengthen argument is clearly explained.
irrelevant. the argument. as a line of
• May make one reasoning
point well, but composed
either do not of multiple
make multiple supporting
supporting claims.
claims or do • Commentary
not adequately may fail to
support more integrate some
than one claim. evidence or
• Do not explain fail to support
the connections a key claim.
or progression
between the
student’s
claims so a line
of reasoning
is not clearly
established.
Additional Notes:
0 points 1 point
Does not meet the criteria for one point. Demonstrates sophistication of thought and/or develops
a complex understanding of the rhetorical situation.
but such attempts consist predominantly understanding of the rhetorical situation by doing any
of sweeping generalizations (“We should of the following:
all be kind to each other . . .” OR “Since 1. Crafting a nuanced argument by consistently
people evolved, we have tried to get along identifying and exploring complexities or tensions.
. . .”). 2. Articulating the implications or limitations of an
• Only hint at or suggest other argument argument (either the student’s argument or an
(“Back in the olden days…” OR “There are argument related to the prompt) by acknowledging
many different arguments that I’ve heard counterarguments.
. . .”). 3. Making effective rhetorical choices that consistently
• Use complicated or complex sentences strengthen the force and impact of the student’s
or language that are ineffective because argument.
they do not enhance the argument. 4. Employing a style that is consistently vivid and
persuasive.
Additional Notes:
UNIT 7:
Style as Substance, pp. 379–460
After each professional anchor text, students will have an opportunity to write freely in response
to it. Although subsequent “Composing on Your Own” activities direct students to specific writing
tasks based on what they are learning, students are also free to follow their own inquiries in these
compositions that develop over a unit. See pages 223–228 for Inquiry Activities for Writing Rhetorically.
Chances are that over their previous years of schooling, students have encountered these ideas, if
not necessarily the terminology. Having to work hard to retrieve what they already know will help
students form stronger connections to the new knowledge they acquire. These questions are not meant
to be scored. They will serve as a guide to what your students may or may not already know about the
unit’s content.
Close Reading
1. Cho orients the reader by providing anecdotal evidence that reveals how changing phone
technology has affected her own life; in showing how the rise of cell phone technology has
negatively affected her own family, Cho both contextualizes the subject-matter and raises the
reader’s interest.
2. Cho largely argues that cell phone technology, which has resulted in the loss of the landline,
has had a negative impact on families, because it eliminates the shared quality of receiving
phone calls.
3. Cho is showing the connection between the two sentences: both show how cell phones isolate
people. The first sentence shows how this applies within a family, while the second shows
how this applies to a larger category of people.
4. Cho uses dashes to interject thoughts and asides that add information but are not central to
her argument. She also uses dashes to create a more conversational style that helps emphasize
certain concepts.
Evaluating Writing
1. There are a number of places where the author could modify the language to more specifically
qualify the argument. For instance, in paragraph 1, sentence 4, the author could modify
the word “desperate” to “important” or “ongoing” in order to soften the tone and make the
language less one-dimensional. In addition, the author could combine sentences 5 and 6 to
avoid expressing the argument in absolute terms: “Amish communities often ask themselves a
key question: how might this new thing affect our relationships with one another?”
2. The author suggests that we carefully consider how our use of technology impacts our
relationships with one another.
3. Possible rearranged paragraph, with original sentence numbering and sentence 1 deleted: [2]
Today, most people think of the Amish as people in horse drawn buggies who wear plain
clothes and refuse use of any modern technology. [3] They reject most technology that they
feel will separate family or community members from one another. [5] Amish communities
ask themselves one question. [6] How will this new thing affect our relationships with one
another? [4] The Amish reflect a desperate need that many other Americans have today—the
need to explore how technology affects our relationships with people.
PART 1 FRAMING AN ARGUMENT, pp. 390–400
PART 1.1 Beginning with the End in Mind, pp. 390–395 | RHS-1.I
Item Enduring Text

Close Reading
1 See below. RHS-1 1.A RHS-1.I: effective introductions 391–392
2 C RHS-1 1.A RHS-1.I: engaging an audience 391–392
3 E RHS-1 1.A RHS-1.I: engaging an audience 391–392
4 D RHS-1 1.A RHS-1.I: contextualized 391–392
information
Evaluating Writing
1 See page 127. RHS-1 2.A RHS-1.I: effective introductions 391–392
2 D RHS-1 2.A RHS-1.I: effective introductions 391–392
1.
Purpose
Orient—How does this method help the reader to
understand what is happening?
Method Used? Engage—How does this method seek to make the
reader interested in the topic/argument?
Focus—How does this method help to narrow the
attention of the reader to the topic/argument?
interesting X Sentences 1 and 2 orient and engage the reader by
examples introducing the impressive qualifications of a young
football player.
quotations
intriguing X Sentence 3 engage the reader by introducing a key
statements conflict; the reader wants to find out how the conflict
arises and how it is solved.
anecdotes
questions X Paragraph 12 is a single word: the author asks “why,”
setting up a key question to be answered, which
both engages and focuses the reader. (Note: this
paragraph is not in the introductory paragraphs, but
still introduces a key argument in the passage.)
statistics
data
contextualized X Paragraph 6 contextualizes the information from
information sentences 4 and 5, which orients the reader by
providing information that explains why Zach Evans
was sent back to Houston.
scenario
1. The following new sentence includes a “statistic” and should be added before
sentence 4: Nearly three out of four Americans feel they spend too much time on screens,
yet these same people feel that screens are a necessity of modern life.
Purpose
Orient—How does this method help the reader to
understand what is happening?
Method Used? Engage—How does this method seek to make the
reader interested in the topic/argument?
Focus—How does this method help to narrow the
attention of the reader to the topic/argument?
interesting X Sentence 1 orients the reader by showing when the Amish
examples arrived in the United States.
quotations
intriguing X Sentences 2 orients the reader by revealing how most
statements Americans view the Amish
anecdotes
questions X
statistics
data
contextualized X Sentences 3 and 4 engage and focus the writer’s argument
information by providing contextualized information that explains
why the Amish reject modern technology, and how this
rejection reflects the ambivalence that many Americans
feel about technology.
scenario

Students should try out different introductions that engage, orient, and focus the reader.
Remind students that the rhetorical situation—the content, audience, and purpose—will
influence the introductory methods that they chose to use. For instance, “a letter to the
editor” might use data and statistics in an introduction, while “a youth sermon on family
values” might take a more informal approach that includes intriguing statements or personal
anecdotes.
PART 1.2 Ending at the Beginning: A Unified End, pp. 396–399 | RHS-1.J
Item Enduring Text

Close Reading
1 See page RHS-1 1.A RHS-1.J: techniques for 396–397
128. effective conclusions
2 E RHS-1 1.A RHS-1.J: explaining broader 396–397
context
3 C RHS-1 1.A RHS-1.J: creating a unified 396–397
end
Item Enduring Essential Knowledge Text
Answer Skill
Evaluating Writing
1 See below. RHS-1 2.A RHS-1.J: techniques for 396–397
effective conclusions
2 B RHS-1 2.A RHS-1.J: creating a unified 396–397
end
1.
Methods for Conclusions How the Writer Uses This Option
Explain the significance The author suggests that the decisions which are
of the argument within a made for one player on one team could possibly
broader context affect the decisions made at a state level.
Make connections to The author suggests that simply being a good
something beyond the football player isn’t enough; one has to think of one’s
essay teammates and respect that the rules apply to all
players.
Call the audience to act
Suggest a change in The author suggests that players should be focused
behavior or attitude on more than simply playing the game; they should
be focused on building a team that respects each
other, cares about the group as a whole, and respects
the rules.
Propose a solution
Leave the audience with a The author leaves the audience with the compelling
compelling image image of “X’s and O’s,” which relate to the playbook
commonly used in football. But in using this image,
the author suggests that simply running plays isn’t
the purpose of playing sports—sports are also
about respecting your teammates, following rules,
and ultimately building character.
Explain implications The author shows that the argument has broader
implications beyond a playing a particular game;
it relates to team spirit, following appropriate
rules, and thinking about the larger impact of your
actions.
Summarize the argument
Connect to the The ending helps provide closure for the issue
introduction that was originally presented in the introductory
paragraphs.
1. The following new sentence “explains the significance in a broader context” and
should be added after the last sentence: As we develop as a society, we will inevitably
encounter more and more technology that will alter our lives, yet the choices we make
about this technology—and how we integrate into our lives—will decide whether we
control the technology, or whether it controls us.
Methods for Conclusions How the Writer Uses This Option
Explain the significance
of the argument within a
broader context
Make connections to
something beyond the
essay
Call the audience to act
Suggest a change in
behavior or attitude
Propose a solution The author suggests a solution: we need to carefully
consider the impact of the technology we use on
our lives and personal relationships with each other.
Leave the audience with a
compelling image
Explain implications The introduction of the essay implies that modern
Americans feel technology has negatively impacted
their lives and suggests that the conscious
choice of the Amish to reject technology in
favor of community offers an alternative. These
implications are brought full circle in the conclusion,
which directly states that before adopting new
technologies, we should consciously consider how
it may affect our relationships with other people.
Summarize the argument
Connect to the The author directly connects back to the
introduction introduction; in both the introduction and
conclusion, the author suggests that the lifestyle of
the Amish can teach modern Americans important
lessons about balancing “social cohesion” with our
use of technology.

Students should draft their paper, but, at this point, it may be a sketch or rough draft, because
they should primarily concentrate on crafting a conclusion that unifies the key ideas within
their writing. Sketching out the body of the work will help students to solidify ideas for
their conclusion, which in turn can help them further focus their introductions. If students
are having trouble, refer them back to Table 7-2, which offers various ideas for drafting
effective conclusions. Remind students that a good conclusion can offer a way to clarify the
introduction; in fact, students may consider moving key elements of their conclusion up to
their introductions.
The following italicized text within the introduction gives an example of how a writer may
use interesting examples, contextualized information, and intriguing statements to engage the
audience:
[1] The Amish people first came to the United States in the early part of the 18th century. By
the 19th century, America’s largely rural existence was forever being changed by machines, yet
unlike much of the rural population, the Amish did not gravitate toward the industrializing cities
and kept to their rural ways. [2] Today, most people think of the Amish as people in horse
drawn buggies who wear plain clothes and refuse use of any modern technology. [3] They
reject most technology that they feel will separate family or community members from one
another. [4] The Amish reflect a desperate need that many other Americans have today—
the need to explore how technology affects our relationships with people. While technology
has increased the speed and reach of mass communication, more and more Americans say
they feel that our modern gadgets isolate us from human contact, and people are beginning to
question whether the technology that is supposed to help humanity is actually hurting us. Unlike
some Americans who openly accept Silicon Valley’s utopian promises, Amish communities ask
themselves one question: how will this new thing affect our relationships with one another?
The following italicized text gives examples of how a writer can make connections to
something beyond the essay, summarize aspects of the argument, and leave the audience with
a compelling idea in order to unify the conclusion:
[25] This is not to say that we should consider the Amish way of life for all Americans.
[26] That would leave behind our growing global and technological community. However,
while America is a country that has a long, proud history of technological innovation and
invention, the U.S. equally celebrates its rural heritage and its wide-open natural landscapes;
famous writers from Thoreau to Leopold honor the importance of maintaining a connection with
the natural world and by extension, our own humanity and each other. These writers suggest
that we need to balance our reliance on technology with our need for close human connections.
It is no surprise that a key indicator of a person’s longevity is tied to his or her closeness to others
and support networks of family and friends. [27] Likewise, the Amish provide an example of
how we should consider the effects of technology as we learn to use it.
Writers have a number of effective methods for engaging, focusing, and orienting the reader
at the beginning of an essay, including providing interesting examples, quotations, intriguing
statements, anecdotes, questions, statistics, data, contextualized information, and scenarios. To
bring an essay to a unified end, a writer may explain the significance of the argument within
a broader context, make connections to something beyond the essay, call the audience to act,
suggest a change in behavior or attitude, propose a solution, leave the audience with a compelling
image, explain implications, summarize the argument, and connect to the introduction.
PART 2 QUALIFYING CLAIMS, pp. 401–415

PART 2.1 Complexity and Absolute Terms, pp. 403–407 | CLE-1.V CLE-1.W
Item Enduring Text

Close Reading
1 See page CLE-1 3.C CLE-1.V, W: using complex 403–405
131. arguments
2 B CLE-1 3.C CLE-1.V: using complex 403–405
arguments
3 A CLE-1 3.C CLE-1.V: using complex 403–405
arguments
4 C CLE-1 3.C CLE-1.V: using complex 403–405
arguments
Item Enduring Text
5 E CLE-1 3.C CLE-1.V: using complex 403–405
arguments
Evaluating Writing
1 See below. CLE-1 4.C CLE-1.V: using complex 403–405
arguments
2 B CLE-1 4.C CLE-1.V: using complex 403–405
arguments
1. Enforcing rules and winning/making

exceptions
All team members told to put away Zach Evans, the number 1 recruit, could
phones to focus on winning match no doubt have helped the team win
Previous suspensions Showing there are Coaches struggled Made doing the
didn’t seem to make no exceptions set with decision right thing a priority
their point to Evans the standard for the over winning
whole sport championship
For a blank reproducible of the above diagram, see page 279.

Evaluating Writing: Open Response Questions/Activity
1. The author could include multiple examples of how technology—such as cell

phones, social media, blogs, and YouTube—has democratized social interaction by
facilitating quick, easy, directed communication among large numbers of people. To
counter these examples, the author could include evidence showing that technology
has led to negative online trends like trolling and false advertising, and far from
increasing communication, has facilitated the rise of disinformation. In addition,
the author could balance his positive assessments of Amish life with some negative
aspects, such has the insularity of Amish communities and a hierarchical structure
that tends to discourage individuality and often keeps women and men in highly
prescribed roles.

Students should be sure to include opposing viewpoints that reveal multiple perspectives
and show the underlying complexity of the argument. Students should remain aware of the
rhetorical situation—the audience, context, and purpose—which will affect the tone and
examples they use.
PART 2.2 Using Modifiers to Qualify Claims, pp. 407–412 | CLE-1.X
Item Enduring Text

Close Reading
1 See below. CLE-1 3.C CLE-1.X: using modifiers to 407–410
qualify claims
qualify claims
3 E CLE-1 3.C CLE-1.X: using modifiers to 407–410
qualify claims
4 A CLE-1 3.C CLE-1.X: using modifiers to 407–410
qualify claims
5 C CLE-1 3.C CLE-1.X: using modifiers to 407–410
qualify claims
Evaluating Writing
qualify claims
2 D CLE-1 4.C CLE-1.W, X: using 403–405,
modifiers to qualify claims 407–410
1. 1— “is considered by the national recruiting pundits as”

7— “repeatedly”
9— “According to sources close to the situation”
2. Answers will vary but may include: 1—it changes the statement from an absolute to
a limited assessment of Zach Evans’s standing; 7—it shows that Evans’s refusal was
repeated and therefore especially serious; 9—it identifies the source of information
and in so doing makes it a less absolute statement
Evaluating Writing: Open Response Questions/Activity
1. Sentence 4: change “desperate” to “rising” or “growing.”

Sentence 9: change “cannot be the answer” to “may not be the answer” or “does not
take into account the necessities of today’s job market.”
Sentence 10: change “will certainly suffer” to “may be at a disadvantage.”
Sentence 21: change “It certainly would” to “There was too much chance it would.”

Students should be sure to include language that modifies or qualifies their position. Any
language that states issues in absolute terms should be modified. Remind students that the
“complex middle” acknowledges various arguments and counterarguments while maintaining
the author main claim, or thesis. When considering how to qualify their position, students
should keep the rhetorical situation in mind.
Students should draft a thesis that takes into account the three perspectives from the three
essays. Remind students that reviewing evidence from various sources often leads to a thesis
that may not reflect the perspectives of any individual source. Before beginning writing
their thesis, students should review the three essays and look for connections between the
ideas presented. Students should consider whether the ideas in the three essays are mutually
supportive or contradictory, and how conflicting evidence may be summarized with qualifiers
that take into account differing perspectives.
Students might note that there are six silhouettes of young people shown in the visual, none
of them interacting directly with one another. Instead they are all intently focused on their
cell phones. A possible conclusion is that technology is getting in the way of face-to-face
interactions.
To avoid stating arguments in absolute terms, such as always and never, writers qualify their
claims to create more complex arguments by using modifiers. Modifiers include phrases and
clauses. Dependent clauses are effective structures for addressing counterarguments.
Justice and Race To reinforce the concept of qualifying claims and engage in a conversation
on justice and race, you may wish to use the activity on page 239.
PART 3 SENTENCES, pp. 416–427

PART 3.1 Arranging Sentences, pp. 416–421 | STL-1.G STL-1.H STL-1.L
Item Enduring Text

Close Reading
1 See below. STL-1 7.B STL-1.H, L: emphasis and 417–419
arrangement of sentences
2 A STL-1 7.B STL-1.H: arrangement of 417–419
sentences
3 D STL-1 7.B STL-1.H: arrangement of 417–419
sentences
4 A STL-1 7.B STL-1.G: expressing ideas 417–419
in sentences
Evaluating Writing
1 See page 134. STL-1 8.B STL-1.H: arrangement of 417–419
sentences
2 B STL-1 8.B STL-1.H, L: arrangement 417–419
of sentences
1. The sentences build and integrate three ideas into a cohesive line of reasoning. First,
the author shows how the development of the phone made the technology more
common and more private. Second, the author shows that despite these changes,
the telephone (until the advent of the cell phone) remained a shared, communal
experience. Third, the author gives examples of how having a shared phone in the
family led her to develop conversational skills.
1. Sentence 7 provides statistics on a general attitude toward technology that has declined.
Sentence 8 continues to discuss concerns about technology, focusing on more specific
aspects of its impact. Sentence 9 points out that despite some concerns, no one wants
to get rid of technology completely. Sentence 10 provides a reason why getting rid of it
completely would be harmful. The progression of these sentences is logical and helps
define the scope within which technology is evaluated.

Students should review their draft to make sure the words and phrases within their sentences
make logical sense. Then, students should make sure that the arrangement of their sentences
builds a cohesive argument and clearly link the ideas within the essay.
PART 3.2 Subordination and Coordination, pp. 422–427 | STL-1.I STL-1.J STL-1.K
Item Enduring Text

Close Reading
1 See below. STL-1 7.B STL-1.I–K: using subordination 422–424
and coordination
2 C STL-1 7.B STL-1.I–K: using subordination 422–424
and coordination
and coordination
and coordination
5 D STL-1 7.B STL-1.I–K: using subordination 422–424
and coordination
6 A STL-1 7.B STL-1.I–K: using subordination 422–424
and coordination
Evaluating Writing
1 See page STL-1 8.B STL-1.I–K: using subordination 422–424
135. and coordination
2 D STL-1 8.B STL-1.I–K: using subordination 422–424
and coordination
1. Analysis: The author wants to show the link between two equally important ideas.
First, the author wants to show that, in the past, having a shared telephone in a
common space was beneficial. Second, the author wants to show a drawback of the
modern technology we use to communicate today.
Analysis: By putting the information about being “firmly grounded in the space
of the home” in an independent clause and subordinating the information about
“defying time and space” in a dependent clause, the writer keeps the emphasis on the
importance of having a “firmly grounded” landline. The information about “defying
time and space” is not expressed on its own terms but rather in its relation to the
passage’s main theme: the importance of the landline phone in promoting cohesion
in the family.
Analysis: The subordinating clause—“After the advent of the telephone”—situates the
following three main clauses in time. Then the sentence coordinates three equally
important main clauses that could each be independent sentences:
Callers relied on switchboard operators who knew their customers’ voices.
Party lines were shared by neighbors.
Phone books functioned as a sort of map of a community.
1. Examples:
Outright rejection of emerging technologies cannot be the answer, because Luddites
trying to work in today’s economy will certainly suffer as more jobs require online
interaction, smartphone communication, and other digitally based activities.
Despite the obvious benefits the machine would offer, his request was denied, because
the “social cohesion” created by working together to bale hay was not worth the risk
of allowing the machine.

Have students experiment with using coordinating conjunctions and subordinating
conjunctions to combine shorter sentences into longer sentences that help clarify how
ideas are linked. Remind students that single sentences can include both coordinating and
subordinating constructions.
Model answer:
Video viewing remains the favored screen media activity for teens and tweens. Time spent
viewing video online has doubled since 2003, while time spent watching regular TV has
declined. While all young people spend enjoy screen media, young people in families
making $35,000 or less spend nearly two hours more per day than young people in families
who make more than $100,000. There are also differences in screen time between boys and
girls. Almost three-fourth of boys say they enjoy playing video games “a lot,” whereas fewer
than 1 in 4 girls say the same, because girls report liking social media more than video
games. Differences in social media use are also present between White teens and teens of
color. African American and Hispanic teens spend more time on social media than White
teens (about 2 hours a day compared to an hour and a half), and teens of color tend to use
social media as a path to civic engagement and political participation more than White
teens. Schoolwork accounts for a growing amount of screen use for teens, although access
issues result in lower-income teens spending more time doing homework on mobile phones
instead of laptops. Teens report using 3 percent of their screen time for creative efforts,
although some researchers note that such platforms as TikTok, Snapchat, and Instagram
may inspire creative expression.
Sentences express relationships through the arrangement of their grammatical parts.
For example, two ideas of equal importance can be linked through coordination with
coordinating conjunctions. Two ideas of unequal importance can be linked through
subordination, often using a dependent clause to signal the less important of the two. Phrases
often provide transitions with words signalling the relationship of the parts.
PART 4 CLARITY THROUGH CONVENTIONS, pp. 428–437
Students may note the way the spears are pointed, the way the hands of people are pointed
toward the center, and the center-stage position of the character who is at the focal point.
For a reproducible of the punctuation chart on pages 431–432, see page 280.
PART 4.1 Grammar, Mechanics, and Punctuation for Meaning, 429–434 | STL-1.M STL-1.N
STL-1.O
Item Enduring Text

Close Reading
1 See below. STL-1 7.C STL-1.M, N conventions 429–432
demonstrating relationships
of ideas in sentences
2 E STL-1 7.C STL-1.O: using punctuation 429–432
to clarify, emphasize, and
supplement
3 C STL-1 7.C STL-1.O: using punctuation 429–432
supplement
to contribute to tone
5 B STL-1 7.C STL-1.O: using punctuation 429–432
to contribute to tone
Evaluating Writing
1 See page STL-1 8.C STL-1.O: using punctuation 429–432
137. to clarify, emphasize, and
supplement
2 A STL-1 8.C STL-1.N, O: using 429–432
punctuation to clarify,
emphasize, and supplement
1. Example 1: (One woman quoted in Once Upon a Telephone recalls the phone as having
the “stature of a Shinto shrine” in her childhood home.)
The author includes the sentence in parenthesis because this information is not
essential to understanding the main ideas in the paragraph; this is extra information
that the reader will likely find interesting, and while it supports the author’s argument,
it is not central to developing her line of reasoning.
Example 2: The early telephone’s bulky size and fixed location in the home made a phone
call an occasion—often referred to in early advertisements as a “visit” by the person
initiating the call.
The author’s main point is that early telephone calls were an “occasion,” meaning that
they were considered important and somewhat unusual. After the dash, she includes
information to support the main point of her sentence; the dash indicates that this
information is of secondary importance, and the sentence would still stand on its own
without this information—in the sentence, the dash acts as the written equivalent of
a verbal aside.
Example 3: There was phone furniture—wooden vanities that housed phones in hallways
of homes, and benches built for the speaker to sit on so he or she could give full attention
to the call.
The author uses a dash instead of a colon to emphasize the information that follows
and create the written equivalent of a pause, which heightens conversational feel in
the writing.
1. Two examples of the writer including extra information:

Example 1: (The Amish do not use public electrical services and only allow propane
lights in the kitchen and living room.)
The sentence helps clarify what technology Amish families are allowed to have in their
houses, but this information is not essential to understanding the main idea, and is
therefore placed in parentheses.
Example 2: One such story tells of a farmer who wanted to buy a machine to roll hay
into bales—one that he would be able to use alone—in order to make his farming more
efficient.
The phrase in the dashes adds information to the sentence, but the sentence would
still stand without this information, which acts as the written equivalent of a verbal
aside.
Two examples of sentence rewrites:
Example 1: What if night fell and the members of the family could all more easily
separate into their own rooms instead of gathering in the living room—how might this
affect family cohesion?
Example 2: The “social cohesion” created by working together to bale hay—the heightened
sense of community and camaraderie—was not worth the risk of allowing the machine.

Encourage students to carefully edit their work, paying particular attention to areas where
they may include additional information using the punctuation outlined in this section.
When using the grammar check on their computers, students should be sure to judge whether
or not the grammar suggestions are accurate. Remind students that needlessly including
a variety of punctuation may muddle their writing; students should choose punctuation
that helps link the ideas within sentences and assists with the larger line of reasoning in the
essay. When reviewing their work, students should remember to pay careful attention to the
PART 4.2 Design Features, pp. 434–436 | STL-1.P
4.2 Checkpoint, pp 435–436
Item Enduring Text

Close Reading
1 See below. STL-1 7.C STL-1.P: italics 434–435
2 D STL-1 7.C STL-1.P: italics 434–435
Evaluating Writing
1 See below. STL-1 8.C STL-1.P: italics 434–435
2 A STL-1 8.C STL-1.P: italics 434–435
1. Example 1: She’ll never sit on our kitchen floor, refrigerator humming in the
background, twisting a cord around her finger while talking to her best friend. I’ll get
it, He’s not here right now, and It’s for you are all phrases that are on their way out of
the modern domestic vernacular.
The author italicizes these three saying to emphasize that they are typical phrases that
people used to speak when hearing the phone ring. While the writer could have used
quotes, these phrases are not quoting a particular person as much as giving examples
of common sayings that are often loudly called out.
Example 2: Her girls share a stripped-down cellphone with no internet access, and call
it “the family phone.”
The author italicizes “no” to emphasize that this particular cell phone lacks nearly all
of the typical features of most modern smart phones.

“Community members discussed if this would negatively affect the family’s relationships.” The
italics emphasize the key idea in the sentence.
“It certainly would negatively affect the family, the community decided, and voted against
allowing it.” The italics emphasize that the community was absolutely sure of the reasoning
behind their decision.
“Each of these situations, and others like them, create circumstances in which family
members spend less time together because of adoption of some kind of technology.” The
italics emphasize a key qualifier.
Students should consider whether adding italics will help highlight key ideas in their
writing. Point out to students that italics should be used sparingly, because overuse tends to
undermine an author’s argument rather than support it—a reader may think the author is
trying to use italics instead of logic to convey his or her argument.
Model answer:
Video viewing remains the favored screen media activity for teens and tweens. Time spent
viewing video online has doubled since 2003, while time spent watching “regular TV”
[addition of quotation marks] has declined. While all young people enjoy screen media,
young people in families making $35,000 or less spend nearly two hours more per day than
young people in families who make more than $100,000. There are also differences in screen
time between boys and girls: [addition of colon] Almost three-fourth of boys say they enjoy
playing video games “a lot,” whereas fewer than 1 in 4 girls say the same, because girls report
liking social media more than video games. Differences in social media use are also present
between White teens and teens of color. African American and Hispanic teens spend more
time on social media than White teens (about 2 hours a day compared to an hour and a
half), and teens of color tend to use social media as a path to civic engagement and political
participation more than White teens. Schoolwork accounts for a growing amount of screen
use for teens, although access issues result in lower-income teens spending more time doing
homework on mobile phones instead of laptops. Teens report using 3 percent of their screen
time for creative efforts, although some researchers note that such platforms as TikTok,
Snapchat, and Instagram may inspire creative expression. Will these general trends continue
over the next 20 years? [addition of rhetorical question] With technology changing as rapidly
as it does, predicting the future is harder than ever.
Grammar and mechanics contribute to clarity in writing by emphasizing relationships
between ideas, clarifying, organizing, emphasizing, indicating purpose, supplementing
information, or contributing to tone. For example, italics are often used to emphasize a word.
Other punctuation, such as dashes and parentheses, smoothly add extra information to a
sentence. Design features such as boldface type call attention to words within a body of text.
Grammar itself shows relationships, such as subordinate or coordinate ideas, and punctuation
reinforces those relationships.
Revised Student Draft Passage from pages 388–389. Revised sentences and sections
appear in italics. Note that sentences added to this draft have not been numbered.
[1] The Amish people first came to the United States in the early part of the 18th century.
[2] Today, most people think of the Amish as people in horse drawn buggies who wear plain
clothes and refuse use of any modern technology. Many people are under the impression that
the Amish religion – they are “Anabaptists” – requires that they reject technology, but this ignores
the real reason for their rejection of technology. [3] They reject most technology that they
feel will separate family or community members from one another. [4] In some respects, the
Amish reflect a desperate need that many other Americans have today – the need to explore
how technology affects our relationships with people. [5–6] Amish communities ask themselves
one question: how will this new thing affect our relationships with one another?
[7] A study conducted between 2015 and 2019 by the Pew Research Center shows the
percentage of Americans with a positive view of technology companies plummeted from 71%
to 50%. [8] Meanwhile, a 2015 article from the Open Technology Institute and republished
by the World Economic Forum expressed the concern of “researchers, policymakers, popular
pundits, and journalists” that newer digital technologies have disrupted our personal and
family relationships while exposing people to things to which they would rather not be
exposed. [9] However, outright rejection of emerging technologies cannot be the answer. [10]
Luddites trying to work in today’s economy will certainly suffer as more jobs require online
interaction, smartphone communication, and other digitally based activities.
[11] Jeff Smith, author of Becoming Amish: A Family’s Search for Faith, Community, and
Purpose, offers a few anecdotes to illustrate what he calls the Amish “humane practice of
technology.” [12] One such story tells of a farmer who wanted to buy a machine to roll hay
into bales – one that he would be able to use alone – in order to make his farming more
efficient. [13] The families living in his community came together to discuss the request.
[14] “The conversation centers on how a device will strengthen or weaken relationships
within the community and within families,” Smith explains. [15] Despite the obvious benefits
the machine would offer, his request was denied. [16] The “social cohesion” created by
working together to bale hay was not worth the risk of allowing the machine. [17] Another
example, offered by Smith, involves an Amish family who wanted to run propane gas to
every room in their house. [18] (The Amish do not use public electrical services and only
allow propane lights in the kitchen and living room.) [19] Community members discussed if
this would negatively affect the family’s relationships. [20] What if night fell and the members of
the family could all more easily separate into their own rooms instead of gathering in the living
room? [21] It certainly would negatively affect the family, the community decided, and voted
against allowing it.
[22] Both of these circumstances have related examples in the rest of the United States that
isn’t Amish. [23] Think about the effect of installing televisions in every child’s room in a house
or of allowing every family member to have a smartphone during a meal. [24] Each of these
situations, and others like them, create circumstances in which family members spend less
time together because of adoption of some kind of technology.
[25] This is not to say that we should consider the Amish way of life for all Americans.
[26] That would leave behind our growing global and technological community. [27] It is to
say that the Amish provide an example of how we should consider the effects of technology
as we learn to use it. All communities and families should ask themselves the same question the
Amish do: How will this new thing affect our relationships with one another?
UNIT 7 REVIEW
Section I: Multiple-Choice, pp. 438–447
Item Enduring Text

Reading
1 C CLE-1 3.C CLE-1.X: using modifiers to 407–412
qualify claims
2 B RHS-1 1.A RHS-1.I: effective introductions 391–395
3 A CLE-1 3.C CLE-1.X: using modifiers to 407–4121.
qualify claims
4 A RHS-1 1.A STL-H: arrangement of 417–421
sentences
5 C CLE-1 3.A CLE-1.G: credibility 81
6 D RHS-1 1.B RHS-1.G: relating to audience’s 59–63
emotions and values
7 B RHS-1 1.B RHS-1.H: modes of persuasion 64–73
8 E REO-1 5.C REO-1.G–J: methods of 155–167,
development 214–223
9 E REO-1 5.A REO-1.D: commentary 141–142
10 A CLE-1 3.A CLE-1.L: using commentary to 141–142
introduce a line of reasoning
11 C REO-1 5.C REO-1.G: methods of 214–218
development
12 D STL-1 7.A STL-1.B: descriptive words 279–283
Item Enduring Text
Writing
supplement
14 E STL-1 8.B STL-1.H: arrangement of 417–421
sentences
15 B STL-1 7.B STL-1.I–K: combining sentences 422–427
using coordination
16 D REO-1 8.B REO-1.E: sequence of 142–144
paragraphs
17 E STL-1 8.B STL-1.H: arrangement of 417–421
sentences
18 A STL-1 8.B STL-1.H: arrangement of 417–421
sentences
19 D RHS-1 2.A RHS-1.J: effective conclusions 198–202
20 B REO-1 6.B REO-1.O: parallel structure 267–268
21 E REO-1 6.B REO-1.P: transitional elements
269–271
Join the Conversation: Synthesis Essay (Part 2)

For reproducibles of the organizers on pages 452–455 in the student book, see pages 281–285.
Section II: Free-Response, pp. 456–460
Synthesis Essay Rubric: Students and Farm Jobs, p. 456

0 points 1 point
the prompt.

• Do not take a position, or the position is on immigrants and jobs, rather than restate or
vague or must be inferred. rephrase the prompt. Clearly take a position
rather that just stating there are pros/cons.
• Equivocate or summarize other’s argument
but not the student’s (e.g., some people say
it’s good, some people say it’s bad.)
Restate the prompt Present a defensible position that responds to
• “Questions have been raised about the the prompt
relationship between American workers and • “Based on the experience of participants in the
farm jobs.” H2-A program, and despite a report implying
Address the topic of the prompt, but do not immigrants are not needed in the American labor
take a position force, without immigrant agricultural workers,
• “Some people argue that Americans will not farms in many states would face rotting crops and
do some jobs that immigrants do. Others a season’s lost earnings.”
argue that immigrants make up only a small • “A common claim is that immigrants take jobs away
percentage of the workforce.” from American workers. However, immigrants fill
• “Americans are known for their strong work vital positions as farm workers, doing jobs that are
ethic, but there is a question about whether nearly impossible to fill with American workers.”
they are willing to take on some jobs.” • “Although the Center for Immigration Studies
Address the topic of the prompt but state an dismisses the contribution of immigrant laborers as
obvious fact as a claim ‘almost irrelevant,’ many of America’s farmers know
that attempting to fill some jobs with American
• “Immigrants provide a rich and much needed
workers, as they are required to do in the H2-A
diversity to American culture.”
program, can lead to a shortage of labor on the
farm and the economic losses that result from that.”
Additional Notes:
thesis point.
restates Provides Provides evidence from Provides specific Provides specific
thesis evidence from or references at least evidence at evidence from at
(if present), or references at three of the provided least three of the least three of the
repeats least two of the sources. provided sources provided sources
provided provided sources. to support all to support all
information, AND COMMENTARY:
claims in a line of claims in a line of
or references AND Explains how some of reasoning. reasoning.
fewer than COMMENTARY: the evidence relates
two of the Summarizes the to the student’s AND AND
provided evidence but argument, but no COMMENTARY: COMMENTARY:
sources. does not explain line of reasoning is Explains how Consistently
how the evidence established, or the line some of the explains how
supports the of reasoning is faulty. evidence the evidence
argument. supports a line of supports a line of
reasoning. reasoning.
or do not description of a broad generalities. support claims. support claims.
address the passage rather • Focus on the • Focus on the
• May contain some
prompt. than specific importance of importance of
details or tech- simplistic, inaccurate,
• May be just or repetitive specific details specific words
opinion niques. from the sources and details from
explanations that
with no • Mention rhe- to build an the sources
don’t strengthen the
evidence torical choices argument. to build an
or evidence with little or no argument.
• Organize an argument.
that is explanation. • May make one point argument as a • Organize and
irrelevant. well, but either do line of reasoning support an
not make multiple composed argument as a
supporting claims or of multiple line of reasoning
do not adequately supporting composed
support more than claims. of multiple
one claim. • Commentary supporting
• Do not explain the may fail to claims, each
integrate some with adequate
connections or
evidence or fail evidence
progression between
to support a key that is clearly
the student’s claims,
claim. explained.
is not clearly
established.
Additional Notes:
0 points 1 point
but such attempts consist predominantly of understanding of the rhetorical situation by doing
sweeping generalizations (“In the world of any of the following:
farming . . .” OR “Since people began tending 1. Crafting a nuanced argument by consistently
crops . . .”) identifying and exploring complexities or
• Only hint at or suggest other arguments tensions.
(“I’ve heard that illegal immigrants bring down 2. Articulating the implications or limitations of
wages . . .” OR “While unions have raised the an argument (either the student’s argument
expectations of American workers for higher or an argument related to the prompt) by
wages . . .”) acknowledging counterarguments.
• Use complicated or complex sentences or 3. Making effective rhetorical choices that
language that is ineffective because it does consistently strengthen the force and impact of
not enhance the argument the student’s argument.
persuasive.
Additional Notes:
Rhetorical Analysis Rubric: “False Starts,” p. 460
Row B of the following rubric has been slightly modified to address tone and tonal shift.

0 points 1 point
prompt.
Lamott makes.
• “Lamott makes various rhetorical choices to writer’s rhetorical choices
convey her message about writing.” • “By drawing on her personal experience
• “Lamott spends nearly two pages discussing when visiting a convalescent home, Lamott
false starts in writing.” humanizes the process of writing. The various
people Lamott meets become metaphors for
the author’s own struggles and insights into the
rhetorical choices
often messy and difficult writing process.”
• “Lamott describes in detail the various people
she meets at a convalescent home.”
• “In paragraphs 4-5, Lamott describes the many
sights, sounds, and interesting people she
encounters in the convalescent home .”
Additional Notes:
the thesis point.
Row B: Evidence AND Commentary (0-4 points), Scoring Criteria [1.A, 2.A, 4.A, 6.A, 6.B, 6.C]
Simply restates EVIDENCE: EVIDENCE: EVIDENCE: EVIDENCE:
thesis Provides Provides some Provides specific Provides specific
(if present), evidence that is relevant evidence. evidence to evidence to support
repeats provided mostly general. support all all claims in a line of
information, or AND COMMENTARY:
claims in a line of reasoning.
offers information AND Explains how some of reasoning.
irrelevant to the COMMENTARY: the evidence relates AND
prompt. Summarizes to the student’s AND COMMENTARY:
the evidence argument, but no COMMENTARY: Consistently explains
but does not line of reasoning is Explains how how the evidence
explain how established, or the some of the supports a line of
the evidence line of reasoning is evidence supports reasoning.
supports the faulty. a line of reasoning. AND
argument. AND Explains how at
Explains how multiple rhetorical
at least one choices in the
rhetorical choice passage contributes
in the passage to the writer’s
contributes to the argument, purpose,
writer’s argument, or message.
purpose, or
message.
• Are incoherent • Tend to focus • Consist of a • Uniformly offer • Uniformly offer
or do not on summary mix of specific evidence to evidence to
address the or description evidence and broad support claims. support claims.
prompt. of a passage generalities. • Focus on the • Focus on the
• May be just rather than importance of importance of
specific • May contain some
opinion with simplistic, inaccurate, specific words specific words and
no textual details or and tone from identifies tonal shift
techniques. or repetitive
references or the passage in the passage to
explanations that
references that • Mention rhe- to build an build an argument.
are irrelevant. torical choices don’t strengthen the
argument. • Organize and
with little or argument.
• Organize an support an
no explana- • May make one point argument as a argument as a
tion. well, but either do line of reasoning line of reasoning
not make multiple composed composed of
supporting claims or of multiple multiple supporting
do not adequately supporting claims, each with
support more than claims. adequate evidence
one claim. • Commentary that is clearly
may fail to explained.
• Do not explain the
connections or integrate some • Explain how the
progression between evidence or fail writer’s use of
the student’s claims, to support a key rhetorical choices
claim. contributes to
the student’s
is not clearly
interpretation of
established.
the passage.
Additional Notes:
• Writing that suffers from grammatical and/or mechanical errors that interfere with communication cannot
earn the fourth point in this row.
• To earn the fourth point, the response may observe multiple instances of the same rhetorical choice if
each instance further contributes to the argument.
0 points 1 point
• Attempt to contextualize the text, but such demonstrate sophistication of thought and/
attempts consist predominantly of sweeping or a complex understanding of the rhetorical
generalizations (“Writing has always been situation by doing any of the following:
difficult . . .” OR “We can always learn new 1. Explaining the significance or relevance of the
lessons through new experiences . . .”) writer’s rhetorical choices (given the rhetorical
• Only hint at or suggest other argument (“I once situation).
heard my grandpa say . . .” OR “While some 2. Explaining a purpose or function of the
writers may argue that . . .”) passage’s complexities or tensions.
• Examine individual rhetorical choices but do 3. Employing a style that is consistently vivid and
not examine the relationships among different persuasive.
language that is ineffective because it
language that are ineffective because they do
Additional Notes:
Argument Rubric: It Takes a Village, p. 460

0 points 1 point
prompt.
or coherent claim.
• Do not take a position, or the position the prompt. Clearly takes a position on the role a “village”
must be inferred or is vague. plays in raising children.
arguments but not the student’s (e.g.,
some people say it’s good, some
people say it’s bad).
• State an obvious fact rather than
making a claim that requires a
defense.
• “Some people like their families, someprompt
don’t, and some people feel their • “Having grown up in a family with two working parents
families are important, but others do who often had little extra time to spend with me and my
not value their families.” brothers, I can attest to the importance of an extended
Address the topic of the prompt but family. Without this network, I wouldn’t have become the
are not defensible—it is an obvious fact confident, studious person I am today.
stated as a claim • “The well-known saying ‘it take a village to raise a child’
• “To some degree, we are all part of a largely ignores the importance of individual initiative.
family.” History abounds with examples of highly successful
people who either came from broken families or had
little family support. In fact, one could argue that the
challenges these people faced made them stronger and
set the foundation for their success.
• “The well-known saying ‘it take a village to raise a child’
is, in essence, a summation of the idea of citizenship. As
a citizen, you are not simply an individual but also part
of a larger community that has responsibilities to other
people.”
Additional Notes:
thesis point.
restates Provides Provides some Provides specific Provides specific evidence
thesis evidence that is specific relevant evidence to to support all claims in a
(if present), mostly general. evidence. support all line of reasoning.
repeats claims in a line of
provided AND AND AND COMMENTARY:
COMMENTARY: COMMENTARY: reasoning.
information, Consistently explains how
or offers Summarizes Explains how AND the evidence supports a
information the evidence some of the COMMENTARY: line of reasoning.
irrelevant to but does not evidence relates Explains how
the prompt. explain how to the student’s some of the
the evidence argument, but no evidence
supports the line of reasoning is supports a line
argument. established, or the of reasoning.
faulty.
• Are • Tend to focus • Consist of a • Uniformly offer • Focus on the importance
incoherent on summary mix of specific evidence to of specific details to
or do not of evidence evidence support claims. build an argument.
address rather than and broad • Focus on the • Organize and support
the specific generalities. importance of an argument as a line
prompt. details. • May contain specific details of reasoning composed
• May some simplistic, to build an of multiple supporting
be just inaccurate, argument. claims, each with
opinion or repetitive • Organize an adequate evidence that
with no explanations argument is clearly explained.
evidence that don’t as a line of
or strengthen the reasoning
evidence argument. composed
that is of multiple
• May make one
irrelevant. supporting
point well, but
either do not claims.
make multiple • Commentary
supporting may fail to
claims or do integrate some
not adequately evidence or fail
support more to support a
than one claim. key claim.
• Do not explain
the connections
or progression
between the
student’s
claims, so a line
of reasoning
is not clearly
established.
communication cannot earn the fourth point in this row.
0 points 1 point
Does not meet the criteria for one point. Demonstrates sophistication of thought and/or develops a
complex understanding of the rhetorical situation.
• Attempt to contextualize their understanding of the rhetorical situation by doing
argument, but such attempts any of the following:
consist predominantly of sweeping 1. Crafting a nuanced argument by consistently
generalizations (“Let’s face it: identifying and exploring complexities or tensions.
sometimes family can be a useful 2. Articulating the implications or limitations of
thing . . .” OR “When you live in a an argument (either the student’s argument
family, you have to deal with your or an argument related to the prompt) by
family members . . . ”). acknowledging counterarguments.
• Only hint at or suggest other 3. Making effective rhetorical choices that
arguments (“I once heard my father consistently strengthen the force and impact of
say . . .” OR “While some people the student’s argument.
who live in families may argue that
. . .”).
persuasive.
enhance the argument.
Additional Notes:
• This point should be awarded only if the sophistication of thought or complex
understanding is part of the student’s argument, not merely a phrase or reference.
UNIT 8:
Using Style Strategically, pp. 461–556
Close Reading
1. Didion makes a number of comparisons. For instance, she compares her view of the
world to a Hieronymus Bosch painting; Didion’s educated audience would likely know
that Bosch often painted frightening, surreal landscapes that examined—and often
mocked—negative qualities of human behavior. Thus, Didion is suggesting a topsy-
turvy world, where there is little sense of right or wrong. More generally, Didion often
compares the environment she experiences in Death Valley with aspects of human
behavior and morality; she describes the landscape to her audience to suggest a world
where moralistic pieties are stripped away to reveal a more “primitive” self.
2. Didion uses anecdotes to make questions of morality more concrete and more
emotional as opposed to simply writing about morality as an abstract idea. She uses
a variety of stories—from personal to historical—to show the different ways people
have struggled with morality over time.
3. Didion strategically chooses words and phrases—such as “mendacious” instead of

just “dishonest,” and “ipso facto” instead of “on the face of it”—which reveal that she
trusts her audience to understand more complex word choice; in other words, her
audience will perceive her as knowledgeable, thoughtful writer. Didion often uses
longer sentence structure when discussing a more complex idea but will break up
this structure with short sentences that either pose a question or try to consolidate
a statement of truth. Didion indirectly addresses the context of her time—the war
in Vietnam, and the fight for civil rights—by discussing how our perspectives on
morality are influenced by our upbringings, the stories we tell, and our immediate
environment.
Evaluating Writing
1. The writer wants to show that history is presented through a subjective lens and is
therefore “a fluid abstract notion.” The writer assumes that the audience has been
taught a historical perspective that views Cortés as a brave hero, but the writer
questions Cortés’s actions and suggests that someone who is often depicted as a
brave hero is, in fact, a murderer and destroyer. The writer shows that Cortés, who is
“immortalized” in history books for expanding “his nation’s empire,” actually enslaved
millions of people and destroyed a culture, while Montezuma, the Aztec leader Cortés
conquered, is “one of the greatest kings in Aztec history,” even though history books
often depict him as a “fool.”
2. The author compares the religions of Cortés and Montezuma to reveal Cortés’s
hypocrisy; he believed in the Catholic teachings, even though he killed millions, while
in contrast the Aztecs “found their sense of morality to be rooted in nature and their
ancestral tradition.”
3. The writer uses complex sentence structure to form cause-effect and compare-contrast
relationships. The writer also uses synonyms for morality and specifically connotative
words to emphasize the values and morals of the Native Americans in contrast to the
actions of Cortés.
PART I CONSIDERING AUDIENCE THROUGH STRATEGIC CHOICES, pp. 470–500 |

RHS-1.K
PART 1.1 Effective Comparisons in Context, pp. 471–481 | RHS-1.K
Item Enduring Text

Close Reading
1 See below. RHS-1 1.B RHS-1.K: make comparisons 471–478
2 See page 153. RHS-1 1.B RHS-1.K: make comparisons 471–478
to relate to an audience
3 B RHS-1 1.B RHS-1.K: make comparisons 471–478
4 C RHS-1 1.B RHS-1.K: make comparisons 471–478
Evaluating Writing
3 D RHS-1 2.B RHS-1.K: make comparisons 471–478
1.
The purpose of the The possible effects of the
comparison is to . . . comparison are . . .
Christianity is the most widely Didion suggests certain facets of culture
practiced religion in the United that many people take for granted—such
States, but in her comparison, Didion as the Christian religion—do not provide
suggests that adherence to faith is a moral compass; she suggests that the
an “unimaginable atavistic” rite— harsh environment of Death Valley is a
which implies primitive rituals and stark reminder that our moral trappings
beliefs that have little bearing on cannot conceal our more “primitive”
reality. selves.
2. 1-Many in Didion’s audience may be Christian, so Didion does not indulge in a
lengthy critique of Christianity; but she does suggest that singing hymns is a “atavistic”
rite, and she further states that if she heard these hymns sung, she would “lose [her]
reason,” implying that adherence to religion is not based on reasonable or rational
calculations.
2-The writer wants her audience to question its assumptions about what is moral and
immoral; because many people believe that Christianity is a religion that promotes
good values, Didion uses the “prayer sing” as an opportunity to nudge her audience to
question its assumptions about Christianity.
3-The speaker uses the subject of “prayer sing” as an opportunity to question her
audiences assumptions about what is reasonable and unreasonable, good and bad.
4-The “prayer sing” gives the author an opportunity to question whether or not the
religious “rites” that form the basis of society are based on any rational understanding
of the world. She characterizes the prayer sing mostly through negative language.
5-The phrases Didion choses—such as “lunar landscape,” “dying voices,” “unimaginable
atavistic rites,” and “lose my reason”—evoke mostly negative emotions.
Evaluating Writing
1. The power of the comparison supports the writer’s claim that the best remembered
historical leaders may not always be the most moral.
2. The comparison between these two men shows that making moral decisions appears
to matter when it comes to one’s historical legacy, since Lincoln is widely regarded as
one of the greatest presidents.

Students should pick a subject that interests them. Once they pick a subject, they should
consider the rhetorical situation, including the context, purpose, and audience. Students
should fill in the chart copied from page 481 with examples of analogies, anecdotes, similes,
and metaphors that help support their argument. Point out to students that they can create
their own analogies, similes, and metaphors with the evidence they find. At this point,
encourage students to find as much evidence as possible to defend their position.
PART 1.2 Diction and Syntax in Crafting Argument, pp. 481–490 | RHS-1.L RHS-1.M

Answer Skill
Close Reading
1 See page 154. RHS-1 1.B RHS-1.L: writer’s syntax and 481–486
diction
diction
3 A RHS-1 1.B RHS-1.M: word choice 481–483
4 C RHS-1 1.B RHS-1.M: word choice 481–483
5 D RHS-1 1.B RHS-1.M: word choice 481–483
Item Answer Enduring Skill Essential Text
Evaluating Writing
diction
2 C RHS-1 2.B RHS-1.L: writer’s syntax 481–486
3 E RHS-1 2.B RHS-1.L: writer’s syntax 481–486
Close Reading
1. Diction
a) Examples from Didion’s text:
“believe”-much of Didion’s essay focuses on our beliefs about morality; putting this
word in quotes suggests that Didion thinks belief is relative.
“tiresome”-usually this word has purely negative connotations, but in this context, it
describes people’s attempts to change their daily lives
“immemorially”-this word gives a sense of history and tradition, and Didion uses it to
suggest that our approach to morality has always been subjective throughout history
“delude”-usually has negative connotations; in this context, Didion is using it to
suggest that we stop fooling ourselves about “what we are doing and why.”
b) Examples from Didion’s text:
“white flag of defeat” – sight: brings to mind a person waving a white flag in
surrender
“battle” – sight: suggests an image of a physical fight
“fashionable madmen” – sight: may bring to mind well-dressed dictators from
history
“whine of hysteria” – sound: suggests a loud whining sound
c) Didion is likely being sarcastic. People will typically add their signatures to a letter
that has been written to support a cause, and these types of letters are often to
sent to The New York Times for publication. But Didion’s tone suggests that the
letter signers are largely satisfying their own self-righteousness, and far from being
“brave,” they risk little when they sign a petition or letter.
d) Didion typically uses academic diction, as exemplified by her elevated choices of
words and phrases, such as “immemorially,” “ipso facto,” “pragmatic,” and “moral
imperative.”
Syntax
a) Didion uses repetition in sentence 4, repeating the word “all” to create parallelism
to emphasize that everything we do to heighten our sense of moral superiority is,
in fact, a form of self-delusion. In the second-to-last sentence, Didion repeats the
word “then” to emphasize the many negative conditions that result when we are
blinded to the relativity of what is considered moral behavior.
b) Didion generally uses longer sentences throughout the paragraph to discuss
her more complex ideas, but she purposely uses a short final sentence to bluntly
highlight her final thought: we are all in trouble.
c) Much of Didion’s essay suggests that what we “believe” and our “morality” are both
subjective concepts. There is not a set definition of these concepts that applies to
everyone’s life; so, she puts these words in quotes to show that she is using them in
a particular context that does not necessarily adhere to the standard definition of
these words.
2. Didion uses a variety of sophisticated diction, such as the word “immemorially,” to

frame her argument. She could have used the term “beyond the reach of memory,” but
she trusts her educated audience to understand and appreciate her elevated language.
Similarly, she trusts that her audience will be familiar with the Latin phrase “ipso
facto,” which she uses instead of “automatic” or “predetermined.” By referencing this
term, she acknowledges her audience’s erudition, while also using a phrase that helps
reiterate her argument that good deeds do not make someone moral. Didion uses
a variety of syntax in her concluding paragraph; she often uses sentences of longer
length to discuss her more complex ideas or to summarize a key idea. In particular, in
her second-to-last sentence, she strings together a number of parallel concepts with
the word “then,” to build her final case against people who claim moral superiority.
She follows this long sentence with a blunt, final statement that crystalizes her main
point: “we are in bad trouble.”
Evaluating Writing
1. Sentence 1: change the phrase “share its success with” to “foist its culture and norms
on.” The change specifically reflects the aggressive history of colonialism that is
critically discussed in the passage.
Sentence 2: change “stumbled upon the brave new world that was inhabited by
Indians” to “invaded and colonized much of the Americas.” The change specifically
reflects the aggressive history of colonialism that is critically discussed in the passage.
In sentence 1, add a phrase within dashes: Throughout history, when a country
reaches its peak—usually represented in its military might—it believed it had to share
its success with the rest of the world.
Insert new sentence after sentence 3: And how did Native Americans benefit from
European morals?
In sentence 3, add information after a dash: European morality was based on the
philosophy of the Catholic church whereas Native Americans found their sense of
morality to be rooted in nature and their ancestral tradition—while the Catholic
church stressed humankind’s sinfulness, Native American culture’s myriad spirits and
deities reflected a more nuanced and complex understanding of human nature.

Students should write their drafts based on the abstract concept they chose. Remind students
that this is a rough draft, so they should feel free to experiment with including different
ideas and approaches. While students should check their work using the bulleted checklist,
they might also find it helpful to read the list before they begin, so they have a clear idea of
expectations for their writing.
PART 1.3 Unique and Dynamic Audiences, pp. 491–497 | RHS-1.N
Item Enduring Text

Close Reading
1 See below. RHS-1 1.B RHS-1.N: choosing evidence 491–495
for the needs of an audience
2 See page 157. RHS-1 1.B RHS-1.N: choosing evidence 491–495
3 A RHS-1 1.B RHS-1.N: perspective 491–495
4 B RHS-1 1.B RHS-1.N: perspective 491–495
Evaluating Writing
1 See page 158. RHS-1 2.B RHS-1.N: choosing evidence 491–495
2 See page 158. RHS-1 2.B RHS-1.N: choosing language 491–495
3 B RHS-1 2.B RHS-1.N: choosing evidence 491–495
Close Reading
1.
What it conveys about How the evidence addresses the
Evidence
morality needs of the audience
The car Didion states that the miner Didion’s audience would likely be
accident stayed by the body of the boy, unaware of why leaving a body
because not doing so would temporarily in the desert would be
be “immoral,” which presents a considered “immoral,” so she explains the
specific act of being moral in a reasoning and shows that protecting the
particular situation. body of the boy adheres to a basic “social
code” of morals.
Donner- Didion includes the history of Didion assumes that her audience will
Reed Party the Donner-Reed party to show be familiar with the story of the Donner-
how events from the past are Reed party. She suggests to her audience
used to convey fundamental that the childhood lessons we learn about
moral messages to children. loyalty and responsibility through such
stories, although oversimplified, still form
the bedrock of our ideas about morality;
these stories are the mythologies that
inform our notions of right and wrong.
Jayhawkers Didion includes the Jayhawkers Didion assumes that her audience will be
to show how events from familiar with the story of the Jayhawkers.
the past are used to convey She suggests to her audience that the
fundamental moral messages to childhood lessons we learn about loyalty
children. and responsibility through such stories,
although oversimplified, still form the
bedrock of our ideas about morality;
these stories are the mythologies that
inform our notions of right and wrong.
Underwater Didion presents the story of the Didion again comments how stories form
rescue underwater cave as an example the basis of our sense of morality. She is
attempts of the stories that “travel at writing for a largely educated audience
night on the desert.” She does that is likely personally unfamiliar with
not weigh in about the morality the harsh landscape she describes;
of diving for a lost body but therefore the story of the bottomless
focuses on the eeriness of the underwater cave has an almost
story itself. mythological quality, which suggests
that some things are unfathomable, just
as absolute definitions of “moral” and
“immoral” are unknowable.
Mountain Didion presents the Mountain Didion knows that her educated
Meadows Meadow Massacre as an audience will likely be aware that the
Massacre example of how people typically Mountain Meadows Massacre was
justify—or rationalize—murder instigated by Mormons, who rationalized
by saying “I followed my own their actions on religious and moral
conscience,” which suggests terms; she knows her audience will
that people’s conscience does easily see how subjective morality
not follow any set morality. justifies actions that most see as
abhorrent.
Alfred The Nazi leader and believer in Didion knows her audience will be
Rosenberg racial ideology was brought in familiar with how Alfred Rosenberg
to compare the Western settlers’ justified his role in killing millions of
destruction of Native American Jews; she knows her audience will easily
culture with the Nazis and see how subjective morality is used to
their destruction of the Jews. justify actions that most people consider
Rosenberg felt he was moral in abhorrent.
his beliefs and actions.
2. In multiple places throughout the essay, Didion employs a conversational style. For
instance, she introduces her essay with a conversational qualifier: “As it happens I am in
Death Valley.” She begins paragraph 2 with a short, conversational sentence: “Here are
some particulars.” In paragraph 4, she states, “I am talking, of course, about the kind of
social code that is sometimes called, usually pejoratively, ‘wagontrain morality.’” Using
the word “talking” in the sentence stresses the conversational style. In paragraph 5,
she directly addresses the reader, as if she were in the midst of a conversation: “You
are quite possibly impatient with me by now; I am talking, you want to say, about a
“morality” so primitive that it scarcely deserves the name, a code that has as its point
only survival, not the attainment of the ideal good.” In addressing the reader, Didion
anticipates a common response (or counterargument), and she addresses this response
with her own rebuttal. In all the instances cited, Didion keeps a conversational style
in order to draw the reader in; throughout the essay, she balances this conversational
style with more academic language and allusions. Finally, in paragraph 8, Didion
again directly addresses her audience; she anticipates how her audience will respond
to her arguments, and preemptively addresses that response, as if she were engaged in
a debate with someone who presents a counterargument: “Of course you will say that
I do not have the right, even if I had the power, to inflict that unreasonable conscience
upon you; nor do I want you to inflict your conscience, however reasonable, however
enlightened, upon me.” By saying, “Of course,” Didion shows that she realizes there
is an obvious counterargument against her position; but she also shows that she had
thought through her argument, weighed counterarguments from her audience, and is
willing to respectfully address and rebut those counterarguments.
Evaluating Writing
1. The writer uses some evidence but could quote evidence from more primary sources,
such as Cortés’s journal or evidence cited by historians.
2. Students may note that “not where we get the real low down” in sentence 10 is an
abrupt change in diction.

Students are likely to identify the prominent figure on the left as Cortés and the figure in the
middle of the group on the right as Montezuma. Students might suggest that Montezuma and
his party seem to be holding back somewhat, while Cortés is moving forward in a somewhat
aggressive way, though because his arms are open that aggression is softened or disguised.
Encourage students to think creatively about including different evidence from varied sources
and “worlds” of the argument. Remind students that anecdotal evidence that highlights
people’s individual experiences should be balanced with examples from reliable sources—
yet these sources may come from different disciplines. In addition to the sources outlined
the chart, students may want to consider including information from reliable studies, area
experts, and fact-checked news sources.
Students will likely note that Pinker is writing for the general audience that reads The New
York Times, which is a highly reputable newspaper that widely reports on cultural issues
and has a long history of in-depth investigative journalism. As such, Pinker is writing for
an audience that expects thorough, well-reasoned arguments written in an accessible style.
Students will note that Pinker sets up his argument using general examples that most people
in his audience will recognize—Bill Gates and Mother Teresa—while he also includes a
lesser-known example--Norman Borlaug—to challenge his readers’ assumptions about
who is and who is not moral. While analytical in nature, Pinker’s introduction includes
diction that incorporates rich descriptive words—such as “sanctity,” “vulnerable,” “naïve,”
“illusions,” “transparent”—to create emotional connotations that will be challenged within
the essay; Pinker is suggesting our emotional reactions don’t always jibe with factual realities.
As a result, Pinker keeps a balance between emotional language and specific examples to
back up his language. In particular, Pinker uses general examples that a general audience
will recognize—such as “the bending lines that trick the eye”—to compare how our visual
perception is similar to our mental perceptions; in both cases, the author suggests, we can be
easily fooled by our expectations.
Justice and Race To reinforce strategic choices in consideration of the audience and engage
in a conversation on justice and race, you may wish to use the activity on page 241.
PART 2 WRITER’S STYLE AND PERSPECTIVE, pp. 501–515 | STL-1
PART 2.1 Writer’s Style, pp. 501–508 | STL-1.Q
Item Enduring Text

Close Reading
1 See below. STL-1 7.A RHS-1.Q: writer’s style 503–506
2 See page 160. STL-1 7.A RHS-1.Q: writer’s style 503–506
3 C STL-1 7.A RHS-1.Q: writer’s style 503–506
4 E STL-1 7.A RHS-1.Q: writer’s style 503–506
Evaluating Writing
1 See page 160. STL-1 8.A RHS-1.Q: writer’s style 503–506
2 C STL-1 8.A RHS-1.Q: writer’s style 503–506
Close Reading
1. (a) By beginning sentence 1 with the introductory phrase “Of course,” Didion
suggests that she has anticipated a logical counterargument against her position;
and by anticipating this counterargument, she also suggests that she has thought
through her argument, weighed possible counterarguments from her audience,
and is willing to respectfully address and rebut those counterarguments.
Didion often uses vivid words and phrases to relate her ideas. For instance, the
phrase “intrinsically insidious” creates an alliterative effect; also, the word choice
is somewhat elevated, which would appeal to Didion’s educated audience. The
long sentence in which this phrase appears uses a number of descriptive and
conceptual words to forcefully convey Didion’s key idea about the subjectivity of
morality and the dangers of foisting moral judgments on other people—which
Didion suggests is “scarcely a revelatory point.” Again, she seems to be anticipat-
ing her audience’s response using elevated language—she could have replaced
the phrase “scarcely a revelatory point,” with “is obvious,” but doing so would
undermine the heady diction that builds a key philosophical point.
(b) This paragraph consists of three long sentences, one of which (the second sen-
tence) is a quote placed in parentheses. These sentences allow Didion to shape
her key idea (the impossibility of attributing “right” and “wrong” values) by
linking numerous clauses that help build her claim about morality.
(c) As previously stated, this paragraph consists of three long sentences, one of
which (the second sentence) is a parenthetical quote. The first sentence is sep-
arated into two parts using a semicolon, which allows Didion to compare an
anticipated reaction of the audience with how she responds to this reaction—in
other words, she balances the audience’s imagined reaction with her own reac-
tion against the audience. The last sentence represents a long meditation and
is again separated by a semicolon, which allows Didion to link the “insidious”
nature of proposing ethics to the general social trend of making dangerous pre-
sumptions about what is “right” and “wrong.”
2. Students will note that the word choice is elevated, and the author uses many
vivid and highly emotional words to convey her ideas: enlightened, intrinsically,
insidious, revelatory, infrequence, segue, dangerous. In addition, Didion chooses
to include a long quote from a contemporary philosopher, which further elevates
the language. By using three long sentences to compose her paragraph, Didi-
on fluidly links her ideas into a cohesive whole. She could have chosen shorter
sentences, but her choice of longer sentences helps the reader see how ideas are
interlinked and build on one another. To aid her argument, Didion uses semico-
lons to link sentences that could be put into shorter sentences. She also includes
a long quote inside parentheses; placing the quote in parentheses suggests that it
is not intrinsic to her argument but is still an enlightening and pithy summation
of her thoughts. Finally, she places the words “right” and “wrong” in quotations
to call out that these terms are used somewhat ironically—she wants to make
sure that her audience knows she is not using these terms according to the stan-
dard definitions.
Evaluating Writing
1. The student draft uses similar sentence structure throughout most of the essay. The
author usually uses sentences of medium length, and while the diction is generally
formal, the writer does include some hyperbolic language in the second sentence,
likely for ironic effect: At no time was this truer than during the Age of Exploration
when Spain and other European nations stumbled upon the brave new world that was
inhabited by Indians. When discussing issues of morality, the writer uses language
that is especially effective when pointing out the hypocrisy of Europeans—namely
Cortés and the Spanish—who maintained a “pretense” of being “godly” and promising
“eternal salvation,” but instead “destroyed communities that had based on sharing
and compassion.” The writer does vary the syntax to ask a short, pointed question--
“Was Cortés a moral leader?”—to begin the discussion of morality that is covered in
paragraph 2. The author ends the argument with a dash that introduces a final, cogent
thought: “that story, often becomes evidence to prove someone’s morality.” This short
statement summarizes the author’s line of thought: the people who write history too
often decide what gets written—and by extension, what is moral.
Composing on Your Own, page 508

Students should consider whether their diction is appropriate for their audience, keeps a
consistent tone, and aptly conveys their ideas. In addition to making sure the denotation of
each word is correct, students should pay careful attention to the connotation of their words
to make sure they strike the correct tone; descriptive, highly emotional words elicit strong
responses from the audience, so students will want to ensure that their word choice takes
into account their context, audience, and purpose. Remind students that the right word can
create clarity and a specific tone, but the wrong word can muddle an argument or may seem
so exaggerated that it undermines the effectiveness of an argument—an audience will likely
reject an argument that seems based mostly on overwrought opinions rather than carefully
reasoned examples that are paired with a measured emotional response. Students will want
to vary their syntax. Remind students that short, succinct sentences are helpful when making
definitive statements or listing factual details, but too many will become redundant, choppy,
and interrupt the flow of ideas. Point out that sentence length is a strategic choice that the
writer makes. The writing should follow standard writing conventions, but the writer will
want to consider the most effective conventions for the particular rhetorical situation. Remind
them that the choice of whether to use a comma or semicolon, parentheses or dashes, a
period or semicolon, affects the flow of their logic and can subtly change the way an audience
reads an essay.
PART 2.2 Complex and Ironic Perspectives, pp. 509–514 | STL-1.R
Item Enduring Text

Close Reading
1 See below. STL-1 7.A STL-1.R: stylistic choices 509–512
2 B STL-1 7.A STL-1.R: complex perspectives 509–512
3 C STL-1 7.A STL-1.R: stylistic choices 509–512
4 D STL-1 7.A STL-1.R: complex perspectives 509–512
Evaluating Writing
1 See page STL-1 8.A STL-1.R: complex perspectives 509–512
162.
2 E STL-1 8.A STL-1.R: complex perspectives 509–512
1.
“wagon-train morality” The quotes emphasize that “wagon-train morality” is a
(paragraph 4) colloquial figure of speech Didion uses to define how
dire circumstances cause people to ignore social taboos
(cannibalism)
failed (paragraph 4) Didion puts the word failed in italics to emphasize its
importance in the context of her argument. She maintains that
the settlers failed in their loyalties to each other and deserted
one another. The childhood stories she was taught emphasize
that the settlers breached their primary loyalties (and she
suggests that if we go against our primary loyalties we have
failed, we regret it, and thus have “bad dreams”). She uses the
word “failed” because it is more concrete than “immoral.”
“morality” Didion dissects what lies beneath the surface of humanity’s
(paragraphs 4, 5, 9) “morality.” She shows that morality at its basic most primitive
level is nothing more than our loyalties to the ones we love,
while everything else is subjective; by putting the word in
quotes, she suggests that there is no definitive definition and
that the standard definitions of morality are fallacious.
“the good” Didion places “the good” in quotations to qualify her use of
(paragraph 5) the word. She insists that we have no way of knowing what
is good and what is evil. She argues that politics and public
policy falsely assign aspects of morality, and her implied
criticism of misusing the word “good” is evident by the
quotation marks.
“wrong” versus “right” Didion insists that we have no way of definitively knowing what
(paragraphs 8, 9) is “right” and “wrong.” Therefore, she puts these two words in
quotes to suggest she is using them in a particular context that
may not adhere to standard definitions.
moral imperative She places this term in italics to emphasize a concept that she
(paragraph 9) sees being consistently misused and abused. Didion warns us
not to delude ourselves into thinking that because we want or
need something that it is a moral imperative.
Evaluating Writing
1. The following sentence includes an ironic perspective; add after final sentence.
So, let us celebrate the proud legacy of freedom in the Americas—a freedom that was
built on the graves of thousands of indigenous peoples.
The following short addition includes a different perspective.
Imagine, for a moment, a history written from the perspective of Montezuma: At
the height of our civilization, when our capital city was a marvel of the world, came
a barbarian across the sea, who destroyed our temples, desecrated our scared sites,
filled our wide boulevards with blood, defiled our people from noble to peasant, and
forced us into slavery; he terrorized us physically with gun and blade, and tortured
us mentally with promises of salvation that demanded we cast aside our beliefs and
traditions and opt for servitude. He lived only for gold, but what use is gold when you
have died inside?
1. Students should keep a consistent style that matches their rhetorical situation. Students
should avoid making sweeping generalizations without specifics to back up their main
claim. Point out that even when discussing an abstract subject, students will still want to
create a clear, logical claim that takes the reader, step-by-step, through a line of reasoning.
2. Students should rewrite a sentence to use exaggeration, hyperbole, or understatement

to develop irony within their writing. Students may or may not find that irony works
with the tone of their essays.

Many students will note that much of Pinker’s introduction suggests an inherent irony in
the way we perceive morality; as such, there is a significant difference between the author’s
perception and the reader’s expectations and values. Most readers, the author argues, will
think that Mother Teresa is highly moral, yet this presumption is not based on factual data
but on general perceptions. We respond to a person’s public image rather than the factual
details about that person’s behavior. Furthermore, the author argues that many people have a
negative image of Bill Gates because they only respond to one aspect of his life—his computer
company—while ignoring the millions of dollars he has donated to worthy causes. Finally, the
author introduces Norman Borlaug, a man who few people admire, because he lacks a public
profile, yet who is arguably the most moral of the three. Pinker’s introductory paragraph
suggests an inherent disconnect between what we perceive and what is real; in effect, we
make decisions using surface perceptions rather than in-depth knowledge, and therefore, our
judgments about morality are skewed and inaccurate. Pinker’s perception reflects his interests
as a psychologist who studies how people form their perceptions, while his audience’s
perception is generally assumed to reflect the biased views that Pinker outlines in his essay.
How a writer uses syntax (the arrangement of sentences), diction (word choice) and
conventions (such as grammar and mechanics) determines a writer’s style, since there are so
many ways to adjust each of those—and combine them into the flow of writing—to create
a distinct voice. A writer’s style can reveal a writer’s perspective, or view about his or her
subject. When writers have an ironic perspective, their words and style work to convey the
opposite of what they really mean in order to make a point.
PART 3 MODIFIERS AND PARENTHETICAL ELEMENTS, pp. 516–529 | STL-1
PART 3.1 Modifiers, pp. 517–524 | STL-1.S
Item Enduring Text

Close Reading
1 See below. STL-1 7.B STL-1.S: modifiers 517–522
2 See page 164. STL-1 7.B STL-1.S: modifiers 517–522
6 D STL-1 7.B STL-1.S: modifiers 517–522
7 C STL-1 7.B STL-1.S: modifiers 517–522
Evaluating Writing
2 B STL-1 8.B STL-1.S: modifiers 517–522
Close Reading
1. “The driver, very young and apparently drunk, was killed instantly.”
The key modifier, “very young and apparently drunk,” characterizes “the driver,” who
is the main subject of the sentence. The modifier adds specific details that define and
describe the subject. Didion relates this story to show one example where she agrees
with the meaning of morality. This detail is highly important because this young man’s
recklessness results in a situation—his death—in which other people must act morally
in order to project his body. (In addition, the adverb “instantly” modifies “killed.”) If
the sentence were written without the modifiers—The driver was killed—the reader
would lack context. When we know the driver was very young and drunk, we realize
Didion is relating a tale of youthful tragedy, and the reader sees that the young man’s
irresponsible actions, which quickly ended his life, are contrasted with the responsible,
time-consuming actions of those who feel the moral obligation of guarding his body.
2. “I am talking, of course, about the kind of social code that is sometimes called,
usually pejoratively, ‘wagon-train morality.’ ”
The main focus of this sentence is a discussion of a particular “social code.” The modifier
“used pejoratively” expresses contempt or disapproval for something, suggesting that
society disapproves of a morality that reflects the basic—and sometimes socially
abhorrent—needs of survival; in particular, the phrase “wagon-train” modifies
“morality” and describes what happens when people are forced to survive in dire
circumstances. In addition, including the term “used pejoratively” as a parenthetical
statement shows that Didion is speaking from the perspective of someone who is
expressing the opinion of society at large.
3. “Particularly out here tonight, in this country so ominous and terrible that to live
in it is to live with antimatter, it is difficult to believe that ‘the good’ is a knowable
quality.”
Didion begins with the qualifier “particularly” to show that her subject—“this
country,” meaning Death Valley—is a specific place that has “ominous and terrible”
qualities. The words “ominous and terrible” modify “country,” and create a foreboding
tone. The adjective “difficult” expresses Didion’s doubts about morality, and relates to
the idea that no one can define “the good” as a “knowable quality.” The descriptive
phrase “to live with antimatter” further defines “this country” as a place where social
norms are annihilated. Without the modifiers, the audience would have no context
for understanding Didion’s subject.
4. “They have been diving for ten days but have found no bottom to the caves, no
bodies and no trace of them, only the black 90-degree water going down and down
and down, and a single translucent fish, not specified.”
This sentence compounds nonessential phrases to reinforce the idea of a strange,
unidentifiable world without borders. The subject, “the caves,” is described with
modifiers that create an eerie tone; in particular, the adjectives that describe water in
the cave create images reminiscent of hell: “black 90-degree water going down and
down and down.” Almost everything after the word “caves” modifies the experience of
diving and finding nothing—ending with the most particular detail, “not specified,”
to modify the word “fish”; which is also modified by the adjective “translucent.”
5. “Across the road at the Faith Community Church a couple of dozen old people,
come here to live in trailers and die in the sun, are holding a prayer sing.”
If reduced to its essentials, this sentence could be written with a basic subject and
predicate: People are singing. But Didion adds specificity by describing the people as “old.”
Furthermore, Didion interrupts the sentence with a highly descriptive nonessential
clause—“come here to live in trailers and die in the sun”—that gives a particular reason
why the old people are living in Death Valley. (Didion may be making an ironic pun
about dying in Death Valley.) Furthermore, Didion situates the elderly people “Across
the road,” which gives a particular location where the singing is taking place.
Evaluating Writing
1. Original: You see I want to be quite obstinate about insisting that we have no way of
knowing—beyond that fundamental loyalty to the social code—what is “right” and
what is “wrong,” what is “good” and what “evil.”
Rewrite without modifiers: We cannot know what is right or wrong, or what is good
and evil.
How the rewrite changes the argument: When we remove the modifiers, the language
lacks emotional context. Without descriptive words such as “obstinate,” “insisting,”
and “fundamental,” the reader would fail to understand the writer’s persistent tone,
which highlights the importance of her argument. Also, the author introduces and
frames the sentences with the phrase, “you see I want,” which keeps with her style of
directly addressing the reader.

In this revision, students should focus on the modifiers they used (or those they didn’t use
that might add force to their writing) and make appropriate adjustments.
PART 3.2 Parenthetical Elements, pp. 524–529 | STL-1.T
Item Enduring Text

Close Reading
1 See below. STL-1 7.B STL-1.T parenthetical elements 524–525
2 See page STL-1 7.B STL-1.T parenthetical elements 524–525
166.
3 D STL-1 7.B STL-1.T parenthetical elements 524–525
4 C STL-1 7.B STL-1.T parenthetical elements 524–525
5 B STL-1 7.B STL-1.T parenthetical elements 524–525
Evaluating Writing
1 See page STL-1 8.B STL-1.T parenthetical elements 524–525
166.
Close Reading
1. Parentheses from Text: (“Tell me,” a rabbi asked Daniel Bell when he said, as a child,
that he did not believe in God. “Do you think God cares?”)
How it contributes to Didion’s argument: The text in parentheses helps support
Didion’s argument but it is not essential to her argument; although it backs up her
argument, it does not work with the serious tone of the larger paragraph.
Parentheses from Text: Questions of straightforward power (or survival) politics,
questions of quite indifferent public policy, questions of almost anything: they are all
assigned these factitious moral burdens.
How it contributes to Didion’s argument: The phrase “power politics” is a commonly
used term to describe ruthless political maneuvering, but Didion wants to expand this
idea, because she repeatedly discusses how the necessities of survival impact our view
of morality. In order to include a wider definition of politics, Didion places “survival”
in parentheses. This aside is not essential to this sentence, but when included as a
quick comment, it expands the reader’s understanding of the author’s intent.
Parentheses from Text: (“We must be aware of the dangers which lie in our most
generous wishes,” Lionel Trilling once wrote. “Some paradox of our nature leads us, when
once we have made our fellow men the objects of our enlightened interest, to go on to
make them the objects of our pity, then of our wisdom, ultimately of our coercion.”)
How it contributes to Didion’s argument: Didion places a long quote from Lionel
Trilling in parentheses, which supports her argument—and pithily summarizes her
views—but is not essential to her argument. Throughout most of the essay, Didion
avoids quoting philosophers’ views on morality, even though there is a long history
of philosophic writing on the subject. Therefore, when she quotes Trilling, she places
the quote in parentheses, because even though she wants to include this information,
she doesn’t want it to dominate her discussion; by placing it in parentheses, the
author signals that the reader should see the quote as an aside, rather than a central
statement of philosophical belief—something that adds to the discussion but is not
central to it.
2. Dashes from Text: If we have been taught to keep our promises—if, in the simplest
terms, our upbringing is good enough—we stay with the body, or have bad dreams.
How it contributes to Didion’s argument: Didion wants to include information
that helps give additional context to her statement and relates it back to her earlier
assertion about stories told in childhood. This is parenthetical information—the
sentence would still logically hold together without it—but it helps convey additional
insight and context by reiterating one of Didion’s key ideas: we learn our foundational
morality in childhood. By using dashes, which is a more forceful parenthetical device
than parentheses, Didion makes the information more noticeable and emphasizes it
while also keeping it integrated into the flow of the sentence.
Dashes from Text: The story tonight is that one of the divers has been hauled up
incoherent, out of his head, shouting—until they got him out of there so that the widow
could not hear—about water that got hotter instead of cooler as he went down, about
light flickering through the water, about magma, about underground nuclear testing.
How it contributes to Didion’s argument: In this case, the text within dashes acts as
the written equivalent of a verbal aside that gives more information about the main
sentence but is not necessary to understanding the ideas within the sentence as a whole.
The extra information helps paint the scene for the reader: the diver is so distraught
that he must be removed from the area. This information also has a somewhat more
colloquial feeling than the rest of the sentence; for instance, Didion uses the phrase
“they got him out of there.” Didion includes this information in dashes, which gives
subtle emphasis without breaking up the flow of the sentence. Finally, the dashed
information is somewhat long; it would look awkward if included with commas (and
would break up the flow).
Dashes from Text: Except on that most primitive level—our loyalties to those we love—
what could be more arrogant than to claim the primacy of personal conscience?
How it contributes to Didion’s argument: The dashed information reminds the
reader of a key idea that Didion is discussing in relation to morality; Didion can
quickly define “primitive” as “our loyalties to those we love.” Didion wants the reader
to remain aware of how she defines the most fundamental aspects of morality before
she continues her discussion of moral subjectivity. The dashed information is an aside,
but Didion wants to create subtle emphasis because even though the reader could
understand the sentence without this information, Didion wants to include it to distill
and reiterate a key point.
Evaluating Writing
1. Dashes from text that include a parenthetical element: The story tonight is that one
of the divers has been hauled up incoherent, out of his head, shouting—until they got
him out of there so that the widow could not hear—about water that got hotter instead
of cooler as he went down, about light flickering through the water, about magma, about
underground nuclear testing.
Rewrite with commas: The story tonight is that one of the divers has been hauled up
incoherent, out of his head, shouting, until they got him out of there so that the widow
could not hear, about water that got hotter instead of cooler as he went down, about
How it changes the sentence: Students will likely notice that when the parenthetical
text is placed in commas, the sentence becomes confusing, because the parenthetical
information breaks up the focus and logical flow of the sentence; in fact, readers may
think that the parenthetical information is something that the diver is “shouting.”
Rewrite with parentheses: The story tonight is that one of the divers has been hauled up
incoherent, out of his head, shouting (until they got him out of there so that the widow
could not hear) about water that got hotter instead of cooler as he went down, about
How it changes the sentence: Students will likely notice that when placed in
parentheses, the parenthetical text does not fit within the flow of the sentence and
awkwardly breaks up the information. The parentheses make the information seem like
a less important—almost dispensable—aside. However, even though the information is
an aside, it’s still important to understanding the emotional tone of the sentence and to
visualizing the scene that the author is describing. The only other option for including
this information would be breaking the sentence into two sentences as follows, but this
would impede the flow of the language:
The story tonight is that one of the divers has been hauled up incoherent, out of his head.
Until they got him out of there, so that the widow could not hear, he shouted about water
that got hotter instead of cooler as he went down, about light flickering through the water,
about magma, about underground nuclear testing.

Students should carefully review their revised drafts, and add parenthetical elements that
enhance the message. Remind students that parenthetical elements may not be essential to a
sentence, but they still add important information that helps clarify and refine an argument.
Review the subtle differences between using commas, dashes, and parentheses; students may
want to experiment with how using different punctuation changes the meaning within their
writing.
Next, encourage students to use the checklist to review and apply key strategies that they have
learned. You may want to have students trade papers with a peer so they can review each
other’s work. Encourage students to work through each point in the checklist.
There are a number of places where Pinker uses parenthetical elements. First, he uses a
parenthetical element in the following sentence: “As for Norman Borlaug . . . who the heck
is Norman Borlaug?” Rather than use a dash or a colon, Pinker chooses an ellipsis, which
suggests a pause for consideration; the author assumes that his reader, after a short pause for
thought, will not know who Borlaug is, and the author mimics this thought process by using
the ellipses. Pinker also uses commas in the following sentence to include a parenthetical
statement that contains important information: “Borlaug, father of the ‘Green Revolution’
that used agricultural science to reduce world hunger, has been credited with saving a billion
lives, more than anyone else in history.” The information about Borlaug—“father of the
‘Green Revolution’ that used agricultural science to reduce world hunger”—is separated from
the rest of the sentence with commas because it presents key information that defines the
importance of Borlaug. This information would have secondary importance if separated from
the rest of the sentence with dashes or parentheses. Finally, the following sentence includes
parentheses to suggest an ancillary question that the reader will likely find intriguing, but this
question is not central to the writer’s introductory argument: “(since if our eyes can be fooled
by an illusion, why should we trust them at other times?).” If the writer felt this question was
more important, he may have separated it with a dash; as is, it is more of an aside.
Writers use clauses, phrases, and words as modifiers to clarify or emphasize their points.
Placing them carefully avoids such problems as dangling modifiers or misplaced modifiers.
Parenthetical elements are ideas that are set off from the main sentence, either by enclosing
them in parentheses or between dashes; they can also be set off by commas. All of these tools
allow writers to add precision to their meaning.
Revised Draft of Student Text from Page 468
Revised sentences and sections appear in italics. New sentences added to this draft have not
been numbered. The rewritten student draft includes the rewrites from the multiple-choice
questions; it does not include the suggested sample rewrites provided for the short-answer
responses.
(1) Throughout history, when a country becomes successful, it often feels entitled to impose
its culture and values on other societies. (2) At no time was this truer than during the
Age of Exploration, when Spain and other European nations stumbled upon the brave
new world that was inhabited by Indians (as Columbus called those he encountered).
(3) European morality was based on the philosophy of the Catholic church, whereas
Native Americans found their sense of morality to be rooted in nature and their ancestral
tradition. While it is true that the Aztec, one of the tribes exploited by Spain and other
European countries, sacrificed people from other tribes they conquered or destroyed, their
sacrifices did not compare to the Europeans’ mass slaughter and the force with which they
acquired the land of the Native Americans and claimed the New World. (4) Spain and other
European countries, under the pretense that they were saving the Native Americans by
giving them eternal salvation, worked them to death searching for gold. (5) Entire Native
American communities were destroyed, communities that had been based on sharing and
compassion. (6) The Spanish believed themselves to be godly, yet they found themselves
destroying civilizations that were built on a natural moral code born out of nature and the
strength of community.
(7–8) Though he is remembered as a successful leader, historians question Cortés’s moral
conscience. (9) Even though we know the means by which he achieved “greatness,”
Cortes is immortalized in history because he expanded his nation’s empire while gaining
Catholic followers and discovering gold. (10) It is this characterization that is published
in history books but does not address the moral infractions that came with the success. (11)
Montezuma, the Aztec emperor who was considered one of the greatest kings in Aztec history,
lost his title when the Spanish conquistador Cortés deceived him. (12) As such, Montezuma
has gone down in history as one of the greatest fools compared to Cortés. (13) Cortés goes
down in history as a quintessence of greatness for burning his own ships to prevent his
men from returning to Cuba and ultimately destroying an entire empire with his mere 150
men. (14) Montezuma has been immortalized as the fool that lost an empire of millions
to 150 men. (15) While we think that morality comes from a standard, innate moral code,
morality is a fluid abstract notion that changes based on who tells the story [deleted text].
UNIT 8 REVIEW
Item Enduring Text

Reading
1 A STL-1 7.A STL-1.Q: style 503–506
2 C STL-1 1.B STL-1.R: perspectives 509
3 B STL-1 7.A STL-1.R: complex 509
perspectives
4 E RHS-1 1.B RHS-1.N: choosing language 492–495
6 E STL-1 7.A STL-1.Q: writer’s style 503–508
7 A RHS-1 1.B RHS-1.N: choosing language 491–495
8 D CLE-1 3.A CLE-1.F, G: using evidence 76–81
strategically
9 C STL-1 7.A STL-1.D, E: tone 342–349
Item Enduring Text

Evaluating Writing
10 B RHS-1 2.B RHS-1.M: word choice/bias 481–487
11 A RHS-1 8.B RHS-1.N: audience needs 492–495
12 C RHS-1 2.B RHS-1.N: audience needs 492–495
13 D RHS-1 2.B RHS-1.K: comparisons 476–477
14 C REO-1 6.C REO-1.G: methods of 155–156
development
15 E REO-1 6.B REO-1.P: transitional elements 270–271
16 E CLE-1 4.C CLE-1.V: complexities of a
subject
Join the Conversation: Synthesis Essay (Part 3), pp. 540–555

Although students have had practice throughout this book analyzing photographs as texts
through the questions in the captions, you may wish to spend more time modeling for
students how to use the qualitative visuals that are presented as Source E in the synthesis task
in Join the Conversation. One way to approach the collage of photographs on page 542 is to
ask students to identify any similarities among the photos. They might notice, for example,
that to of them focus on music—a trumpet player (with a tie to match his instrument) and
a drawing of a guitar, drum, and maracas. Ask students what this representation might say
about Little Havana. They might suggest that there is a music style unique to the culture.
Generalizing from that idea about the value of ethnic enclaves, students might conclude
that music connects members of the community through their shared understanding and
appreciation of a unique musical style. Also ask students to draw a conclusion about the
Cuban culture from the representations of Cuban and American coffee. Students might
note that the Cuban coffee has more intensity than the American version—more espresso,
less water, and the addition of sugar. Ask students what attitude this might represent among
Cuban-Americans about their culture (students will likely note a positive and proud attitude).
Continue questions about the remaining photographs—the mural with the words “Long live
our race!” written across it and historical figures painted into it; the street view, suggesting
that the neighborhood blends in seamlessly with the rest of Miami; and the “Welcome to
Little Havana USA” sign that represents an awareness of a unique community, a pride in
that community, and an openness to others to visit and enjoy the neighborhood’s character.
Finally, ask students to tie the images to one or more of the text sources provided for this
prompt. Ask students to try framing in writing a reference to this visual source as part of the
draft they have been developing over the last two units.
For reproducibles of the organizer on page 544, see page 285.
Synthesis Rubric: Circumstance and Morality, pp. 545–555

0 points 1 point
For any of the following: Responds to the prompt with a thesis that
• There is no defensible thesis. presents a defensible position.
prompt.
• Do not take a position, or the position is vague on whether circumstances influence morality,
or must be inferred. rather than restate or rephrase the prompt.
Clearly take a position rather than just stating
• Equivocate or summarize other’s argument
there are pros/cons.
but not the student’s (e.g., some people say it’s
good, some people say it’s bad.)
• “For thousands of years, scholars have debated the prompt
about what constitutes moral and immoral • “While some scientific studies suggest people
behavior.” will act immorally when given the chance, the
Address the topic of the prompt, but do not majority of evidence reveals that most people
take a position abide by relatively consistent moral codes of
• “Some people view morality as a fixed idea, conduct in their daily lives. In fact, without these
while other people think it is a fluid concept.” codes of conduct—which value honesty, decency,
and openness—scientific studies, which rely on
• “We all lie. So, lying is not moral or immoral; it’s dependable data, could not occur.”
a basic part of life.”
• “Pretend that we could hear what other people
Address the topic of the prompt but state an were thinking. If we could, it’s likely no one would
obvious fact as a claim get along. Why? Because we don’t honestly
• “There are many different way people lie.” express our thoughts to each other. We all lie.
And this lying is justified, because we all need
to censor and edit our inner thoughts into
communication that is socially acceptable. As
scientific studies suggest, while people generally
disapprove of lying, most people regularly lie in
their daily lives.”
Additional Notes:
thesis point.
restates Provides Provides evidence Provides Provides evidence
thesis evidence from from or reference evidence from from or reference
(if present), or references at least three of the or reference at at least three of the
repeats at least two of provided sources. least three of provided sources to
provided the provided the provided support all claims in
information, AND COMMENTARY:
sources. sources to a line of reasoning.
or references Explains how some of support all
fewer than AND the evidence relates AND COMMENTARY:
COMMENTARY: claims in a line
two of the to the student’s of reasoning. Consistently explains
provided Summarizes argument, but no how the evidence
sources. the evidence line of reasoning is AND supports a line of
but does not established, or the COMMENTARY: reasoning.
explain how line of reasoning is Explains how
the evidence faulty. some of the
supports the evidence
argument. supports a line
of reasoning.
• Are • Tend to focus • Consist of a • Uniformly • Uniformly offer
incoherent on summary mix of specific offer evidence evidence to support
or do not or description evidence and broad to support claims.
address the of sources generalities. claims. • Focus on the
prompt. rather than • May contain some • Focus on the importance of
• May be just specific simplistic, inaccurate, importance specific words and
opinion details. or repetitive of specific details from the
with no explanations that details from sources to build an
textual don’t strengthen the the sources argument.
references argument. to build an • Organize and
or argument. support an
• May make one point
references • Organize an argument as a
well but either do
that are argument line of reasoning
not make multiple
irrelevant. as a line of composed of
supporting claims or
do not adequately reasoning multiple supporting
support more than composed claims, each with
one claim. of multiple adequate evidence
supporting that is clearly
• Do not explain
claims. explained.
the connections
or progression • Commentary
between the may fail to
student’s claims, so integrate some
a line of reasoning evidence or fail
is not clearly to support a
established. key claim.
Additional Notes:
0 points 1 point
• Attempt to contextualize their argument, demonstrate sophistication of thought and/
but such attempts consist predominantly of or a complex understanding of the rhetorical
sweeping generalizations (“In a world where situation by doing any of the following:
everyone lies . . .” OR “Since the beginning of 1. Crafting a nuanced argument by consistently
time, people have lied . . .”). identifying and exploring complexities or
• Only hint at or suggest other argument (“I tensions.
once heard a professor say . . .” OR “While some 2. Articulating the implications or limitations of
teenagers may argue that lying is not immoral . an argument (either the student’s argument
. .”) or an argument related to the prompt) by
not enhance the argument consistently strengthen the force and impact
of the student’s argument.
persuasive.
Additional Notes:
Rhetorical Analysis Rubric: Charlton Heston Speech Excerpt, p. 556

0 points 1 point
prompt.
Heston makes to convey his message.
• “Charlton Heston makes a speech that advocates the prompt
for gun ownership by responsible citizens.” • “By providing multiple examples of responsible
• “Heston uses rhetorical devices to reinforce his gun ownership with his own insights on guns
organization’s beliefs.” and crime, Heston reinforces his audience’s
belief that the law-biding citizens of the NRA
have a right and responsibility—a moral duty—
rhetorical choices
to own firearms.”
• “…his speech give clears clear evidence that gun
ownership is a right.”
• “Throughout his speech, Heston emphasizes the
need of the NRA to advocate for gun ownership.”
Additional Notes:
thesis point.
thesis evidence that is specific relevant evidence to support evidence to support
(if present), mostly general. evidence. all claims in a line of all claims in a line of
repeats reasoning. reasoning.
provided AND AND
information, COMMENTARY: COMMENTARY: AND AND COMMENTARY:
or offers Summarizes Explains how COMMENTARY: Consistently explains
information the evidence some of the Explains how some how the evidence
irrelevant to but does not evidence relates of the evidence supports a line of
the prompt. explain how to the student’s supports a line of reasoning.
the evidence argument, but no reasoning. AND
supports the line of reasoning is AND
student’s established, or the Explains how multiple
argument. line of reasoning is Explains how at rhetorical choices
faulty. least one rhetorical in the passage
choice in the contribute to the
passage contributes writer’s argument,
to the writer’s purpose, or message.
argument, purpose,
or message.
incoherent on summary specific evidence evidence to evidence to support
or do not or description and broad support claims. claims.
with no rhetorical don’t strengthen argument. • Organize and
textual choices with the argument. • Organize an support an
references little or no argument as a argument as a
• May make one
or explanation. line of reasoning line of reasoning
point well, but
references composed composed of
either do not
that are of multiple multiple supporting
make multiple
irrelevant. supporting claims. claims, each with
supporting
claims or do • Commentary may adequate evidence
not adequately fail to integrate that is clearly
support more some evidence or explained.
than one claim. fail to support a • Explain how the
• Do not explain key claim. writer’s use of
the connections rhetorical choices
or progression contributes to
between the the student’s
student’s interpretation of the
claims so a line passage.
of reasoning
is not clearly
established.
Additional Notes: Writing that suffers from grammatical and/or mechanical errors that interfere
with communication cannot earn the fourth point in this row. To earn the fourth point in this row,
the response may observe multiple instances of the same rhetorical choice if each instance further
contributes to the argument, purpose, or message of the passage.
0 points 1 point
attempts consist predominantly of sweeping understanding of the rhetorical situation by
generalizations (“In a world where people own doing any of the following:
guns…” OR “Since the invention of guns…”). 1. Explaining the significance or relevance of the
• Only hint at or suggest other argument (“I writer’s rhetorical choices (given the rhetorical
once heard a gun owner say . . .” OR “While a situation).
few gun owners may argue that . . .”). 2. Explaining a purpose or function of the
• Examine individual rhetorical choices but do passage’s complexities or tensions.
not examine the relationships among different 3. Employing a style that is consistently vivid and
choices throughout the text. persuasive.
language that are ineffective because they do
Additional Notes:
Argument Essay Rubric: Fundamental Laws of Nature, p. 556

0 points 1 point
the prompt.
• Do not take a position, or the position is vague rephrase the prompt. Clearly take a position on
or must be inferred. the extent to which humans have violated the
fundamental state of natural laws.
• “We may have violated natural laws, but then the prompt
again, we may not have.” • “A variety of prominent writers—such as Thoreau,
Address the topic of the prompt but are not Leopold, and Dillard—have written about people’s
defensible—it is an obvious fact stated as a need to become more attuned to the natural world.
claim As climate change evidently reveals, people have
• “Many people suggest that humanity has critically altered the natural world, and without
violated the fundamental state of natural laws.” drastic measures, the whole world will have to live
with the catastrophic results, ”
• “While climate change has become an
increasingly urgent conversation, few people seem
willing to change their personal behavior. Many
recognize the severity of the problem, but few
of us are willing to take substantial steps in our
personal lives to combat this pressing issue. As
humans, we have altered the fundamental state of
natural laws, yet we are unwilling to sacrifice our
personal comfort to bring that planet back into
balance.”
Additional Notes:
thesis point.
thesis evidence that is relevant evidence. evidence to evidence to
(if present), mostly general. support all support all
AND claims in a line of claims in a line of
provided Explains how some of the reasoning. reasoning.
information, COMMENTARY: evidence relates to the
or offers Summarizes student’s argument, but AND AND
information the evidence no line of reasoning is COMMENTARY: COMMENTARY:
irrelevant to but does not established, or the line of Explains how Consistently
the prompt. explain how reasoning is faulty. some of the explains how
the evidence evidence the evidence
supports the supports a line of supports a line of
argument. reasoning. reasoning.
• Are • Tend to focus • Consist of a mix of • Uniformly offer • Focus on the
incoherent on summary specific evidence and evidence to importance of
or do not of evidence broad generalities. support claims. specific details
address rather than • May contain some • Focus on the to build an
the specific simplistic, inaccurate, or importance of argument.
prompt. details. repetitive explanations specific details • Organize and
• May that don’t strengthen the to build an support an
be just argument. argument. argument
opinion • Organize an as a line of
• May make one point
with no argument as a reasoning
well, but either do
evidence line of reasoning composed
not make multiple
or composed of multiple
supporting claims or do
evidence of multiple supporting
not adequately support
that is supporting claims, each
more than one claim.
irrelevant. claims. with adequate
• Do not explain the evidence
connections or • Commentary
that is clearly
progression between may fail to
explained.
the student’s claims so integrate some
a line of reasoning is not evidence or fail
clearly to support a key
claim.
Additional Notes:
0 points 1 point
but such attempts consist predominantly of understanding of the rhetorical situation by
sweeping generalizations (“Let’s face it: as doing any of the following:
humans, we all break fundamental natural laws 1. Crafting a nuanced argument by consistently
. . .” OR “Since people evolved, we have broken identifying and exploring complexities or
with the laws of nature . . .”) tensions.
• Only hint at or suggest other argument (“I once 2. Articulating the implications or limitations of
heard a naturalist say . . .” OR “While some may an argument (either the student’s argument
argue that . . .”) or an argument related to the prompt) by
not enhance the argument. consistently strengthen the force and impact of
the student’s argument.
persuasive.
Additional Notes:
UNIT 9:
Contributing to the Conversation, pp. 557–600
Close Reading
1. Johnson includes the perspectives of Dr. Spock, Andrew Solomon/National

Endowment for the Arts, McLuhan, and Jane Jacobs. He also includes a hypothetical
perspective (if books were new) and cites common perspectives about the bankruptcy
of video games.
2. Dr. Spock: to exemplify common critiques of video-gaming habits (which he will

rebut).
Andrew Solomon/National Endowment for the Arts: to highlight the intellectual
benefits of reading.
McLuhan: to introduce a new perspective on how to judge cultural differences.
Jane Jacobs: to complement Johnson’s view by suggesting the worst critics have little
experience with what they criticize.
Hypothetical perspective (if books were new): to present a reasonable rebuttal to
common views such as that held by Dr. Spock.
Common perspectives about the bankruptcy of video games: to reiterate the assumed
vacuous nature of video games.
3. He wants to demonstrate how people judge new concepts based on what they know. By
providing a gamer’s perspective on reading, he invites his readers who aren’t gamers to
reconsider their perspectives and opinions on gaming.
Evaluating Writing
1. Main claim: Though people argue that society has advanced, ideologically it hasn’t.
Or, there is value in embracing traditional things in contemporary settings.
2. Counterarguments: People argue that society has advanced. People argue that life on
the whole is different, not just on the surface.
3. Evidence includes the writer citing the perspective of Henry David Thoreau’s
commentary and using the fall of Rome as an example.
4. Students may suggest biological, medical, or technological advancement to prove that

society has evolved more than just on the “surface level.”

Remind students of what they have read about a writer’s perspective in Unit 8. Ask them
to identify the cartoonist’s perspective in this cartoon. Students should note an ironic
perspective. The editor behind the desk is asking the news writer to make the story more
biased. The point of the cartoon, however, is that news reporting should be less biased.
PART 1 ENGAGING COUNTERARGUMENTS, pp. 565–586

PART 1.1 Engaging with Others, pp. 566–573 | CLE-1.Y CLE-1.Z
Justice and Race To reinforce the use of evidence that supports, complements, or contradicts
a writer’s thesis and to engage in a conversation on justice and race, you may wish to use the
activity on page 242.
Item Enduring Text

Close Reading
1 See page CLE-1 3.C CLE-1.Y: engaging positions 566–570
182. with evidence and sources
CLE-1.Z: perspectives that
support, complement, or
contradict
2 E CLE-1 3.C CLE-1.Y: engaging positions 566–570
with evidence and sources
contradict
3 D CLE-1 3.C CLE-1.Y: engaging positions 566–570
contradict
Evaluating Writing
contradict
contradict
contradict
contradict
contradict
6 E CLE-1 4.C CLE-1.Y: engaging positions 566–570
contradict
7 D CLE-1 4.C CLE-1.Y: engaging positions 566–570
contradict
Close Reading
1. For a blank reproducible of the chart below, see page 286.

Example from Position about
Perspective Function
Text Topic
“People who read Andrew Solomon/ Academic/
ý This perspective
for pleasure are National Endowment Professional o s
upports
many times more for the Arts posits o P
ersonal
likely than those the empathetic and o c
omplements
Experience/
who don’t to visit intellectual value of Testimony contradicts
ý
museums and reading. the author’s view
attend musical o A
ssumption/
Common that . . . . . . . . . . . . . . . ..
performances.”
Social Sentence:
Observation Video games
o H
ypothetical don’t only develop
negative intellectual
and social skills.
“But as McLuhan McLuhan argues Academic/
ý This perspective
famously that generational Professional supports
ý
observed, the gaps result in o P
ersonal
problem with inadequate critiques o c
omplements
Experience/
judging new of newer cultural Testimony o c
ontradicts
cultural systems systems. the author’s view that
on their own Assumption/
Common Social .................
terms is that
the presence of Observation Sentence:
the recent past o H
ypothetical If viewed without
inevitably colors social assumptions,
your vision of video games
the emerging could easily be
form, highlighting seen as socially
the flaws and and intellectually
imperfections.” stimulating.
“Imagine an The writer creates o A
cademic/ This perspective
alternate world an imaginary Professional o s
upports
identical to ours perspective (a o P
ersonal
save one techno- world where video complements
ý
Experience/
historical change: games arose before Testimony o c
ontradicts
video games books), to suggest the author’s view
were invented that reading could o A
ssumption/
Common that . . . . . . . . . . . . . . .
and popularized be viewed as ...
before books.” stationary, isolating, Social
and nonimaginative. Observation Sentence:
Hypothetical
ý Judging video games
and their worth by
archaic standards
produces an unfair
assessment of their
value.
Example from Position about
Perspective Function
Text Topic
“Games are good The writer argues o A
cademic/ This perspective
at novelistic that games should Professional supports
ý
storytelling the not be judged by the o P
ersonal
way Michael same standards as o c
omplements
Experience/
Jordan was reading. Testimony o c
ontradicts
good at playing the author’s view
baseball. Both Assumption/
ý
Common that . . . . . . . . . . . . . . .
could probably
make a living at Social Sentence:
it, but their world- Observation Though the
class talents lie o H
ypothetical typical views of
elsewhere.” the general public
may be somewhat
accurate, they may
misunderstand the
criteria by which
people should judge
different media
and technological
advancements.
“People who Jane Jacobs argues Academic/
ý This perspective
know well such that perspectives of Professional o s
upports
animated city individuals without o P
ersonal
streets will know experience with complements
ý
Experience/
how it is. People something will be Testimony o c
ontradicts
who do not will skewed. the author’s view
always have it o A
ssumption/
Common that . . . . . . . . . . . . . . . .
a little wrong in
their heads—like Social Sentence:
the old prints Observation Video games and
of rhinoceroses o H
ypothetical the video game
made from generation are
travelers inaccurately judged
descriptions of by older generations.
the rhinoceroses.”
Evaluating Writing
1. The writer posits that people of every generation hold highly similar ideas about what
is contemporary and traditional; therefore, regardless of the time period, our ideas
maintain a traditional consistency.
2. Three possible perspectives:

Support: In lines 5–6, the writer supports his thesis by defining the specific qualities
of contemporary and traditional culture. However, while the writer implies that his
definitions are widely accepted, he never supplies specific evidence showing that the
general public agrees with his definitions.
Complement: In line 8, the writer complements his position by quoting Thoreau to
show that people of different generations use similar terms to define what is traditional
and contemporary.
Contradict: Some students may recognize that Thoreau’s position also contradicts the
writer’s definitions; the writer states that people define contemporary as “bigger, better,
efficient, and faster,” but Thoreau is critical of things that are “bigger” and “faster,” so
he does not see them as “better.”
3. Transitional language is needed to introduce the author’s counterargument.
4. The passage suggests that “Rome” will be used as evidence, but the author never
provides specific examples from Roman history.
5. Further clarification about what type of “people” (or how many people) hold the
common views cited by the author would provide some concrete evidence.
Composing on Your Own, 573

Student answers will vary but should include a clearly stated subject based on one of the
anchor pieces in the book, which should be identified in the Subject box. Students should
clearly state their own position and cite evidence for it, including evidence from their
reading and life experience. They should then find a complementary position in the anchor
piece they have chosen and cite evidence from that piece. Finally, students should develop a
counterargument that may be raised against their position.
PART 1.2 Admitting or Challenging Limitations | CLE-1.AA CLE-1.AB CLE-1.AC CLE-1.AD
Item Enduring Text

Close Reading
1 See below. CLE-1 3.C CLE-1.AA- AD: refute, 573–578
rebut, concede
2 D CLE-1 3.C CLE-1.AA- AD: refute, 573–578
rebut, concede
3 A CLE-1 3.C CLE-1.AA- AD: refute, 573–578
rebut, concede
4 B CLE-1 3.C CLE-1.AA- AD: refute, 573–578
rebut, concede
Evaluating Writing
1 See page 186. CLE-1 4.C CLE-1.AA- AD: refute, 573–578
rebut, concede
rebut, concede
3 C CLE-1 4.C CLE-1.AA- AD: refute, 573–578
rebut, concede
4 E CLE-1 4.C CLE-1.AA- AD: refute, 573–578
rebut, concede
Close Reading

Text Counterargument Purpose
“But as McLuhan o C
oncession In this text, Johnson rebuts the
famously observed, the Rebuttal
ý common generational view that
problem with judging reading is more beneficial than
o R
efutation video gaming in order to expose
new cultural systems
on their own terms is the unfair biases of intellectuals
that the presence of the and the older generation.
recent past inevitably
colors your vision of
the emerging form,
highlighting the flaws
and imperfections.”
“Reading books o C
oncession In this text, Johnson refutes the
chronically o R
ebuttal accusation that video games
understimulates the are intellectually vacuous by
Refutation
ý suggesting that—given the right
senses. Unlike the
longstanding tradition context—people could make
of gameplaying—which the same accusations about
engages the child in a reading.
vivid, three-dimensional
world filled with moving
images and musical
soundscapes, navigated
and controlled with
complex muscular
movements—books are
simply a barren string of
words on the page.”
“Before we get to those Concession
ý In this text, Johnson concedes
talents, let me say a few o R
ebuttal that reading holds immense
words about the virtues value in order to clarify that
o R
efutation he is neither dismissing the
of reading books. For
the record, I think benefits of reading nor praising
that those virtues are the traits of video games over it.
immense ones—and not
just because I make a
living writing books. We
should all encourage
our kids to read more,
to develop a comfort
with and an appetite for
reading”
Evaluating Writing
1. The following is a sample student response that includes direct quotes from the
draft’s text, a point of concession, and clear rebuttals:
In judging what is traditional and contemporary, the author argues that, despite
advances in technology, “society has remained paradoxically constant.” The author
states that traditional things are typically seen as “obsolete, old-fashioned and slow”
and rightly points out that what seems contemporary—better, efficient, and faster—is
quickly seen as obsolete by the next generation. However, the example the writer uses
by Henry David Thoreau subtly undermines the writer’s claim; obviously, Thoreau
did not see new technology as “better,” and he was quite critical of new technological
advances. If all people agree about the benefits of contemporary things, Thoreau’s
criticism of technology would not be required reading for many—if not most—high
school and college students. In fact, there is a lively debate in the media about the
benefits and drawbacks of contemporary technology. While many people are drawn
to the utopian hype of Silicon Valley, which has promised users ever more creativity
and connectivity, many have begun questioning new technologies. In particular, social
media has repeatedly come under fire for promoting hateful speech; a technology
that was supposed to connect people around the globe, opening people to new
perspectives and information, has, arguably, siloed people within like-minded groups
that feed from the same media sources and amplify each other’s limited viewpoints.
Rather than spreading information, social media has multiplied misinformation and
propaganda beyond anyone’s expectations. Perhaps this is why there is a movement of
people who have begun embracing traditional technology—that which is handmade
and crafted over time. In addition, some younger people have started gravitating
toward technology that, until recently, was largely considered obsolete. Consider the
resurgence of vinyl records. Although cumbersome and prone to being damaged,
proponents embrace the physicality and analog qualities of vinyl as an alternative to
the ease of digitally streaming music. While the author does point out common views
regarding what is traditional and contemporary, his claim oversimplifies the current
cultural landscape.
Student paragraphs will vary but should include a counterargument as well as the evidence
from their charts that supports it. Students should use appropriate grammar and punctuation
in communicating their counterarguments.
PART 1.3 Transitions to Counterarguments, pp. 581–585 | CLE-1.AE CLE-1.AF

Item Enduring Text

Close Reading
1 See page 188. CLE-1 3.C CLE-1-AE: transitions 581–583
in counterarguments
2 E CLE-1 3.C CLE-1-AE: transitions 581–583
in counterarguments
Evaluating Writing
1 See page 188. CLE-1 4.C CLE-1-AF: addressing 581–583
counterarguments
2 See page 189. CLE-1 4.C CLE-1-AE: transitions 581–583
in counterarguments
3 D CLE-1 4.C CLE-1-AE: transitions 581–583
in counterarguments
Close Reading

Textual Evidence Linguistic Structure Function: Choose one
From paragraph 23 of o W
ord In this text Johnson transitions
“Games”: o P
hrase/Clause from exposing common
“The intellectual arguments for the value of
Sentence
ý reading to challenging these
nourishment of reading
books is so deeply o P
aragraph accepted truths as potentially
ingrained in our invalid prejudices.
assumptions that it’s hard
to contemplate a different
viewpoint.” (Johnson)
From paragraphs 4–73 of o W
ord In this text Johnson transitions
“Games”: o P
hrase/Clause from exposing common
“Reading books arguments for the value of
o S
entence reading to challenging these
chronically . . . …learning
to lead.” Paragraph
ý accepted truths as potentially
invalid prejudices.
From paragraph 84 of Word
ý In this text Johnson uses a
“Games”: o P
hrase/Clause key word to transition from
“But it doesn’t bring hypothetically promoting
o S
entence the benefits of video gaming
up any of the clear
benefits of reading: o P
aragraph over reading to discussing
the complexity of the this argument’s omission of
argument and storytelling acknowledged skills that are
offered by the book form; developed by reading.
the stretching of the
imagination triggered by
reading words on a page;
the shared experience
you get when everyone is
reading the same story.”
From paragraph 106 of o W
ord In this text Johnson
“Games”: Phrase/Clause
ý transitions from exposing
“Before we get to those the prejudices with which
o S
entence people unfairly judge video
talents, let me say a few
words about the virtues o P
aragraph games to justifying the merit
of reading books.” of and extolling the virtues of
reading.
Evaluating Writing
1. Sentence 1: “People like to believe that society has advanced over the years.”
Sentences 7–9: “To illustrate the aforementioned truth, take how one 19th century
philosopher criticizes his culture’s obsession with news, drama, efficiency, and speed.
The commentary that he makes regarding an individual observing a newspaper,
physically watching a neighbor’s barn burn down—without lending a helping hand—
and even enjoying traveling at “breakneck speeds of 15 miles an hour,” reveals his
distaste for what his modern generation stood for. All of the items and actions he
scorns exemplify the characteristics of what is contemporary.”
Sentence 13: “Life may be different on the surface, but when all of this is considered,
individuals should see there is some element of contemporary value in embracing
things that can be defined as traditional.”
2. It is important that students logically correlate these sentences with the argument as a
whole. Below are some possible revisions.
Sentence 1: At the beginning of sentence 2, a contrasting conjunction (yet, but) should
be added.
Sentences 7–9: This sequence works as is.
The writer introduces the sequence using the transition: To illustrate the aforementioned
truth….
The writer includes a transition to introduce the next idea following this sequence:
This is ironic because…
Sentence 13: Standard phrases to introduce common views should be added here,
such as: One cannot deny that . . .

Student paragraphs will vary but should include their position and evidence that
supports it, as well as transitional language to introduce their rebuttal or refutation of
their counterargument. Students should use appropriate grammar and punctuation in
communicating their arguments.
Student answers should state a claim, defend the claim with evidence, use explanations that tie
together the evidence, and address one counterargument. For example:
While tablets are becoming an increasingly common educational tool, with advocates lauding
the technology’s ability to enrich the classroom experience with interactive resources and
educational games, parents and educators are progressively questioning whether the high
price tag is worth the limited educational payoff. Tech companies claim that tablets increase
test scores and enrich learning environments, some observers have pointed out that people
read digital text “20–30%” slower, while “87% of K-12 teachers believe that ‘todays digital
technologies are creating an easily distracted generation with short attention spans.’” Simply
put, although a tablet may serve up an engaging game or a cute video, reading about a subject
increases a student’s concentration and mental stamina. In addition, tablets clearly benefit
wealthier school districts and students; the cost per student of a tablet is “$71.55 vs. $14.26
for print books,” while those who avidly promote tablets conveniently ignore that many
households still lack reliable internet service—thus using a tablet for homework isn’t an option
for many students. Perhaps most frustrating, tablets tend to malfunction: software often
doesn’t work, programs crash, the internet goes down. Yet this issue is never a concern with
print on paper.
Although people tend to break into opposing camps when considering whether tablets should
replace textbooks in schools, perhaps the debate should be more nuanced. Reading books
provides clear benefits that have been demonstrated over many generations, but tablets also
offer interactive opportunities that traditional textbooks cannot match. We should recognize
that textbooks and tablets each have benefits and drawbacks, and each can deliver information
in different ways and appeal to different learning styles. Therefore, a truly enriching classroom
could include both textbooks and tablets.
Students may suggest the photograph takes a position in favor of tablets because it shows a big
stack of books that would be hard to carry around compared to a very portable tablet.
In an effort to find the “complex middle” and address arguments in the ongoing conversation
on a topic, writers sometimes turn to other writers who provide evidence that complements
or supports their position. However, writers qualify their arguments in the face of alternative
evidence and counterarguments that contradict a writer’s position. Writers may concede
or admit the validity of certain points in alternative perspectives, or they may rebut (argue
against) or refute (show to be invalid) the arguments of those who disagree with their
position.
Revised Draft of Student Text from page 563

Revised sentences and sections appear in italics. Note that sentences added to this draft have
not been numbered.
(1) Scientists and philosophers like to believe that, as one scholar argues, “over the . . . years,
the world has changed tremendously.” (2) However, if a person were to observe even the
most modest selection of historical literature, they would notice that although items have
become a bit flashier, society has remained paradoxically constant. (3) Consistently, social
progress has produced generational disputes about the value of what is traditional and what
is contemporary. (4) It just so happens that the characteristics of what can be considered
traditional hardly change, and the same goes for the characteristics of what can be considered
contemporary. (5) What is traditional is seemingly obsolete, old-fashioned, and slow. (6) What
is contemporary is bigger, better, efficient, and faster than its antecedent. (7) To illustrate
the aforementioned truth, take how throughout his piece, Walden, 19th century philosopher
Henry David Thoreau criticizes his culture’s obsession with news, drama, efficiency, and speed.
(8) The commentary that he makes regarding an individual observing a newspaper, physically
watching a neighbor’s barn burn down—without lending a helping hand—and even enjoying
traveling at “breakneck speeds of 15 miles an hour,”3 reveals his distaste for what his modern
generation stood for. (9) All of the items and actions he scorns exemplify the characteristics of
what is contemporary. (10) This is ironic because those very items—newspapers, barns, and
slow-moving steam engines—are now criticized as being traditional and obsolete. (11) Or,
perhaps, it is better to look historically at the fall of Rome. Like many modern societies, its
demise was tied to overexpansion and military overspending. (12) This sounds all too familiar,
not much different from the current day. (13) Many aspects of modern life are arguably
different from those of earlier eras, but when all of this is considered, individuals should see
there is some element of contemporary value in embracing things that can be defined as
traditional.
UNIT 9 REVIEW
Section I: Multiple Choice pp. 587–591
Item Enduring Text

Close Reading
rebut, concede
2 A CLE-1 3.C CLE-1.Y: engaging 566–570
positions with evidence
and sources
3 C REO-1 5.A REO-1.E: sequence of 142–143
paragraphs reveal a line
of reasoning
4 A RHS-1 1.A RHS-1.J: conclusions 198–201
5 C STL-1 7.A STL-1.C: precise word 279–281
choice
6 E STL-1 7.A RHS-1.C: precise word 279–281
choice
Item Enduring Text

Evaluating Writing
7 A CLE-1 4.C CLE-1.AA- AD: refute, rebut, 573–578
concede
8 D REO-1 6.B REO-1.P: transitional elements 269–272
9 E REO-1 6.B REO-1.P: transitional elements 269–272
10 A CLE-1 4.A CLE-1.P: selecting relevant 312–317
information
Synthesis Rubric: Video Games, p. 592
NOTE: The directions on page 593 calls for students to respond to the prompt with a claim,
but the correct word is thesis. We regret the error, which will be corrected on reprint.

0 points 1 point
prompt.
claim.
to the prompt.
• Only restate the prompt. • Respond to the prompt by developing a position on
• Do not take a position, or the position is the effects of video games, rather than restate or
vague or must be inferred. rephrase the prompt. Clearly take a position rather
argument but not the student’s (e.g., some
people say it’s good, some people say it’s
bad.)
• State an obvious fact rather than making
a claim that requires a defense.
Restate the prompt Present a defensible position that responds to the
• “Many people say that video games prompt.
increase aggression and sleep deprivation: • “The rise of video games has matched an increase
clearly, video games are bad.” in antisocial behavior. While video games may be an
Address the topic of the prompt, but do entertaining, the downside of video gaming outweigh
not take a position the positive.”
• “Video games are good and bad, • “Studies and articles on video gaming have shown both
depending on what side you take.” benefits and negative aspects of gaming. While some
Address the topic of the prompt but state studies show that video games can increase antisocial
an obvious fact as a claim and pathological behavior, other studies suggest that
game-based learning can increase student outcomes.
• “Some young people have learned to make
Based on these various studies, it seems clear that
money from video games, so the potential
video games, if played in moderation, can be beneficial,
monetary benefit of video games is clear.”
but like many other activities, young people’s gaming
habits must be closely monitored by adults.”
Additional Notes:
thesis point.
restates Provides Provides evidence Provides Provides evidence
thesis evidence from from or reference evidence from from or reference
(if present), or references at least three of the or reference at at least three of the
repeats at least two of provided sources. least three of the provided sources to
provided the provided provided sources support all claims in
information, AND
sources. COMMENTARY: to support all a line of reasoning.
or references claims in a line of
fewer than AND Explains how some of AND
COMMENTARY: reasoning. COMMENTARY:
two of the the evidence relates
sources. Summarizes the to the student’s AND Consistently
evidence but argument, but no COMMENTARY: explains how the
does not explain line of reasoning is Explains how evidence supports a
how the evi- established, or the line some of the line of reasoning.
dence supports of reasoning is faulty. evidence
the argument. supports a line of
reasoning.
or do not description of a broad generalities. support claims. support claims.
address the passage rather • May contain some • Focus on the • Focus on the
prompt. than specific simplistic, inaccurate, importance of importance of
• May be just details. or repetitive specific words specific words and
opinion explanations that and details from details from the
with no don’t strengthen the the sources sources to build
textual argument. to build an an argument.
references argument.
• May make one point • Organize and
or • Organize an
well, but either do support an
references argument as a
not make multiple argument as a
that are line of reasoning
supporting claims or line of reasoning
irrelevant.. composed
do not adequately composed
support more than of multiple of multiple
one claim. supporting supporting
claims. claims, each
• Do not explain the
connections or • Commentary with adequate
progression between may fail to evidence that is
the student’s claims, integrate some clearly explained.
so a line of reasoning evidence or fail
is not clearly to support a key
established. claim.
Additional Notes:
0 points 1 point
but such attempts consist predominantly of understanding of the rhetorical situation by
sweeping generalizations (“In a world where doing any of the following:
everyone plays video games . . .” OR “Since 1. Crafting a nuanced argument by consistently
the beginning of time, people have played identifying and exploring complexities or
different types of games.”) tensions.
• Only hint at or suggest other argument (“I 2. Articulating the implications or limitations of
once heard a gamer say . . .” OR “While most an argument (either the student’s argument
teenagers who play games may argue or an argument related to the prompt) by
that . . .”) acknowledging counterarguments.
language that are ineffective because they do consistently strengthen the force and impact of
not enhance the argument the student’s argument.
persuasive.
Additional Notes:
Rhetorical Analysis: “All Work and No Play Makes Jack a Nerd,” p. 600

0 points 1 point
the prompt.
writer of the passage makes. defensible thesis about the rhetorical choices
Lessing and Herne make to convey their
message.
Restate the prompt Presents a defensible position that analyzes the
• “Two students write a letter in response to a writer’s rhetorical choices
previous letter written by David Lessing.” • “By pairing their own experiences and
• “The two students use rhetorical strategies in observation at Harvard with specific examples
their letter.” and social commentary, the two writers argue
that Friedman oversimplifies his case and that
the term ‘nerd’ is not a derogatory term for
rhetorical choices
studious students but implicates students who do
• “…their letter gives clear evidence that many not pursue a balanced lifestyle.”
students are studious.”
• “In the opening paragraphs of the letter, the
two writers argue against Friedman’s main
claim.”
Additional Notes:
the thesis point.
thesis evidence that is specific relevant evidence to evidence to support
(if present), mostly general. evidence. support all all claims in a line of
provided AND AND
COMMENTARY: COMMENTARY: reasoning. AND
information,
or offers Summarizes Explains how AND COMMENTARY:
information the evidence some of the COMMENTARY:
Consistently explains
irrelevant to but does not evidence relates Explains how how the evidence
the prompt. explain how to the student’s some of the supports a line of
the evidence argument, but no evidence supports reasoning.
supports the line of reasoning is a line of reasoning.
argument. established, or the AND
AND
line of reasoning is Explains how multiple
faulty. Explains how rhetorical choices in the
at least one passage contribute to
rhetorical choice the writer’s argument,
in the passage purpose, or message.
contributes to the
purpose, or
message.
incoherent on summary specific evidence evidence to evidence to support
or do not or description and broad support claims. claims.
the prompt. rather than • May contain importance of importance of specific
• May be just specific some simplistic, specific words words and details
opinion details or inaccurate, and details from from the passage to
with no techniques. or repetitive the passage build an argument.
textual • Mention explanations that to build an • Organize and support
references rhetorical don’t strengthen argument. an argument as a
or choices with the argument. • Organize an line of reasoning
references little or no • May make one argument as a composed of multiple
that are explanation. point well, but line of reasoning supporting claims,
irrelevant. either do not composed each with adequate
make multiple of multiple evidence that is clearly
supporting supporting explained. Provide
claims or do claims. commentary that
not adequately • Commentary engages the details
support more than may fail to of the text to draw
one claim. integrate some conclusions about
• Do not explain evidence or fail rhetorical choices.
the connections to support a key • Explain how the
or progression claim. writer’s use of
between the rhetorical choices
student’s claims so contributes to
a line of reasoning the student’s
is not clearly interpretation of the
established. passage.
argument, purpose, or message of the passage
0 points 1 point
situation.
such attempts consist predominantly of understanding of the rhetorical situation by doing
sweeping generalizations (“In a world where any of the following:
students study . . .” OR “Ever since colleges 1. Explaining the significance or relevance of the
were established . . .”) writer’s rhetorical choices (given the rhetorical
• Only hint at or suggest other argument (“I situation).
once heard a college student say . . .” OR 2. Explaining a purpose or function of the passage’s
“While some college students may argue complexities or tensions.
that . . .”). 3. Employing a style that is consistently vivid and
• Examine individual rhetorical choices but persuasive.
do not examine the relationships among
different choices throughout the text.
language that are ineffective because they
do not enhance the argument
Additional Notes:
Argument Essay Rubric: Social Media and Communication, p. 600
0 points 1 point
prompt.
claim.
to the prompt.
• Do not take a position, or the position is rephrase the prompt. Clearly take a position how
vague or must be inferred. social media influence our lives.
• “Everyone uses social media, and we will prompt
likely continue to use it.” • “Social media have helped people easily
Address the topic of the prompt but are communicate and stay connected across the globe.
not defensible—it is an obvious fact stated Although some commentators criticize social media
as a claim for promoting hate speech, social media is merely
• “Social media is just one more form of a tool, and like all tools, people need to use it in a
communication.” responsible manner.”
• “During the rise of social media, proponents heralded
its ability to help people stay connected and
freely share ideas and knowledge. Yet as the 2016
presidential election showed, social media can be
easily manipulated to promote false information and
hate speech. Like any other media—such as TV, radio,
and movies—social media must be regulated.
• “For many, social media has become a part of
everyday life—Facebook, Instagram, and Twitter are
all part of our daily routine. But just as we must watch
what we eat, we must become aware of how our
intake of social media is influencing our own ideas
and communication with others.”
Additional Notes:
the thesis point.
thesis Provides Provides some Provides specific Provides specific
(if present), evidence that is specific relevant evidence to evidence to
repeats mostly general. evidence. support all support all
provided claims in a line claims in a line of
information, AND AND COMMENTARY:
COMMENTARY: of reasoning. reasoning.
or offers Explains how some of
information Summarizes the evidence relates AND AND
irrelevant to the the evidence to the student’s COMMENTARY: COMMENTARY:
prompt. but does not argument, but no Explains how Consistently
explain how line of reasoning is some of the explains how the
the evidence established, or the evidence evidence supports
supports the line of reasoning is supports a line a line of reasoning.
argument. faulty. of reasoning.
• Are incoherent • Tend to focus • Consist of a • Uniformly • Focus on the
or do not on summary mix of specific offer evidence importance of
address the of evidence evidence and broad to support specific details
prompt. rather than generalities. claims. to build an
• May be just specific • May contain • Focus on the argument.
opinion with details. some simplistic, importance of • Organize and
no evidence or inaccurate, specific details support an
evidence that or repetitive to build an argument as a
is irrelevant. explanations that argument. line of reasoning
don’t strengthen the • Organize an composed
argument. argument as a of multiple
• May make one point line of reason- supporting
well, but either do ing composed claims, each
not make multiple of multiple with adequate
supporting claims or supporting evidence that is
do not adequately claims. clearly explained.
support more than • Commentary
one claim. may fail to
• Do not explain integrate some
the connections evidence or fail
or progression to support a
between the key claim.
student’s claims so
a line of reasoning
is not clearly
established.
Additional Notes:
0 points 1 point
situation.
of sweeping generalizations (“We all use any of the following:
social media and few of us are going to 1. Crafting a nuanced argument by consistently
stop…” OR “People have always criticized identifying and exploring complexities or tensions.
different forms of communication . . . ”). 2. Articulating the implications or limitations of an
(“I once heard someone who worked in argument related to the prompt) by acknowledging
social media say…” OR “While some who counterarguments.
use social media may argue that . . .”). 3. Making effective rhetorical choices that consistently
• Use complicated or complex sentences strengthen the force and impact of the student’s
or language that are ineffective because argument.
they do not enhance the argument. 4. Employing a style that is consistently vivid and
persuasive.
Additional Notes:
Practice Exam
pp. 601–634
Item Enduring Text
1 C STL-1 7.A STL-1.R: ironic perspective, stylistic 509–512
choices
2 A CLE-1 3.A CLE-1.F: strategic use of evidence 76–81
3 B RHS-1 1.A RHS-1.B: exigence 9–10
4 C CLE-1 3.A CLE-1.K: commentary, evidence, claim 123–125
5 A REO-1 5.C REO-1.I: developing ideas through 158–160
narration 218–221
REO-1.L: developing ideas through
description
6 C REO-1 5.B REO-1.P: transitional elements 269–271
7 D RHS-1 1.B RHS-1.F: writers’ perceptions of audience 59–61
8 D REO-1 5.A REO-1.F: tone, word choice, connotations 147–151
9 C STL-1 7.A STL-1.E: inferring tone from word choice, 342–349
connotations
10 A CLE-1 3.B CLE-1.I: thesis, claim, reasoning, evidence 90–93
CLE-1.J: thesis
11 A STL-1 7.A STL-1.R: ironic perspective, stylistic 509–512
choices
12 A RHS-1 1.B RHS-1.G: purpose, audience 58–61
13 E CLE-1 3.C CLE-1.AA: credibility, opposing arguments, 573–578
contradictory evidence
14 A CLE-1 3.A CLE-1.C: types of evidence 25–27
15 E REO-1 5.B REO-1.Q: transitional elements, evidence 269–271
16 B RHS-1 1.B RHS-1.K: comparisons 471–478
17 E RHS-1 1.B RHS-1.M: word choice, bias, credibility 481–487
RHS-1.N: audience perspective
18 D STI-1 7.B STL-1.H: arrangement of sentences, 417–419
emphasis, ideas
19 D REO-1 5.A REO-1.E: sequence, line of reasoning 137–144
20 A REO-1 5.B REO-1.O: repetition, synonyms, parallel 265–268
structure
21 A STL-1 7.B STL-1.T: parenthetical elements, purpose 524–525
22 B CLE-1 3.C CLE-1.V: complexity, oversimplification, 403–405
generalization
23 D REO-1 5.A REO-1.A: line of reasoning, thesis 137–144
24 C REO-1 5.A REO-1.M: body paragraphs, claims, 248–254
evidence, commentary, reasoning
25 A STL-1 8.B STL-1.S: modifiers 517–522
Item Enduring Text
26 C RHS-1 2.A RHS-1.F: writers’ perceptions of audience 59–61
27 D STL-1 8.B STL-1.S: modifiers 517–522
28 C CLE-1 4.A CLE-1.F : strategic selection of evidence 76–81
CLE-1.G: evidence, argument, audience,
credibility
29 A CLE-1 4.C CLE-1.Z: evidence, sources, thesis 566–571
30 B REO-1 6.B REO-1.P: transitional elements, coherence, 269–271
relationships
31 B REO-1 6.C REO-1.L: development, definition, 218–221
description, examples
32 D RHS-1 2.B RHS-1.N: audience perspective, context 491–495
33 A CLE-1 4.C CLE-1.X: strategic use of words, phrases, 407–410
and clauses; modifiers, argument
34 E RHS-1 2.A RHS-1.I: introduction, argument, thesis 192–195
391–393
35 E STL-1 8.B STL-1.J: coordination, balance, equality, 422–424
ideas
36 D REO-1 6.C REO-1.J: cause-effect development 162–165
37 C STL-1 8.C STL-1.N: punctuation, relationships 429–432
STL-1.O: punctuation, purpose
38 E REO-1 6.B REO-1.N: coherence; linking clauses, 258–263
sentences, and ideas
39 B CLE-1 4.A CLE-1.K: evidence, commentary, 123–125
relationship between evidence and claim 128–131
CLE-1.L: source material, commentary, line
of reasoning
40 A REO-1 6.B REO-1.I: transitional elements 158–160
41 C REO-1 6.C REO-1.J: cause-effect development 162–165
42 B CLE-1 4.C CLE-1.X: use of modifiers to qualify 407–410
arguments
43 E RHS-1 2.B RHS-1.M: bias, credibility, audience 481–487
44 A STL-1 8.B STL-1.J: subordination, coordination 422–424
45 D CLE-1 4.A CLE-1.M: synthesis, arguments 128–131
Question 1: Synthesis Rubric, p. 623
0 points 1 points
• There is no defensible thesis. a defensible position
prompt.
• Do not take a position, or the position must be on the value of a four-day school week, rather
inferred or is vague. than restate or rephrase the prompt. Clearly take
a position rather than just stating there are pros/
• Equivocate or summarize other’s arguments but
cons.
not the student’s (e.g., some people say it’s good,
some people say it’s bad).
• State an obvious fact rather than making a claim
that requires a defense.
• “To deal with rising costs, many schools and the prompt.
school districts in the United States have • “Many school districts have switched to a
considered or switched to a four-day school four-day school week to cut costs. However,
week.” the advantages to school districts are often
Address the topic of the prompt, but do not take outweighed by the disadvantages to students and
a position parents.”
• “Many schools and school districts have had to • “When school districts consider switching to a
look for ways to cut costs.” four-day school week to cut costs, they need to
consider the negative impacts on families and
• “One way school districts have tried to cut costs is
students.”
by switching to a four-day school week.”
• “While it takes some getting used to, the four-day
Address the topic of the prompt but state an
school week may well be the wave of the future,
obvious fact as a claim
especially in small rural districts.”
• “Many school districts have had to look at ways to
cut costs.” • “The four-day school week not only saves school
district money, but can also help them retain and
recruit teachers.”
Additional Notes:
• For a thesis to be defensible, the sources must include at least minimal evidence that could be used to
support that thesis; however, the student need not cite that evidence to earn the thesis point.
thesis point.
thesis (if present), Provides evidence Provides evidence Provides specific Provides specific
repeats provided from or references from or references evidence from at evidence from at
information, or at least two of the at least three of the least three of the least three of the
references fewer provided sources. provided sources. provided sources provided sources
than two of the to support all to support all
provided sources. AND AND
claims in a line of claims in a line of
COMMENTARY: COMMENTARY: reasoning. reasoning.
Summarizes Explains how AND AND
the evidence some of the
but does not evidence relates COMMENTARY: COMMENTARY:
explain how the to the student’s Explains how Consistently
evidence supports argument, but no some of the explains how the
the student’s line of reasoning is evidence supports evidence supports
argument. established, or the a line of reasoning. a line of reasoning.
faulty.
Typical Typical Typical responses Typical Typical
responses that responses that that earn 2 points: responses that responses that
earn 0 points: earn 1 point: • Consist of a earn 3 points: earn 4 points:
• Are incoherent • Tend to focus mix of specific • Uniformly offer • Uniformly offer
or do not on summary or evidence evidence to evidence to
address the description of and broad support claims. support claims.
prompt. sources rather generalities. • Focus on the • Focus on the
• May be just than specific • May contain importance of importance of
opinion with details. some simplistic, specific words specific words
no textual inaccurate, and details from and details from
references or or repetitive the sources the sources
references that explanations that to build an to build an
are irrelevant. don’t strengthen argument. argument.
the argument. • Organize an • Organize and
• May make one argument as a support an
point well, but line of reasoning argument as a
either do not composed line of reasoning
make multiple of multiple composed
supporting supporting of multiple
claims or do claims. supporting
not adequately • Commentary claims, each
support more may fail to with adequate
than one claim. integrate some evidence that is
• Do not explain evidence or fail clearly explained.
the connections to support a key
or progression claim.
between the
student’s
claims, so a line
of reasoning
is not clearly
established.
Additional Notes:
Row C Sophistication (0-1 points), Scoring Criteria [2.A 4.C 6.B 8.A 8.B 8.C]
0 points 1 points
Does not meet the criteria for one point Demonstrates sophistication of thought and/or a
• Attempt to contextualize their argument, but such sophistication of thought and/or a complex
attempts consist predominantly of sweeping understanding of the rhetorical situation by
generalizations (“In a these days of cost cutting doing any of the following:
. . .” OR “Since the beginning of public education 1. Crafting a nuanced argument by consistently
. . .”). identifying and exploring complexities or
• Only hint at or suggest other arguments (“Some tensions across the sources.
may argue that . . .” OR “Many people say . . .”). 2. Articulating the implications or limitations of
• Use complicated or complex sentences or an argument (either the student’s argument or
language that are ineffective because they do not arguments conveyed in the sources) by situating
enhance the argument. it within a broader context.
3. Making effective rhetorical choices that
consistently strengthen the force and impact
of the student’s argument throughout the
response.
persuasive.
Additional Notes:
Question 2: Rhetorical Analysis Rubric, p. 632
0 points 1 point
• For any of the following: • Responds to the prompt with a defensible thesis that
• There is no defensible thesis. analyzes the writer’s rhetorical choices.
prompt.
or coherent claim.
• Only restate the prompt. • Respond to the prompt rather than restate or rephrase the
• Fail to address the rhetorical choices prompt and clearly articulate a defensible thesis about
the writer of the passage makes. the rhetorical choices Chisholm makes to convey her
message.
defense.
Restate the prompt Present a defensible thesis that analyzes the writer’s
• “Chisholm creates a rhetorical rhetorical choices
argument about the struggles of African • “Shirley Chisholm describes the ways in which Black
Americans.” Americans have struggled for their civil rights—through
• “Chisholm analyzes evidence to show picket lines and demonstrations and boycotts—but says
that African Americans have a long way that they need to use their dearly won power of the polling
to go to reach equality.” place wisely to effect meaningful change.”
• “Chisholm says that Black Americans
still face a struggle to achieve equality.”
passage
• “In paragraph 2, Chisholm quotes
Frederick Douglass to back her main
claim about the need to continue the
struggle for equality.”
Additional Notes:
thesis point.
thesis (if evidence that is specific relevant evidence to support evidence to support
present), mostly general. evidence. all claims in a line of all claims in a line of
repeats reasoning. reasoning.
provided AND AND
information, COMMENTARY: COMMENTARY: AND AND
or offers Summarizes Explains how some of COMMENTARY: COMMENTARY:
information the evidence the evidence relates Explains how some Consistently explains
irrelevant to but does not to the student’s of the evidence how the evidence
the prompt. explain how argument, but no supports a line of supports a line of
the evidence line of reasoning is reasoning. reasoning.
supports the established, or the AND AND
student’s line of reasoning is Explains how at least
argument. faulty. Explains how multiple
one rhetorical choice rhetorical choices
in the passage in the passage
contributes to the contribute to the
writer’s argument, writer’s argument,
purpose, or message. purpose, or message.
incoherent on summary or mix of specific evidence to evidence to support
or do not description of a evidence and broad support claims. claims.
address passage rather generalities. • Focus on the • Focus on the
the than specific • May contain importance of importance of
prompt. details or some simplistic, specific words and specific details to
• May techniques. inaccurate, details from the build an argument.
be just • Mention or repetitive passage to build an • Organize and
opinion rhetorical explanations that argument. support an
with no choices with don’t strengthen the • Organize an argument as a
textual little or no argument. argument as a line of reasoning
references explanation. • May make one point line of reasoning composed of
or well, but either do composed of multiple supporting
references not make multiple multiple supporting claims, each with
that are supporting claims or claims. adequate evidence
irrelevant. do not adequately that is clearly
• Commentary may
support more than fail to integrate explained.
one claim. some evidence or • Explain how the
• Do not explain fail to support a key writer’s use of
the connections claim. rhetorical choices
or progression contributes to
between the the student’s
student’s claims so interpretation of the
a line of reasoning passage.
is not clearly
established.
0 points 1 point
Does not meet the criteria for one point. Demonstrates sophistication of thought and/or develops a
• Attempt to contextualize the text, but understanding of the rhetorical situation by doing any of
such attempts consist predominantly the following:
of sweeping generalizations (“Nothing 1. Explaining the significance or relevance of the writer’s
ever comes easily . . .” OR “Since the rhetorical choices (given the rhetorical situation).
beginning of the civil rights movement 2. Explaining a purpose or function of the passage’s
. . .”). complexities or tensions.
• Only hint at or suggest other 3. Employing a style that is consistently vivid and persuasive.
argument (“Many African Americans
dwell on every slight . . .” OR “Most
people in the equal rights movement
think . . .”).
• Examine individual rhetorical choices
but do not examine the relationships
the text.
Additional Notes:
Question 3: Argument Essay Rubric, p. 634
0 points 1 point
prompt.
claim.
the prompt.
• Do not take a position, or the position is the prompt. Clearly take a position the role of
vague or must be inferred. appearance in success.
• “There is an old adage that ‘clothes make prompt
the man.’” • “As children, we are told that we shouldn’t judge a
Address the topic of the prompt but are book by its cover. Why, then, do so many people judge
not defensible—it is an obvious fact stated others by how they look or dress? For better or worse,
as a claim our first impressions of people affects the way we relate
• “First impressions are important.” (or fail to relate) to them. For this reason, an applicant’s
appearance plays a critical part in creating a first
impression at a job interview.”
• “How does a person’s appearance influence our
perceptions? Do we assume that a man in a business
suit is more competent than a man in sagging jeans
and a flannel shirt? Do we consider a woman wearing a
tailored suit to be more intelligent than one wearing the
latest designer dress? For better or worse, the way we
dress does appear to influence others’ opinions of us.”
• “Whether we like it or not, we are judged by the way
we look. And the way others see us is often accurate—
whether because our appearance gives clues to what
we are like as a person, or because the way we look
eventually conforms to the way others view us—a self-
fulfilling prophecy, so to speak.”
Additional Notes:
thesis point.
restates thesis Provides Provides some Provides specific Provides specific
(if present), evidence that is specific relevant evidence to evidence to support
repeats provided mostly general. evidence. support all all claims in a line
information, or claims in a line of of reasoning.
offers information AND AND
COMMENTARY: COMMENTARY: reasoning. AND
irrelevant to the
prompt. Summarizes Explains how some of AND COMMENTARY:
the evidence the evidence relates COMMENTARY: Consistently
but does not to the student’s Explains how explains how the
explain how argument, but no some of the evidence supports
the evidence line of reasoning is evidence a line of reasoning.
supports the established, or the supports a line of
argument. line of reasoning is reasoning.
faulty.
• Are incoherent • Tend to focus • Consist of a • Uniformly offer • Focus on the
or do not on summary mix of specific evidence to importance of
address the of evidence evidence and broad support claims. specific details
prompt. rather than generalities. • Focus on the to build an
• May be just specific details. • May contain importance of argument.
opinion with some simplistic, specific details • Organize and
no evidence or inaccurate, to build an support an
evidence that is or repetitive argument. argument as a
irrelevant. explanations that • Organize an line of reasoning
don’t strengthen the argument as a composed
argument. line of reasoning of multiple
• May make one point composed supporting
well, but either do of multiple claims, each
not make multiple supporting with adequate
supporting claims or claims. evidence that is
do not adequately clearly explained.
• Commentary
support more than may fail to
one claim. integrate some
• Do not explain evidence or fail
the connections to support a key
or progression claim.
between the
student’s claims, so
a line of reasoning
is not clearly
established.
Additional Notes:
0 points 1 point
situation.
but such attempts consist predominantly of understanding of the rhetorical situation by doing
any of the following:
sweeping generalizations (“Everyone knows
that they will be judged by their appearance 1. Crafting a nuanced argument by consistently
. . .” OR “Some people just don’t care what identifying and exploring complexities or tensions.
impression they make . . .”) 2. Articulating the implications or limitations of an
(“Most schools have relaxed their dress codes argument related to the prompt) by acknowledging
. . .” OR “Some people are just born slobs .. . .”) counterarguments.
language that are ineffective because they do consistently strengthen the force and impact of the
not enhance the argument student’s argument.
persuasive.
Additional Notes:
Readings by Theme
Themes Readings
Children, • Greta Thunberg Speech at UN (Unit 1, pages 4–5)
Youth • Speech to UN Youth Assembly, Malala Yousafzai—Anchor Text (Unit 2,
pages 53–55)
• Global Education (Unit 2, pages 56–57)
• Speech at UN Conference on Women, Hillary Clinton (Unit 2, online)
• Fast Food (student draft) (Unit 3, page 120)
• Excerpt from “I’m not Black, I’m Kanye,” Ta–Nehisi Coates (Unit 3, page 159)
• “Homelessness”—Anchor Text (Unit 4, pages 187–189)
• Homelessness (student draft) (Unit 4, pages 189–190)
• Speech Accepting the Sakharov Prize for Freedom of Thought, Aung San
Suu Kyi—Anchor Text (Unit 5, pages 241–244)
• “How the Loss of the Landline Is Changing Family Life,” Julia Cho (Unit 7,
pages 383–386)
• “Phone–Gate: North Shore’s Evans to Miss the Title Game,” Matt Malatesta
(Unit 7, pages 393–394)
• “It’s a Smartphone Life,” Anya Kamanetz (Unit 7, pages 413–414)
• “Games,” from Everything Bad is Good for You, Steven Johnson—Anchor
Text (Unit 9, pages 558–562)
• Diversity in Video Games (Unit 9, pages 574–575)
• Response to “America Needs Its Nerds,” David Lessing, David Herne (Unit
9, pages 587–588)
• Disney Princesses (Unit 9, page 590)
• “Ratings Guide” for video games (visual) (Unit 9, page 594)
• “Teenager Wins Millions Playing Fortnight,” Kyle Giersdorf, interview by
David Greene (Unit 9, page 595)
• “Pathological Video–Game Use Among Youth,” Douglas Gentile (graph)
(Unit 9, page 596)
• “How Digital Game–Based Learning Improves Student Success,” Ryan
Juraschka (Unit 9, page 597)
• “Level Up Learning: A National Survey on Teaching with Digital Games,”
Lori M. Takeuchi and Sarah Vaala (Unit 9, page 598)
Climate • Greta Thunberg Speech at the UN—Anchor Text (Unit 1, pages 4–5)
Change • Climate Change (student draft) (Unit 1, page 5)
• Here’s what “disagreement” looks like. (visual) (Unit 1, page 29)
• Coastal Erosion (visual) (Unit 1, page 37)
• “Fifty Years Ago We Landed on the Moon,” Jill Lepore (Unit 4, pages 203–
204)
• Nobel Lecture on Climate Change, Al Gore (Unit 6, pages 352–353)
Cultural • “Why Chinatown Still Matters,” Maurice Berger (Unit 1, pages 39–41)
Identity • Short excerpt from Josephine Baker’s speech at the “March on Washington”
(Unit 2, page 79)
• Excerpt from “I’m not Black, I’m Kanye,” Ta–Nehisi Coates (Unit 3, page 159)
• “Tuskegee University Commencement Address,” Michelle Obama (Unit 5,
online)
• “How Dearborn, Michigan became the heart of Arab America” (Unit 6,
pages 366–367)
• “Fear and ‘the problem’ of the city’s ethnic enclaves,“ Joe Greenholtz (Unit
6, pages 367–368)
• “Denmark Wants to Break Up Ethnic Enclaves” (Unit 6, pages 369–370)
• Residential Segregation, 2010 (graph) (Unit 7, page 450)
• The Amish and Technology Use (Unit 7, pages 386–387)
• La Pequeña Havana (photos of Little Havana, Miami, FL) (Unit 8, page 542)
• “In Defense of the Ethnic Enclaves,” Gram Slattery (Unit 8, page 543)
• Excerpts from “What to the Slave is the Fourth of July?” Frederick Douglass
(Unit 9, pages 568–569)
Economic • Speech to UN Youth Assembly, Malala Yousafzai—Anchor Text (Unit 2,
Concerns pages 53–55)
• “Space Waste” (Unit 2, page 101)
• Rocket launch (visual) (Unit 2, page 103)
• “What We Eat” introduction from Fast Food Nation—Anchor Text (Unit 3,
pages 113–120)
• Top 10 Fast Food Locations by Number (graph) (Unit 3, page 121)
• “The Perils of Pesticides,” Cesar Chavez (Unit 3, pages 133–135)
• Migrant grape pickers (visual) (Unit 3, page 134)
• Produce and farmers at a farmer’s market (visual) (Unit 3, page 138)
• Excerpt: “Obesity prevention: the role of policies, laws and regulations,”
Boyd A. Swinburn (Unit 3, page 142)
• “Lessons of Dr. Martin Luther King Jr.,” Cesar Chavez (Unit 4, pages 224–
226)
• “Biography of Horace Mann” (Unit 5, pages 287–288)
• New York City Subway (Unit 7, page 443)
• “Hiring Locally for Farm Work is No Cure–All,” Kirk Johnson (Unit 7, pages
456–457)
• “Farmers Finding Few Americans Willing To Do Jobs Immigrants Do,” Doug
Mataconis (Unit 7, page 458)
• ”New Study Explodes Myth of ‘Jobs Americans Won’t Do,’ ” Brendan Kirby
(Unit 7, page 459)
Education • Speech to UN Youth Assembly, Malala Yousafzai—Anchor Text (Unit 2,
pages 53–55)
• Global Education (student draft) (Unit 2, pages 56–57)
• Short excerpt from Josephine Baker’s speech at the “March on Washington”
(Unit 2, page 79)
• “Nine–year–olds, Meet Monet,” Ellen Goodman (Unit 6, pages 356–358)
Equality, • Speech: “A Whisper of AIDS,” Mary Fisher (Unit 1, online)
Inequality • “Why Chinatown Still Matters” (Unit 1, pages 39–41)
• Speech to UN Youth Assembly, Malala Yousafzai—Anchor Text (Unit 2,
pages 53–55)
• Brief excerpt: UN Speech on the International Bill of Rights, Eleanor
Roosevelt (Unit 2, page 68)
• Opening section of Declaration of Independence (Unit 2, page 78)
(Unit 2, page 79)
226)
• Excerpt from On Tyranny: Twenty Lessons from the Twentieth Century,
Timothy Snyder (Unit 5, page 249)
• “Tuskegee University Commencement Address,” Michelle Obama (Unit 5,
online)
• Brief excerpt of Ann Richards’ DNC Address (Unit 8, page 477)
• Excerpt from “A Modest Proposal,” Jonathan Swift (Unit 8, pages 510–511)
(Unit 9, pages 568–569)
Ethics • Greta Thunberg Speech at UN—Anchor Text (Unit 1, pages 4–5)
• Climate Change (student draft) (Unit 1, page 5)
• Speech: “A Whisper of AIDS,” Mary Fisher (Unit 1, online)
• “Why Chinatown Still Matters,” Maurice Berger (Unit 1, pages 39–41)
pages 53–55)
(Unit 2, page 79)
• Excerpt: “Why we Need the Postal Office,” Casey Cep (Unit 3, pages
159–160)
226)
• Excerpt from “On Tyranny: Twenty Lessons from the Twentieth Century,”
Timothy Snyder (Unit 5, pages 249, 252–253)
• Brief excerpt from Talking to Strangers: What We Should Know about the
People We Don’t Know, Malcolm Gladwell (Unit 5, page 266)
• “The Ways We Lie,” Stephanie Ericsson—Anchor Text (Unit 6, pages
302–308)
• The Ethics of Lying About Holiday Characters (student draft) (Unit 6, pages
308–309)
• “Liars: It Takes One to Know One,” Travis Riddle (Unit 6, pages 330–332)
(Unit 7, pages 393–394)
• “On Morality,” Joan Didion—Anchor Text (Unit 8, pages 465–469)
• Morality (student draft) (Unit 8, pages 469–470)
• “The Drowning Child and Expanding Circle,” Peter Singer (Unit 8, page 518)
• “Letter to the Editor” and response, Virginia O’Hanlon (Unit 8, page 546)
• “Are These 10 Lies Justified?” Gerald Dworkin (Unit 8, pages 548–550)
• “Ten Reasons Why You Shouldn’t Lie,” Barbara Greenberg Unit 8, pages
553–555)
• “How do we make moral decisions? (Unit 8, pages 553–554)
• “Correlation of sibling traits” (graph) (Unit 8, page 555)
• Brief excerpt from essay on the American flag, Mark Twain
(Unit 9, page 574)
Food and • “What We Eat” introduction from Fast Food Nation—Anchor Text (Unit 3,
Food pages 113–120)
Production • Fast Food (student draft) (Unit 3, page 120)
• Top 10 Fast Food Locations by Number of Locations, 2019 (graph) (Unit 3,
page 121)
456–457)
(Unit 7, page 459)
Games • “Games,” from Everything Bad is Good for You, Steven Johnson—Anchor
• Paradoxically Traditional Life (Unit 9, page 583)
(Unit 9, page 596)
Health, • Speech: “A Whisper of AIDS,” Mary Fisher (Unit 1, online)
Well–being, • “What We Eat,” introduction from Fast Food Nation, Eric Schlosser—Anchor
and Wellness Text (Unit 3, 113–120)
• Top 10 Fast Food Locations by Number of Locations, 2019 (graph) (Unit 3,
page 121)
• Healthy school food choices (visual) (Unit 3, page 141)
• “Ditch the GPS. It’s Ruining Your Brain,” M. R. O’Connor (Unit 3, pages
169–171)
• Student draft on “The Role of Technology” (Unit 3, page 174)
• “False Starts,” Anne Lamott (Unit 7, pages 438–440)
• “Gun Control” (student draft) (Unit 8, page 535)
Human • Speech to UN Youth Assembly, Malala Yousafzai—Anchor Text (Unit 2,
Rights pages 53–55)
226)
Immigration • “Why Chinatown Still Matters,” Maurice Berger (Unit 1, pages 39–41)
and Diversity • “How Dearborn, Michigan became the heart of Arab America” (Unit 6,
pages 366–367)
6, pages 367–368)
456–457)
(Unit 7, page 459)
• La Pequeña Havana (photos of Little Havana, Miami, FL) (Unit 8, page 542)
Language • “Politics and the English Language,” George Orwell (Unit 2, page 90)
and Writing • Excerpt from A Room of One’s Own, Virginia Woolf (Unit 6, page 346)
• “That Crafty Feeling,” Zadie Smith (Unit 6, pages 347–348)
• “False Starts,” Anne Lamott (Unit 7, pages 438–440)
Morality • “On Morality,” Joan Didion—Anchor Text (Unit 8, pages 465–469)
• Morality (student draft) (Unit 8, pages 469–470)
• “Ten Reasons Why You Shouldn’t Lie,” Barbara Greenberg Unit 8, pages
553–555)
• “How do we make moral decisions?” (Unit 8, pages 553–554)
• Brief excerpt from essay on the American flag, Mark Twain (Unit 9, page
574)
Policies, • Greta Thunberg Speech at UN–Anchor Text (Unit 1, pages 4–5)
Regulations, • Climate Change (student draft) (Unit 1, page 5)
Legislation,
Laws
pages 53–55)
(Unit 2, page 79)
pages 113–120)
159–160)
226)
• “Charlton Heston Speech Excerpt” (Unit 8, pages 530–532)
• Gun Control (student draft) (Unit 8, page 537)
(Unit 9, pages 568–569)
Poverty • Speech to UN Youth Assembly, Malala Yousafzai—Anchor Text (Unit 2,
pages 53–55)
• Global Education (student draft) (Unit 2, pages 56–57)
226)
456–457)
(Unit 7, page 459)
Sports and • Synthetic Turf (Unit 1, page 45)
Athletics • “Replay in Sports Isn’t the Problem—Judgment Is” (Unit 2, pages 96–99)
• “Is Dance a Sport?” (Unit 5, pages 284–285)
• “Super Bowl Holiday” (Unit 6, page 361)
(Unit 7, pages 393–394)
Technology • Synthetic Turf (Unit 1, page 45)
• “Replay in Sports Isn’t the Problem—Judgment Is” (Unit 2, pages 96–99)
pages 113–120)
• “Ditch the GPS. It’s Ruining Your Brain,” M. R. O’Connor (Unit 3, pages
169–171)
• Student draft on “The Role of Technology” (Unit 3, page 174)
• “Fifty Years Ago We Landed on the Moon, Jill Lapore” (Unit 4, pages
203–204)
pages 383–386)
• The Amish and Technology Use (Unit 7, pages 386–387)
(Unit 7, pages 393–394)
• “It’s a Smartphone Life,” Anya Kamanetz (Unit 7, pages 413–414)
• New York City Subway (student draft) (Unit 7, page 443)
• Paradoxically Traditional Life (Unit 9, page 583)
(Unit 9, page 596)
Truth and • “The Ways We Lie,” Stephanie Ericsson—Anchor Text (Unit 6, pages
Lies 302–308)
308–309)
• “On Morality,” Joan Didion—Anchor Text (Unit 8, pages 465–469)
• “Ten Reasons Why You Shouldn’t Lie,” Barbara Greenberg (Unit 8, pages
553–555)
• “How do we make moral decisions? (Unit 8, pages 553–554)
• Brief excerpt from essay on the American flag, Mark Twain (Unit 9, page
574)
Values • Greta Thunberg Speech at UN—Anchor Text (Unit 1, pages 4–5)
• Climate Change (student draft) (Unit 1, page 5)
• “Why Chinatown Still Matters,” Maurice Berger (Unit 1, pages 39–41)
pages 53–55)
(Unit 2, page 79)
pages 113–120)
• Produce and farmers at farmer’s market (visual) (Unit 3, page 138)
159–160)
• Excerpt from “Living Like Weasels,” Annie Dillard (Unit 4, pages 198–199)
• “Fifty Years Ago We Landed on the Moon,” Jill Lepore (Unit 4, pages 203–
204)
Values • Speech at Islamic Center at Washington, D.C. (Unit 4, pages 208–209)
(cont’d) • “Tuskegee University Commencement Address,” Michelle Obama (Unit 5,
online)
• “The Ways We Lie,” Stephanie Ericsson—Anchor Text (Unit 6, pages
302–308)
308–309)
• “Nine–year–olds, Meet Monet,” Ellen Goodman (Unit 6, pages 356–358)
• Super Bowl Holiday (Unit 6, pages 361)
6, pages 367–368)
pages 383–386)
• The Amish and Technology Use (student draft) (Unit 7, pages 386–387)
• “Charlton Heston Speech Excerpt” (Unit 8, pages 530–532)
• Gun Control (Unit 8, page 535)
• “Speech and Immorality” (Unit 8, pages 547–548)
• “Ten Reasons Why You Shouldn’t Lie,” Barbara Greenberg (Unit 8, pages
553–555)
• “How do we make moral decisions?” (Unit 8, pages 553–554)
• Paradoxically Traditional Life (student draft) (Unit 9, page 563)
• “What to the Slave is the Fourth of July?” Frederick Douglass (Unit 9, pages
568–569)
Women’s • Speech to UN Youth Assembly, Malala Yousafzai—Anchor Text (Unit 2,
Rights pages 53–55)
• Excerpt from A Room of One’s Own, Virginia Woolf (Unit 6, page 346)
• Disney Princesses (Unit 9, page 590)
Inquiry Activities for Writing Rhetorically
by Jennifer Fletcher
The activities in this resource support students in developing flexible, inquiry-based processes
for responding to diverse rhetorical situations.
Analyzing the Rhetorical Situation
Students can prepare to join a conversation by analyzing specific elements of the rhetorical
situation they’ll be engaging. The following questions guide them through this process:
• What’s the problem? (exigence)
• What do you want to do about it? (purpose)
• Who has the power to make this change? (audience)
• What’s the best way to reach this audience? (genre)
• Why is now the right time to act? (kairos) (from Writing Rhetorically, Stenhouse
Publishers)
These questions help students explore the issue, generate preliminary ideas for responding,
and identify potential audiences and purposes. Encourage students to keep an open mind as
they investigate their topic and context. They may need to revise their initial thinking as they
work to develop an informed position.
After students have identified a rhetorical situation for their writing, they can plan their next
steps. What kind of research or inquiry work will they need to do to better understand the
issue and context? What books, articles, videos, or other texts do they need to read or view? Is
there anyone they should interview? Who can help them? Ask students to make a quick list of
sources (primary and secondary), people, and mentors they might need to consult to make a
productive contribution to the conversation.
Primary sources can include first-hand accounts such as diaries and interviews, as well as
“raw” data (e.g., surveys, statistics, legal documents, and photographs). Secondary sources,
on the other hand, provide an interpretation or analysis of the primary source material.
Remind students that what counts as a primary or secondary source partly depends on the
inquiry question. For instance, a research paper on historiography, or the practice of writing
about history, might use a history textbook as a primary source. In other contexts, a history
textbook might serve as a secondary source on a particular historical event or period.
See page 8 for a review of key components of rhetorical situation.
Identifying a Question at Issue
Understanding a rhetorical situation includes knowing what is “at issue” (a shared concern)
for a particular audience. Identifying the question(s) at issue in a conversation—that is, the
question(s) people are asking and care about answering—enables writers to engage with other
writers in the “unending conversation” described in Unit 1.
You can support students as developing writers by modeling how to identify arguable issues
in the texts they read. For example, after students read Greta Thunberg’s speech in Unit 1, you
can demonstrate for students how you might think about the questions Thunberg is raising
and attempting to answer in her speech. What is “at issue” in the conversation Thunberg is
joining on climate change? Where are the points of disagreement? How is she situating herself
in relation to these disagreements?
Students can also consider the particular questions driving Thunberg to take rhetorical action
through her speech to the United Nations. How, for instance, might she have been provoked
by any of the following questions to think through and present an answer or at least the
beginnings of an answer:
• What does one generation owe the next?
• What responsibility do people from different parts of the world have to one another?
• What responsibility do people have to other life on Earth?
• What imminent threats to survival does climate change pose?
• What competing values might explain the lack of effective action?
• What can one young person do to make a difference?
To tie the inquiry to the text as well as the essential knowledge and skills in Part 1, suggest
that students consider how Thunberg may answer those questions and what sources of
information she might draw on in formulating her response. Encourage students to explore
in writing the extent to which they initially agree or disagree with Thunberg’s implied answers
to those questions, keeping in mind that their position might change as they conduct their
own research on the issue(s). You can further develop students’ rhetorical sensitivity by
inviting them to consider which questions seem particular to Thunberg’s audience of UN
representatives.
Also ask students to imagine and describe a different rhetorical situation for Greta Thunberg.
For example, what if Thunberg were meeting with a group of young people to plan an action?
What questions might be raised that a speech in that rhetorical situation could answer?
Finally, ask students to think through what other specific subjects of special interest to
them (besides climate change) might serve as a backdrop for answering some of the broad
questions raised above.
Thinking about the following different types of questions can additionally help students
identify arguable issues in an ongoing conversation:
Question of Fact: What happened? Is it real? What are its causes or effects?
Example: What’s causing global warming?
Question of Definition: What is it? What do we call it? How do we classify it? What are its
essential features?
Example: What is climate change?
Question of Quality: Is it good or bad? Right or wrong? Better or worse than something else?
Example: To what extent is climate change harmful?
Question of Policy: What should we do about it? What’s the best course of action?
Example: Should we reduce emissions to slow global warming?
Invite students to consider which questions are at issue, or currently debatable, in the
conversations they’re joining. If most people agree on the answer to a question, it is not at
issue.
Gathering Materials to Develop Claims
As students move deeper into the inquiry work necessary to effectively respond to diverse
situations, they can benefit from guided practice in collecting and analyzing evidence in
preparation for building their own arguments. The evidence and reasoning needed to develop
claims into an informed position can emerge from multiple sources. Remind students
that they have already done a significant amount of reading and writing on their topic
through their study of the anchor texts and the “Composing on Your Own” activities. Their
annotations, charts, idea chunks, and responses to close reading questions and multiple-
choice items are all important pre-writing material.
Prepare students for writing their final composition by asking them to look for meaningful
trends in the materials they’ve gathered and generated, keeping these questions in mind:
• What conclusions can you draw from the patterns you see in the evidence so far?
• Are there any outliers? Does any evidence not fit the pattern?
• What story does the evidence tell?
• Whose perspectives are missing?
• What additional research do you need to do to better understand the issue(s)?
You might try having students sort and label evidence into categories that make sense to
them. Ask students which anecdotes, examples, statistics, facts, for example, seem to go
together and which, if any, seem to contradict one another. Do they notice any outliers in the
trends they observed in their evidence? If so, what are the implications of this?
Students can also categorize the direct quotations, paraphrases, and summaries they’ve
gathered from the texts they read. Which writers seem to agree with one another? Which ones
disagree? To what extent do your students agree or disagree with the various perspectives
they’re encountering in the conversation they’re joining?
Identifying preliminary trends in the evidence can point the way toward additional inquiry
work students may need to do, especially if they notice significant knowledge gaps or
confusing patterns.
“Composing on Your Own” on page 29 offers a helpful review of different types of evidence
that can be gathered as part of the inquiry process. Reproducibles on pages 246–247 offer
blank charts for students to gather their evidence.
Expanding the Inquiry Space
Following are ways to help students extend their inquiry into the topic they’re writing about
beyond the work they’ve already done with the unit’s anchor texts and “Composing on Your
Own” activities.
• Conduct a Socratic Seminar exploring this topic in greater depth. Invite students to
engage the views of other writers by referring to the unit’s reading selections and outside
sources during discussion.
• Ask students to create a reading list of primary and secondary sources that can deepen
their understanding of the topic. Guide students through annotating, summarizing, and
synthesizing their sources. An annotated bibliography can be helpful for longer writing
projects.
• Have students interview someone who has firsthand knowledge of the issue.
• Invite students to do a Think-Pair-Share on a piece of evidence that they found
confusing or surprising by responding to the following questions: How does this
evidence relate to the overall pattern of meaning they’re seeing in the materials they’ve
gathered? Does this evidence cause them to reevaluate their line of reasoning or
assumptions?
Making Strategic Writing Choices Based on the Rhetorical Situation
Continuing to explore their thinking through a rough draft can be a productive next step
for students. Composing a draft also presents students with an opportunity to make choices
as writers based on key elements of the rhetorical situation they’re engaging, including their
audience, exigence, and context. The inquiry activities that follow offer additional ways to
develop students’ understanding of these components.
Audience Ask students to review their reading annotations to see how the writers of
the anchor texts they read made choices in response to their audiences. Encourage students
to notice clues in the anchor texts that indicate the writers analyzed their audiences and
considered this analysis when making decisions about their style, message, structure,
language, and persuasive strategies.
Now invite students to consider their own audience. What do they know about their potential
readers? How will their knowledge of their audience shape what they say and do as a writer?
To what extent do they share their audiences’ assumptions and beliefs?
If students need more support identifying an appropriate audience for their composition, you
can ask them the following questions:
• Who has the power to do something about this issue?
• What matters most to the people most impacted by this issue?
• Who are the stakeholders in this conversation? What are their needs, interests, priorities,
beliefs, and values? Why do they care?
• Who else is writing on this topic? Who is reading their writing?
See the “Adapting to an Audience” on page 59 and “Composing on Your Own” on page 84 for
more suggestions for conducting an audience analysis.
Writer/Rhetor Thinking about their own role in the rhetorical situation can also be
important inquiry work for students. Ask students to reflect on the following questions:
• Who are you in this rhetorical situation? What is your role in relation to other
stakeholders?
• How does who you are shape what you understand about this issue?
• What kind of relationship do you want with your audience? How do you want your
audience to see you?
Exigence Invite students to consider the opportunities for addressing and establishing the
exigence for their argument in the text they’re composing.
• What’s the problem or need that calls for a rhetorical response?
• What does the audience already know about this problem or need?
• When and how (if at all) should the exigence be addressed by the writer?
Context Carefully considering the context for the text they’re composing can help
students make strategic choices about the form of their writing and the development of their
line of reasoning.
• What’s the context? Where and when is this conversation happening?
• What have others already done to address this need or problem? What questions have
already been answered (and are no longer at issue)?
• What background knowledge does the audience need to understand the issue?
• Which writers and communities or groups are in agreement with one another? Who
disagrees? Why?
• Where are people making these arguments? What kinds of media or publications are
writers using to express their views?
• Are there any positions or lines of reasoning that would be particularly inappropriate or
ineffective at this time?
Structure Supporting students in making their own choices about organization fosters
their development as independent writers.
• What are the hierarchical relationships among the ideas in your argument? Which ideas
or claims are the most important? Which claims support other claims?
• Which ideas, if any, are equal or parallel to one another?
• Which claims need the most explanation or elaboration?
• How do counterarguments or alternative perspectives fit in this hierarchy?
• What are the logical connections between your ideas (e.g., cause/effect, compare/
contrast, problem/solution, example/principle)?
• How can you guide your reader through the story of your thinking?
• How will your organizational choices impact the reader’s experience?
For more support for helping students make choices about text structure, see the Argument
Paragraph Drafting Organizer in “Composing on Your Own” on page 38 and the reproducible
on page 248. Encourage students to evaluate the effectiveness of this structure for different
rhetorical situations.
Revising Rhetorically
Once students have written a rough draft, they can evaluate the strategic choices they made
as writers by analyzing their drafts rhetorically. Gathering feedback from peers and/or their
teacher can be especially helpful at this stage. Encourage students to exchange drafts with a
partner or share their work in writers’ groups if possible. Students can also write a reflection
about what they were trying to do (a personal rhetorical analysis) when producing their
writing.
A rhetorical analysis of a draft can involve the following considerations:
1. Start by carefully reading and annotating the draft. What are the text’s purpose and
audience? What is the writer’s message or argument?
2. Divide the draft into sections or idea chunks. What do you notice about how the text is
organized? How effective are the writer’s organizational choices for the rhetorical situation
the writer is engaging?
3. What is the writer saying and doing in each section? How do the sentences, paragraphs,
and/or other features of the text develop and support the writer’s ideas?
4. What do you notice about how the text works? What are the main strategies the writer uses
to convey the message or central claim?
5. Imagine you are the target audience for this text. How persuaded are you by the
conclusions the writer has drawn from the evidence? Are there any words or sentences that
bother or confuse you? Are there ideas or assumptions you disagree with?
6. Mark the places in the text you found most persuasive. Which sections of the text are most
developed and supported? Which sections are weakest?
7. Are there other ways to interpret the evidence? Are there important perspectives the writer
has not considered yet? Has the writer responded to key stakeholders in the conversation
by addressing different points of view?
Ask students to revise their draft based on what they learned through the rhetorical analysis.
If your students need more support for analyzing their drafts, they can use the “Checklist for
Composing” in the final “Composing on Your Own” of Units 2–8 (pages 95, 167, 223, 283,
355, 437, and 529).
Reflecting on Learning
The questions below support students in reflecting on their literacy learning.
1. List three processes or strategies you’ve developed that help you read and write analytically.
Which of these were particularly helpful during the composing process?
2. How can you adapt the composing process you used in this unit for new contexts and
purposes? When do you see yourself using these skills and this knowledge again?
3. What was challenging, if anything, about the “Composing on Your Own” activities in this
unit? What did you do to address those challenges?
4. What are you learning about yourself as a reader, writer, and critical thinker?
5. What are your personal learning goals?
Justice and Race Framework and Activities

by Angela Houston
In her influential 2016 essay (“Between abundance and marginalization: the imperative of
racial rhetorical criticism”), Linda A. Flores writes:
“ . . . [R]hetoric as a discipline engages in practices and politics that require sustained

critical attention to race. . . . [T]he art of rhetorical criticism is concerned with politics and
publics, with cultural discourses and social meanings, with rhetors and audiences. Not
merely observers, rhetorical critics are social actors, guided by our theoretical knowledge,
our methodological skills, and our critical senses, who seek through our work to bring
both insight and judgment.”
Especially in what many call an era of racial reckoning, teaching a course in rhetoric and
rhetorical strategies—such as AP® English Language and Composition—provides an
opportunity if not an obligation to listen to and hear a diversity of voices. Recognizing this
opportunity, the authors of AMSCO English Language and Composition: AP® Edition have
provided a rich collection of readings presenting a variety of perspectives. These readings, as
well as the skills and essential knowledge articulated in the Course and Exam Description,
provide a grounding for conversations about justice and race.
Laying the Foundation
Although the focus of this course is rhetorical strategies and communicating ideas with
clarity and nuance, the core goal is to build processes for students to grow intellectually. Unit
One of AMSCO English Language and Composition: AP® Edition introduces Kenneth Burke’s
metaphorical parlor (see pages 2–3) where conversations have been ongoing on a wide variety
of topics. In this “parlor” students can voice their views and see if and how they align with the
views of others who have given the matter careful thought. As students proceed throughout
the units to learn the skills of argument, rhetorical analysis, and synthesis, they continue
to consider the views of others and recognize the complexity of any argument. By the end
of the course, in Unit Nine students fully engage with counterarguments and consider how
those arguments and alternate or opposing views may cause students to revise their initial
positions—a measure of intellectual growth.
To support and demonstrate this growth, you may wish to begin the course by having
students write a statement they believe about one of the following subjects: social justice,
race, white privilege, prejudice, discrimination. Direct students to keep these statements
(or collect them and redistribute them), explaining that they will return to these statements
at the end of each unit to consider if and how they might want to revise them based on the
texts the students have read, the understanding of course concepts they have gained, and/
or discussions they have had. On their papers, students should keep each version of their
statement to track the revisions over time. By the end of the term, students are likely to have a
qualified statement that accounts for nuance and complexity and that reflects their intellectual
growth.
Establishing Guidelines for Respectful Conversations
Talking about social justice issues can be uncomfortable. You may wish to let students know
that such discomfort is okay—that working through discomfort with empathy and a goal of
building a positive community can lead to growth for everyone. Such discussions can also
be messy, and people may say things that offend someone or that are challenged by others as
being racist. People will make mistakes. When those mistakes are pointed out in the spirit
of understanding, they will become opportunities for learning—teachable moments. During
these conversations, students are given windows to other perspectives and experiences and
have a chance to keep or revise their beliefs.
A few guidelines might help make the classroom a safe space for conversations about injustice
and race.
1. Set a time limit for the conversation and let your students know what it is.
2. Intentionally apply the principles students are learning in this class. That is, encourage
students to use what they learn about effective rhetoric to disagree with integrity and
use their best strategies to convince those with whom they disagree. These skills will
build throughout the course. Applying these principles to the potentially uncomfortable
discussions on issues of race and injustice will help students refine their rhetorical skills as
they rise to the challenges.
3. Remind students to express what they feel or believe, since that is what they are authorities
on, using “I” language rather than “you” language.
4. Accusations, insults, and slurs of any kind should not be tolerated.
5. Encourage students to THINK before they respond to a comment with which they
disagree.
• Take time to absorb exactly what was said that you disagree with. Be sure you
understand it well. If you don’t, ask for clarification.
• Hear the emotion in the expression; identify and respect it. Emotions that may emerge
during these conversations include fear, anger, outrage, confusion, embarrassment,
shame, hostility, and defensiveness, though many others are of course possible.
• Imagine yourself in the shoes of the speaker. What perspectives does that person have
that may be different from yours? How might those influence the speaker’s statements?
• Notice areas in which you might agree with the speaker. Chances are there are areas of
common ground. Consider starting your disagreement by expressing an understanding
of that common ground (“While I agree with you that . . . . I also believe . . . .”).
• Know the source of your own beliefs and positions. What factors—experiences,
religious teachings, social norms, for example—have influenced your beliefs and values?
How might those differ from the source of the speaker’s beliefs and positions? How do
those differences help you understand your own and the speaker’s perspectives?
In time this “algorithm” for thinking before responding will become internalized. At the
beginning, however, encourage students to take their time to work through it.
6. Engage students in the process of developing additional guidelines to make the classroom
a safe space for these conversations. What boundaries do students need to increase their
comfort level during these discussions? Some possibilities include: no one is forced to
speak; those who do not want to speak can write their ideas and do not have to share them;
keep the conversation focused on ideas, not personalities; offer criticism diplomatically and
respectfully; accept criticism with an eye to learning and growing.
7. Your role as teacher may best be described as moderator of the rhetoric rather than the
content of these conversations. The teacher should not “take sides” but rather point out
how students are communicating with one another, what is effective and what is not,
what takes the needs of the audience into consideration and what does not, what can be
backed up by reliable evidence and what cannot. To fulfill that role, however, prepare
yourself before the conversation for the possible directions the conversation can take, the
arguments and counterarguments that may arise. Always anchor the discussion to the
principles, goals, skills, and texts of this course. The following section provides some ideas
on how to anchor conversations in this way.
Using AMSCO English Language and Composition: AP® Edition as a Foundation
Three possible approaches to using this book and course to open doors to conversations about
race are justice are
• using the unit-opening examples and analogies as a springboard to conversations
• developing conversations and/or activities based on the professional readings in the
book—the anchor text in each unit and/or the shorter excerpts of mentor texts
• using the articulation of the content knowledge as a way to analyze historic or
contemporary events to “bring both insight and judgment” to events of social
importance
Following are some examples of each approach, using material in Unit 1.
Unit Opening Examples and Analogies Unit 1 begins with the story of an executive who
makes a racist tweet about AIDS and South Africa, thinking her audience was just her Twitter
followers and failing to realize how far it could spread when it was tweeted and retweeted.
(See pages 1–2.) In addition to the point it makes about the rhetorical situation, the example
could also be the springboard for a discussion of racism: what about that tweet makes it
racist? Is it racist? What is racism?
Give students the opportunity to offer their views on what racism is and whether or
not they believe the tweet is racist. As they do, encourage them to back up their views with
examples or reasoning. Keep track of the students’ definitions or explanations on the board.
When you are nearing your time limit, you may wish to share the following definitions from
one of the leading scholars on racism, Ibram X. Kendi. These are from his book How to Be an
Antiracist.
RACIST: One who is supporting a racist policy through their actions or inaction or
expressing a racist idea.
RACISM is a powerful collection of racist policies that lead to racial inequity and are
substantiated by racist ideas.
Developing Conversations based on Anchor Texts or Other Readings The anchor text
in Unit 1 is Greta Thunberg’s speech to the United Nations on the climate crisis. This reading
provides a doorway into conversations about injustice in at least two ways. One way might
be to examine in activities or discussions the injustice of wealthy corporate interests having
so much control over the health of the planet while less powerful people are paying the price.
Another might be to examine injustices students feel themselves as young persons—whether
on matters of global importance in a world they will inherit or on matters closer to home,
such as punishments they receive, participating in programs in which they had no voice, or
being separated from their family members because of a divorce. Discussions might center
on what about these situations makes them unjust—that is, what values or norms do they
violate? What principles do they fail to uphold? Discussions and activities such as these will
both reinforce one of the key ideas of the unit—that audiences have values and beliefs that
shape their perspectives—and also establish a foundation for conversations on other specific
examples of injustice—racism, sexism, and ableism, for example.
Using Curriculum Concepts to Analyze Historic and Contemporary Events The
instructional focus of Part 1 of Unit One is the rhetorical situation. One way to both reinforce
understanding of the rhetorical situation and open a discussion on racism and injustice is
to choose a current event or an event from history and analyze it according to the elements
of the rhetorical situation. There will be no shortage of possibilities. Speeches and official
statements may provide especially useful examples.
For example, you may want to share the official apology for slavery from the U.S. House of
Representatives in 2008. (It is available as a reproducible on page 289.) The Senate also passed
an official apology (in 2009), but no joint apology was every issued.
After students read the apology, analyze the rhetorical situation in which it was issued. Ask
students:
• What was the exigence for this communication? (The problem the apology addresses is
the legacy of slavery and the ongoing disadvantages Black Americans face as a result of
systemic racism.)
• What was the purpose? (Some students may think the purpose was to help Black
Americans feel more valued. Others may say that the apology is a necessary corrective to
help the apologizers.)
• Who is the audience? (The American people, those living as well as future generations,
since the apology is an official record of the government.)
• Who is the writer? (Members of the House of Representatives, elected to speak for their
constituencies)
• What is the context? (Though the connection is not necessarily causal, the year it was
issued was the year that a presidential candidate for a major party was Black.)
• What is the message? (The message is an acknowledgment of the severe harms caused by
slavery and an apology for those as a necessary start in the process of reconciliation and the
achievement of the founding principles of liberty and justice for all.)
Recommended Reading The following books provide a historical and theoretical
foundation for conversations on diversity, race, and injustice; some also include specific
guidance for classroom practices.
• An African American And Latinx History of the United States by Paul Ortiz
• Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and
Rigor Among Culturally and Linguistically Diverse Students by Zaretta L. Hammond
• Diversity in the Classroom and Understanding White Privilege: Creating Pathways to
Authentic Relationships Across Race by Francis E. Kendall
• Evicted: Poverty and Profit in the American City by Matthew Desmond
• From Slavery to Freedom: A History of African Americans by John Hope Franklin and
Alfred A. Moss Jr.
• How to Be an Antiracist by Ibram X. Kendi
• The Mis-Education of the Negro by Carter G. Woodson
• The New Jim Crow: Mass Incarceration in the Age of Colorblindness by Michelle
Alexander
• One Person, No Vote: How Voter Suppression Is Destroying Our Democracy by Carol
Anderson
• Sister Outsider: Essays and Speeches by Audre Lorde
• Stamped from the Beginning: The Definitive History of Racist Ideas in America by Ibram
X. Kendi
• We Should All Be Feminists, by Chimamanda Ngozi Adichie
• We Too Sing America: South Asian, Arab, Muslim, and Sikh Immigrants Shape Our
Multiracial Future by Deepa Iyer
• White Fragility: Why It’s So Hard for White People to Talk About Racism by Robin
DiAngelo
Advice from Experts Educators and others working in the field of social and racial
injustice have developed well established principles for treating the subject with the integrity
it deserves. Virtually all experts recommend that teachers take two fundamental steps: 1) talk
frankly with other teachers about race and justice and how best to incorporate meaningful
conversations in the classroom; and 2) examine their own beliefs and attitudes with an open
mind. Teaching Tolerance (tolerance.org) has a number of useful articles and tools to help.
“Test Yourself for Hidden Bias” (https://www.tolerance.org/professional-development/test-
yourself-for-hidden-bias), an article that helps people examine their beliefs, includes a link
to Harvard’s interactive Project Implicit, a tool for people to recognize attitudes they hold of
which they might not be aware. Classroom resources provide ideas for awareness of injustice
and prejudice toward a number of traditionally marginalized groups. The National Council of
Teachers of English also has taken a position on teaching antiracism. The following includes
links to a number of useful sites: https://ncte.org/blog/2020/06/ncte-takes-stance-racism/.
The principles of this course applied thoughtfully will allow students to explore, examine,
and assess the world through their own lenses and help them decide when, where, why, and
how to take action—to become “social actors”—when they are moved to do so. Young people
will have the skills to grow in their understanding of the relationship between their own life
experiences and “ongoing conversations” about justice and race and, ideally, to use those
skills to transform their world.
UNIT 1: The Unending Conversation

Unit One: The Unending Conversation
Part 1: The Rhetorical Situation
Skill: Identify and describe components of the rhetorical situation: the exigence, audience,
writer, purpose, context, and message. (READING-1.A)
Essential Knowledge: Individuals write within a particular situation and make strategic
writing choices based on that situation. (RHS-1.A–E)
Preparation
Learn as much as you can about the event you choose as a focus point (see below under
Discussion). Also be prepared for a wide range of views. For example, in response to Black
Lives Matter, students might argue that All Lives Matter or Blue Lives Matter. You may
wish to find suggestions by leading scholars on how to respond to those statements, such as
those by john a. powell, head of the Othering and Belonging Institute at UC Berkeley and
Waldo E. Johnson Jr. at the University of Chicago School of Social Service Administrations.
(See https://www.bustle.com/articles/171457-how-to-argue-against-saying-all-lives-
matter-because-this-has-got-to-stop.) However, in your role as facilitator, avoid engaging
in argument; instead, monitor the students’ rhetoric rather than the content as long as it is
within the established guidelines (see pages 228–230). Guide students to present support for
their views, and guide students who disagree to use reasoning to explain their disagreements.
Remind students to THINK (see page 229) before they speak.
Discussion
Point out that rhetorical analysis is not limited to the communication of a single speaker or
writer. In fact, whole social movements operate within the world of rhetoric. Demonstrate
this idea by using the events surrounding the death of George Floyd while in police custody
on May, 25, 2020, in Minneapolis, Minnesota. (You may also choose any other event that
sparked a strong reaction.) Ask students to recall what they remember from this incident
and the weeks and months that followed. Many will recall the Black Lives Matter protests
which involved 15 to 26 million people, making it one of the largest protest movements in the
nation’s history.
After students are well familiarized with the event, relate the experiences to the rhetorical
situation. Ask students to identify the exigence (the murder of George Floyd on top of the
long history of police violence to Black people) and to identify the speakers, those who
spoke out after it (many people, but most prominently members of Black Lives Matter). Ask
students to describe the values and beliefs of the speakers and the rhetorical choices (such as
peaceful protest) the speakers made to convey those values and beliefs.
Ask students to identify the other parts of the rhetorical situation based on this event. Possible
answers, among many, include:
• Audience: People in power who can bring about change
• Purpose: Put pressure on people in power as well as gain allies; demonstrate the vast
support the movement has
• Context: Peaceful demonstrations as well as incidents of violence and looting; a
pandemic threatening everyone’s life
• Message: Police who carry out violence against African Americans need to be held
accountable for their actions, and police departments need to be reformed. For a
fuller statement of the Black Lives Matters message, students can visit the website
blacklivesmatter.com. Under the “About” tab they will find a section called “What We
Believe” that articulates the message of the movement.
Wrap Up
Ask students to frame their own rhetorical situation based on the exigence of the death of
George Floyd (or another event you choose) to use as the basis for writing. Have students try
to identify a situation in which their writing might have the greatest impact. For example,
a student might choose their local police department as the audience; their purpose might
be to suggest better community relations; the context might be an opportunity the police
department provided for community input; the message might be that the community is
united in resistance to unjust treatment for African Americans.
Encourage students to share their crafted rhetorical situation in small group discussions. You
may wish to have them write a draft of their text with their rhetorical situation guiding their
choices and then share their text with their peers as well.
Reflect
In pairs or small groups, ideally in diverse matchings, direct students to reflect on what, if
anything, they learned about racism and how people address it. The pairs or small groups
should share their reflections with the rest of the class.
UNIT 2: Selecting Evidence to Motivate an Audience
Part 1: Relating to an Audience
Skill: Explain how an argument demonstrates understanding of an audience’s beliefs, values,
or needs. (READING-1.B)
Essential Knowledge: Individuals write within a particular situation and make strategic
writing choices based on that situation. (RHS-1. F–K)
Preparation
On YouTube, view the speech that tennis star Coco Gauff gave at a Black Lives Matter rally in
her hometown of Delray, Florida, in 2020 when she was 16 years old. Note how she takes into
account the beliefs, values, or needs of her audience.
Discussion
Explain to the class that you will be showing them a video of a speech by tennis star Coco
Gauff made when she was sixteen years old. Ask students to watch for the techniques Gauff
uses to demonstrate an understanding of her audience.
Show the YouTube video and explain the context. Direct students to note how Gauff takes into
account the beliefs, values, or needs of her audience. Following are the bullet points of her
speech.
• Starts with reference to her grandma, saying it’s sad that 50 years later she’s still fighting
for the things her grandma fought for
• 1) We must love each other; have to have the tough conversations with nonblack friends
so they know how they can help
• 2) Need to take action; voting is one way to make changes
• 3) Use your voice; Dr. King quote—“the silence of the good people is worse than the
brutality of the bad people” (Actual quote: “The ultimate tragedy is not the oppression
and cruelty by the bad people but the silence over that by the good people.”)
• 4) She hears: “It’s not my problem” but says that if you like Black culture and have Black
friends, this is your fight, too
• Demands change now
• Names other victims: Trayvon Martin, Eric Garner, Breonna Taylor
• “I’m fighting for the future for my brothers, I’m fighting for the future for my future kids,
I’m fighting for the future for my future grandchildren”
• Promises to always use her platform and her voice and encourages others to do the same
Begin a discussion on how Gauff relates to the audience. Ask these questions:
• Who is her audience? (the people at the rally, people who will see the YouTube video)
• What assumptions does she make about her audience’s beliefs, values, and needs? (as
fellow Delray residents, they may see her as a hero; they value family and friendships; are
aware of the historical struggles for civil rights)
• How does Gauff use appeals to ethos, pathos, and logos? (Ethos: uses her connections
to hometown residents and her reputation as a tennis star who beat Venus Williams and
quotes Dr. King; pathos: refers to her grandmother who was fighting the same fight 50 years
ago, expresses obligation to future generations; logos: points out the illogic of white people
who love black music and culture but say this is not their fight)
Wrap Up
Divide the class into three groups. Assign one group the task of providing additional evidence
to Coco Gauff for an appeal to ethos (perhaps using information from other speeches she has
given or actions she has taken in support of Black Lives Matter), another the task of providing
additional evidence for an appeal to pathos (perhaps providing more details about the lives
and deaths of Trayvon Martin, Eric Garner, Breonna Taylor, or others), and the third the
task of providing additional evidence for an appeal to logos (perhaps by providing facts and
statistics on the differences between how police treat Black and White people). Encourage
students to do research, if necessary, to find their evidence. Have the groups report back to
the class and discuss how the new evidence could be worked into the speech.
Reflect
In pairs or small groups, ideally in diverse matchings, direct students to compare and contrast
the speech by 16-year old Greta Thunberg (Unit 1) and 16-year-old Coco Gauff. Ask students
to focus on both the speakers and the audience in their comparisons. Have them reflect on
how the cultural backgrounds of the two teenagers may have shaped the way they address
their audience. What role, if any, might white privilege have played in the tone of Thunberg’s
speech? The pairs or small groups should share their comparisons and contrasts with the rest
of the class.
UNIT 3: Connecting an Argument

Part 3 Methods of Development: Narration
Skill: Recognize and explain the use of methods of development to accomplish a purpose.
(READING-5.C)
Essential Knowledge: When developing ideas through narration, writers offer details about
real-life experiences and offer reflections and insights on the significance of those experiences.
(REO-1.I)
Preparation
Read about Pulitzer Prize-winning poet and Poet Laureate Natasha Trethewey. Her nonfiction
book Memorial Drive is a tribute to her mother, who was murdered when Trethewey was
19 years old. If possible, read Isaac Chotiner’s interview with Trethewey in The New Yorker
(8/12/2020) titled “How Natasha Trethewey Remembers Her Mother.” Note her reply when
Chotiner asks her about a professor’s advice that she “unburden [her]self of being black.” She
responds:
The full thing that that professor said to me was, “Unburden yourself of being black.
Unburden yourself of the death of your mother, and write about the situation in Northern
Ireland,” which was something that he thought was more universal or more interesting
to write about. Black writers have been told for a long time that they should write about
something else, that they should write about subjects that white people think of as more
universal, which, of course, is a very racist thing to say—that somehow the humanity of
African-Americans is not universal in the way that the stories of white people would be
universal. I think about James Baldwin, who said that the history of the Negro in America
is the history of America. I knew that that professor of mine was wrong. I knew it.
Discussion
If possible, show students a YouTube video of Michael Jackson doing his famous moonwalk.
Ask a student to read aloud the passage by Ta-Nehisi Coates on page 159. Then invite students
to explain how easily they relate to the experience Coates describes and explain the reasons
for their answers. If race comes up, ask both Black and White students to describe how their
whiteness or blackness might influence their response.
Next read the passage above from the interview with Natasha Trethewey about “unburdening”
herself of being black and of losing her mother. Ask students to consider why her professor
might have made that suggestion. Guide the conversation to the idea that the narration of
authentic experience is valuable in writing, and that White experience is not the “default”
setting for narration. In fact, the more authentic a narrative, the stronger it becomes as a
method of development in argument.
Wrap Up
Have students work in small groups to discuss what factors in everyday life send the
message that White experience is considered the default. When they have thought of a list
of at least three examples (representation in the media, representation in corporate culture,
representation in advertising, to name just a few), have the group develop a thesis statement
and collaboratively draft an argument using the examples they came up with as support for
their thesis. Ask each group to read the final product to the whole class.
Reflect
Ask students to write a brief reflection on what they learned about narration and about
expectations for Black writers from the dominant White culture. Students should also write
about the value of learning about the experiences of people from cultural backgrounds
different from their own.
UNIT 4: Structuring and Organizing Arguments

Part 3 Methods of Development: Definition
Skills: Recognize and explain the use of methods of development to accomplish a purpose.
(READING-5.C); Use appropriate methods of development to advance an argument. (Writing
6.C)
Essential Knowledge: When developing ideas through a definition or description, writers
relate the characteristics, features, or sensory details of an object or idea, sometimes using
examples or illustrations. (REO-1.L)
Preparation
If you have access to the archives of The Washington Post, read the book review (4/16/2016)
by Carlos Lozada of Ibram X. Kendi’s Stamped from the Beginning: The Definitive History of
Racist Ideas in America and Nicholas Guyatt’s Bind Us Apart: How Enlightened Americans
Invented Racial Segregation. The title of the book reviews is “The Racism of Good Intentions.”
If you have school access to the article, assign your students to read it as well.
Discussion
Point out that the anchor text in Unit 4 stresses the importance of establishing a shared,
common vocabulary related to homelessness so that record-keeping and other matters might
be more accurate and useful in a practical way. With that in mind, ask students to offer
their definitions of racist, and keep track of their ideas on the board. When you have several
distinct definitions, ask students to think of well-known people who might fit each definition,
giving reasons for their choices.
Then name the following people and ask students to decide if they are racists and if so
according to which definition: Abraham Lincoln, Frederick Douglass (abolitionist), Susan
B. Anthony (women’s suffrage activist), W.E.B. Du Bois (historian and civil rights activist),
Harriet Beecher Stowe (author of Uncle Tom’s Cabin, which helped ignite abolitionism), and
Barack Obama.
Let students know that according to the definition of racist by a leading scholar today,
Ibram X. Kendi, all those people would be considered racist. His definition is: “One who is
supporting a racist policy through their actions or inaction or expressing a racist idea” (How
to Be an Antiracist). He defines a racist idea as “any concept that regards one racial group as
inferior or superior to another racial group in any way” (Stamped from the Beginning). Ask
students to comment on those definitions, explaining why they agree or disagree with them.
Note that the definitions include well-meaning people such as those listed on the previous
page (interested students can research Kendi’s views on these people) as well as racists whose
views stem from virulent hatred. Carlos Lozada, who reviewed Kendi’s Stamped from the
Beginning, also explains what this racism is not: “[It] is not the racism of hate, of biological
determinism, of segregation. It is, in Ibram X. Kendi’s telling, the unending and unwitting
racism of the well-meaning.” To Kendi and others working to understand and spread
antiracism, calling someone’s ideas “racist” is not necessarily dismissively judgmental, as it has
usually been in the past. It is more a matter of seeing a behavior or belief through the lens of
his definition.
You might also point out that virtually all experts on racism believe that people of color
cannot be racist against White people, because racism depends on the power to enact unfair
policies. Also, many people disagree with Kendi’s view that even people of color can be racist
against other people of color by holding what he calls “assimilationist” views—that is, views
that imply that simply being Black is not good enough.
Point out that without a clear and shared definition of racist, efforts to combat racism will be
unfocused. A clear definition would allow antiracist efforts to have a targeted audience whose
values, needs, and beliefs could be taken into account in an argument. A clear definition
would allow antiracists to know exactly what they are fighting and how to combat it.
Wrap Up
Have students write a brief essay using definition as a method of development. Their task is to
define either racist or racism. Remind students that definitions often include characteristics
of a subject, examples of a subject, and counterexamples (such as Lozada’s statement about
what Kendi’s racism is not). Encourage students to write an introduction and conclusion that
explain why a clear definition of their term is necessary—the practical value it can have.
Reflect
Have students work in pairs to share and compare their essays. Encourage students to provide
one positive comment about their peer’s essay and one constructive criticism of it.
UNIT 5: Structuring and Supporting Coherent Arguments

Part 3: The Many Meanings of Language
Skills: Explain how word choice, comparisons, and syntax contribute to the specific tone or
style of a text. (Reading 7.A)
Essential Knowledge: Words have both connotative and denotative meanings. (STL-1.A)
Descriptive words, such as adjectives and adverbs, not only qualify or modify the things they
describe but also convey a perspective toward those things. (STL-1.B)
Preparation
Review the life and work of Representative John Lewis, known to many as the “conscience of
Congress” for his work in the U.S. House of Representatives (D-GA, 1987–2020). He was also
well known as Chairman of the Student Nonviolent Coordinating Committee from 1963–
1966 and the youngest speaker at the March on Washington for Jobs and Freedom in 1963.
Review the speech Lewis originally wanted to deliver at that event at https://www.crmvet.org/
info/mowjl.htm or watch Danny Glover deliver part of that speech on YouTube, introduced
by Howard Zinn. Then read or watch the speech he finally gave at the march, yielding to
requests from organizers of the march to soften some language. Note the points of difference.
The original speech
• opposed the Kennedy administration’s Voting Rights Act as “too little, too late”
• questioned which side the federal government was on
• referred to some political leaders as “cheap”
• vowed to march “through the heart of Dixie, the way Sherman did. We shall pursue our
own ‘scorched earth’ policy and burn Jim Crow to the ground — nonviolently”
Discussion
Share with students the background of the March on Washington for Jobs and Freedom in
1963, best known for Dr. Martin Luther King Jr.’s “I Have a Dream” speech. Also provide
some background on John Lewis and his role as a Freedom Rider and Chairman of the
Student Nonviolent Coordinating Committee and tell them he was the youngest speaker at
the March on Washington for Jobs and Freedom. Share with students the video of Danny
Glover delivering part of his speech. After they view it, ask them what stands out. Then show
them a video of John Lewis’s actual speech. Discuss the power of each of the individual
changes Lewis made—the power of the modifiers “too little, too late,” the adjective “cheap,”
and the comparison to Sherman’s march through the South during the Civil War which left a
trail of scorched farms in its wake. Ask students to identify the perspective these words and
comparisons conveyed. You may also wish to point out the sensitivity to audience that these
changes demonstrate.
Wrap Up
Tell students that Lewis’s vow to march through the South was fulfilled when legislation failed
to pass in Congress. Tell students John Lewis led the first march from Selma, Alabama to
Birmingham in 1965. It was on that peaceful march that Lewis was beaten on the Edmund
Pettus Bridge in an attack by police that became known as Bloody Sunday. Television images
from that encounter rallied tremendous support for the civil rights movement, and in 1965
the Voting Rights Act was finally passed.
Reflect
Have students in small groups share examples of charged language they may hear on the news
and discuss its effect on social relations. Ask a spokesperson from each group to report back
to the whole class on the examples they discussed.
UNIT 6: Structuring and Supporting Coherent Arguments

Unit Review: Join the Conversation: Synthesis Essay
Skills: Identify and explain claims and evidence within an argument. (Reading 3.A)
Essential Knowledge: When synthesizing, writers draw upon arguments from multiple
sources, strategically select the most relevant information, and combine apt and specific
source material as part of their own argument. A source provides information for an
argument, and some sources are more reliable or credible than others. (CLE-1.P, Q)
Preparation
None
Discussion
Since this is the students’ first formal instruction in a synthesis essay, help students carefully
break down the prompt in the Join the Conversation feature on page 364 and analyze each
of the sources. After students read each source, talk it through as a whole class activity,
identifying claims, evidence, and perspective. Point out that the organizer as filled in on page
371 represents just one of many possible ways to extract information for later synthesizing.
(You may wish to use the reproducible of that organizer on page 276 of this resource and ask
students to fill in their own ideas.)
In the course of the conversation, the issues of skin color and religious and ethnic background
will naturally arise. You may wish to review President Bush’s “Islam is Peace” speech on pages
208–209 to remind students of the discrimination Muslims felt after the terrorist attack
on September 11, 2001, despite Bush’s call for understanding Islam and its adherents. Ask
students what other times in history ethnic groups have faced strong discrimination. They
may recall the Japanese internment camps during World War II, and they may raise the issue
of immigrant children being detained in what many call “cages” in recent times.
Ask students what other factors besides skin color or cultural or religious background may
result in unjust treatment. Point to Source C to introduce the idea of economic injustice.
Wrap Up
Initiate a discussion of the variety of purposes and audiences of the sources in this activity.
Who are the intended readers? Who are the writers? How do the answers to these questions
help students evaluate the sources?
Reflect
Have students write about their own experiences with ethnic enclaves, whether they live in
them or visit them or just know about them. You may ask for volunteers to share their writing
but students should be free to decline.
UNIT 7: Style as Substance

Part 2 Qualifying Claims
Skills: Qualify a claim using modifiers, counterarguments, or alternative perspectives.
(Writing 4.C)
Essential Knowledge: A lack of understanding of the complexities of a subject or issue can
lead to oversimplification or generalizations. Because arguments are usually part of ongoing
discourse, effective arguments often avoid expressing claims, reasoning, and evidence in
absolute terms. (CLE-1.V,W)
Preparation
Review the story of Ed O’Bannon on pages 401–402. Also review the downloadable report
from the National College Players Association called “How the NCAA’s Empire Robs
Predominantly Black Athletes of Billions in Generational Wealth” which you can easily find
by searching for the title. That study contributes to additional complexity on the topic of
paying college athletes.
Discussion
Point students to the story of Ed O’Bannon on pages 401–402. Tell them that there are
additional complexities to this issue related to race. Then read to the class the introduction to
the NCPA report, which begins with a quote.
“We must put away our willingness to profit from the exploitation of others.”
—US Congressman and Civil Rights Leader John Lewis (2/21/1940–7/17/2020)
Introduction
In the aftermath of the killing of African American George Floyd at the hands of
Minneapolis police officers on May 25, 2020, NCAA president Mark Emmert stated that
the incident exposed the continuing existence of racial inequality and injustice in America.
He went on to say that “The college athletic community must be clear in our stand that it
cannot be tolerated.”
While the rhetoric seemed to match the moment, the plain fact of the matter is that the
NCAA has built its enterprise on racial inequality and injustice for decades. The industry
that the NCAA has shaped and regulates is infused with systemic racism that emanates
from its insistence on adhering to a principle of amateurism where seemingly race neutral
rules and regulations are designed expressly to exert greatest control over players in the
revenue-producing sports of football and men’s basketball, the majority of whom are men
of color.
Increasingly acknowledged as a mechanism that serves to direct wealth away from the
players and toward college sport industry leaders and institutions, the NCAA’s principle
of amateurism and its attendant regulatory system routinely suppresses player value while
trapping players in a nationwide economic cartel that strips them of basic rights available
to U.S. citizens.
Additionally, the financial motives among colleges and their athletics personnel is
so strong that, at the time of this report (July 31, 2020), the top Division I conferences
are pursuing a college football season during the COVID-19 pandemic without an
infrastructure to enforce health and safety standards. College athletes face serious risk
to themselves, their family members, and communities without receiving one penny of
additional compensation—all to protect the football revenue flowing to their colleges and
athletics personnel. COVID-19 has hit communities of color particularly hard. Similarly,
Black college football players who line the rosters of teams across the nation are enduring
disproportionate health risks and economic exploitation.
Ask students to identify the thesis in this introduction. Make the report available to students
either by sharing a link to it or providing the downloaded pdf. Tell students they will be
reading the rest of the report, with different segments of it assigned to different groups,
who will then report back to the whole class. As each group reads its segment of the report,
it should note whether counterarguments are addressed. If they are, the group should
evaluate how effectively they are addressed. If they are not, the group should research
counterarguments that could be made and suggest ways those counterarguments could be
addressed.
Divide the class into seven groups and assign one of the major sections of the report to each
group.
1. Current Fair Market Value of College Football & Men’s Basketball Players
2. NCAA Amateurism as a Means of Transferring Billions of Dollars in Generational Wealth
3. Away from Predominantly Black Players to Predominantly White Coaches &
Administrators
4. The Racial Dynamics of the Big-Time College Sport Enterprise of Football & Men’s
Basketball
5. Amateurism as a Tool of Racial Injustice
6. A Raw Deal: Racial Minorities Produce the Most Revenue, Suffer Lowest Graduation Rates
7. Recommendations for Economic Justice for College Athletes
Wrap Up
Have representatives from each group summarize their section of the report for the rest of the
class. For those sections that contain quantitative visuals, students should find a way to convey
that information either verbally or graphically. Students should also address the points raised
above: are counterarguments offered and answered? If so, how effective was the answer? If
not, what counterarguments could be made and how could they be addressed?
Reflect
Review the quote by Mark Emmert on the subject of racial inequality and injustice: “The
college athletic community must be clear in our stand that it cannot be tolerated.” One change
that has been instituted is that college players can use their jerseys to convey social justice
messages. Have students write a reflection on Emmert’s comment in light of the report they
just read and analyzed and the change instituted regarding the jerseys.
UNIT 8: Using Style Strategically

Part 1: Considering Audience Through Strategic Choices
Skills: Explain how an argument demonstrates understanding of an audience’s beliefs, values,
or needs. (Reading 1.B)
Essential Knowledge: Because audiences are unique and dynamic, writers must consider the
perspectives, contexts, and needs of the intended audience when making choices of evidence,
organization, and language in an argument. (RHS-1.N)
Preparation
Listen to the podcast of an NPR interview with Robin DiAngelo, author of White Fragility:
Why It’s So Hard to Talk to White People About Race. You can find the podcast and the
transcript of it at this site: <https://www.npr.org/transcripts/873375416>. Familiarize yourself
with it and the way it addresses the audience’s perspectives, contexts, and needs.
Discussion
Play the podcast for your students and raise the following questions:
• What audience does DiAngelo likely have in mind? (Probably a largely white audience;
probably people who would not consider themselves racist because of the definition they
have of that—someone who intentionally harms another on the basis of their race)
• What does she assume about the audience’s needs and perspectives? How do you know?
(She assumes that the audience wants to be an ally to people of color but are sensitive about
the issue. We know that because she talks about people who are defensive when they have a
different definition of racist than the one DiAngelo supports.)
• How does DiAngelo attempt to connect with her audience’s perspectives, contexts, and
needs? (She puts herself in the same category as her audience, as a White person who
benefits from the privileges of a racist society trying sincerely to be aware of how her racial
experiences have shaped her life. She says, for example, “All of the racism I’ve perpetrated
in my life was neither conscious nor intentional, but harmful to other people nonetheless.”)
Wrap Up
Read this part of the interview to the class. DiAngelo says:
Racism is the foundation of the society we are in. And to simply carry on with absolutely
no active interruption of that system is to be complicit with it. And in that way, we can say
that nice, white people who really aren’t doing anything other than being nice people are
racist. We are complicit with that system. There is no neutral place.
Then divide the class into small, ideally diverse, groups. Ask students to think of three ways
they can actively interrupt the system. Each group should share its ideas with the whole class.
Reflect
Have students write a scenario in which they witness something they believe is racist. Have
White students describe what they might do in that situation to interrupt the racism. Have
students of color describe what they might like their White allies to do in that situation.
UNIT 9: Contributing to the Conversation

Part 1: Engaging with Others
Skills: Explain ways claims are qualified through modifiers, counterarguments, and
alternative perspectives. (Reading 3.C)
Essential Knowledge: Effectively entering into an ongoing conversation about a subject
means engaging the positions that have already been considered and argued about. Evidence
and sources will either support, complement, or contradict a writer’s thesis. (CLE-1.Y, Z)
Preparation
Review the readings on the reproducible on pages 291–292, many of them from selections in
this book. Choose one (or more) of the following activities for students to complete based on
these readings.
1. Have students articulate the ongoing conversations on the subject of “responding to
injustice,” looking for similarities and differences among the sources.
2. Use the sources as a basis for a synthesis essay that makes a claim about the key features
of successful resistance to injustice. Make sure the essay fulfills all the bullet points in the
synthesis prompt on page 623.
3. Analyze the rhetorical choices of one or more of the speakers or writers. Make sure the
essay fulfills all the bullet points in the rhetorical analysis prompt on page 632.
4. Use the sources as the basis for an argument taking a position on whether the Black Lives
Matter movement is using effective tactics for protest. Make sure the essay fulfills all the
bullet points in the argument prompt on page 634.
Discussion
Distribute the reproducible on pages 291–292 and have the students take turns reading
the excerpts aloud. Ask students to raise possible counterarguments to these positions and
to identify those that already address a counterargument. Explain which of the activity or
activities above (or another of your choice) you would like students to complete using these
readings. You may want the students to work in groups to develop their essays.
Wrap Up
Ask students how they would like to share the work they have done. Possibilities include a
print booklet, a website, or a series of podcasts. Assign a team to complete the publishing
activity
Reflect
Have students write a reflection on how, if at all, their beliefs about injustice and race have
shifted from the beginning of this course. If you used the activity suggested in the framework
at the bottom of page 228, have students determine if their original definitions might need
revision. If so, have students make those revisions and share their revised definitions with the
class.
Name Class Date
UNIT 1–1.1:
Elements of the Rhetorical Situation
The Rhetorical Situation
t Co
tex Audience nt
ex
on
C
t
Exigence
PURPOSE
Writer Message
C o n te x t
ENGLISH LANGUAGE AND COMPOSITION: AP ® EDITION ©Perfection Learning ® | REPRODUCIBLE 243

Name Class Date
UNIT 1–1.5:
Broader Contexts, or “Worlds,” of an Argument
Pop Culture:
Fashion
Government
History:
& Politics:
Conformity &
Bullying &
Oppression
School
Safety
Philosophy
Subject:
Science:
or Religion:
School Psychology of
Group vs.
Individual Uniforms Individualism
Current
Events: Art:
People Bullied Creativity
for Clothes
Sports:
Teamwork &
Uniformity
244 ©Perfection Learning ® | REPRODUCIBLE ENGLISH LANGUAGE AND COMPOSITION: AP ® EDITION

Name Class Date
UNIT 1–2.1:
Narrowing a Subject
Narrowing a Subject to a Defensible Claim

Broad Subject:
Narrowed Subject (in the form of a question):
Specific Position:
Defensible Claim:

Name Class Date
UNIT 1–2.1:
Types of Evidence
Reasoning Explaining
Types Examples that Support
how the Evidence
of Evidence Your Claim
Supports your Claim
Facts
Anecdotes
Analogies
Statistics
Examples
(continued)

Name Class Date
Reasoning Explaining
Types Examples that Support
how the Evidence
of Evidence Your Claim
Supports your Claim
Details
Illustrations
Expert Opinions
Personal
Experiences
Testimonies
Experiments

Name Class Date
UNIT 1–2.5:
Argument Paragraph Drafting Organizer

Claim:
Evidence 1
Explain how the evidence supports the reasoning that justifies that claim
Evidence 2
Evidence 3
Draft your paragraph on separate paper or the back side of this organizer.

Name Class Date
UNIT 2–1.1:
Rhetorical Choice and Audience
What Yousafzai
Examples Rhetorical Choice
Believes about the
(Textual What is the
Audience’s Background, Values,
Evidence) writer doing?
Beliefs, or Needs
(continued)

Name Class Date
UNIT 2–1.2:
Rhetorical Choice and Ethos
Influence on
Examples Rhetorical Choice
Character/Credibility:
(Textual What is the
How does this demonstrate her
Evidence) writer doing?
character or credibility?

Name Class Date
UNIT 2–1.2:
Rhetorical Choice and Pathos
Examples Rhetorical Choice Emotion(s) of Audience:

(Textual What is the What emotion does this inspire
Evidence) writer doing? in her audience?

Name Class Date
UNIT 2–1.2:
Using the Three Modes
Your position on your subject:
Your chosen audience:
Appeals to Character Appeals to Logic Appeals to Emotion

Name Class Date
UNIT 2–Apply What You Have Learned:

Rhetorical Analysis
Is this related to
Rhetorical Choice
emotion, and/or logic?

Name Class Date
UNIT 2–2.1:
Function of Evidence
Yousafzai’s Claim:
Function of the Evidence (illustrate, clarify, set a mood,

Evidence
exemplify, associate, or amplify a point)

Name Class Date
UNIT 2–2.1:
Template for Wording Analysis of Evidence
(Writer)’s presentation of (insert summary of evidence) serves to (choose one: illustrate,

clarify, exemplify, associate, amplify, set a mood) (insert explanation of the evidence’s
function).
Example: Thunberg’s presentation of the sharp decline of available gigatons of CO2
that can still be pumped into the atmosphere before a terrible climate event happens
serves to set a mood of immense urgency.
______________’s presentation of______________________________________________ serves to
__________________________________________________________________________________.
__________________________________________________________________________________.
__________________________________________________________________________________.
__________________________________________________________________________________.

Name Class Date
UNIT 2–2.1:
Gathering Evidence
Your position on your subject:
Your chosen audience:
Effect (on the audience’s

Purposes
Evidence You Could Use emotions, the validity of your
of Evidence
argument, or your credibility)
To illustrate
To clarify
To set a mood
To exemplify
To associate
To amplify a point

Name Class Date
UNIT 2–3.1:

Thesis statement, including structure for defending it:
Evidence Evidence Evidence

Explain how that evidence Explain how that evidence
Explain how that evidence
supports the reasoning that supports the reasoning that
supports the reasoning that
justifies the thesis justifies the thesis
justifies the thesis
Draft of paragraph

Name Class Date
UNIT 3–3.1:
Methods of Development
Method of Development Example from the Text

Narration
Cause-Effect
Comparison-Contrast
Definition
Description

Name Class Date
UNIT 3–3.3:
Cause-Effect Patterns
One Cause, Several Effects
Effect
Cause Effect
Effect
Several Causes, Several Effects
Cause Effect
Cause Effect
Cause Effect
Several Causes, One Effect
Cause
Cause Effect
Cause

Name Class Date
UNIT 3–Join the Conversation:

Rhetorical Analysis Drafting Organizer
Unit 3: Rhetorical Analysis (Part 2) Drafting Organizer

Thesis:
Choices the writer makes to convey the message
Explain how that evidence supports the reasoning that justifies that claim
Choices the writer makes to convey the message
Explain how that evidence supports the reasoning that justifies that claim
Draft of Paragraph

Name Class Date

Argument Multi-Paragraph Drafting Organizer
Unit 3: Argument (Part 3) Multi-Paragraph Drafting Organizer

Supporting Claim 1 Connection to abstract idea in thesis
Lead-in to evidence/example Describe evidence/example
Abstract Idea that runs throughout (What is it really about?)

Explain how that evidence/example supports the reasoning that
justifies that claim and appeals to the audience.
Paragraph 1
How does it build upon or connect Reconnect to abstract idea in thesis

to previous paragraph?
(continued)

Name Class Date


Paragraph 2

(continued)

Name Class Date


Paragraph 3


Multi-paragraph Draft
(Complete on separate paper.)

Name Class Date
UNIT 4–1.1:
Addressing the Rhetorical Situation
Element of
Rhetorical A Writer Asks: How Can an Introduction Address That Element?
Situation
Audience Who is my audience (consider age, gender, needs, values)? How can I engage the
audience by making the subject interesting? What does my audience understand or not
understand about the subject? What position (if any) does my audience already have on
the subject?
Writer How can I reveal something about myself as a writer to develop trust and give the reader
a reason to accept what is coming?
Message How can I preview your specific position and defensible claim?
Purpose How can I reveal or preview the purpose of the essay? What do I want my audience
to do or think about the subject? Which emotions do I want my audience to feel when
considering this subject?
Exigence How can I explain or suggest what motivated you to write?
Context How can I provide background the audience may need to know to understand the world
of the argument?

Name Class Date
UNIT 4–3.1-2:
Connecting Evidence with Commentary
Connecting Evidence and Commentary with Methods of Development

Evidence such as [(1) description of evidence]
[(2) verb: supports, challenges, refutes, substantiates] Schlosser’s claim that
[(3) restatement of claim] because [(4) commentary].
Comparison-Contrast Example:
Evidence such as (1) the comparison between the 1,000 McDonald’s restaurants in 1968 and
the 30,000 restaurants in operation now (2) underscores Schlosser’s claim that (3) the fast food
industry is inescapable and infiltrating every nook and cranny of our lives because (4) such extreme
growth in 30 years is not only a result of changes in our culture but, with that momentum, is also a
force defining some of the changes in our culture.
Your Comparison-Contrast Example:
Description Example:
Evidence such as (1) the sensory-loaded description of a fast-food buying experience (2) reinforces
Schlosser’s claim that (3) fast food has become a routine staple in American culture because (4) all
readers—even those who do not eat fast food—can picture the experience of buying fast food as it is
described in this paragraph so vividly. In so doing, the descriptive details validate Schlosser’s claim
that fast food is, in fact, a common, routine part of American culture.
Your Description Example:
Definition Example:
Evidence such as (1) the definition of what Hightower referred to as “The McDonaldization of
America” (2) extends Schlosser’s claim (3) that the fast food industry has influenced not only our
diet but also our culture and economy because (4) this term makes the most famous fast food
franchise into a noun representing the process of “McDonaldization” that has taken place in many
industries. In this way, Schlosser establishes the responsibility of McDonald’s for the changes that
have forced conformity and uniformity through mass marketing and standard business practices.
Your Definition Example:

Name Class Date

Rhetorical Analysis and Argument Full Drafting Organizer
Unit 4: Rhetorical Analysis and Argument Full Essay Drafting Organizer
Lead-in addressing an abstract concept
Introduction
Thesis:

Body Paragraph 1
Lead-in to evidence Describe evidence
Explain how that evidence supports the reasoning that justifies

that claim and appeals to the audience.

How does the evidence lead to or connect Reconnect to abstract idea in thesis
with next paragraph?

Body Paragraph 2

that claim and appeals to the audience..
How does the evidence build upon or connect Reconnect to abstract idea in thesis

Body Paragraph 3

How does the evidence build upon or connect Reconnect to abstract idea in thesis
Statement about essay topic that leads to abstract idea

Conclusion
Call to the reader about the essay topic (call to act or think differently)
General statement about the importance of the abstract idea(s)
Full Essay Draft (Complete draft on separate paper.)

Name Class Date
UNIT 5–1.1:
Relating Evidence through Commentary
This evidence proves [claim] because [explain how].

Example from the first body paragraph on page 252. The bracketed parts in the template
are underlined in the example below.
This evidence proves that modern tyranny is terror management, because in the
example of Hitler’s rise to power, Hitler said that the fire was “just the beginning.” He
saw the political opportunity: “There will be no mercy now. Anyone standing in our way
will be cut down.”.
This evidence proves [claim] ______________________________________________

because [explain how] ___________________________________________________
______________________________________________________________________.

because [explain how]____________________________________________________
______________________________________________________________________.

______________________________________________________________________.

______________________________________________________________________.

Name Class Date
UNIT 5–3.1:
Composing on Your Own
Claim:

Name Class Date

Rhetorical Analysis and Argument Full Drafting Organizer
Unit 5: Drafting Organizer for Rhetorical Analysis and Argument Essay (Final)
Introduction
Thesis
Transitional clause or sentence:


Body Paragraph 1

Transition to complex discussion or another example?

(Not only . . . , but also . . . )
Additional discussion
How does it lead to or connect Reconnect to abstract idea in thesis

with the next paragraph?
(continued)

Name Class Date

Body Paragraph 2



(continued)

Name Class Date

Body Paragraph 3



Statement about essay topic that leads to abstract idea.
Call to the reader about the essay topic (call to act or think differently)
Conclusion
General statement about the importance of the abstract idea(s)

Name Class Date
UNIT 6–1.1:
Increasing Credibility
Writing Choices that Increase Credibility

Writing Choice Purpose
Using domain-specific vocabulary and details To demonstrate a knowledge of and expertise of
associated with the subject or issue the subject/issue
Quoting from an expert associated with the To use another's expertise of the subject/issue
subject or issue and ethos to substitute for or enhance the writer's
knowledge of the subject/issue
Attributing (citing) quoted, summarized, and To promote transparency, reveal sources of

paraphrased sources (see pages 34–35) borrowed information, and allow readers to
examine those sources
Conditioning your language so you do not express To recognize complexity by acknowledging that
ideas in absolute terms (see pages 149–150 and other perspectives may be worth considering
Unit 7)
Maintaining a respectful tone with appropriate To avoid language that reveals bias, which would
diction (See Unit 8) weaken your credibility

Name Class Date
UNIT 6–3.1:
Analyzing Style
Punctuation,
such as
dashes and
semicolons
Questions
Comparison
Syntax

Name Class Date
UNIT 6–3.1:
Checkpoint
Identify strategic Identify at least three

Describe the
word choices to help characteristics of the
author’s tone.
set the tone. author’s style.

Describe the
author’s tone.

Describe the
author’s tone.

Name Class Date
UNIT 6–3.2:
Template for Describing Tone Shift
In “The Ways We Lie,” Stephanie Ericsson’s tone shifts from one of_________________
when describing ______________________________________________ to a tone of
___________________________ when describing ____________________________,
which highlights the writer’s realization that __________________________________.
In [title of text], [writer’s] tone shifts from one of_______________________________
___________________________ when describing ____________________________,
___________________________ when describing ____________________________,
___________________________ when describing ____________________________,

Name Class Date

Note Organizer for Synthesis
Source A
Perspective:
Source C
Perspective:
Quote:
Quote:
Source B Complexity
Perspective: Complications with
different perspectives:
Quote:

Name Class Date

Two Paragraph Synthesis Drafting Organizer
Unit 6: Synthesis (Part 1) Two Paragraph Drafting Organizer
(with Introduction and Optional Conclusion)
Thesis
Abstract idea that runs throughout

Lead-in to source references Source information
Explain how source information relates to the evidence/claim and

to the reasoning that justifies that claim and appeals to the audience.

(continued)

Name Class Date
Unit 6: Synthesis (Part 1) Two Paragraph Drafting Organizer

(with Introduction and Optional Conclusion)
Abstract idea that runs throughout

Lead-in to source references Source information
Explain how source information relates to the evidence/claim and

to the reasoning that justifies that claim and appeals to the audience.

Reconnect to abstract idea in thesis:

Name Class Date
UNIT 7–2.1:
Acknowledging Different Perspectives
Enforcing rules and

winning/making
exceptions

Name Class Date
UNIT 7–4.1:
Punctuation Marks
Punctuation Mark Not just . . . Also, think of it as . . .

Comma a mark to pause or take a breath a way to organize ideas in a sentence
during a sentence by separating words, phrases,
and dependent clauses from the
independent clauses.
Colon a mark placed before a list a way of indicating an explanation
or clarification of what came before
it (which may include a list). What
follows the colon is also the modifying
information.
Semicolon a mark to combine two sentences/ a way to combine the complete
independent clauses thoughts in separate sentences
for consideration together; the
relationship between the two
clauses is inferred since there is no
conjunction to assert the relationship.
Dash a way of separating extra information a way to include nonessential
from the main part of a sentence. information that may be interesting
or influence the understanding of
information in the rest of the sentence.
Hyphen a simple way of combining words. a way to combine words to indicate a
combined idea or concept.
Quotation Mark a way to indicate when something is a way to indicate sarcastic or
being quoted. figurative usage of a word.
Period the end of a sentence. the end of a complete thought.
Exclamation Mark the end of a sentence that is meant to a way of emphasizing or elevating
loudly declare something. a sentence and expressing strong
emotion.
Question Mark the end of a sentence that is asking a a way to get readers to consider an
question. idea on their own.

Name Class Date
UNIT 7-Join the Conversation:

Complexity Source A
Complications with Perspective:
Quote:
Source B
Perspective:
Quote:
Cultural
Enclaves
NEW Source D Source C

Perspective: Perspective:
Quote: Quote:

Name Class Date
UNIT 7-Join the Conversation:

Synthesis Full Drafting Organizer
Unit 7: Synthesis Full Essay Drafting Organizer
Introduction
Thesis with subordinate clause lead-in:
Abstract Idea that runs throughout

Lead-in to source information Source information
Explain how source information relates to the claim and to the reasoning that justifies
Body Paragraph 1

Reconnect to abstract idea in thesis
(continued)
Name Class Date


Explain how source information relates to claim 2 and to the reasoning that justifies
Body Paragraph 2

(continued)

Name Class Date

Explain how source information relates to claim 2 and to the reasoning that justifies
Body Paragraph 3

Statement about essay topic that leads to abstract idea:

Conclusion
Call to the reader about the essay topic (call to act or think differently):
General statement about the importance of the abstract idea(s):

Name Class Date

Complexity Source A
Complications with Perspective:
Quote:
Source B
Perspective:
Quote:
Source C
NEW Source F Perspective:
Perspective:
Quote:
Quote:
Source D
NEW Source E Perspective:
Perspective:
Quote:
Quote:

Name Class Date
UNIT 9–CHECKPOINT 1.1:

Evaluating Perspectives
Example from Text Position on Topic Perspective Function
☐ Academic/ Professional This perspective

☐ Personal Experience/ ☐ supports
Testimony ☐ complements
☐ Assumption/ ☐ contradicts
☐ Common Social the writer’s view that
Observation ...............
☐ Cultural Attitudes Sentence:
☐ Hypothetical

☐ Hypothetical

☐ Hypothetical

☐ Hypothetical

Name Class Date

Addressing Opposing or Alternative
☐ Concession In this text, [writer]

☐ Rebuttal [choose one: concedes, rebuts,
or refutes] [briefly summarize the
☐ Refutation perspective and position of the
counterargument] i
in order to
[explain why the writer engages with
the argument].
Sentence:

counterargument] i
in order to
the argument].
Sentence:

counterargument] i
in order to
the argument].
Sentence:

Name Class Date

Transitions to Counterarguments
Textual Evidence Transition Function: Choose One
☐ Word Transition to Addressing a

☐ Phrase/Clause Counterargument:
☐ Sentence In this text [the writer]

transitions from [summarize argument]
☐ Paragraph to [summarize counterargument]
Or
Transition from Exposing a
Counterargument:
In this text [the writer]
transitions from
[summarize counterargument] to
[summarize argument]
☐ Word Transition to Addressing a

☐ Phrase/Clause Counterargument:
☐ Sentence In this text [the writer]

☐ Paragraph to [summarize counterargument]
Or
Counterargument:
transitions from
☐ Concession Transition to Addressing a

☐ Rebuttal Counterargument:
☐ Refutation In this text [the writer]

to [summarize counterargument]
Or
Counterargument:
transitions from

JUSTICE AND RACE, FRAMEWORK ACTIVITY
Text of 2008 Apology for Slavery Issued by the U.S. House of Representatives
H. RES. 194
In the House of Representatives, U. S.,
July 29, 2008
RESOLUTION
Whereas millions of Africans and their descendants were enslaved in the United States and the 13 American
colonies from 1619 through 1865;
Whereas slavery in America resembled no other form of involuntary servitude known in history, as Africans
were captured and sold at auction like inanimate objects or animals;
Whereas Africans forced into slavery were brutalized, humiliated, dehumanized, and subjected to the
indignity of being stripped of their names and heritage;
Whereas enslaved families were torn apart after having been sold separately from one another;
Whereas the system of slavery and the visceral racism against persons of African descent upon which it
depended became entrenched in the Nation’s social fabric;
Whereas slavery was not officially abolished until the passage of the 13th Amendment to the United States
Constitution in 1865 after the end of the Civil War;
Whereas after emancipation from 246 years of slavery, African-Americans soon saw the fleeting political,
social, and economic gains they made during Reconstruction eviscerated by virulent racism, lynchings,
disenfranchisement, Black Codes, and racial segregation laws that imposed a rigid system of officially
sanctioned racial segregation in virtually all areas of life;
Whereas the system of de jure [legally recognized] racial segregation known as Jim Crow, which arose in
certain parts of the Nation following the Civil War to create separate and unequal societies for whites and
African-Americans, was a direct result of the racism against persons of African descent engendered by
slavery;
Whereas a century after the official end of slavery in America, Federal action was required during the 1960s
to eliminate the de jure and de facto [in fact even if not in law] system of Jim Crow throughout parts of the
Nation, though its vestiges still linger to this day;
Whereas African-Americans continue to suffer from the complex interplay between slavery and Jim Crow—
long after both systems were formally abolished—through enormous damage and loss, both tangible and
intangible, including the loss of human dignity, the frustration of careers and professional lives, and the
long-term loss of income and opportunity;

Whereas the story of the enslavement and de jure segregation of African-Americans and the dehumanizing
atrocities committed against them should not be purged from or minimized in the telling of American
history;
Whereas on July 8, 2003, during a trip to Goree Island, Senegal, a former slave port, President George W.
Bush acknowledged slavery’s continuing legacy in American life and the need to confront that legacy when
he stated that slavery was . . . one of the greatest crimes of history . . . The racial bigotry fed by slavery did
not end with slavery or with segregation. And many of the issues that still trouble America have roots in the
bitter experience of other times. But however long the journey, our destiny is set: liberty and justice for all.;
Whereas President Bill Clinton also acknowledged the deep-seated problems caused by the continuing
legacy of racism against African-Americans that began with slavery when he initiated a national dialogue
about race;
Whereas a genuine apology is an important and necessary first step in the process of racial reconciliation;
Whereas an apology for centuries of brutal dehumanization and injustices cannot erase the past, but
confession of the wrongs committed can speed racial healing and reconciliation and help Americans
confront the ghosts of their past;
Whereas the legislature of the Commonwealth of Virginia has recently taken the lead in adopting a
resolution officially expressing appropriate remorse for slavery and other State legislatures have adopted or
are considering similar resolutions; and
Whereas it is important for this country, which legally recognized slavery through its Constitution and its
laws, to make a formal apology for slavery and for its successor, Jim Crow, so that it can move forward and
seek reconciliation, justice, and harmony for all of its citizens: Now, therefore, be it
That the House of Representatives—
(1) acknowledges that slavery is incompatible with the basic founding principles recognized in the
Declaration of Independence that all men are created equal;
(2) acknowledges the fundamental injustice, cruelty, brutality, and inhumanity of slavery and Jim Crow;
(3) apologizes to African Americans on behalf of the people of the United States, for the wrongs committed
against them and their ancestors who suffered under slavery and Jim Crow; and
(4) expresses its commitment to rectify the lingering consequences of the misdeeds committed against
African Americans under slavery and Jim Crow and to stop the occurrence of human rights violations in
the future.

JUSTICE AND RACE, UNIT 9 ACTIVITY
(Source A)
Aung San Suu Kyi’s Speech Accepting the Sakharov Prize for Freedom of Thought, p. 242
The students were protesting not just against the death of their comrades but against the denial of their
right to life by a totalitarian regime which deprived the present of meaningfulness and held out no hope
for the future. And because the students’ protests articulated the frustrations of the people at large, the
demonstrations quickly grew into a nationwide movement. Some of its keenest supporters were businessmen
who had developed the skills and the contacts necessary not only to survive but to prosper within the system.
But their affluence offered them no genuine sense of security or fulfillment, and they could not but see that
if they and their fellow citizens, regardless of economic status, were to achieve a worthwhile existence, an
accountable administration was at least a necessary if not a sufficient condition. The people of Burma had
wearied of a precarious state of passive apprehension where they were “as water in the cupped hands” of the
powers that be.
Emerald cool we may be
As water in cupped hands.
But oh that we might be
As splinters of glass
In cupped hands.
Glass splinters, the smallest with its sharp, glinting power to defend itself against hands that try to crush,
could be seen as a vivid symbol of the spark of courage that is an essential attribute of those who would
free themselves from the grip of oppression. Bogyoke Aung San regarded himself as a revolutionary and
searched tirelessly for answers to the problems that beset Burma during her times of trial. He exhorted the
people to develop courage: “Don’t just depend on the courage and intrepidity of others. Each and every one
of you must make sacrifices to become a hero possessed of courage and intrepidity. Then only shall we all be
able to enjoy true freedom.”
p. 243
The quintessential revolution is that of the spirit, born of an intellectual conviction of the need for change in
those mental attitudes and values which shape the course of a nation’s development. A revolution which aims
merely at changing official policies and institutions with a view to an improvement in material conditions
has little chance of genuine success.
Without a revolution of the spirit, the forces which produced the iniquities of the old order would continue
to be operative, posing a constant threat to the process of reform and regeneration. It is not enough merely
to call for freedom, democracy and human rights. There has to be a united determination to persevere in
the struggle, to make sacrifices in the name of enduring truths, to resist the corrupting influences of desire,
ill will, ignorance and fear.
(Source B)
Timothy Snyder, On Tyranny: Twenty Lessons from the Twentieth Century (2017),
“Practice corporeal politics.” p. 249
For resistance to succeed, two boundaries must be crossed. First, ideas about change must engage people
of various backgrounds who do not agree about everything. Second, people must find themselves in places
that are not their homes, and among groups who were not previously their friends. Protest can be organized
through social media, but nothing is real that does not end on the streets. If tyrants feel no consequences for
their actions in the three-dimensional world, nothing will change.

(Source C)
Frederick Douglass, “What to the Slave is the 4th of July?” 1852, p. 569
At a time like this, scorching irony, not convincing argument, is needed. O! had I the ability, and could I
reach the nation’s ear, I would, to-day, pour out a fiery stream of biting ridicule, blasting reproach, withering
sarcasm, and stern rebuke. For it is not light that is needed, but fire; it is not the gentle shower, but thunder.
We need the storm, the whirlwind, and the earthquake. The feeling of the nation must be quickened; the
conscience of the nation must be roused; the propriety of the nation must be startled; the hypocrisy of the
nation must be exposed; and its crimes against God and man must be proclaimed and denounced.
(Source D)
Dr. Martin Luther King, Jr., “Letter from a Birmingham Jail,” 1963
You may well ask: “Why direct action? Why sit ins, marches and so forth? Isn’t negotiation a better path?”
You are quite right in calling for negotiation. Indeed, this is the very purpose of direct action. Nonviolent
direct action seeks to create such a crisis and foster such a tension that a community which has constantly
refused to negotiate is forced to confront the issue. It seeks so to dramatize the issue that it can no longer be
ignored. My citing the creation of tension as part of the work of the nonviolent resister may sound rather
shocking. But I must confess that I am not afraid of the word “tension.” I have earnestly opposed violent
tension, but there is a type of constructive, nonviolent tension which is necessary for growth. . . .
We know through painful experience that freedom is never voluntarily given by the oppressor; it must be
demanded by the oppressed. Frankly, I have yet to engage in a direct action campaign that was “well timed”
in the view of those who have not suffered unduly from the disease of segregation. For years now I have
heard the word “Wait!” It rings in the ear of every Negro with piercing familiarity. This “Wait” has almost
always meant “Never.” We must come to see, with one of our distinguished jurists, that “justice too long
delayed is justice denied.”
(Source E)
John Lewis, March on Washington for Jobs and Freedom, 1963
To those who have said, “Be patient and wait,” we have long said that we cannot be patient. We do not want
our freedom gradually, but we want to be free now! We are tired. We are tired of being beaten by policemen.
We are tired of seeing our people locked up in jail over and over again. And then you holler, “Be patient.”
How long can we be patient? We want our freedom and we want it now. We do not want to go to jail. But
we will go to jail if this is the price we must pay for love, brotherhood, and true peace. . . .
They’re talking about slow down and stop. We will not stop. . . . If we do not get meaningful legislation out
of this Congress, the time will come when we will not confine our marching to Washington. We will march
through the South; through the streets of Jackson, through the streets of Danville, through the streets of
Cambridge, through the streets of Birmingham. But we will march with the spirit of love and with the spirit
of dignity that we have shown here today. By the force of our demands, our determination, and our numbers,
we shall splinter the segregated South into a thousand pieces and put them together in the image of God and
democracy. We must say: “Wake up America! Wake up!” For we cannot stop, and we will not and cannot
be patient.
(Source F)
Shirley Chisholm, Speech at Howard University, p. 633
We’re on the move now, and as Frederick Douglass said, “Power concedes nothing without a struggle.” It
never has, and it never will. . . .
Indeed, a principle byproduct of the American Civil Rights Movement has been the awakening of the black
citizen to his awesome political potential. And just as the picket line and the lunch counter demonstrations
and the boycotts were dramatic and effective weapons of protest for the civil rights movement, the polling
place is the new phase in the new thrust of the black man’s bid for equality of opportunity. “Power concedes
nothing.”

AP® English Language and Composition Correlation to the
Course and Exam Description (effective Fall 2019)
Correlation to the Course Content
Enduring Understandings, Skills, and Essential Knowledge Text Pages
UNIT 1: THE UNENDING CONVERSATION
RHS-1 Individuals write within a particular situation and make strategic writing choices based on that situation.
Skill: 1.A Reading—Identify RHS-1.A The rhetorical situation of a text collectively refers to the exigence, Unit 1, p. 8
and describe components purpose, audience, writer, context, and message.
of the rhetorical situation: RHS-1.B The exigence is the part of a rhetorical situation that inspires, Unit 1, pp. 9-10
the exigence, audience, stimulates, provokes, or prompts writers to create a text.
writer, purpose, context, and
message. RHS-1.C The purpose of a text is what the writer hopes to accomplish with it. Unit 1, p. 11
Writers may have more than one purpose in a text.
RHS-1.D An audience of a text has shared as well as individual beliefs, Unit 1, pp. 12-13
values, needs, and backgrounds.
RHS-1.E Writers create texts within a particular context that includes the Unit 1, pp. 15-17
time, place, and occasion.
CLE-1: Writers make claims about subjects, rely on evidence that supports the reasoning that justifies the claim, and often
acknowledge or respond to other, possibly opposing, arguments.
Skills: 3.A Reading—Identify CLE-1.A Writers convey their positions through one or more claims that Unit 1, pp. 20-21
and explain claims and require a defense.
evidence within an argument. CLE-1.B Writers defend their claims with evidence and/or reasoning. Unit 1, p. 23
4.A Writing—Develop a CLE-1.C Types of evidence may include facts, anecdotes, analogies, Unit 1, p. 25-27
paragraph that includes statistics, examples, details, illustrations, expert opinions, personal
a claim and evidence observations, personal experiences, testimonies, or experiments.
supporting the claim.
CLE-1.D Effective claims provoke interest and require a defense, rather than Unit 1, p. 30
simply stating an obvious, known fact that requires no defense or justification.
CLE-1.E Writers relate source material to their own argument by syntactically Unit 1, p. 32-35
embedding particular quoted, paraphrased, or summarized information from
one or more sources into their own ideas.
UNIT 2: SELECTING EVIDENCE TO MOTIVATE AN AUDIENCE
Skills: 1.B Reading— RHS-1.F Writers’ perceptions of an audience’s values, beliefs, needs, and Unit 2, pp. 59-61
Explain how an argument background guide the choices they make.
demonstrates understanding RHS-1.G To achieve a purpose, writers make choices in an attempt to relate Unit 2, pp. 59-61
of an audience’s beliefs, to an intended audience’s emotions and values.
values, or needs.
RHS-1.H Arguments seek to persuade or motivate action through appeals— Unit 2, pp. 64-70
2.B Writing—Demonstrate the modes of persuasion.
an understanding of an
audience’s beliefs, values, or
needs.
Skills: 3.B Reading—Identify CLE-1.F Writers use evidence strategically and purposefully to illustrate, Unit 2, pp. 76-81
and describe the overarching clarify, set a mood, exemplify, associate, or amplify a point.
thesis of an argument, and CLE-1.G Strategically selected evidence strengthens the validity and Unit 2, pp. 76-81
any indication it provides of reasoning of the argument, relates to an audience’s emotions and values, and
the argument’s structure. increases a writer’s credibility.
4.B Writing—Write a thesis CLE-1.H An effective argument contains sufficient evidence; evidence is Unit 2, pp. 84-86
statement that requires proof sufficient when its quantity and quality provide apt support for the argument
or defense and that may
preview the structure of the CLE-1.I A thesis is the main, overarching claim a writer is seeking to defend Unit 2, pp. 90-92
argument. or prove by using reasoning supported by evidence.
CLE-1.J A writer’s thesis is not necessarily a single sentence or an explicit Unit 2, pp. 90-92
statement and may require a thorough reading of the text to identify, but
when a thesis is directly expressed, it is called a thesis statement.
UNIT 3: CONNECTING AN ARGUMENT
Skills: 3.A Reading—Identify CLE-1.K Effective use of evidence uses commentary to establish a logical Unit 3, pp. 123-125,
and explain claims and relationship between the evidence and the claim it supports. 128-130
evidence within an argument. CLE-1.L Writers introduce source material by using commentary to properly Unit 3, pp. 128-130
4.A Writing—Develop a integrate it into their line of reasoning.
paragraph that includes CLE-1.M Synthesis requires consideration, explanation, and integration of Unit 3, pp. 128-130
a claim and evidence others’ arguments into one’s own argument.
supporting the claim.
CLE-1.N Writers must acknowledge words, ideas, images, texts, and other Unit 3, pp. 128-130
intellectual property of others through attribution, citation, or reference.
REO-1 Writers guide understanding of a text’s lines of reasoning and claims through that text’s organization and integration of
evidence.
Skills: 5.A Reading— REO-1.A Writers may lead readers through a line of reasoning and then Unit 3, pp. 137-143.
Describe the line of arrive at a thesis.
reasoning and explain REO-1.B Writers may express a claim and then develop a line of reasoning to Unit 3, pp. 137-143.
whether it supports an justify the claim.
argument’s overarching
thesis. REO-1.C Writers explain their reasoning through commentary that connects Unit 3, p. 140.
chosen evidence to a claim.
6.A Writing—Develop
a line of reasoning and REO-1.D Commentary explains the significance and relevance of evidence in Unit 3, pp. 141-142.
commentary that explains it relation to the line of reasoning.
throughout an argument. REO-1.E The sequence of paragraphs in a text reveals the argument’s line of Unit 3, pp. 142-143.
reasoning.
REO-1.F Flaws in a line of reasoning may render an argument specious or Unit 3, pp. 147-150.
illogical.
Skills: 5.C Reading— REO-1.G Methods of development are common approaches writers Unit 3, pp. 155-156.
Recognize and explain frequently use to develop and organize the reasoning of their arguments.
the use of methods of A method of development provides an audience with the means to trace a
development to accomplish a writer’s reasoning in an argument.
purpose. REO-1.H Some typical methods of development are narration, cause- effect, Unit 3, pp. 155-156.
6.C Writing—Use appropriate comparison-contrast, definition, and description.
methods of development to REO-1.I When developing ideas through narration, writers offer details about Unit 3, pp. 158-160.
advance an argument. real-life experiences and offer reflections and insights on the significance of
those experiences.
REO-1.J When developing ideas through cause-effect, writers present a Unit 3, pp. 162-165.
cause, assert effects or consequences of that cause, or present a series of
causes and the subsequent effect(s).
UNIT 4: STRUCTURING AND ORGANIZING ARGUMENTS
Skills: 1.A Reading—Identify RHS-1.I The introduction of an argument introduces the subject and/ or Unit 4, pp. 192-195
and describe components writer of the argument to the audience. An introduction may present the
of the rhetorical situation: argument’s thesis. An introduction may orient, engage, and/or focus the
the exigence, audience, audience by presenting quotations, intriguing statements, anecdotes,
writer, purpose, context, and questions, statistics, data, contextualized information, or a scenario.
message. RHS-1.J The conclusion of an argument brings the argument to a unified Unit 4, pp. 198-200
2.A Writing—Write end. A conclusion may present the argument’s thesis. It may engage and/or
introductions and focus the audience by explaining the significance of the argument within a
conclusions appropriate to broader context, making connections, calling the audience to act, suggesting
the purpose and context of a change in behavior or attitude, proposing a solution, leaving the audience
the rhetorical situation. with a compelling image, explaining implications, summarizing the argument,
or connecting to the introduction.
Skills: 3.B Reading—Identify CLE-1.O A thesis statement may preview the line of reasoning of an Unit 4, pp. 206-211
and describe the overarching argument. This is not to say that a thesis statement must list the points of
thesis of an argument, and an argument, aspects to be analyzed, or specific evidence to be used in an
any indication it provides of argument.
the argument’s structure.
4.B Writing—Write a thesis
statement that requires proof
preview the structure of the
argument.
evidence.
Skills: 5.C Reading— REO-1.G Methods of development are common approaches writers Unit 4, pp. 215-216
Recognize and explain frequently use to develop and organize the reasoning of their arguments.
the use of methods of A method of development provides an audience with the means to trace a
development to accomplish a writer’s reasoning in an argument.
purpose. REO-1.K When developing ideas through comparison-contrast, writers Unit 4, pp. 215-216
6.C Writing—Use appropriate present a category of comparison and then examine the similarities and/
methods of development to or differences between the objects of the comparison. When analyzing
advance an argument. similarities and/or differences, like categories of comparison must be used.
REO-1.L When developing ideas through a definition or description, writers Unit 4, pp. 218-221
relate the characteristics, features, or sensory details of an object or idea,
sometimes using examples or illustrations.
UNIT 5: STRUCTURING AND SUPPORTING COHERENT ARGUMENTS
evidence.
Skills: 5.A Reading— REO-1.M The body paragraphs of a written argument make claims, support Unit 5, pp. 248-253
Describe the line of them with evidence, and provide commentary that explains how the Unit 5, Composing
reasoning and explain paragraph contributes to the reasoning of the argument. on Your Own, pp.
whether it supports an 255–256, 265, 274
argument’s overarching
thesis.
6.A Writing—Develop
a line of reasoning and
commentary that explains it
throughout an argument.
Skills: 5.B Reading—Explain REO-1.N Coherence occurs at different levels in a piece of writing. In a Unit 5, pp. 258-263
how the organization of sentence, the idea in one clause logically links to an idea in the next. In a
a text creates unity and paragraph, the idea in one sentence logically links to an idea in the next. In a
coherence and reflects a line text, the ideas in one paragraph logically link to the ideas in the next.
of reasoning. REO-1.O Repetition, synonyms, pronoun references, and parallel structure Unit 5, pp. 265-268
6.B Writing—Use transitional may indicate or develop a relationship between elements of a text.
elements to guide the reader REO-1.P Transitional elements are words or other elements (phrases, Unit 5, pp. 269-271
through the line of reasoning clauses, sentences, or paragraphs) that assist in creating coherence among
of an argument. sentences, paragraphs, or sections in a text by showing relationships among
ideas.
REO-1.Q Transitional elements can be used to introduce evidence or to Unit 5, pp. 269-271
indicate its relationship to other ideas or evidence in that paragraph or in the
text as a whole.
STL-1 The rhetorical situation informs the strategic stylistic choices that writers make.
Skills: 7.A Reading— STL-1.A Words have both connotative and denotative meanings. Unit 5, pp. 276-277
Explain how word choice, STL-1.B Descriptive words, such as adjectives and adverbs, not only qualify Unit 5, pp. 279-281
comparisons, and syntax or modify the things they describe but also convey a perspective toward
contribute to the specific those things.
tone or style of a text.
STL-1.C Precise word choice reduces confusion and may help the audience Unit 5, pp. 279-281
8.A Writing—Strategically perceive the writer’s perspective.
use words, comparisons, and
syntax to convey a specific
tone or style in an argument.
UNIT 6: SYNTHESIZING PERSPECTIVES AND REFINING ARGUMENTS
Skills: 3.A Reading—Identify CLE-1.P When synthesizing, writers draw upon arguments from multiple Unit 6, pp. 312-318
and explain claims and sources, strategically select the most relevant information, and combine apt
evidence within an argument. and specific source material as part of their own argument.
4.A Writing—Develop a CLE-1.Q A source provides information for an argument, and some sources Unit 6, pp. 312-318
paragraph that includes are more reliable or credible than others.
a claim and evidence CLE-1.R A position and a perspective are different. Sources may have the Unit 6, pp. 321-322
supporting the claim. same position on a subject, yet each comes from a different perspective
based on their background, interests, and expertise.
CLE-1.S When incorporating evidence or sources into an argument, the Unit 6, pp. 325-327
strongest arguments recognize and acknowledge the biases and limitations
of the material and account for those limitations in their reasoning.
CLE-1.T The degree to which a source does or does not consider other Unit 6, pp. 325-327
positions reflects the degree to which that source is biased.
Skills: 3.B Reading—Identify CLE-1.U Consideration and use of new evidence may require revision of the Unit 6, pp. 335-337
and describe the overarching thesis statement and/or changes to the line of reasoning.
thesis of an argument, and
any indication it provides of
the argument’s structure.
4.B Writing—Write a thesis
statement that requires proof
preview the structure of the
argument.
Skills: 7.A Reading— STL-1.D A writer’s tone is the writer’s attitude or feeling about a subject, Unit 6, pp. 342-348
Explain how word choice, conveyed through word choice and writing style.
comparisons, and syntax STL-1.E Readers infer a writer’s tone from the writer’s word choice, and Unit 6, pp. 342-348
contribute to the specific especially the positive, negative, or other connotations of those words.
tone or style of a text.
STL-1.F A writer’s shifts in tone from one part of a text to another may Unit 6, pp. 351-353
8.A Writing—Strategically suggest the writer’s qualification, refinement, or reconsideration of their
use words, comparisons, and perspective on a subject.
UNIT 7: STYLE AS SUBSTANCE
Skills: 1.A Reading—Identify RHS-1.I The introduction of an argument introduces the subject and/ or Unit 7, pp. 391-392
and describe components writer of the argument to the audience. An introduction may present the
of the rhetorical situation: argument’s thesis. An introduction may orient, engage, and/or focus the
the exigence, audience, audience by presenting quotations, intriguing statements, anecdotes,
writer, purpose, context, and questions, statistics, data, contextualized information, or a scenario.
message. RHS-1.J The conclusion of an argument brings the argument to a unified end. Unit 7, pp. 396-397
2.A Writing—Write A conclusion may present the argument’s thesis. It may engage and/or focus
introductions and the audience by explaining the significance of the argument within a broader
conclusions appropriate to context, making connections, , calling the audience to act, suggesting a
the purpose and context of change in behavior or attitude, proposing a solution, leaving the audience
the rhetorical situation. with a compelling image, explaining implications, summarizing the argument,
or connecting to the introduction.
Skills: 3.C Reading— CLE-1.V A lack of understanding of the complexities of a subject or an issue Unit 7, pp. 403-405
Explain ways claims are can lead to oversimplification or generalizations.
qualified through modifiers, CLE-1.W Because arguments are usually part of ongoing discourse, effective Unit 7, pp. 403-405
counterarguments, and arguments often avoid expressing claims, reasoning, and evidence in
alternative perspectives. absolute terms.
4.C Writing—Qualify a CLE-1.X Writers may strategically use words, phrases, and clauses as Unit 7, pp. 407-410
claim using modifiers, modifiers to qualify or limit the scope of an argument.
counterarguments, or
alternative perspectives.
Skills: 7.B Reading—Explain STL-1.G Writers express ideas in sentences. Sentences are made up of Unit 7, pp. 417-419
how writers create, combine, clauses, at least one of which must be independent.
and place independent and STL-1.H The arrangement of sentences in a text can emphasize particular Unit 7, pp. 417-419
dependent clauses to show ideas.
relationships between and
among ideas. (Note: Students STL-1.I Subordination and coordination are used to express the intended Unit 7, pp. 422-424
should be able to read and relationship between ideas in a sentence.
analyze these complexities STL-1.J Writers frequently use coordination to illustrate a balance or equality Unit 7, pp. 422-424
but are not expected to write between ideas.
with them on timed essays.)
STL-1.K Writers frequently use subordination to illustrate an imbalance or Unit 7, pp. 422-424
8.B Writing—Write sentences inequality between ideas.
that clearly convey ideas and
STL-1.L The arrangement of clauses, phrases, and words in a sentence can Unit 7, pp.417-419
arguments.
emphasize ideas.
Skills: 7.C Reading— STL-1.M Grammar and mechanics that follow established conventions of Unit 7, pp. 429-432
Explain how grammar and language enable clear communication.
mechanics contribute to the STL-1.N Writers use punctuation strategically to demonstrate the Unit 7, pp. 429-432
clarity and effectiveness of relationships among ideas in a sentence.
an argument.
STL-1.O Punctuation (commas, colons, semicolons, dashes, hyphens, Unit 7, pp. 429-432
8.C Writing—Use established parentheses, quotation marks, or end marks) advances a writer’s purpose
conventions of grammar and by clarifying, organizing, emphasizing, indicating purpose, supplementing
mechanics to communicate information, or contributing to tone.
clearly and effectively.
STL-1.P Some design features, such as italics or boldface, create emphasis Unit 7, pp. 434-435
UNIT 8: USING STYLE STRATEGICALLY
Skills: 1.B Reading— RHS-1.K Writers may make comparisons (e.g., similes, metaphors, analogies, Unit 8, pp. 471-478
Explain how an argument or anecdotes) in an attempt to relate to an audience. Effective comparisons
demonstrates understanding must be shared and understood by the audience to advance the writer’s
of an audience’s beliefs, purpose.
values, or needs. RHS-1.L Writers’ choices regarding syntax and diction influence how the Unit 8, pp. 481-486
2.B Writing—Demonstrate writer is perceived by an audience and may influence the degree to which an
an understanding of an audience accepts an argument.
audience’s beliefs, values, or RHS-1.M Word choice may reflect writers’ biases and may affect their Unit 8, pp. 481-486
needs. credibility with a particular audience.
RHS-1.N Because audiences are unique and dynamic, writers must consider Unit 8, pp. 491-495
the perspectives, contexts, and needs of the intended audience when making
choices of evidence, organization, and language in an argument.
Skills: 7.A Reading— STL-1.Q A writer’s style is made up of the mix of word choice, syntax, and Unit 8, pp. 503-506
Explain how word choice, conventions employed by that writer.
comparisons, and syntax STL-1.R Writers may signal a complex or ironic perspective through stylistic Unit 8, pp. 509-512
contribute to the specific choices. Irony may emerge from the differences between an argument and
tone or style of a text. the readers’ expectations or values.
8.A Writing—Strategically
use words, comparisons, and
Skills: 7.B Reading—Explain STL-1.S Modifiers—including words, phrases, or clauses—qualify, clarify, or Unit 8, pp. 517-522
how writers create, combine, specify information about the thing with which they are associated. To reduce
and place independent and ambiguity, modifiers should be placed closest to the word, phrase, or clause
dependent clauses to show that they are meant to modify.
relationships between and STL-1. Parenthetical elements—though not essential to understanding what Unit 8, pp. 524-525
among ideas. they are describing—interrupt sentences to provide additional information
8.B Writing—Write sentences that may address an audience’s needs and/or advance a writer’s purpose.
that clearly convey ideas and
arguments.
UNIT 9: CONTRIBUTING TO THE CONVERSATION
Skills: 3.C Reading— CLE-1.Y Effectively entering into an ongoing conversation about a subject Unit 9, pp. 566-570
Explain ways claims are means engaging the positions that have already been considered and argued
qualified through modifiers, about.
counterarguments, and CLE-1.Z Evidence and sources will either support, complement, or contradict Unit 9, pp. 566-570
alternative perspectives. a writer’s thesis.
4.C Writing—Qualify a CLE-1.AA Writers enhance their credibility when they refute, rebut, or Unit 9, pp. 578-581
claim using modifiers, concede opposing arguments and contradictory evidence.
counterarguments, or
alternative perspectives. CLE-1.AB When writers concede, they accept all or a portion of a competing Unit 9, pp. 578-581
position or claim as correct, agree that the competing position or claim is
correct under a different set of circumstances, or acknowledge the limitations
of their own argument.
CLE-1.AC When writers rebut, they offer a contrasting perspective on an Unit 9, pp. 578-581
argument and its evidence or provide alternative evidence to propose that all
or a portion of a competing position or claim is invalid.
CLE-1.AD When writers refute, they demonstrate, using evidence, that all or Unit 9, pp. 578-581
a portion of a competing position or claim is invalid.
CLE-1.AE Transitions may be used to introduce counterarguments. Unit 9, pp. 581-583
CLE-1.AF Not all arguments explicitly address a counterargument. Unit 9, pp. 581-583
Correlation to the AP® English Language and Composition Skills
Skills Text Pages

Skill Category 1: Rhetorical Situation—Reading: Explain how writers’ choices reflect the components of the rhetorical situation.
1.A—Identify and describe components of the Unit 1 Checkpoint - Close Reading: pp. 9, 10, 11-12, 14-15, 17-18
rhetorical situation: the exigence, audience, Unit 1 Review: question 1, p. 41; questions 8-9, p. 43
writer, purpose, context, and message. Unit 2 Checkpoint - Close Reading: pp. 195-196, 201
Unit 2 Review: question 6, p. 99
Unit 4 Review: questions 3-4, p. 227; question 11, p. 230
Unit 5 Review: question 3, pp. 286
Unit 7 Checkpoint - Close Reading: pp. 393-395, 398
Unit 7 Review: questions 2 and 4, pp. 440-441
Practice Examination: question 3, p. 603
1.B—Explain how an argument demonstrates Unit 1 Review: questions 4-5, p. 42
understanding of an audience’s beliefs, Unit 2 Checkpoint - Close Reading: pp. 61-63, 71-72
values, or needs. Unit 2 Review: questions 1 and 3, p. 98
Unit 7 Review: questions 6-7, p. 441
Unit 8 Checkpoint - Close Reading: pp. 478-479, 487-488, 495-496
Unit 8 Review: question 2 , p. 532; questions 4, 5 & 7, p. 533
Practice Examination: question 7, p. 605; questions 12 & 16, pp. 607-608
Skill Category 2: Rhetorical Situation—Writing: Make strategic choices in a text to address a rhetorical situation.
2.A—Write introductions and conclusions Unit 4 Checkpoint - Evaluating Writing: pp. 196-197, 201-202
appropriate to the purpose and context of the Unit 7 Checkpoint - Evaluate Writing: pp. 395, 399
rhetorical situation. Unit 7 Review: question 19, p. 446
Practice Examination: question 26, p. 613; question 34, p. 617
2.B—Demonstrate an understanding of an Unit 1 Review: question 18, p. 47
audience’s beliefs, values, or needs. Unit 2 Checkpoint - Evaluating Writing: pp. 63, 73
Unit 8 Checkpoint - Evaluating Writing: p. 480, 488-490, 496-497
Unit 8 Review: question 10, p. 536; questions 12-13, p. 537
Skill Category 3: Claims and Evidence—Reading: Identify and describe the claims and evidence of an argument.
3.A—Identify and explain claims and Unit 1 Checkpoint - Close Reading: pp. 21, 24, 28, 31, 36
evidence within an argument. Unit 1 Review: question 2, p. 41
Unit 2 Review: question 2, p. 98; question 5, p. 99
Unit 3 Checkpoint - Close Reading: pp. 125-127, 131-132
Unit 3 Review: questions 1-4, p. 171; question 7, p. 173
Unit 6 Checkpoint - Close Reading: pp. 318-319, 322-323, 338-339
Practice Examination: questions 2 & 4, p. 603; question 14, p. 608
3.B—Identify and describe the overarching Unit 1 Review: question 3, p. 42; question 7, p. 43
thesis of an argument, and any indication it Unit 2 Checkpoint - Close Reading: p. 93
provides of the argument's structure. Unit 2 Review: question 4, p. 99
Unit 4 Checkpoint - Close Reading: pp. 211-212
Unit 6 Checkpoint - Close Reading: pp. 338
3.C—Explain ways claims are qualified Unit 7 Checkpoint - Close Reading: pp. 405-406, 411-412
through modifiers, counterarguments, and Unit 7 Review: questions 1 and 3, p. 440
alternative perspectives. Unit 9 Checkpoint - Close Reading: pp. 571-572, 578-579, 583-584
Unit 9 Review: questions 1 and 2, p. 588
Skill Category 4:
4.A—Develop a paragraph that includes a Unit 1 Checkpoint - Evaluating Writing: pp. 22, 24-25, 28, 36-37
claim and evidence supporting the claim. Unit 1 Review: question 14, p. 46
Unit 2 Checkpoint - Evaluating Writing: pp. 83, 87-88
Unit 2 Review: questions 11-13, pp. 102-103
Unit 3 Checkpoint - Evaluating Writing: pp. 127, 133
Unit 6 Checkpoint - Evaluating Writing: pp. 320, 324, 329
Unit 6 Review: questions 9-11, 13, pp. 362-363
Practice Examination: question 28, p. 614; question 39, p. 619; question 45, p. 622
4.B—Write a thesis statement that requires Unit 2 Checkpoint - Evaluating Writing: p. 94.
proof or defense and that may preview the Unit 2 Review: question 10, p. 102.
structure of the argument Unit 4 Checkpoint - Evaluating Writing: p. 212.
Unit 6 Checkpoint - Close Reading: pp. 339.
Unit 6 Review: question 14, p. 363.
4.C—Qualify a claim using modifiers, Unit 1 Review: question 17, p. 47.
counterarguments, or alternative Unit 5 Review: question 9, p. 289.
perspectives. Unit 7 Checkpoint - Evaluating Writing: pp. 407, 412.
Unit 9 Checkpoint - Evaluating Writing: p. 571-572, 580-581, 585.
Practice Examination: question 29, p. 614; question 33, p. 616; question 42, p. 621.
Skill Category 5: Reasoning and Organization—Reading: Describe the reasoning, organization, and development of an argument.
5.A—Describe the line of reasoning and Unit 1 Review: question 12, p. 44
explain whether it supports an argument's Unit 3 Checkpoint - Close Reading: pp. 144-145, 151-152.
overarching thesis. Unit 5 Checkpoint - Close Reading: pp. 254-255
Unit 5 Review: questions 1 and 5, pp. 286-287.
Practice Examination: question 8, p. 604; question 19, p. 609; questions 23-24, p. 611
5.B—Explain how the organization of a text Unit 5 Checkpoint - Close Reading: pp. 263-264, 268-269, 272
creates unity and coherence and reflects a Unit 5 Review: question 7, pp. 288
line of reasoning. Practice Examination: question 6, p. 604; question 15, p. 608; question 20, p. 610
5.C—Recognize and explain the use of Unit 4 Checkpoint - Close Reading: 217, 221-222
methods of development to accomplish a Unit 4 Review: question 1, p. 226; questions 5-6, p. 227; questions 7 and 9, p. 228
purpose. Unit 3 Checkpoint - Close Reading: pp. 156-157, 161, 165-166
Unit 7 Review: questions 8 and 11, p. 442
Skill Category 6: Reasoning and Organization—Writing: Use organization and commentary to illuminate the line of reasoning in
an argument.
6.A—Develop a line of reasoning and Unit 4 Review: question 15, p. 230.
commentary that explains it throughout an Unit 3 Checkpoint - Evaluating Writing: pp. 146, 152
argument. Unit 3 Review: questions 8-9, pp. 174-175; question 12, p. 176
Unit 5 Checkpoint - Evaluate Writing: p. 255
6.B—Use transitional elements to guide the Unit 3 Review: questions 13-14, p. 177
reader through the line of reasoning of an Unit 4 Review: question 13, p. 230
argument. Unit 5 Checkpoint - Evaluating Writing: pp. 264, 269, 273
Practice Examination: question 30, p. 614; question 38, p. 618; question 40, p. 620
6.C—Use appropriate methods of Unit 1 Review: question 15, p. 46; question 16, p. 47
development to advance an argument. Unit 3 Checkpoint - Evaluating Writing: pp. 157-158, 161-162, 166-167
Unit 4 Checkpoint - Evaluating Writing: pp. 217-218, 222
Practice Examination: question 31, p. 615; question 36, p. 617; question 41, p. 620.
Skill Category 7: Style—Reading: Explain how writers’ stylistic choices contribute to the purpose of an argument.
7.A—Explain how word choice, comparisons, Unit 1 Review: question 6, p. 43; questions 10-11, p. 44; question 13, p. 44
and syntax contribute to the specific tone or Unit 2 Review: questions 7-9, p. 100
style of a text. Unit 3 Review: question 6, p. 173
Unit 6 Review: questions 2-5, pp. 358-359; question 8, p. 360
Unit 8 Review: question 1, p. 532; question 3, p. 532; question 6, p. 533,
question 9, p. 534
Practice Examination: question 1, p. 602; questions 7 & 11, p. 605
7.B—Explain how writers create, combine, Unit 7 Checkpoint - Close Reading: pp. 420-421, 425-426
and place independent and dependent Unit 7 Review: question 15, p. 444
clauses to show relationships between and Unit 8 Checkpoint - Close Reading: pp. 522-523, 525-527
among ideas. Practice Examination: question 18, p. 609; question 21, p. 610
7.C—Explain how grammar and mechanics Unit 7 Checkpoint - Close Reading: pp. 432-433, 435
contribute to the clarity and effectiveness of
an argument.
Skill Category 8: Style—Writing: Select words and use elements of composition to advance an argument.
8.A—Strategically use words, comparisons, Unit 4 Review: question 14, p. 231
and syntax to convey a specific tone or style Unit 5 Checkpoint - Evaluating Writing: pp. 278-279, 281
in an argument. Unit 6 Checkpoint - Evaluating Writing: pp. 350-351, 354
Unit 8: Checkpoint - Evaluating Writing: p. 508, 514
8.B—Write sentences that clearly convey Unit 7 Checkpoint - Evaluating Writing: pp. 421, 427
ideas and arguments. Unit 7 Review: question 14, p. 444; questions 16-18, 445-446
Unit 8 Checkpoint - Evaluating Writing: p. 524, 527-528
Practice Examination: questions 25 & 27, pp. 612-614; question 35, p. 617;
question 44, p. 621
8.C—Use established conventions of Unit 7 Checkpoint - Evaluating Writing: pp. 433-434, 436
grammar and mechanics to communicate Unit 7 Review: question 13, p. 444
clearly and effectively. Practice Examination: question 37, p. 618
Correlation to the Big Ideas
Big Ideas Text Pages
BIG IDEA 1: RHETORICAL SITUATION (RHS)
Enduring Understanding RHS-1: Individuals write within a particular situation and Unit 1: pp. 7-18
make strategic writing choices based on that situation. Unit 2: pp. 58-74
Unit 4: pp. 191-204
Unit 7: pp. 390-400
Unit 8: pp. 470-500
BIG IDEA 2: CLAIMS AND EVIDENCE (CLE)
Enduring Understanding CLE-1: Writers make claims about subjects, rely Unit 1: pp. 19-38
on evidence that supports the reasoning that justifies the claim, and often Unit 2: pp. 75-95
acknowledge or respond to other, possibly opposing, arguments Unit 3: pp. 122-135
Unit 4: pp. 205-213
Unit 6: pp. 311-340
Unit 7: pp. 401-415
Unit 9: pp. 565-586
BIG IDEA 3: REASONING AND ORGANIZATION (REO)
Enduring Understanding REO-1: Writers guide understanding of a text's lines of Unit 3: pp. 136-168
reasoning and claims through that text's organization and integration of evidence. Unit 4: pp. 214-223
Unit 5: pp. 247-274
BIG IDEA 4: STYLE (STL)
Enduring Understanding STL-1: The rhetorical situation informs the strategic Unit 5: pp. 275-283
stylistic choices that writers make. Unit 6: pp. 341-355
Unit 7: pp. 416-437
Unit 8: pp. 501-529
LEARNING
WITHOUT
BOUNDARIES
Access Perfection Learning’s same engaging content…
anytime, anywhere, with powerful on-the-go features!
Download the free Perfection Next® On-the-Go app

and start building your mobile library today!
ON-THE-GO FEATURES
No Internet, No Problem Ditch the Backpack
Freedom to read online or download Access eTextbooks on a phone, tablet,
the book for offline access…anytime, or Chromebook. App auto-syncs
anywhere! mobile and online accounts.
Your Device, Your Style Take Note!

Select light or dark mode, use the Personalize your learning with
marquee zoom tool, and alter page search and annotation tools.
layout and transitions. Highlight, draw, underline, bookmark,
and add comments in the notebook.
This application allows educational institutions to download and view
eTextbooks they have purchased and licensed from Perfection Learning®.
perfectionlearning.com | (800) 831-4190

TEACHER RESOURCE

®
English Language
and Composition
This Teacher Resource includes
• answers to all open-response activities and multiple-choice questions
• detailed rubrics for free-response questions
• model answers for features in the student book that support deep learning
• inquiry activities for writing rhetorically
• a framework with activities for reinforcing rhetorical strategies in conversations about
justice and race
• multiple reproducibles to support student writing—sentence and paragraph templates and
a variety of graphic organizers
Units Aligned with the Latest AP® Course and Exam Description
Unit 1—The Unending Conversation
Unit 2—Selecting Evidence to Motivate an Audience
Unit 3—Connecting an Argument
Unit 4—Structuring and Organizing Arguments
Unit 5—Structuring and Supporting Coherent Arguments
Unit 6—Synthesizing Perspectives and Refining Arguments
Unit 7—Style as Substance
Unit 8—Using Style Strategically
Unit 9—Contributing to the Conversation
Each unit includes
• An anchor text chosen from an array of diverse authors to foster rereading and critical analysis
• An anchor student draft to develop skills in evaluating writing
• Multiple-choice and free-response questions based on the updated AP® question syles
Features to Develop the Skills of Rhetoric
• Close Reading
• Evaluating Writing
• Composing on Your Own
• Reflect on the Essential Question
• Apply What You Have Learned
• Join the Conversation
The student book ends with a complete practice test modeled on the updated AP® Exam.
T3242
www.perfectionlearning.com
800-831-4190
Printed in the United States of America
Advanced Placement® and AP® are trademarks registered

and/or owned by the College Board, which was not involved
in the production of, and does not endorse, this product.

AMSCO Advanced Placement English Language and Composition Teacher Resource Brandon Abdon Timoth

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

AMSCO Advanced Placement English Language and Composition Teacher Resource Brandon Abdon Timoth

Uploaded by

Copyright:

Available Formats

TEACHER RESOURCE

ADVANCED PLACEMENT EDITION

Advanced Placement® and AP® are trademarks registered

ADVANCED PLACEMENT EDITION

Advanced Placement ® and AP® are trademarks registered and/or

Brandon Abdon, Senior Author, Doctor of Arts, English

Timothy Freitas, Master of Arts in Teaching, Secondary English Education

Lauren Peterson, Master of Arts, Education

© 2022 by Perfection Learning®

Please visit our website at

When ordering this book, please specify:

Printed in the United States of America.

UNIT 1—The Unending Conversation

PART 1 The Rhetorical Situation 2

PART 2 Claims and Evidence 6

UNIT 2—Selecting Evidence to Motivate an Audience

PART 1 Relating to an Audience 23

PART 2 Strategic and Sufficient Evidence 31

PART 3 Identifying a Thesis 35

UNIT 3—Connecting an Argument

PART 1 Connecting and Explaining Claims and Evidence 45

PART 3 Introduction to Methods of Development 51

UNIT 4—Structuring and Organizing Arguments

PART 1 Introductions and Conclusions 64

PART 3 Comparison-Contrast, Description, and Definition 71

UNIT 5—Structuring and Supporting Coherent Arguments

PART 1 Constructing Cohesive Arguments 85

PART 2 Maintaining Coherence and Managing Transitions 87

iv ENGLISH LANGUAGE AND COMPOSITION: AP ® EDITION ANSWER KEY ©Perfection Learning®

PART 1 Synthesizing Perspectives 105

PART 2 Considering and Accounting for New Evidence 109

PART 3 Strategic Use of Tone 110

Unit 6—Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115

UNIT 7—Style as Substance

PART 1 Framing an Argument 126

PART 2 Qualifying Claims 130

PART 3 Sentences 133

PART 4 Clarity Through Conventions 136

Unit 7—Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140

UNIT 8—Using Style Strategically

PART 1 Considering Audience Through Strategic Choices 152

©Perfection Learning® ENGLISH LANGUAGE AND COMPOSITION: AP ® EDITION ANSWER KEY v

PART 3 Modifiers and Parenthetical Elements 163

Unit 8—Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168

UNIT 9—Contributing to the Conversation

PART 1 Engaging Counterarguments 180

Unit 9—Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191

vi ENGLISH LANGUAGE AND COMPOSITION: AP ® EDITION ANSWER KEY ©Perfection Learning®

• Enduring Understanding/Learning Objectives: The Enduring Understanding

1. Thunberg’s exigence is an opportunity to speak at the UN to world leaders she believes

Evaluating Writing: Student Draft

©Perfection Learning® ENGLISH LANGUAGE AND COMPOSITION: AP ® EDITION ANSWER KEY 1

Item Enduring Essential Text

Close Reading: Open Response Questions/Activities

PART 1.2 Exigence, pp. 9–10 | RHS-1.B

Item Enduring Essential Text

2 ENGLISH LANGUAGE AND COMPOSITION: AP ® EDITION ANSWER KEY ©Perfection Learning®

1. Thunberg is highly concerned by the inaction of governments in regards to climate

2. To begin, Thunberg is concerned about the negative effects of climate change. In

Item Enduring Essential Text

Close Reading: Open Response Questions/Activities

©Perfection Learning® ENGLISH LANGUAGE AND COMPOSITION: AP ® EDITION ANSWER KEY 3

Item Enduring Essential Text

Close Reading: Open Response Questions/Activities