ELA Unit 9 G8

Vocabulary in Context i

A vocasulARY PRAcncE

For each item, choose the word that differs most in meaning t'rom the other

help.words. Refer to a dictionary if you need
I

scorn1. (a) esteem, (b) revere, (c) admire, (d)

2. (a)decline, (b)accept, (c) invite, (d)welcome l

I

3. (a) loyal, (b) treacherous, (c) traitorous, (d) unreliable l

4. (a) savage, (b) aristocrat, (c) scholar, (d) intellectual
l

5. (a) speeches, (b) oratory, (c) proclamations, (d) chitchat i

profan.6. (a) holy, (b) sacred, (c) sanctified, (d) I

ACADEMIC VOCABULARY IN SPEAKING
. accurate . bias . contrast . convince . logic

tn a discussion with your classmates, contrast two versions of tlhe same event or
interaction. Use at least one Academic Vocabulary word in your explanation.

VOCABULARY STRATEGY: ANTONYMS AND CONTEXT CLUES i co,tMoNcoRE

You can often find context clues in the words and phrases that surround an L4a Use context (e.g.,the
unfamiliar word. Antonyms, or words with opposite meanings, provide one kind overall meaning of a sentence
of context clue. For example, a passage in "The First Americans"lreads:"White or paragraph) as a clue to the
men call lndians savages.... We had [religion, philosophy, arts, rhusic, history, meaning of a word or phrase.
and legend]. Then we were not savages, but a civilized race." Thb words not and L 5b Use the relationship between
particular words to better
race.but signalthat savages is an antonym for civilized understand each ofthe words-
l
Go to ihinkcentral.com.
I
KEYWORD: HML8-'1029
PRACTICE ln each sentence, identify an antonym for each boldfa(ed word.

Then define the boldfaced word.

i

1. Although I am ignorant of many things, I am very knowledgeable about cats.

2. I should feel obliged to her for the invitation, but l'm actuallylfeeling
ungrateful.

3. He was certainly not a patriot; in fact, he was a traitor to his (ountry.

4. Please stop eating unhealthy food; eat something wholesomA for a change!

5. My parents overlooked my untidy bedroom but punished me for lying.

EDUcATTNG soNS / TT{F EIp CT r',f nr^ r rr^ ln t^
^

What to the Slave ls the Fourth of July?

.Speech by Frederick Douglass :*5*fIl Video link at
lL-i-
(.) HtsToil thinkcentral.<om

TI-IINK KEYWORD: HML8-1030

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INDEPENDENCE

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i COMMONCORE ln the United States, we celebrate lndependence Day on the 4th of
July every year. The holiday commemorates our independence from
Rl 4 Analyze the impact of specific England and the birth of our nation. But what does independence
mean to you?
word choices. Rl 5 Analyze in
detail the structure ofa specific LIST lT With a group, discuss what being independent means to
paragraph in a text, including the students your age. Make a list of the things you can do or the ideas
role of particular sentences. you can hold as an independent person. For example, perhaps to
you independence means being able to choose your own friends or
Rl 8 Evaluatethe argument and listen to musicyour parents might not enjoy. Maybe instead it means
conquering a skill all on your own. Then consider what independence
specific claims in a text, assessing means in the larger sense-what does it mean to be free?
whether the reasoning is sound
and the evidence is relevant
and sufficient. SL 3 Delineate a
speaker's a rgument, evaluating
the reasoning and relevance and
suffi ciency of the evidence.

1030

O rtxr ANArysts: spEEcH Frederick Douglass

A speech is a talk or public address in which the speaker presents c. r8r7-r895
proposals, beliefs, or ideas. ln speeches, you will often encounter
rhetorical questions-questions that do not require a reply. From Slave to Abolitionist
Speech writers use these to prompt listeners to think about an Frederick Douglass endured zt years of
issue or to suggest that the answer is obvious. As you read the slavery before he escaped to freedom in
following speech, notice how Frederick Douglass uses rhetorical the North. There, he became an outspoken
questions and other rhetorical devices to stress his ideas. abolitionist, or antislavery activist. During
speeches, he was often attacked by
! neaorNc sKl[[: EVALUATE EVIDENcE proslavery crowds who hurled insults and
even rotten eggs at him, but Douglass carried
To evaluate an argument, you need to understand the writer,s on. ln the years leading up to the Civil War,
his powerful speeches encouraged the nation
claim and the evidence that supports it. Distinguishing to turn away from slavery.

between a factual claim and a commonplace assertion will help Dangerous Attention
you determine whether the evidence is adequate. The publication in r845 of Douglass's
autobiography, Narrative of the Life of
. Factual claims are statements that can be proved by
Frederick Douglass, an American Slave,
observation, an expert, or other reliable sources. They should brought Douglass some dangerous attention.
not be accepted without evidence to back them up. Because he revealed the name of his former
owner in his book, Douglass risked being
"Students who c,lean their own school are less tikely to litter or recaptured and returned to slavery. To
va nda Iize school property." avoid this, he left the country. When he

. Opinions are statements of personal belief, feeling, or returned, two friends raised the money to
buy his freedom. Douglass then launched
thought, which do not require proof.' an antislavery newspaper and later advised
President Lincoln duringthe CivilWar. For
"lt's wrong to mtake students clean the school." Douglass, the end of the war was only a first
step towards a greater goal. To the end of his
. Commonplace assertions are statements that many people life, he continued working for full and equal
rights for African Americans.
' assume to be tnrre but are not necessarily so. Ceneralizations
BACKGROUND TO THE SPEECH
about life or hurrnan nature often fall into this category.
Douglass delivered this speech on July 5,
"One bad apple can spoilthe bunch." t852, nine years before the beginning
of the Civil War. lt was not until the r3th
As you read Douglass's speech, note examples of factual Amendment was ratified in r865 that slavery
claims, commonplace assertions, and opinions. Then decide was finally abolished.
whether he provides enough solid evidence to be convincing.

Write a sentence fbr each of the following words in your
Reader/Writer Notebook. Use a dictionary or the definitions in
the following selection pages for help.

wORD dispprity prosperity gflevous
Llsf sham fraud
entitled

fr

iffi Complete the actilvities in your Reader/Writer Notebook.

1031

?

disparity (dY'spE r'Yte) r. FREDERICK DOUGLASS
the condition or fact of
Fellow citizens-Pardon me, and allow me to ask, why am I called upon
being unequal; difference to spe4k here today? \7hat have I, or those I represent, to do with your
prosperity (pr6-spEr'Y-te) national independence? Are the great principles of political freedom and of
n. the condition of having natural justice, embodied in that Declaration of Independence, extended
success; flourishing to us? And am I, therefore, called upon to bring our humble offering to the
national altar, and to confess the benefits, and express devout gratitude for
grievous (gre' vasl adj. the bldssings, resulting from your independence to us? . . .
causing grief, pain, or
anguish . . . lS]uch is not the state of the case. I say it with a sad sense of the
disparity between us. I am not included within the palel of this glorious
6 EVALUATE EVIDENCE ro annivdrsary!Your high independence only reveals the immeasurable distance
Reread lines zo-24. ls betwepn us. The blessings in which you this day rejoice, are not enjoyed
this a factual claim or an in common. The rich inheritance of justice, liberry prospq!ry, and
opinion? independence, bequeathed by your fathers, is shared by you, not by me.
The sunlight that brought life and healing to you, has brought stripes2 and
death to me. This Fourth ofJuly is yours, not mine. You may rejoice, I must
mourh. . . .

Fetlow citizens, above your national, tumultuous joy, I hear the mournful
wail of millions, whose chains, heary and grievous yesterday, are today
renddred more intolerable by the jubilant shouts that reach them. . . .

zo My subject, then, fellow citizens, is "American Slavery." I shall see this

day and its popular characteristics from the slavet point of view. Standing
there, identified with the American bondman,3 making his wrongs mine, I
do not hesitate to declare, with all my soul, that the character and conduct

of this nation never looked blacker to me than on this Fourth ofJuly. . . . !l

\)flhat point in the anti-slavery creeda would you have me argue? On

what branch of the subject do the people of this country need light? Must I

1. within the pale: within the limits of law or decency.

2. stripes: the marks left on the bodyafter a whipping.

3. bondman: someone who is enslaved.
4. cleed: bellef.

1032 uNrr 9: ARGUMENT AND pERsuASIoN

's"$lH:r"

What's happening

in this image? What
might the family on
the platform think
of the Fourth of july

celebration?

rirrl{:rlni.*r!]rliliirt!!1t$!;*:rra.t:r:,iltl-af i*j}

u1{ert_ak1 to proye that the slave is a man? That point is conceded arready. i coM/(oNcoRE Rt4
Nobody doubts it. The slaveholders themselves a.knowl.dge it in the
:o iepnnuanthcisermhsetdanitsreoobofefvdlaiiwergnscinfeoiaro,nthwethihreig&poa,yreitfroncfmotmehnemt.sitrtTaevhdee.ybTyh"ceakrbneloa"wcrk.re,md.iga.lrn.iy(tn-wot*hmoena.tttrheier*yh.,ow o SPEECH

ignorant he be), subject him to the punishment of death; *hil. onry nvo of Speeches often use
these same crimes will subject a white man ro the like punishment. what the rhetorical device
is this but the acknowledgement
responsible being[?J @ that the slave is, -or"l, rrrt.ll..tud, -d repetition-the use of

The manhood of the slave is conceded. It is admitted in the fhct that the same word, phrase,
Southern srarures books are covered with enactments6 forbidding, pnder
severe fines and penalties, the teaching of the slave to read or w.Iie. \7hen or sound over and over.
you can point to Repetition can help
+o ro any such laws, in reference to the beasts of the field, then a speaker emphasize
r may consent argue the manhood of the slave. \when the dogs in your certain ideas and even
develop a momentum
streers, when the fowls of the air, when the cattre on your hiils, when the that seizes a crowd's
attention and emotions.
.fish of the sea, and the reptiles that crawl, shall be unable air,irrg,riJ rlr.
ldentify an example of
slave from a brute, then will I argue with you that the slave is a man! repetition in lines z7-35.

For the presenr, it is enough to affirm ih. equal manhood of the
Negro race' Is it not astonishing that, while we are plowing, planting, and
leaging, using all kinds of mechanical tools, erecting ho,rrJr,'.o.rr,.,i.tirrg
bridges, building ships, working in metals of brass, i"rorr, .opp.r, silver, and
gold; that, while we are reading, writing, and cipherin g,, ^riirgas plerks,

5. statute: law.

6. enactments: authorized pieces of legislation; laws.
7. ciphering: doing arifhmetic; working with sums.

\rHAT To rHE sLAvE rs rHE FouRTH or yurv? ,l033

i COMMONCORE RI8 m.r.har{tr, and secretaries, having among us lawyers, doctors, ministers,
50 poets, authors, editors, orators,s and teachers; that, while we are engaged
O EVALUATE EVIDENCE
Afactual claim is a in all mtrnner of enterprises common to other men-digging gold in
statement that can be California, capturing the whale in the Pacific, feeding sheep and cattle on
proven. An opinion is the hillside, living, moving, acting, thinking, planning, living in families as
a declaration of belief,
feeling, or value, which husbands, wives, and children, and, above all, confessing and worshiping the
needs no proof. When Christian's God, and looking hopefully for life and immortaliry beyond the
Douglass says, "lt is
enough to affirm the graye-we are called upon to prove that we are menl !f
equal manhood ofthe
Negro race" in lines 44-45, \(ould you have me argue that man is entided to liberry? That he is the
is he making a factual rightful owner of his own body? You have already declared it. Must I argue
claim or expressing an the wrongfulness of slavery? Is that a question for republicans?e Is it to be
opinion? 60 settled by the rules of logic and argumentation, as a matter beset with great
difficulty, involving a doubtful application of the principle of justice, hard
entitled (Entit'ld) v. given to be understood? . . . To do so, would be to make myself ridiculous, and
the right to have or do to offer an insult to your understanding. There is not a man beneath the
something canopy of heaven that does not know that slavery is wrong for him. Ql

i COMTViON CORE Rl 8 \Iithat!Am I to argue that it is wrong to make men brutes, to rob them
of their liberry to work them without wages, to keep them ignorant of their
o EVATUATE EVTDENCE relations to their fellow men, to beat them with sticks, to flay their flesh
A commonplace assertion with the lash,r0 to load their limbs with irons,rl to hunt them with dogs,
is a statement that many to sell them at auction, to sunder their families, to knock out their teeth,
people assume is true zo to burn their flesh, to starve them into obedience and submission to their
but is not necessarily so. masterg? Must I argue that a system, thus marked with blood and stained
When you come across with pollution, is wrong? No; I will not. I have better employment for my
such an assertion, ask
yourself if it really is true time and strength than such arguments would imply. . . .
for most people. Find the
commonplace assertion in At a time like this, scorching irony, not convincing argument, is
lines 6z-64. ls it probably
true for most people? needed. . . .

sham (shEm) n. something ti7-hat to the American slave is your Fourth of July? I answer, a day that
false or empty that is reveals to him, more than all other days in the year, the gross injustice and
presented as genuine; a cruelry to which he is the constant victim. To him, your celebration is a
sham; your boasted liberry an unholy license;12 your national greatness,
fa ke ao swelling vanity; your sounds of rejoicing are empty and heartless; your
denunciations of ryrants, brass-fronted impudence; your shouts of liberry
fraud (f rOd) n. a deception and equaliry hollow mockery; your prayers and hymns, your sermons and
deliberately practiced to Thanksgivings, with all your religious parade and solemnity, are to him mere
secure unfair or unlawful bombist,'3 fraud, deception, impiery and hypocrisy-a thin veil to cover up
gain; a trick crimes which would disgrace a nation of savages. There is not a nation on
the earth guilty of practices more shocking and bloody, than are the people

\,of these United States, at this very hour. . . .

8. orators; speakers.

9. republicans: people who believe in social equality and oppose aristocracy and privilege.

10. flay . . . lash: to strip skin off with a whip.

1'1. irons: metal shackles.

12. licinse: lack of restraint; excessive freedom.

13. bqmbast: high-sounding words.

1034 uNrr 9: ARGUMENT AND pERsuASroN

After Reading

Comprehension i COMMONCORE

1. Recall What is Douglass's subject? Rl 4 Analyze the impact of specifi c
2. Recall The celebration of what holiday spurred Douglass to word choices. Rl 5 Analyze in
3. Clarify From whose point of view does Douglass speak?
detail the structure of a specific
Text Analysis paragraph in a text, including
the role of particular sentences.
4. DrawConclusions Reread lines t-z5.What is one reason that
provides to explain why he will not celebrate the Fourth of Jul Rl 8 Evaluatethe argument and

specific claims in a text, assessing
whether the reasoning is sound
and the evidence is relevant
and sufficient. SL3 Delineate a
spea ker's argu ment, eva luatin g
the reasoning and relevance and
sufficiency of the evidence.

! 5. Analyze a Speech ldentifytwo orthree rhetoricalquestions e speech.

Explain the points Douglass is trying to make with these ques ons.

6. Evaluate an lnference Once Douglass proves that "the slave i a man," he

is able to reason that slaves should be entitled to liberty. Tt the logic
Douglass uses to arrive at this inference. Then tell whether think his

inference is accurate and explain why or why not.

I Z. tvaluate Evidence Review Douglass's concluding remarks in 74-85.

ln your opinion, does Douglass use sound reasoning and enou reliable

support to prove that, to the slave, the Fourth of July is really cruelsham?

Share your conclusions and your reasons for them.

Extension and Challenge

8. Speaking and Listening Practice giving this speech aloud to a r. What
rhetorical devices might you emphasize with your tone or pa ng? What
gestures might you use? What facial expressions and tone of ce?

69. soctAl STUDIEs cohlNE(TloLl Find out more about F rick
X Douglass's life as a slave and how it inspired him as a : learn for

Research his autobiographicalwriting and summarize what

the class.

Erhat does INDEPENDENCE mean you?

How different might Frederick Douglass's answer to this q n
have been from your answer? Explain your thoughts.

T To rHE sLAVE Is rHE FouRTH or;ulv? 1035

Vocabulary in Context
A vocasuLARY PRAcncE

Decide whether the words in each pair ar! synonyms (words that
mean the same) or antonyms (words that mean the opposite).

1. disparity / equality

2. prosperity I poverty

3. grievous / terrible
4. entitled / denied
5. sham / genuine
6. fraud / deception

ACADEMIC VOCABUTARY IN WRITIN6

. accurate . bias . contrast . .onuin.f . logic

Do you think Douglass's listeners would ilave trusted Douglass to provide
a fair and accurate account of the lives of slaves and the laws that govern
them? ln a paragraph, use at least one Aqademic Vocabulary word in
explaining your thoughts about how thel might have regarded Douglass.

VOCABUTARY STRATEGY: USING THE DICT!ONARY i COMMONCORE

Frederick Douglass chose his words carefrilly to convey exactly the message L 4c Consult general reference
materials (e.g., dictionaries) to
he intended. To be certain you understand his message, it is important to find the pronunciation of a word
or determine or clarify its precise
understand his words. You can use a dictfonaryto determine the meanings meaning or its part ofspeech.
L4d Verifythe preliminary
of words, as well as their syllabication, prgnunciations, alternate word choices, determination of the meaning of
a word or phrase (e.g., by checking
and parts of speech. For example, Dougldss calls the celebration of the the inferred meaning in context or
in a dictionary).
Fourth of July "mere bombast." Examine this entry:
ooo Go to thinkcentral.com.
bom.bast (b6m'b5st') z. Q Syllabication KEYWORD: HMLS-l036

G) Grandiloquent, pompous speech or writing. @ Pronunciation

O ryo POMPOSITY, PRETENTIOUSNESS, @ Partofspeech

BLUSTER, AFFECTATION O Definition

o -:"f:ffi[",

PRACTTCE Use a dictionary to answer thdse questions about the
boldfaced words.

l. How many syllables are in the word qrosperity?

2. What part of speech isthewordfraud?
3. What is the definition of the word sham?
4. What is a synonym for the word entilled?
5. How many syllables are in the word firievous?

1036 UNIT 9: ARGUMENT AND PERSUASION

La nguage i COMMONCORE

* e n*nnlqfiA* lN c$ruTEXT: LJse FarallegStructur* [ 3 Use knowledge of language
and its conventions when writing,
Parallelism is the use of similar grammatical structures to link ed ideas. speaking, [or] reading.

Parts of a sentence that have parallel meanings should have pa lelstructure.

For example, if you're listing various activities, use the same sent part to

describe each activity-nouns with nouns, verbs with verbs, or ases with

phrases. A typical error occurs when and is used to join different nce parts.

Original: Volunteering is fun, easy, and rewards you. (The truction

is not parallel because two adjectives are joined to verb.)

Revised: Volunteering is fun, easy, and rewarding. (The truction
is now parallel because three adjectives are joined-

PRACTICE Rewrite each of these sentences to make its structure

t. Volunteers are kind and sympathize with people.
2. Donating clothing, volunteering at a food bank, and work at homeless

shelter are all ways you can help others.
). Food banks are important for people who are unemployed, d abled,

or don't have a home.

4. Don't spend all your time playing video games, watching

and at the mall.

For more help with parallelism, see page R64 in the Grammar

REAn! ruS-l&fRITI ht& {*ftI N E{TrSru at Douglass
Then use
YOUR To better understand how to use the rhetorical devices

@ uses so masterfully in his speech, respond to this prom
ilnn the revising tip to improve your writing.

Short Constructed Response: Persuasive Review your ragraph to Go to thinkcentral.com.
Speech
Think of a practice that you believe is wrong make sure have used KEYWORD: HMLS-1037
or unfair. Write one paragraph to help your
classmates recognize how wrong or unjust it is. F ure when
Use rhetorical questions in your response.
:li1sti'n5g1or lin related

ideas.

T To rHE sLAVE IS THE FouRTH or lurv? 1037

Persuasive Essay

As you have seen in this unit, a skillfully worded argument can persuade readers
to agree with you or to do as you ask. ln this workshop, you will take a stand on an
issue that matters to you by writing a persuasive essay.

.e-h.

q,5p- Complete the workshop activities in your Reader/Writer Notebook.

wRtTtNG TASK l. otvztoPMENT oF tDEAs
] . includes an introduction that

Write a persuasive essay in which jyou assert a strong claim on identifies an issue and states a
an issue and use reasons and evidence to persuade your audience claim

to agree with you. . provides logical reasons and
I
relevant evidence to support the
ldea Starters claim

. school dress codes . anticipates and acknowledges
. an extended school year
opposing claims
. leash laws for dogs
.I . offers a concluding section that

making volunteer work mandatpry follows from and supports the
claim
. limits on lnternet access
i 2. oncautzaftoN oF tDEA'

fHE ES'ENT'ALS . organizes reasons and evidence

Here are some common purposel, audiences, and formats for in a logicalway

writing arguments. . uses transitions-words, phrases,

i and clauses-to create cohesion
and link ideas
to persuade classmates and essay for class
others to teacher editorial 3. tancuacE FAcrLrrY
agree with blog posting
your claim school board letter AND CONVENT'ONS

to encourage . newspaper speech . maintains a formal style
others to take power . uses modifiers effectively and
action readers presentation
corrects run-on sentences
Web use4s
. employs correct grammar, usage,
school or
communlty and spelling
groups

o

INK

central

Go to thinkcentral.com.

KEYWORD: HML8N-1038

1038 UNIT 9: ARGUMENT AND PERSUASIoN

Plan ninglPrewriting W la--e Write arguments to support claims with clear reasons
and relevant evidence W 5 Develop and strengthen writing as
needed by planning.

An issue is a subject about which people disagree. ASK YO RSE tF:
For your argument, try to identify an issue that
is controversial and important to many people. . What re some issues about which I have strong
Brainstorm ideas with a partner or a small group.
fee ?
T'1'NK ABOUT AUDIENCE AND PURPOSE
As you plan your argument, keep your audience . Whic issues matter most to people in my school
and purpose in mind. Consideringyour audience's
feelings about the issue will help you craft a or co unity?
persuasive argument. Remember,your purpose
is to convince readers to agree with you and, . What tions do I want people to take?
perhaps, inspire them to take action.
ASK YO RSE I.F:
5fA7E YOUR CLA'M
Decide where you stand on the issue you have . Whoi my audience?
chosen, and state your position in a clear claim. . What
A strong claim identifies the issue and makes your my audience care about? How can I
position clear. Be sure you can support your claim
with solid reasons and evidence. get m to agree with my claim, or position?

. What posing claims might my audience have?

How n I respond to their opposing claims?

ES IT tOOK tIKE?

her the I Mry vic.utpoift' The

'd requrre .Lschool should reour're rt.

volunteer work :

school he school should requlre

aders to spend t5 hours durrng the
volunteerlng wlth the elderlq.

SUPPORT VOUR CLA'M ) wnlr OEs IT IOOK tIKE?

To be convincing, you'll need to support your ; V olunl wa4 to he/p : studenti
claim with logical and relevant reasons, or
statements that explain or justify your position. , with t others. l people skrlls,
Develop at least three logical reasons to support
your claim. ln addition, anticipate your audience's ; elder wlll i
opposing claims and come up with strong :bea.l t\ftl9
responses to explain whyyour viewpoint is more l
valid. t exPer

,wPl claim' Students don't have time.

I Fifteen hours isn't much tme when
out over the whole school rlear
I lvtq

tts

\flRrrrNG woRKSHoP 1039

GA|HER EVIDENCE :RH* -","i*!!y:**"--.,-,, :

Your claim needs to be supported by logicai 'lVoluieering wfth'; I noru learned about gettrng
reasons and relevant evidence. Write dowrf at wll"the elderhq
least one piece of evidence for each reason you through hard tiaes br1 ta/kng
listed. Kinds of evidence include the follovvling:
)t is a good wa4 ' Students cat do qard work
. Anecdote-a brief personal story that
to help others. that sow elders cat't do for
illustrates a point
...,',+l:w!!9:.91:yp/:),.
. Example-a specific case that clarifies a
)t will tuprwe i ln aTiue poll, e0 percent o{ ::
general idea studenti people 1 nursrng students sard therl

. Fact-a statement that can be proven tfue l
. Statistic-a fact in numericalform
I to elders atd ther famr/ies, l
Your notes can help you organize your argtlment. , Gtatistic)
Review your evidence and decide which ref son
has the most convincing support. You might
save that reason for the end of your essay, where
it will have the most impact on your audidnce.

usE PERsuAs,,E rEcHN,euEt I > ASK YOURSEI.F:
l
. What emotions might encourage readers to accept
You should strengthen your essay by using

persuasive techniques-methods writers f se my claim?
to influence people through their feelings pnd
. What positive or negative language could I use to stir

beliefs. One technique is an emotional appeal, up these emotions?
which relies on strong feelings rather thad logic
. What statements might make people want to join

or facts to persuade. Another technique ii a others in acting on my proposal?

bandwagon appeal-when the writer tapp into

people's desire to belong.

@H, Share your claim with a pFer and ask him or her to review the reasons and evidence you've
gathered to support your claim. Then ask: Which evidence is most convincing? What
other kinds of evidence cduld I usE to persuade my readers? lf the evidence isn't as strong as
you might like, ask: What ]new approach could I take?

l

yguR ln your Reader/Writer Notebook,{evelop your writing plan. Write a claim

@ about an issue. Then list three reasons that support your claim in a chart
ffin like the one on page 1o39. Gathel'supporting evidence, and determine

the most effective order in whichlto present your reasons. Consider how

you can use persuasive techniqut's to strengthen your argument.

tO4O uNrr 9: ARGUMENT AND IERSUASToN

]

Drafting W 4 Produce clear and coherent writing
COMMON W 9b (Rl l) Cite textualevidence that
This chart shows how to effectively structure your argument.
CORE most strongly supports an analysis.

L 3 Use knowledge of language and its

conventions when writing.

INTRODUCTION

. Capture your audience's attention in your opening sentences. For example, you might share

a startling fact, tell an interesting anecdote, or ask a thought-provoking question.

. lnclude a strong claim that identifies the issue and your position on it.

v

BODY

. Provide clear reasons in a logical order to support your claim.
. Support your reasons with relevant, accurate evidence.
. Address possible opposing claims and provide responses.
. Use transitions (such asfirst, another, and most important)to create cohesion.
. Maintain a formal style by using a serious tone and thoughtful, persuasive words.

Y

CONCLUDING SECTION

. Restate your claim, and remind your audience why their support matters.
. End with a call to action, a statement urging your audience to act on your proposal.

As you argue for your position, you may get carried away and write a run-on sentence-two
ormoresentenceswrittenasiftheywereonesentence. Studythisrun-onsentenceandtwo
possible strategies for fixing it:

Sfr***gy S.u*earpfe

Write two sentences "Ei* Volunteerlnq ls a learhlhg experience, Studefts learn how to
instead ofone.
relateto older people

Add a conjunction. Volunteerlng ls a learning experience, butse students learn

how to relateto older people.

YOUR Develop a draft of your essay, following the organization in the chart
above. As you write, avoid run-on sentences by using one of the
@
strategies shown above.
TURN

lrRrrlNGwoRKsHoP tO41

Revising
]

Once you've completed your draft, it's timj to evaluate the content, organization,
and style of what you've written. Use the phart to help you revise, rewrite,

and strengthen your argument. RemembEr, your purpose is to persuade your
audience. lf necessary, consider trying a ngw approach to achieve your purpose.

)1. Does the introduction contain Circle the sentence that for clarity.
statep the issue and the
a clear claim? writer's position. Add reasons,or add statistics, anecdotes,
and other evidence if needed. Elaborate
)2. ls the claim supported by solid reason, and highlight the to clarify evidence, if necessary.
evid{nce that supports it.
reasons and evidence?

3. Does each body paragraph Number the reasons in Rearrange sentences so that each
discuss one reason? Are the ordef of importance. paragraph discusses one reason.
reasons presented in a logical Reorder paragraphs to present ideas in a
logicalorder.
order?

4. Have I addressed alternate or claims that have not been Add persuasive responses to answer
opposing claims? possible opposing cla ims.
addrbssed.
restate my claim? ls there a
call to action? )Bracket contractions, casua I Reword contractions and replace
informal language with precise,
slang, or informal language. formal vocabulary.

)UndLrtine the restatement, Add a sentence that restates the claim.
Add a call to action.
and ]bracket the call to

actidn.

YOUR @M, Workingwith a pger, reviewyourdrafts. Usethe chart

@ to help you identify where and hpw your draft could be improved or

TURI{ reworked, or where you might try a new approach. Ask for suggestions to

help you better persuade your infended audience.

1042 uNrr 9: ARGUMENT AND pERsuASroN

ANATYZE A STUDENT DRAFT W lb Support claims with relevant
evidence. W5 Strengthen writing
Use this student's draft and the comments about it as a model
for revising your own argument. by revising, editing, rewriting, or

trying a new approach.

Letter to the School Board

byTeresa Lacey, Franklin Middle School

fl Many young people are eager to help out in their community, but they ln her introduction,
Teresa clearly states her
don't know how. A new proposalby a member of the school board would

give every student an opportunity to serve. I am in favor ofthe proposed claim on the issue.

requirement that eighth-graders spend fifteen hours during the school year Teresa presents her first
volunteering to help the elderly. reason. Adding eguid*me*
and an *r:r*ti*r:aE *ppc*i
Tffi One reason this would be a good idea is that it would be a learning would help convince
readers to agree with her.
experience. Students could learn how to work with and relate to older

people.

l* Another reason I think this rule would be magnificent is that it is a

Igood way to help others. Eighth-graders can help people who cannot do
things themselves. Students could do yard work or housework, run errands, Her second reason is
or just spend time with the elderly so they would not be alone.
lL supported by specific
examples.

ffiLJscf,w!d*rre**g:dF*rs**sEv*Tee*:r,riq**$Teresa,ssecondparagraph
would be more convincing if she supported her reasoning with relevant evidence

and used a persuasive technique. When she revised her draft, she added an
anecdote-a brief personal story-as evidence for her first reason. ln describing
her experience at a nursing home, she used an emotionalappealto stir readers'
emotions. Her revised paragraph, shown below, gives logical support for her claim
and includes positive language that encourages her audience to feel good about
accepting her position.

TERE5A,5 REVISION TO PARAGRAPH G

One reason this would be a good idea is that it would be a learning q
experience. Students could learn how to work with and relate to "t1.:i."Ol:\t)

My uother works at a tlurslng home, so ) have ha-d the opportunftq to help her in the\7
sunwer, ] have learned to help wth the res/dents there bq platlrnq qaMes or walkrnq

{

with theu, or brt readrnq aloud to then.hut it's not yst e ohe-wav streetlThe peoplel

there have taught ue lessons about gettmg through tough tlues and a"bout {rrendshr/
) love hearlng the stor/es theq teil about their l/ves

'wRrrrNG\roRKSHoP 1043

ANATYZE A STUDENT DRAFT CONtiNUCd

o Finally, I think just spending at least fifteen hours a school year with ,h._l A statistic backs up
Teresa's last reason.
klelderly would improve students' people skills. Students would learn to tal
Teresa ends with a
and relate to others. They would learn how to be less shy, too. In a recent l_ strong, direct call to
action. However, she
Time magazine poll, 60 percent of peopla said they gained confidence by I never add resses pcssible
oppasing elaims.
talking to elders who were studying to bdcome nurses. ___ll

o For all these reasons, I believe the proposed requirement for !

volunteering would make a good rule. I hope that you will consider my

reasons and vote to accept the proposed requirement. _l

Jf{ffi'nT,ffiry, Address Opposing Claims A good persuasive essay should anticipate
opposing claims the audience might raise. During a peer review of Teresa's draft,
one of her classmates made this comment:"1 already have so much to do. How
could I possibly add volunteering to my busy schedule?" Teresa decided to add a
response to address this opposing claim.To do this, she added a new paragraph
immediately before her concluding section.

TERESA,S REVISIOiI BEFORE PARAGRAPH O

Soue students wght argue that thetl alteadr4 have too uuch work to do, )t's true

that we have uanq oblgatons, but the proposal /s for yst fi'fteen hours per school

t1ear, Spread out over nrne ntonths, ft works out to less than two hours a nonth.The
bene{rts to both students and couuunftr1 resrdents would be worth a. lfttle reschedulrnq,

71For all these reasons, I believe the proposed requirement for volunteering
would make a good rule. I hope that you will consider my reasons and vote to

accept the proposed requirement.

YOUR Use the two "Learn How" lessons, as well as feedback from your teacher
and peers, to revise your argument. Be sure to keep your overall purpose
@ and intended audience in mind aJyou revise.

IURI{

1044 UNIT 9: ARGUMENT AND PERSUASIoN

Editing and Publishing COMMON W la Acknowledge and distinguish claim
CORE
Now it is time to clean up any errors that may distract your from alternate or opposing claims.
audience from the content of your argument. When you edit, you W 5 Strengthen writing by revising and
proofread your essay to make sure that it is free of grammar, usage, editing. L 1 Demonstrate command
spelling, and punctuation errors. Carefully read your essay for spelling
errors that a word-processing spell checker might have missed. of the conventions of standard English
grammar and usage. L 2c Spell correctly.

Modifiers are words, such as adjectives and adverbs, that change or limit the
meanings of other words. Modifying words, phrases, and clauses should be
placed as close as possible to the words they modify. While editing her essay,
Teresa corrected a misplaced modifier in the following sentence by moving it
next to the noun it modifies:

)n a recent T rne uagazrne poll, 6a percent o{ peo
con{ridence bq talkrng to el

lWho were studying to become nu rses is a cla u se that mod ifies people. Moving it
directly after people clarifies the meaning of the sentence.]

A dangling modifier does not logically modify any word in a sentence. ln the
following sentence from Teresa's essay, it's not clear what the phrase Spread
out over nine months modifies. Here is howTeresa fixed the problem:

the trme countftuent :

Spread out over nrne uonths,{works out to less than two hours a.mlntlo ,.

PUBLISH YOUR WRITING

Share your argument with an audience.

. E-mail your essay to a group or organization with an interest in your issue or

with the power to make the change you want.

. Present your claim on a class blog, allowing others to comment on and discuss

your position and call to action.

. Adapt your argument into a persuasive speech that you deliver to your

audience.

. Submit your essay as an editorial to a school or community newspaper.

YfOfiU\R Edit your essay to correct any errors. Pay special attention to your
HC modifiers to make sure they are placed correctly. Then publish your final
essay where your audience is likely to see it.
TUBN

'wRITING woRKsHOP 1045

Scoring Rubric

Use the rubric below to evaluate your persuasive essay from the Writing Workshop
or your response to the on-demand writing task on the next page.

Development lEffectively introduces the issue and asserts a claim; supports the claim
with relevant reasons and evidence; addresses opposing claims; ends with a strong,
memora ble cgncluding section
Organization Arranges reasons and evidence in a logical order; uses transitions to
create cohesion and link ideas

Language Consistently maintains a formal style; shows a strong command of

conventions

Development Competently introduces the issue and states a claim; offers logical
reasons and evidence; acknowledges opposing claims; ends with a strong concluding
section
Organization Organizes reasons and evidence logically; uses transitions to link ideas
Language Maintains a formal style; has a few errors in conventions

Development lntroduces the issue and states a claim; offers mostly relevant support;
needs to more thoroughly address opposing claims; has an adequate concluding
section
! Organization Has a logical organization;could use a few more transitions
Language Mostly maintains a formal style; includes a few distracting errors in
conventions

Development States a claim; provides some reasons, but needs more evidence; does
not sufficiently address other viewpoints; has a somewhat weak concluding section
Organization Reflects some flaws in organization; needs more transitions
Language Often lapses into an informal style; has some significant errors in
conventions

Development Has a weak claim; offers some irrelevant reasons and needs more
evidence; fails to acknowledge other viewpoints; has a weak concluding section
a Organization Has organizational flaws; lacks transitions throughout
Language Uses an informal style; has many distracting errors in conventions

Development Lacks a clear claim; offers little, if any, support; ignores opposing
viewpoints; has no concluding section
Organization Has no organization and transitions
Language Lacks a formal style; has major problems with grammar, usage, and spelling

'1046 LrNrr 9: ARGUMENT AND IERSUASToN

W 1O Write routinely over shorter

Preparing for Timed Wri ar:ng :' COMMON timeframesfor a range of tasks,
purposes, and audiences.
- CORE

Read the task carefully. Underline the type of writing and the pu Circle the audience.

vl,RITING TASK

Students have many choices when deciding how to spend their ti after school in
extracurricular activities. lWrite a persuasive essay in which you
ns and relevant evidence,
activiry that you enioy mosr. p.rrIffiffid with logical

,, -.ll"r-ffirrt- rppeals. \rrrn otr*ritirq
Pui'pose

Make a list of your extracurricular activities, such Joia this
as exercising, playing a sport, volunteering, taking
lessons, or tutoring. Circle the one you think
would appeal to your friend. Then ask yourself
why you enjoy the activity, and decide on two or
three reasons to support the position that your
friend should join you in this activity. Use a chart
to list your reasons and evidence for them.

Begin drafting your argument. You may want to start by describ the activity and
invitingyourfriend to join. As you draft, keep the following po in mind:

. ln your introduction, state a clear claim on the issue. n with relevant evidence.
. Discuss one reason in each body paragraph. Support each re
. Acknowledge and respond to possible opposing claims.
. End with a call to action.

Revising Check your draft. Have you addressed the key aspects the writing
task? Did you include persuasive reasons foryourfriend to join u? Have you
supported your ideas with specific examples or anecdotes?
Proofreading Find and correct any errors in grammar, usage, spel
punctuation, and capitalization. Mark your corrections neatly.
Checking Your Final Copy Before you turn in your essay, read it th h one more
time to make sure that you have done your best work.

lrRrrrNG woRKsHoP 1047

Presentin g a Persuasive Speech

Have you ever tried to convince a friend to help you out, or to persuade your parents
to let you stay up later and play another video game? When you try to convince
others with spo*en language, you are giving a persuasive speech.

-€.
{# Complete lhe workshop activities in your Reader/Writer Notebook.

TASK A STRONG PERSUASIVE SPEECH . . .

Adapt your persuasive essay irfrto a . makes a clear claim on a specific issue
. supports the claim with logical reasons and relevant
persuasive speech. Practice yfur speech,
and then present it to your cl4ss. evidence

. uses effective persuasive techniques
. uses formal English as well as verbal and nonverbal

cues to reinforce the speaker's position

I COMMONCORE Adapt Your Argument

SL3 Delineate a speaker's Writing to pgrsuade and speaking to persuade are similar skills. However, to give
argument, evaluating the an effective speech, you will need to do much more than read your persuasive
soundness of the reasonins essay directly from the page. You will need to deliver your most salient, or
and relevance ofthe evidence. important, points in a solid presentation that will grab the audience's attention.
514 Present claims and findings in As you adapi your argument, follow these suggestions:
a focused, coherent manner.
. Audience lf your listening audience is different from your essay's audience,
5L 6 Adapt speech, demonstrating
you will need to reconsider the content of your argument to make sure that
command of formal English. it relates tg the listeners' backgrounds and interests. Consider what reasons,
examples, anecdotes, and facts would appeal to your listening audience.

. Organization Begin your speech by clearly stating your claim on an issue. Then

you'll neefl to provide logical reasons and relevant evidence to support your
claim. Review your argument and identify the most important points you want
to includel Write brief sentences and phrases about those points on note cards
or in an orltline. Once you have your points listed, number them in the order
you want io present them in your speech.

. Potential Opposing Claims Think about any concerns your audience is likely

to bring up. As you present your argument, your audience may question the
soundnes!, or strength, ofyour reasoning and the relevance ofyour evidence.
Think abqut possible opposing claims and include strong responses to them as
you adapt your argument.

1048 uNrr 9: ARcuMENT AND pERsuASroN

i1f.:iirr#rrl

Deliver Your Speech

Since the purpose of your speech is to persuade others, your delivery, or the way
you give the speech, is critical. To ensure that your speech runs smoothly, practice
giving it more than once. Keep the following suggestions in mind as you practice:

. lf possible, practice in front of an audience so that you can get used to speaking

in front of a group.

. Practice using your note cards or your outline just as you will use it on the

day of your speech. Remember to use formal English. Avoid using slang and
informal phrasing.

. Use a timer or watch to ensure that you stay within the time limit you have

been given.

. Plan your gestures and facial expressions to match the content of your speech.

Practice using eye contact and adjusting your speaking rate, volume, and
enunciation to effectively communicate your ideas.

. Review the evaluation guidelines below. Knowing how your audience will

evaluate your presentation will help you prepare.

Content Does the speaker clearly state a claim on an
Style issue? Which reasons are sound and which
are not? What evidence does the speaker
use to support his or her reasons? Does the
speaker include unsupported reasons or
irrelevant evidence? What are they?

Does the speaker maintain a formal style
and use formal English to deliver his or her
message? ls the style of the presentation
well suited for the audience and purpose?

Delivery Does the speaker speak clearly and at a
good pace? How often does he or she make
eye contact? Do the speaker's gestures and ffif&fffiiq*dt#{*"4
facial expressions match his or her message?
'
Y{}UR As a Speaker Deliver your speech to a classmate, using
the tips in this workshop to present your ideas clearly and :,,
fr. persuasively.

W

TURN

As a listener Evaluate your classmate's content, style, and delivery.
Delineate, or trace, the speaker's argument, listening carefully
to make sure you can distinguish between facts and opinions'
ldentify whether the speaker supports his or her claim with sound

reasoning and relevant evidence.

Assessment Practice

A55E5S DIRECTIO\S Read this selection and ansrver the questions that follow.
Taking this practice test
will help you assess your Nuclear Energyt Does It Make
knowledge of these skills
and determine your Sense for the Environment?
readiness for the Unit Test.
After decades of wariness, interest in nuclear power is picking up.
REVI EW Do the benefits outweigh the risks?
After you take the practice
test, your teacher can help YES
you identify any standards ]
you need to review.
r Nuclear power is the largest source of emission-free energy generation in
i COMMONCORE
the United States. One of every five American homes and businesses gets its
Rl 2 Determine a central idea of a
electriciry frdm a nuclear plant.
text and analyze its development.
Rl 3 Analyze howa text makes z Meeting tighter limits on air pollution is an ambitious task-one that
connections among and
distinctions between individuals, would be viltually impossible without the clean-air benefits of nuclear
power. The pepartment of Energy recognizes nuclear energy's essential role,
ideas,or events. Rl 4 Analyze identi$ring ir as the single most effective strategy for reducing air pollution.

the impact of specific word Nuclear power is the only expandable, large-scale energy source that avoids

choices. Rl 5 Determine an air pollutiori and can meet the electriciry demands of our growing economy.
authorl point ofview and
Nuclear plar[ts do not emit carbon dioxide or other greenhouse gases linked to
analyze how the author responds global *"rrrii.rg, nor do they emit pollutants that contribute to haze or smog.
to confl icting viewpoints.
Here's anpther way to look at nuclear energyt positive impact: Based on
Rl 8 Evaluate argument, assessing 1999 figure,1, if nuclear plants had to be replaced with oil- or coal-burning
plants, the United States would have to eliminate 135 million passenger cars
whether the reasoning is sound (about half of all cars!) just to keep our carbon dioxide emissions at current
and the evidence is relevant and
levels.
sufficient. [3 Use knowledge
: \fith reglrd to securiry the nation's 103 nuclear power plants are among
of language conventions when
writing, speaking, [or] reading. the best-defended industrial facilities in the United States. And todayt nuclear
L4b Use Greek or Latin roots as
clues to the meaning of a word. plants have state-of-the-art safety features to prevent accidents.
L5b Usethe relationship between
particular words to better e Several nptable environmentalists have recendy endorsed nuclear energy.
understand each ofthe words-
They believe global warming is increasingly our most pressing environmental

concern, anld recognize nuclear eners/ is a key part of the solution.

-Scott Peterson, Vice President
Nuclear Energy Institute

-l

1O5O UNIT 9: ARGUMENT AND PERSUASIoN

NO

Nuclear energy is not the answer to global warming. It no sense

to solve one set of environmental problems by creating a bigger nd more

serious set of problems. And nuclear energy is full of very big a d very serious

problems.

Although new nuclear power plants would certainly be safer older

plants, the consequences of a major accident are still the same: idespread and

long-lasting radiation pollution affecting several generations. explosion at

the Chernobyl nuclear reactor in the Soviet Union in 1986 ki 31 people

and caused hundreds of thousands of cases of delayed illnesses'

In addition, nuclear power plants make attractive targets for rorists. A

disaster caused by sabotage or attack would cause great harm people and

the environment. Another problem for the environment is the t fuel from

nuclear power plants, which remains toxic for thousands of yea . The United

States still has no operational long-term repository to store the pent fuel safely.

10 The process of turning uranium into fuel for nuclear reactor can be easily

modified to produce uranium for nuclear bombs. Pakistan's Indias nuclear

bombs were made this way. The potential use of these wea ibly by

terrorists-would be catastrophic to our environment.

1l Instead of investing in nuclear Power, which just trades one of problems
for another, let's invest in renewable energy sources like wind solar energy.

They may cost a little more now, but they dont cause any d they

don't run out.

-Kelly Kissock, Associate Professo of Engineering
University FDayton, Ohio

+i i

i

!:r

i

".

ASsEssMENTPRACTICE 1051

Reading Comprehension

IJse "Nuclear Energy: Does It Make Sense 5. In paragraph 4, the author makes a
for the Environment?" to answer questions
L-r3. comparison bstwssn

1. The author wrote the "Yes" fesponse most A -past and current figures on carbon

likely to - dioxide emissions

A. warn people about global warming B. passenger cars and other forms of
B. report on oil- and coal-ilurning plants
C. prove that cars emit polfutants transPortation
D. promote the use of nucfear Power
C. nuclear plants and oil- and coal-burning
2. \X/hich statement from the "Yes" response
plants
is an opinion?
D. emissions in the United States and other
A.. Nuclear power is the krgest source of
parts of the world
emission-fee energ! generation in the
6. \X/hat ethical issue does the author raise
United States, in the "Yes" response?

B. Meeting tighrer limirs on air pollution A. Finding an alternative to cars
B. Cutting energF costs
is an ambitious task . . .
C. Protecting the environment
C. Nuclear plants do not erkit carbon dioxide D. Creating convenient energF sources

or other greenbouse gases linked to global 7. The "Yes" response claims "today's nuclear
warming. . .
plants have state-of-the-art safety features
D, Seueral notable enuirowfentalists haue to prevent accidents." \7hich statement in
the "No" response is a counterargument to
recently endorsed nuclear energ!. that claim?

3. \X/hat claim does the author of the "Yes" A. Anotber problem for the enuironment is the
response make in paragraph 3?
spent fuel from nuclear power plants, which
A. Nuclear plants are a clean source of energy' remains toxic for thousands ofyears.
B. It is impossible to eliminate air pollution.
C. Nuclear power improves the nations B. In addition, nuclear power plaruts mahe

economy, atnactiue targets for terrorists. A disaster

D. All types of energy have risks and benefits. caused b1t sabotage or attacb would cause

4. In paragraph 3, the author says that nuclear gredt harm. . .

power plants do not contrlbute to haze or C. An exphsion at the Chernobyl nuclear
smog. This is an example of which persuasive redctzr in the Souiet Union in 1986 hilled
technique?
31 people and caused hundreds ofthousands
A. Bandwagon appeal of cases of delayed illnas.
B. Ethical appeal
D. Although new nuclear pouer plants utould
C. Appeal to fear
D. Appeal to pity certainly be safer than older plants, the
corusequences of a major accident are still the
same: widespread and long-lasting radiation
pollution . . .

1052

8. The author wrote the "No" response most 12. \X/hich stat
in both argu
-likely to
A. Meeting
A. explain how uranium is converted into
virtually i
fuel for nuclear reactors
energF.
B. document the consequences of the
B. Uranium
accident at Chernobyl
uranium r nuclear bombs.
C. prove that terrorists can attack nuclear
C. Newer power plants are safer than
power plants in the United States power plants.
older n
D. convince people that nuclear energy is
D. The nati nuclear power plants are well
not worth the risfts it presents
defended inst terror attacks.
9. The author's claim in the "No" response is
13. \Xftich opini do the authors share?
-A. new nuclear power plants are no safer
A. Global w ins is a threat to the
than the old ones
envlronm
B. global warming is our most urgent
B. Nuclear e is a source of serious
environmental concern
proble
C. nuclear energy creates as many problems
as it solves C. The u used for fuel can easily

D. scientists are looking for ways to store be for nuclear bombs.

spent nuclear fuel D. The use nuclear power effectively

10. The first argument in paragraph 9 appeals reduces pollution.

-ro rhe emotion of SHORT CTED RESPONSE
\flrite two or sentences to answer each
A. anger question.
B. fear
14. Reread 3 ofthe "Yes" response.
C. pi,y \7hat eviden does the author cite to
D. pride support his m that nuclear plants are a

11. In paragraph 11, the author contrasts forms clean source energy?

-ofenergy to show that 15. Reread h 11of the "No" response.

A. it makes sense to use renewable energy Name two of he comparisons that the author

sources makes nuclear energF and energy

B. nuclear energy costs more than renewable from the and the sun.

energF \frite a to answer this question.

C. the world has a variety of energy sources 16. Identify the a thor's purpose in writing the
D. it is possible to run out of nuclear

resources

"No" and discuss the reasons given

ro supporr r authort position.

. ..,..-.-_t 1053

Vocabulary

Use context clues and your knowledge Use context clues and the Latin or Greek
of related words to answer the following word root deffnitions to answer the
following questions.
questions.
5. The Greek word oikonomos means "one who
1. Use what you know about tHe word essence runs a household." In paragraph 3, what does
the word econom! mean?
to define the related word essentialin
A. The system or range of financial activiry
paragraph 2.
in a country
A. Enjoyable
B. A nations air, water, and other natural
B. Helpful
resources
C. Lasting '
C. A family's management of its resources
D. Necessary D. The least expensive accommodations

2. Use what you know rbour,ir. word, emit for travelers

to define the related word eqnissions in 6. The Latin word lutum means "mud." In
parugraph4.
paragraph 3, what does the word pollutants
A. Costs of labor and matetrials mean?
B. Substances released into the air
A. Areas of low-lying soggy ground
C. Chances of explosion B. Masses of rocks left by glaciers
D. Dangers to the environrlnent C. Tiny particles that live in swamps
D. \7aste material that contaminates the air
3, Use what you know about t[re word. ray
to define the related word rgdiation in 7. The Greek rcot hatmeans "down," and
the Greek word strephein means "to turn."
paragraph 8. \7hat does the word cdtdstrzphe mean in

A A colorless, odorless ga9 paragraph 10?

B. A system of pipes for hqating or cooling A. Going against the laws of nature
C. \7aves or particles of radioactive energy B. Producing lower air temperatures
D. A device that transmits radio signals
C. Moving in an opposite direction
4. Use what you know about the word position D. Causing great suffering or damage
to define the related word repository in
paragraph 9.

A. A place to put things
B. An electrical outlet for a plug
C. Something hidden for pafekeeping
D. One who acts on behallf of another

1054

Revising and Editing

DIRECTIONS Read this passage and answer the questions that

(1) The purpose of the Environmental Protection Agency is to p health and

safeguarding the environment. (2) For almost 40 years, the agency conducted

research, set standards, and enforcing activities to prevent pollution. 3) In 1975, the

United Nations designated the agency as an information center for ironmental

data. (4) Its information is reliable, complete, and offers access to ne. (5) The

agency works with organizations such as Habitat for Humanity to land safe for

housing. (5) The agency's mission has always been to give Ameri an envlronment

that is clean, healthy, and can be sustained.

1. Choose the BEST way to rewrite sentence 1 3. Choose the way ro rewrite sentence 4
to make its structure parallel.
to make its ucture parallel.
A. The purpose of the Environmental
A. Its i ation is reliable, complete,
Protection Agency is to protect health
and it safeguards the environment. and lacki ln secrecv.

B. The purpose of the Environmental B. Its i ation is reliable, complete,

Protection Agency is to protect health, and ible.
safeguarding the environment.
C. Its in ation is reliable, complete,
C. The purpose of the Environmental
and offer ng everyone an opportuniry
Protection Agency is to protect health
to ed himself or herself.
as it is safeguarding the environment.
D. Its in ation is reliable, complete, and
D. The purpose of the Environmental
without undaries in its accessibiliry.
Protection Agency is to protect health
and safeguard the environment. 4. Choose the wav to rewrite sentence 6
ure parallel.
2. Choose the BEST way to rewrite sentence 2 to make its
to make its structure parallel. 's mission has always been to
A. The icans an environment that is
A. For almost 40 years, the agency has thy, and that has sustainability.
give
conducted research, set standards, and clean, h 's mission has always been to
enforced activities to prevent pollution. icans an environment that is
B. The hy, and that won't decay.
B. For almost 40 years, the agency has
conducted research, set standards, and it give s mission has always been to
clean, an environment that is
enforces activities to prevent pollution.
C. The age hy, and wanting to be sustained.
C. For almost 40 yearc, the agency has
give s mission has always been to
conducted research, set standards, and clean, cans an environment that is
to enforce activities to prevent pollution. thy, and sustainable.
D. The
D. For almost 40 years, the agency has
give
conducted research, set standards, and clean,

will enforce activities to prevent pollution.

1055

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Who decides what's important?

Our Eleanor Photo by Brady: A Quicksilver
by Candace Fleming Picture of the Civil War
by lennifer Armstrong by Stephanie Spinner
Until Eleanor Roosevelt came
along, most first ladies didn't The Civil War was the first Zeus, the ruler ofthe Creek
try to affect government warto be photographed. gods, decides the fa [e of
policy. But Eleanor was The images captured bythe everyone. This book is told
different. She persuaded her photographers who went to from the point of view of
husband President Roosevelt the battlegrounds affected Hermes, Zeus' favorlte errand
to make the needs of poor the way those on the home boy. Hermes is quick and
people, women, and children front viewed the war. funny, but can he change
a priority. Zeus's mind when people's
lives are on the line?