Recall the last time you rode on a roller coaster orother amusement park ride. Did you feel that shiv-er of fear that makes amusement park rides fun? Or

did you have a deeper fear that you might be in real dan-ger? In recent years, amusement park rides have causedseveral injuries and even deaths. For example, in 1999 aroller coaster in Ocean City, New Jersey, accidentallyrolled backward and crashed into another car. A womanand her 8-year-old daughter were killed in the accident.The federal government needs to create laws now thatprevent tragic accidents like these.

Amusement park officials say that the increase in acci-dents is a sad coincidence. Joel Cliff, spokesman for theInternational Association of Amusement Parks andAttractions, said, “The Industry is fundamentally as safeas it’s ever been.” The association says that the chances ofbeing killed on an amusement park ride are 1 in 250 mil-lion. However, if you or someone you love is involved inone of these accidents, the odds make no difference.

The federal government does not regulate amusementpark rides. Each state has different laws for amusementparks. One state, Illinois, moved to inspect every rollercoaster in the state after several accidents made news.

Think about all the regulations that make the food weeat and the water we drink safe. Think about all the laws

that make automobile travel safer. No one wants to endthe fun of amusement parks. Amusement parks are afavorite activity for thousands of families with children.Shouldn’t the U.S. government try to protect them onroller coasters as well as in automobiles?

The Federal Government Should

Regulate Amusement Park Rides

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Writer’s ResponseWhy do you think the author beginsthe article by describing twodifferent kinds of fear?

Why do you think the authormentions a fatal roller coasteraccident in the first paragraph ofthe article?

What kinds of evidence does theauthor give for the opposing side ofher argument? Why do you thinkshe includes this evidence?

To what does the author compareamusement park laws in the lastparagraph? Why does she make thiscomparison?

In the last paragraph, why does theauthor repeat the phrase thinkabout?

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Why do you think roller coastersand other amusement park ridesare so popular?

In what ways, if any, doesknowledge of the tragic accidentsat amusement parks change yourattitude toward amusement parkrides?

If you were an amusement parkofficial, what actions would youtake at your park after hearingabout the accidents at otheramusement parks?

Do you think the federalgovernment should regulateamusement park rides? Why orwhy not?

✏ How do you thinkamusement park rides can be madesafer? Write a letter to a lawmakeror an amusement park official.Persuade the person to consideryour suggestions.

✏ Tell about riding a scaryamusement park ride, beginningwith waiting in line and ending with finishing the ridesafely. Describe your feelings throughout.

✏ Suppose your family is worried about the recentamusement park accidents and wants to find other funactivities to participate in together. Write a note to yourfamily with several suggestions for family fun.

Do you ever feel angry,sad, or frustrated whenyou read a newspaper orwatch television news?These are natural respons-es to tragic events. A goodwriter is aware of readers’emotional responses. Infact, writers can use theirknowledge of readers’emotions when they try topersuade them to agreewith their opinions.

The writer of the editorial proposing new laws foramusement parks said, “I was very sad each time I heardabout another accident involving an amusement park ride.It seemed ironic that people got involved in terrible acci-dents when they were out to have a good time. I knew thatmy readers would feel the same way I did if I informedthem of these accidents. I used some tragic examples andreminded readers that amusement parks are somethingthey have often enjoyed with their families. I used thesedetails to make sure my readers felt the sadness andtragedy of these cases as I did. This sadness is likely to makepeople want to do something to stop the problem, like thelaws that I suggested.”

APPEALING TO READERS’

EMOTIONS

J.K. Rowling burst on the literaryscene in 1997 with her first book,Harry Potter and the Sorcerer’s

Stone. She has enchanted readersaround the world with her finelycrafted works of fantasy and adven-ture. Harry Potter and the Prisoner ofAzkaban, the third in the series, fol-lows the further adventures of ayoung wizard-in-training. If youhaven’t been introduced to HarryPotter, go directly to a bookstore orlibrary and correct that mistake. Ifyou have, you will be happy to hearthat the latest volume is as irresistibleas the first two.

In the first book, readers wereintroduced to Harry Potter, who atten learns that he is, in fact, theorphan son of a wizard and a witch.His parents were murdered by awicked wizard named Voldemort,and Potter has been raised by an auntand uncle without a drop of magic intheir blood. The first book and thesecond, Harry Potter and the

Chamber of Secrets, describe Potter’sfirst two years at Hogwarts School ofWitchcraft and Wizardry. TherePotter attends intriguing classes suchas Defense Against the Dark Arts. Atthe same time, he becomes involvedin amazing adventures and excels atQuidditch. What, you ask, isQuidditch? It’s a sport combining ele-ments of soccer, cricket, and joustingand played by people on flyingbroomsticks.

The books themselves have beenflying off the shelves of bookstores aseager fans, bewitched by Rowling’stalent, rush to read her latest work.Why is everyone so wild about Harry?

Rowling has created a winningmix of magic and everyday elements.So far in her series, she has foundinventive ways to serve up classic fan-tasy. At Hogwarts, owls deliver mail,paintings talk, and ghosts drift thehalls. A really good book needs a win-ning hero, and Rowling has inventeda winner in Harry Potter. He is flawed

enough to be real but courageous andsmart enough to be heroic. The sup-porting characters are interesting andoriginal, as well. Add suspense andhigh adventure and you have all thenecessary ingredients to keep thereader glued to the story.

Harry Potter and the Prisoner ofAzkaban is yet another example ofthis winning mix. Harry learns thatSirius Black, a treacherous wizardwho once killed thirteen people witha single curse, has escaped from thefortress prison of Azkaban and is afterHarry. “Dementors”—beings who cansuck out a person’s soul—are sent toguard Hogwarts and protect Harryfrom Black. But they become morethreat than help, as they trap peopleinto thinking of their most horriblememories. The plot thickens, sus-pense builds, and Rowling adds moretwists and turns to this magic worldshe has created. It’s a world you won’twant to miss!

Harry Potter and the Prisoner

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Writer’s ResponseIn the introduction, why does thewriter address both Harry Potterfans and those who have not readthe books?

Why does the writer givebackground from the first twoHarry Potter books?

What do phrases like “flying off theshelves,” “bewitched by Rowling’stalent,” and “wild about Harry” doto the tone of this review?

Do the details about Hogwarts inthe fourth paragraph make youwant to read the book? Why didthe writer include these particulardetails?

Why did the writer not go intodetail about the “twists and turns”in the book?

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What does the writer mean whenshe says, “Rowling has created awinning mix of magic andeveryday elements”?

Based on this review, do you thinkadults would like Harry Potterbooks as much as kids do? Why orwhy not?

What makes the invented gameQuidditch appealing andinteresting?

If someone had never read a HarryPotter book, do you think thewriter would recommend theperson start with the first book inthe series? Why or why not?

✏ What is the best fantasy oradventure book you have ever read?Decide what makes it irresistible.Write a review convincing yourclassmates to read the book.

✏ Invent a new sport thatcombines real-world and fantasy-world elements. Describe howthe sport is played. Include drawings anddiagrams if you wish.

✏ What do “Dementors” look like? How do theymake you remember your worst memories? Write ascene for the movie version of this book. Include adescription of the Dementors and a script in whichHarry talks to one of them.

When you want your ideasto appeal to readers, makeyour language appeal tothem. Choose words thathave positive connotations.Connotations are the imagesand feelings associated witha word beyond its dictionarymeaning. For example, aperson who is usually care-free and laughs easily wouldrather be described ashappy-go-lucky than goofy.

Throughout the reviewof Harry Potter and the Prisoner of Azkaban, the writer hassprinkled descriptive words that create positive feelings towardthe book. In the first paragraph, we are told readers areenchanted by Rowling’s irresistible books. Readers can hardlywait to read these books.

In the second paragraph, Potter’s intriguing classes andamazing adventures make us curious and whet our appetite forthe books. In the third paragraph, eager fans rush to read thebooks. These are feelings we would like to share. In the fourthparagraph, Rowling’s approach is described as winning, inven-tive, and classic. These words make us think of victory, origi-nality, and quality—all concepts we approve of and would liketo share in. The positive connotations of the language go a longway toward persuading us to read the Harry Potter books.

POSITIVE CONNOTATION

To the Editors:I am an eighth-grade student at Fowlerville Middle

School, and I am upset over the way our teachers arebeing treated. In my opinion, teachers perform one of themost important jobs in our community. They are entrust-ed with educating us and preparing us for the future. Theteachers I know work very hard to do that.

We don’t pay teachers enough for the very importantjob they are doing. The average yearly salary for educa-tors in our area is $29,000. As professionals, teachersshould be paid like other professionals in our community,such as lawyers and doctors.

Of course, the question isn’t “Why would anyone wantto be a teacher?” The real question is “How could anyoneafford to be a teacher—when they are paid such a salary?”

Let me tell you about my social studies teacher, Mrs.Miller. She teaches tirelessly and expertly all day. Shespends her own money on certain projects for her stu-dents. She volunteers her free time on weekends to sellsnacks at the football and basketball games—but she isalso raising three kids. Don’t you think Mrs. Miller—and

other teachers like her—deserve to be rewarded for theircommitment to students?

I checked with the National Education Association(NEA), and low salaries for educators is not a problem injust our area. It’s happening all over the U.S. According tothe NEA, teachers’ salaries actually went down in 1998.

The NEA also said that in order to keep up with thegrowing number of students and to replace all the teach-ers who will be retiring, schools will need to hire over onemillion new teachers in the next ten years. Do schoolboards across the U.S. honestly believe they will be ableto lure one million of the best minds if they are offeringmeager salaries that are in decline?

What is the solution? It’s simple: Raise the salaries ofteachers. Make the amount they earn more in line withother professionals.

Sincerely,

Bill HunterFowlerville, Michigan

It’s Time to Pay the Price

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Writer’s ResponseWhy does the writer begin bytelling his age and opinion?

What additional facts could thewriter have introduced into thesecond paragraph to proveteachers are underpaid?

How does the example of Mrs.Miller help Bill Hunter argue hispoint?

Does the information suppliedby the NEA seem persuasive toyou? Why do you think thewriter turned to a nationalorganization to back up hisargument?

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What are some ways that BillHunter’s view of the importanceof teachers might differ from hisparents’ views?

What motivates teachers likeMrs. Miller to work so hard?Why isn’t this motivationenough to assure good teachersfor the future?

What are some other ways,besides raising salaries, thatmight attract quality people intoteaching?

Which of Bill’s arguments forpaying teachers more moneydid you find most convincing?Why?

✏ Imagine you are asuperintendent of schools. Draft aspeech to give to high school students,persuading them to become theteachers of tomorrow.

✏ Write a letter that Mrs. Millermight send to a friend. Talk about therewards and frustrations sheexperiences day to day in her work.

✏ Copy pictures of teachers inaction from yearbooks, magazines, and other sources, ortake some yourself. Organize the images into a photo essay,with captions, to communicate visually the roles teachersplay in students’ lives.

✏ Pretend you are a reporter for a local paper in acommunity where the teachers are threatening to strike.Write an article in which you explain what each side—theteachers and the school board—wants to happen.

When I listedreasons forraising teach-

ers’ salaries, the listlooked like this:

1. They work hard,long hours.

2. They are commit-ted to helping kidslearn.

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3. They are professionals.4. A huge number of new teachers have to be hired.

How should these reasons be ordered? I wanted to build toa big finish and end with a home run. Most people areaware of the first three reasons. The fact that there will soonbe a crisis in hiring desperately needed teachers is a star-tling problem that many people do not know. I felt it wasthe most persuasive, too, since it presented a practical solu-tion to a problem that would affect our wholesociety very soon. That’s why I used the fourthreason to conclude my letter. ”

Will is saving his allowance to buy a pair ofNike shoes that costs $68.25. If Will earns$3.25 per week, how many weeks will Willneed to save?

Poor Will. He will have to save hisallowance for 21 weeks just to buy apair of sneakers! But this math prob-

lem presents a much more serious issue: theuse of brand names in textbooks. This prac-tice is a sneaky way for companies to pro-mote products to kids. California hasalready passed a law saying that new text-books used in its schools should be free ofbrand names. The other 49 states should dothe same.

When California lawyer Joe Stein readthe word problem above, he wondered whyhis child was reading about Nike sneakersin a math book.

“We found half a dozen or more picturesand things that looked like they were ads,”Stein told the Santa Rosa Press Democratnewspaper. Stein decided to complain to amember of the state legislature.

The Nike word problem and examplesinvolving M&Ms, Oreos, and fast-foodrestaurants appear in Mathematics:Applications and Connections, a sixth-grademath book published by Glencoe/McGraw-Hill. It is one of several textbooks that men-tion brand names.

Publishers of such books insist that theyare only trying to make math problems a lit-tle more interesting and show how mathrelates to real life. “It’s not advertising,” saysBill Jordan, a spokesman for McGraw-Hill.The publisher was not paid to mention anybrands.

But California lawmakers agreed withStein. The state legislature passed a law say-ing all new textbooks for California schoolsmust be free of product names.

Now McGraw-Hill is publishing a newversion of its math book without the brandnames, especially for California’s schools.The other states should join California. Adsdon’t belong in schools. There are many cre-ative teachers out there. Surely they canfind other ways to make learning real andexciting.

Math + “Ads” = TroubleOther states should join California inbanning brand names from textbooks.

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Textbook makers saybrand names makelearning fun. But arethey too much like ads?

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Writer’s ResponseThe writer begins the article with aquote from a math textbook. Givetwo reasons why this is an effectiveintroduction.

What effect does the word sneakyhave in the first paragraph? Do youthink this is the effect the writerintended? Why or why not?

The writer gives many details aboutCalifornia’s fight against brandnames in textbooks. Do you thinkthis helps or hurts the writer’sargument? Explain.

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The writer says that using brandnames in textbooks is a sneaky wayto promote products. Give anotherreason why parents and lawmakersmay think that using productnames in textbooks is not a goodidea.

Do you agree that brand names in atextbook can make learning morefun? Why or why not?

Do you think that the examplequoted in the article shows kidshow math relates to real life? Whyor why not?

Do you agree with Bill Jordan thatthe mention of brand names in hiscompany’s textbooks is “notadvertising”? Why or why not?

Suppose you came across thebrand name for a pair of jeans inyour math textbook. Do you think itwould make you want to go out andbuy those jeans? Why or why not?

✏ Americans are constantlyexposed to advertisements—ontelevision, in magazines, and evenon highways. What televisioncommercial or print advertisementespecially bothers you? Write aletter to persuade the company,magazine, or newspaper tochange the ad.

✏ Without using brand names, writetwo math problems. Make them interesting to studentsyour age.

✏ Do you agree that brand names do not belong intextbooks? Or do you think some people have made toomuch of the issue? Write an editorial expressing yourviewpoint. Use examples to support your view.

Throughout history, peo-ple have told stories. It isenjoyable to hear aboutadventures or even every-day events that happen toothers. This is why stories,or narratives, are often toldto entertain an audience.

Stories can be used forother purposes, too. They

can inform an audience. They can even help persuade anaudience. In this article, the author uses a narrative to helppersuade her audience. She tells the story of the fight inCalifornia to rid textbooks of brand names. She starts at thebeginning by telling how the fight started: a parent, whowas also a lawyer, noticed brand names in his child’s text-book. She ends the story by telling that California haspassed a law to end the use of brand names in textbooks.

The example of California’s fight helps make theauthor’s case convincing. She shows that one state took thetrouble to stop the use of brand names in textbooks. Sheconcludes that other states can and should do the same.The story helps prove her point.

USING ANARRATIVE

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“Gotta catch ’em all!” That’s what kids across the U.S.are saying. They’ve fallen under the spell of 150 cutelittle monsters that make up the world of Pokémon,

Japanese for “pocket monsters.” Pokémon has become sopopular that it’s interfering with kids’ schoolwork. Manyschools have had to ban Pokémon cards because kidswere spending too much time and energy trading them.In fact, Pokémon cards should be banned from allschools.

Pokémon mania first hit in 1996 in Japan, where theGame Boy games, toys, cartoon, and videos began. There,Pokémon stuff has earned more than $4 billion forNintendo.

Pokémon invaded the U.S. in 1998. Faster than youcould say “Pikachu,” toy stores ran out of the game, andthe cartoon became the most popular kids’ show on TV.“Grownups who watch don’t really get it,” admits DonnaFriedman of Kids WB (Warner Bros.), which airs theshow. “It’s a world only kids seem to understand.”

Pokémania quickly spread to a trading card game. By

January of 1999, about 850,000 starter sets of cards hadbeen sold. A set costs about $10. Wizards of the Coast, thecompany that makes them, has cleverly limited the avail-ability of a few of the 102 cards. Kids are paying morethan $50 for these rare cards! “We didn’t know howquickly it would take off,” says Wizards’ Paul Verner. “Itcame out, and wham!”

The cards are causing conflicts at schools. “Kids getupset because they didn’t make the right trade,” saysRandy Fortenberry, principal at Endeavour Elementaryin Issaquah, Washington. Older traders take advantage ofyounger ones. At Kevin Wolski’s school in Pelham, NewYork, Pokémon cards are banned. “The principal said he’dbetter not catch us trading,” says Kevin, 7.

Pokémon cards can be a fun hobby. However, collect-ing the cards should be just that—a hobby. They shouldnot be brought into schools, where they distract the col-lectors and others from learning. Like EndeavourElementary School, all schools should ban the cards dur-ing school hours.

Schools and Pokémon Don’t MixPikachu and his pals should be banned from schools.

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Writer’s ResponseThe writer gives facts about howmuch money has been earnedfrom Pokémon “stuff” and howmany card sets have been sold inthe U.S. Why do you think thewriter included these facts?

The writer says that kids pay morethan $50 for some Pokémoncards. Explain how this fact helpssupport the writer’s viewpoint.

The writer calls the popularity ofPokémon a “mania” and evencoins the word Pokémania. How dothese words help make the writer’spoint?

In the conclusion, the author saysthat Pokémon can be a fun hobby.Does this make his argument lesspersuasive? Why or why not?

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Why do you think Pokémon hasbecome so popular amongAmerican kids?

Do you think it is right of Wizardsof the Coast to limit the availabilityof some of the Pokémon cards?Why or why not?

Donna Friedman says thatgrownups “don’t really get”Pokémon. Do you think this facthas anything to do with Pokémaniaamong kids? Explain.

Do you agree that Pokémon cardsshould be banned from schools?Why or why not?

Name some items that you, yourfriends, or your family memberscollect. Why do you think peoplelike to collect things?

✏ Write a letter to yourprincipal persuading him or herwhy this ban on Pokémon at schoolis or is not a good idea.

✏ The article says thattrading Pokémon cards hascreated some conflicts. Write askit that illustrates a conflict between twoor more Pokémon card collectors. Present the skit toyour classmates.

✏ Create the next big collecting trend for kids.Write an ad that describes the item to be collected. Usewords, images, and illustrations that will make kidseager to get in on the new trend.

If you glance at the article“Schools and PokémonDon’t Mix,” you will seethat the author uses sever-al numbers. These num-bers are part of the statis-tics that the writerincludes to help persuadereaders.

“When I beganresearching this article, I was amazed at how popularPokémon had become. Many different facts, such as thenumbers of card sets sold, illustrate this popularity. I thinkthe wild popularity of Pokémon shows that kids have gonea little crazy over it. I think this craziness is a good reasonwhy Pokémon should be enjoyed outside of school hours. Icould have made general statements. I could have said thatPokémon is very popular and that kids have gone wild trad-ing Pokémon cards. Instead I used several different kindsof statistics. The statistics prove that Pokémon is popular.They make people question whether kids should be makingtrades involving large sums of money in school. I think thestatistics I used will make readers reach the same conclu-sion I did: Pokémon and school don’t mix.”

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Take the show Friends. Make the cast members tenyears younger, give them musical instruments, andhave them speak in wild British accents. What will

you get? A TV show called S Club 7 in Miami.S Club 7 has been a huge hit in England since 1998. In

fact, in 1999, it was the number-one-rated kids show, withover 4.5 million viewers tuning in each week. But that’snothing compared to what’s about to happen. Now, sta-tions in over 50 countries around the world have boughtthe show. Somewhere in the world, at any given time ofthe day, S Club 7 will be on the air.

What is all the hype about? The show’s set-up: Sevenkids (four girls, three boys) start a band in England andhead to Miami, Florida, thinking they will be big stars inno time. Unfortunately, they are tricked into staying at adumpy hotel where they have to work for their room andmeals. The kids spend their time trying to find ways tobring them fame and fortune—and escape the crummyhotel.

The success of S Club 7 doesn’t end with TV; it hasspread to the radio. The group’s single “Bring It All Back”went to number one in England. The lyrics are upbeat.For example, the song opens with the lines, “Hold on towhat you try to be, your individuality. When the world ison your shoulders, just smile.”

What does the group sound like? Imagine theBackstreet Boys with a few girls in the band. It’s that samekind of happy, driving rhythm that will help lighten up abad mood—or make you feel like dancing.

Each episode of the TV show is 30 minutes long. And,like chewing a piece of bubble gum, that’s just enoughtime. The show is better than decent, but the writersneed to work a little on the dialogue—how the characterstalk to each other. For example, the kids had one conver-sation consisting of five words—four of which were“yeah.” And the kids could use some acting lessons.

But that doesn’t mean they’re not fun to watch. Theenergy of the group is infectious—they are constantly inmotion, and they’re always headed for a good time. Whenthe group starts laughing together, it’s hard for the view-er not to join in. And it’s also pretty clear from watchingthem on TV that they’re friends in real life.

Of course, one of the main keys to this group’s contin-uing success is the fact that they have a man namedSimon Fuller behind them. Mr. Fuller is the guy whoformed the Spice Girls—so he definitely knows how totake a bunch of British kids and turn them into a world-wide sensation.

Lucky S Club 7

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Writer’s ResponseWhy does the writer use the TVshow Friends as a basis ofcomparison in the firstparagraph?

Do the opinions that “the writersneed to work a little on thedialogue” and “the kids coulduse some acting lessons” makeyou want to see the show? Whydid the writer include theseopinions?

The writer mentions the SpiceGirls and Simon Fuller. Howdoes that information affect thereaders’ opinion?

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Why might the British producerhave decided to set this BritishTV program in Miami instead of,say, London?

Why do you think the authorfeels that 30 minutes is a goodlength for each episode?

What do you think attractsmillions of kids to watch S Club7 in Miami?

Do you think this show wouldappeal to senior citizens asmuch as kids? Why or why not?

Does this review make you wantto watch S Club 7 in Miami?Why or why not?

✏ What is your favorite TVprogram? Why should people watchit? Write a review about itspremise, or basic story idea, anddescribe one of its episodes to givereaders an idea about the show.

✏ As a screenwriter, it is yourjob to “sell” your ideas for moviesand programs to producers. Write asummary of the characters and plot for your nextmovie or TV series pilot that will convince producersto accept your story.

✏ Which band, musical group, or soloist is yourfavorite? Write a persuasive article explaining whatthis music is like, how it makes you feel, and why youlove it.

I thought S Club7 in Miami was afun show for kids

and I wanted them to giveit a look. At the same time,I knew critics of the showwould point out that theacting and writing are notso hot and argue that theshow wasn’t worth kids’time. By focusing on these

weaknesses myself, I tried to make them less effective asarguments against the show.

By saying that ‘the writers need to work a little on thedialogue,’ I was suggesting the writing is weak but alsopointing out that this is a fixable weakness. Immediatelyafter this admission, I reminded readers that the show isfun and entertaining and would make them laugh. Bottomline, most people want the show to entertain them. Energy,laughter, and natural chemistry between characters are agreat combination for entertainment. This reminder, Ihoped, would tilt the scales in favor of giving the show a try.Then viewers can decide for themselves if theshow’s good qualities overcome its rough spots.

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The Caribbean island of Puerto Rico has a 100-year histo-ry as part of the U.S. Many Americans don’t even realizethat Puerto Rico’s residents are U.S. citizens. They are,

but it’s a tricky relationship. Puerto Rico’s residents do not payfederal income taxes, and they cannot vote for President orrepresentation in Congress. Puerto Rico has a governor and adelegate to the U.S. Congress, but that person has no vote.The island is a commonwealth—a self-governing part of theU.S.—not a state. Puerto Ricans should vote to become the51st American state.

The relationship between the U.S. and Puerto Rico wouldbe easier if Puerto Rico became a state. Its governor agrees.“It is not valid to keep nearly 4 million U.S. citizens withouttheir full citizenship rights,” says Governor Pedro Rosselló(Ro-say-yoh).

In December 1998, the island’s voters went to the polls fora plebiscite (pleb-uh-site)—a vote to change or maintain its

political status. Voters had four choices. They couldvote for statehood or to remain a commonwealth. Theycould also vote for free association with the U.S. or forindependence. In the election, 46% voted for state-hood. Fifty percent of the voters voted “none of theabove.” Governor Rosselló sees the vote as support forstatehood, saying that “none of the above” was not avalid choice. However, for now Puerto Rico will con-tinue as a commonwealth.

A HUNDRED YEARS AS PART OF AMERICAPuerto Rico lies 900 miles southeast of Miami. It

was discovered in 1493 by Christopher Columbus andwas ruled by Spain for 400 years. It became a U.S. pos-session at the end of the Spanish-American War in1898. Today Puerto Ricans are divided over the island’spolitical relationship to the U.S.

Historically, many Puerto Ricans have favored remaining acommonwealth. “Puerto Ricans want to have ties to the U.S.,but they want to protect their culture and language,” saysRoberto Prats, 32, a lawyer in San Juan. “The only status thatguarantees this is the commonwealth.” Some people fear thatif the island becomes a state, it may lose its unique identity.However, these people should look to Hawaii, our 50th state.Not only has Hawaii kept its unique culture, but otherAmericans have enjoyed learning about it and experiencing it.Some Puerto Ricans object to statehood because they do notwant to pay more taxes. But many citizens are willing to payU.S. taxes in order to be a part of the booming U.S. economy.

Already, 2 million Puerto Ricans live in the U.S. They obvi-ously like the American way of life. Governor Rosselló thinkssupport for statehood is growing: “The younger generationsare coming in. They’re more supportive.” If Puerto Ricanssomeday vote for statehood, the U.S. Congress must thenapprove a statehood plan. Puerto Ricans should vote in favorof their island becoming the 51st state.

Another Star in Our FlagPuerto Rico should become a state.

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Reader’s Response

Writer’s ResponseWhy do you think the writerincludes information about thehistory of Puerto Rico?

The writer gives some reasonswhy some people do not wantPuerto Rico to become a U.S.state. Explain what the authoraccomplishes by doing this.

The writer could have chosen toquote any of a number ofpeople. Why do you think shechose to quote Puerto Rico’sgovernor? Explain why this wasor was not a wise decision.

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What benefits would U.S.statehood bring to Puerto Rico?

What benefits would statehoodfor Puerto Rico bring to theUnited States?

If you were a Puerto Ricancitizen, would you vote forPuerto Rico to become a U.S.state? Why or why not?

Why do you think youngergenerations might be moresupportive of Puerto Ricobecoming a state?

Spanish is the main languageused for education in PuertoRico. However, all students alsolearn English. How do you thinklanguage in Puerto Rico mightchange if it became a U.S. state?

✏ Write a letter to one of yourstate senators or representatives.Persuade him or her that the UnitedStates should or should not work tomake Puerto Rico a state.

✏ Find out about Puerto Ricoas a vacation place. Write abrochure describing the featuresthat a tourist might find on theisland.

✏ Find out more about one period of Puerto Ricanhistory. You might research Puerto Rico’s discovery byColumbus, its rule by Spain, or its relationship with theU.S. during the 20th century. Write two or threeparagraphs about the period. Add it to paragraphs byyour classmates to make a complete history of PuertoRico.

What do Hawaii andPuerto Rico have in com-mon? Both are beautifulisland locations with atropical climate. However,the languages, cultures,and political situations ofthe two places are quitedifferent. Still, in dis-cussing Puerto Ricans’decision about becomingan American state, the

writer compares Puerto Rico to Hawaii.Since Hawaii is part of the United States, most

Americans are more familiar with “the Aloha State” thanwith the commonwealth of Puerto Rico. The writer com-pares the less familiar place, Puerto Rico, to a more famil-iar place, Hawaii. She does so to make the point thatHawaii, despite becoming a state in 1959, has kept many ofits unusual cultural features. She uses this argument toshow that Puerto Ricans should not fear losing their cultureif Puerto Rico becomes a state.

Try using comparisons to help your readers understandcomplex issues. A writer might compare a little-known per-son, place, thing, or idea to something the reader is veryfamiliar with. Relating the unfamiliar thing to a familiarthing helps readers understand your explanation.

USINGCOMPARISONS

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What Do You Think?The Question: Should there be a limit on how much money an athlete can make?

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YESWhich job do you

think is more impor-tant—leading theUnited States or hit-ting a baseball? Mostpeople would choosethe first job, that of thePresident of the United States.However, many baseball play-ers and other professionalathletes make several timesthe amount of money thatthe President earns eachyear. It’s time to limit thesalaries of pro athletes.

Some athletes getpaid many millions ofdollars a year. Inreturn, they attendtraining camp for sev-eral weeks per year. Thenthey play a team sport for afew months. For baseball andbasketball players, this means play-ing several games a week. Football players play one game aweek. So these athletes are getting paid for a few hours of worka week. At the same time, doctors and teachers work at least 40hours a week for a tiny percentage of an athlete’s salary.

Huge salaries for pro athletes have hurt sports fans. In orderto pay these salaries, teams have raised ticket prices. So, manysports fans cannot afford to see their favorite teams in person.Also, some teams have only hurt themselves by paying multi-million dollar salaries to athletes. After paying one athlete anenormous amount of money, a team may not have enoughmoney to pay other good players. Once again, fans suffer.

Paying huge salaries to athletes sends the wrong message tokids and everyone else. It says that being a baseball or footballplayer is a greater feat than being a teacher, nurse, or judge.Sports leagues should help the public see what’s really impor-tant. They should limit the money made by athletes.

NOPro athletes

have rare talents.They can runfaster, jump higher,

and throw harderthan other people.

They devote lotsof time to stay-

ing in shape.For these rea-sons, thereshould be nolimit on theamount ofmoney an ath-lete makes.

Pro athleteshave only a fewyears to earn

money fromtheir talents. Many

baseball, basketball,and football players can play

their sport only throughout theirtwenties. They should have the chance to make

money to save for their later years.Sports teams are businesses. If they have

great players, they will attract lots of fans whobuy tickets and team merchandise. Teamsshould be able to spend as much as they want toattract the best athletes. And the athletes shouldbe able to share the teams’ wealth.

Being a pro athlete is a job, just as being adoctor or a lawyer is a job. There are no salarylimits in those jobs. Why should athletes be lim-ited in how much money they can earn?

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Reader’s Response

Writer’s ResponseThe “Yes” writer begins with aquestion. Explain why you thinkthis is or is not an effectiveopening.

The “No” writer uses the wordsrare and devote to describeathletes in the first paragraph.What effect do these wordshave?

Each writer’s first paragraphdescribes the actual work ofathletes. Explain how eachwriter’s description helps makehis or her point.

Both writers compare athletesto doctors and otherprofessionals. How does eachwriter use the comparison to“win” the argument?

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What do you think is the mainreason that professionalathletes earn so much money?

Do you think it is fair for the firstwriter to compare a pro athlete’ssalary to the President’s salary?Why or why not?

Do you think a person’s salaryshould be based on the numberof hours worked, the difficulty ofthe job, or the talent or trainingrequired? Or should it be basedon something else?

How might the public get teamsto limit salaries for pro athletes?

✏ Suppose a pro sports teamnear you has asked the public howto gain more fan support. Write apersuasive letter to the teamowners. Explain what they shoulddo to meet their goal.

✏ What career interests you?Research the career at the libraryor on the Internet. Then write aninformative article that describes a typical workday fora person in the career.

✏ What makes an athlete a true star? A high salary,individual records, great teamwork, or behavior off thefield? Write an article defining and describing whatmakes a star athlete. Use examples of specific athletesif you wish.

Why do great athletesmake a lot of money?Because they attract fans toa team. Why are ticketprices so expensive?Because athletes’ salariesare so high. Each writerargues for or against highsalaries for athletes by dis-cussing cause and effect.

When writers want toexplain why somethinghappens, they describe the

cause of a certain effect. When writers want to explain whathappens due to an event, they describe the effect of a cer-tain cause. Explaining cause and effect can help writers per-suade readers to agree with them or to take a certain action.

As a writer, you must be careful to state causes andeffects fairly and correctly. You cannot assume that simplybecause one event happens after another, the second eventwas caused by the first. For example, a baseball team mightwin the World Series after cutting its players’ salaries. Itwould not be fair to assume that the win was due to thesalary cuts.

Good writers do not always say, “I am going to explainwhy this is the case.” When they describe causes and effects,they use words such as because, therefore, due to, and so.These are clear signals to readers that they are pointing outcauses and effects.

EXPLAININGCAUSE AND

EFFECT

Imagine going to a school wherethe uniforms are made by Nike,the cafeteria food comes from

Pizza Hut, and the math lessonsinvolve adding and subtractingM&M’s, then eating the answer.

This is a realistic scene in someschools, which have made deals withbig companies. Companies are bring-ing brand-name products and adver-tisements into schools. They are dis-tracting kids from learning and turn-ing classes into all-day commercials.Public schools should not be makingthese kinds of deals.

PEPSI-ONLY SCHOOLSPublic schools get most of their

money from state and local govern-ments, which collect it from taxpay-ers. That money pays for books, build-ings and teachers’ salaries, butschools are often looking for extrafunds.

More and more of them are turn-ing to companies that sell products tokids. These companies, such as Pepsiand Pizza Hut, agree to pay schools

for the right to advertise and sell theirproducts in school cafeterias, class-rooms, and stadiums. The companiesfigure that if kids start buying theirstuff today, they will continue buyingit when they’re grownups.

Big companies are willing to paybig bucks to promote their brands inschools. In 1998, Pepsi paid $5.75 mil-lion to the school system of Denver,Colorado. For the next five years, allDenver public schools will carry onlyPepsi-brand drinks in vendingmachines. The deal also gives Pepsithe right to splash its logo throughoutthe school. In another Colorado dis-trict, Coke paid $5.5 million to be theonly soda in school.

WHAT’S THE COST?Television, magazines, movies—

they all aim ads at kids. It’s badenough that kids are bombarded byads outside of school. Why make kidspay attention to ads in school as well?Such advertising encourages kids tothink about spending money ratherthan doing schoolwork. It is not right

to brainwash kids into preferring cer-tain brands. Says Dave DiGiacomo, aschool-board member in JeffersonCounty, Colorado: “Schools shouldn’tsell minds to the highest bidder.”

However, other school officials,like John Bushey of Colorado Springs,argue that school advertising “doesn’tinterfere with education.” His districtsigned an $8 million deal with Cokein 1997. The money will help pay formusical instruments, athletic equip-ment, and other expenses. School dis-tricts in California, Florida, andMaryland are also considering joiningup with big companies.

Schools need to find other ways toearn extra money. They shouldn’t usekids as pawns in their advertisingcampaigns.

Brand-Name SchoolsKids pay a price when ads invade classes.

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ON YOUR MARK, GET SET, ADVERTISE! Runners at Wasson High School in Colorado work up a thirst on a Coke-sponsoredtrack.

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Reader’s Response

Writer’s ResponseThe author is against companiesadvertising in schools. But in thefirst paragraph, the authormentions several brand names.Explain why this was or was not awise choice.

In the second paragraph, theauthor says that selling products inschools turns classes into “all-daycommercials.” Is this true? If not,why does the author make thisstatement?

The author says that Pepsi hasbeen given the right to “splash” itslogo in Denver public schools.Explain why this is or is not a goodchoice of words.

Some words the author uses todescribe big companies advertisingin schools are invade, distracting,bombarded, and brainwash.Explain the effect of these words.

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What are two reasons why bigcompanies want to sell theirproducts in public schools?

Do you agree that putting ads andproducts in schools is a kind of“brainwashing”? Explain.

The article says companies thinkthat when kids grow up, they willcontinue buying their products ifthey buy them in school now.Explain why you agree or disagree.

What are some ways that schoolscan make extra money besidesmaking deals with big companies?

✏ How might companies sellproducts to kids besides putting theproducts and ads in schools? Writea letter to a company that sells softdrinks, candy, or athletic wear.Describe another method to sell itsproduct. Persuade the companyto use this method in the future.

✏ Suppose you are theprincipal of a school and are against companiesadvertising in your school. Write a script of theconversation you might have with a salesperson whowants to sell and advertise his or her product in yourschool.

✏ Ads can be used to help people, as well as to sellproducts. For example, ads may urge people not tosmoke or to see a dentist regularly. Create an ad to helppeople. Use language and drawings to make your point.

Have you ever said, “I’m sohungry I could eat ahorse”? If so, you and yourlisteners surely knew thatyou didn’t mean the wordsliterally. Instead, you werepurposely exaggerating.You were making the pointthat you were extremelyhungry.

Writers who want to persuade readers may also useexaggeration. When the author of “Brand-Name Schools”says that selling products in schools turns “classes into all-day commercials,” he is exaggerating. His readers under-stand that products and ads are not the center of the schoolday. Even if ads and products are in the classroom, kids willtune them out as they focus on learning. Still, the writermakes the point that ads attract too much attention. Theytake time and attention away from reading, writing, anddiscussing school subjects.

By exaggerating, the writer emphasizes his main point.His exaggeration may help convince readers that ads inschool are not a good idea.

USINGEXAGGERATION

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History is etched into the striped sandstone canyons of the Grand Staircase-Escalante National Monument in southern Utah. The Grand Staircasebegan forming 250 million years ago, as colliding landmasses lifted the

Colorado Plateau while rivers dug into it. It is, says environmentalist Ken Rait,“a land of outstanding beauty.”

It is also a land at the heart of a battle that pits environmentalists and theU.S. government against many of Utah’s residents. For years people have foughtover the fate of these 1.7 million acres. Some people want to use the land insteadof protecting it. They say that locked in the area’s rocks are as much as 62 bil-lion tons of coal, plus valuable oil and natural gas. They add that mining coalfrom just one site in the area could mean a $3 billion profit for Utah. An addi-tional $1 billion in coal profits would flow into the state’s school systems.However, mining would destroy one of the most magnificent spots in America.Fortunately, the U.S. government has taken steps to protect the area’s naturalbeauty.

NO MINING, PLEASEIn September 1996, President Bill Clinton signed an order that made this

huge stretch of Utah a national monument. Tourists and locals can continue touse the area for hunting, camping, and graz-ing. But mining is discouraged.

After the President signed the order, shopsand schools near the monument closed inprotest. Many people in that area believeUtah’s economy needs the jobs and moneythat mining brings in. Some Utahns havebeen building roads across the protectedlands. Under the law, land that is alreadydeveloped and in use is freed from some fed-eral protection. While these people’s angermay be understandable, their reaction isshort-sighted. Once destroyed, the naturalbeauty of the area can never be re-created.When the coal, oil, and gas are gone, as theyinevitably will be, what then? The Utahnsshould consider how the land’s beauty mightserve their interests better than mining in thelong run. Tourists coming to see the GrandStaircase would prove to be a stronger andlonger-lasting source of income for the localeconomy than mining ever would.

The Clinton Administration is sticking toits decision to protect the monument. Soonafter Clinton’s order was signed, however,federal officials met with local leaders in Utahto find ways to protect the local economy aswell. Interior Secretary Bruce Babbitt hassaid, “We want to live together out there.”Involving area residents is an excellent idea.Hopefully with the federal government’s helpthey will come to see that what is aboveground is more valuable than what is below.

Monumental BattleNatural beauty is more valuable than coal.

Grand Staircase is a landof stunning canyons andnatural bridges.

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Reader’s Response

Writer’s ResponseThe author begins the article bydescribing how the Grand Staircasein Utah was formed. Explain whythis was or was not a good way tobegin the article.

The author uses several statistics toexplain the viewpoint of people whowant to mine the Grand Staircasearea. How do the statistics helpmake the author’s point?

The author quotes only two people,an environmentalist and agovernment official. Why do youthink the author chose to quotethese two people and not a miner?

How do the article’s pictures andcaption help make the author’spoint?

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Explain what the author meanswhen she says that “history isetched into the . . . canyons of theGrand Staircase-EscalanteNational Monument.”

Why do you think the U.S.government allows hunting,camping, and grazing in the GrandStaircase area but discouragesmining?

Do you think that the goals ofenvironmentalists and of Utahnswho want to mine the NationalMonument can both be met?Explain.

Suppose you were a student inUtah. Explain why you would agreeor disagree with President Clinton’sdecision to discourage mining inthe Grand Staircase area.

✏ Most communities havestrong opinions about developingland versus preserving naturalbeauty. Find out about one of theseissues in your area. Write a letterto a community newspaper statingyour viewpoint about it.

✏ Write a postcarddescribing a landscape you love. It might bea forest, beach, mountain, or city park. Use specificimages to help readers imagine the place.

✏ Suppose there is a town meeting in Utah todiscuss the U.S. government’s order protecting theGrand Staircase area. Write a short speech thatexpresses your viewpoint about the matter.

In the article “MonumentalBattle,” the author quotesan environmentalist. Hedescribes the GrandStaircase area’s “outstand-ing beauty.” This descrip-tion helps readers under-stand why many peoplewant to protect the area.However, it does not go farenough. The author beginsthe article by describingthe area’s “striped sand-

stone canyons.” These words provide an image that readerscan picture. They tell exactly the kind of beauty found at theGrand Staircase.

The general descriptions “outstanding beauty” and “natu-ral beauty” only do half the job of describing the GrandStaircase. When the author tells how “colliding landmasseslifted the Colorado Plateau while rivers dug into it,” readerscan picture the landscape. They can see the steep, rockycanyons divided by winding rivers. Precise images like theseremind readers of similar landscapes they have seen. Thedescriptions let them see the landscape in their imagina-tions. As a result, readers will likely agree with the author’sopinion that the landscape should be protected.

When you write a letter or article to persuade readers,don’t leave out descriptive details. Vivid writing can be verypersuasive!

USING IMAGES TOPERSUADE

After a successful live stage show and an awfulmovie version, it looks like the sun has finallycome out for the musical Annie. The Disney video

first aired on TV in November 1999 and is now availablefor rental.

You probably know the story. Little Annie is anorphan who dreams that her biological parents willcome save her from the dumpy, cold orphanage and thenasty woman who runs it. The richest man in the world,Daddy Warbucks, whisks Annie away to his huge man-sion and decides to adopt her. Blocking his plans, twocrooks who want the zillionaire’s money show up andclaim to be Annie’s parents. Peppered throughout theshow is a lot of singing and dancing.

What makes this Annie sospecial? The producers—ormakers—of this video decidedto take all the “hokeyness” orcartoon-feel out of the story.The dialogue is clever withoutbeing too cute or sugary sweet,and the action moves quickly.

The producers went to themain source of musicals:Broadway. Broadway is not onlya street in New York City, it’salso the term given to plays thathave reached the highest levelof musical theater. The castingdirector—the person whodecides what actors will playthe different characters—select-ed the best actors fromBroadway. And that was a greatidea!

From Alicia Morton, the 12-year-old girl who plays Annie,to Alan Cumming, the award-winning actor who portrays theevil Rooster, the cast is spectac-ular. This group of talentedactors could read from thephone book and still have youlaughing hysterically or weep-ing uncontrollably. They’re thatgood.

And who can forget themusic? The songs from thisshow will definitely stick inyour head. Some have becomemusical theater classics. From“The Sun Will Come OutTomorrow” to “NYC,” they’resongs you might have heardbefore—but never like this.

Awesome Annie

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Here, they are sung with real feeling. For example, whenthe orphans belt out “It’s a Hard-Knock Life,” they soundangry, fed-up with the miserable fate they’ve been handed.

Annie might cause your eyes to leak a little. In otherwords, this show can be a tearjerker. Why? Because thecharacters are no longer cartoonish. We look at them asreal people who have real feelings. Once we see them inthat light, we begin to care more about what happens tothem. And when a scene is sad—or happy—we find our-selves responding on an emotional level.

This show is about fun, catchy songs, and fast-movingaction. They are elements of the production that you don’tneed to think too hard about to enjoy. Just remember topass the video on to a friend after you’re done watching it.

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Reader’s Response

Writer’s ResponseHow does the writer makereaders want to see this video,even if they have already seenthe stage show or the previousmovie version?

Does the writer think it is goodor bad that Annie is a tearjerker?

How does the next-to-lastparagraph make you feel aboutthe show’s emotional content?Explain.

What does the writer’s lastsentence assume aboutreaders? Does this assumptionmake you want to rent themovie?

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What is an example of adialogue that this writer woulddescribe as “sugary sweet”?

Do you think this writer enjoyscartoons? Why or why not?

Is it a sign of quality when amovie can make you cry?Explain your thinking.

Has this review convinced youto rent Annie? Why or why not?

✏ Write a review of a favoritevideo. Try to persuade youraudience to rent it—right now!

✏ Pretend you are amarketing associate for a localtheater group that is stagingAnnie. You want to convince theschools to bring their students tomatinees. Create a poster ad for Annie.What visual elements could you use to make itappealing to kids?

✏ Imagine the scene as the curtain opens, andAnnie is shivering in her bed at the orphanage. Write amonologue you think this character would deliver abouther concerns and dreams.

Although mostreaders hearsome of the spe-

cial vocabulary ofHollywood on news andawards shows, they maynot really know exactlywhat the terms mean. Inwriting the review ofAnnie, I needed to usesome of the jargon, or

vocabulary, of moviemakers. However, I wanted to be sureevery reader knew the terms’ meanings.

This meant I would need to build context clues into thesentences where the terms were used. A simple, direct wayto do this is to make a definition part of the sentence. In thethird paragraph, the term producers is defined in an appos-itive immediately following it in the sentence. I used thesame method in the next paragraph to define casting direc-tor.

Broadway is such an important adjective describingtheater that I devoted an entire sentence to defining itsmeaning with this specialized use. In these threeinstances, I felt an ounce of explanation wouldyield a pound of understanding.

EXPLAININGJARGON

”

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Annie Suzak’s mom and dadnow have an answer to thequestion they love to ask when

Annie watches TV. “My parentsalways ask, ‘Is that show for kids?’”says Annie, 13, of Oak Park, Illinois.“With the ratings, they can makesure I’m not lying.”

In January 1997, network TV got anew ratings system to keep kids hon-est and parents informed. Shows onABC, NBC, CBS, and Fox and otherchannels are now tagged with codedratings intended to help parentsdecide what kids should watch. Inaddition, all new TVs, 13 inches orlarger, will contain a V-chip. The V-chip will allow parents to screen outany shows they do not want theirkids to watch. Ratings and V-chipsare great ways to make sure televi-sion is a good influence on kids.

The codes appear in the upper-left-hand corner of the TV screen for the first 15 secondsof a 30-minute show. They are similar to movie ratings.The ratings system tells what audience a show is suitedfor: G (everyone), PG (parental guidance suggested), TV-14 (kids 14 and older), or TV-M (mature audiences). Somenetworks also use a code telling parents why they mayobject to a particular show. For instance, a show may berated TV-14 because of nasty words, violence, or racy lovescenes, or perhaps all three. The code would then read L(for language), V (for violence), and S (for sex). “Tell par-ents what’s in the show, and let them decide what isappropriate for their kids,” says Vicky Rideout of ChildrenNow in Oakland, California.

THE RATINGS ERAThe ratings era started with a new law passed in

February 1996. By January 1, 2000, according to the law,all new TVs must be made with a V-chip. This tiny com-puter chip lets parents block out shows with certain rat-ings.

The government and TV industry people who createdthe new system wisely left room for changes. “We mightbe able to make it better,” President Clinton said. “Theparents’ groups, the advocacy groups deserve to be heardand considered. But we are now doing what I think oughtto be done.”

PARENTAL INVOLVEMENT IS ESSENTIALThe new system is good because it helps kids and par-

ents discuss kids’ TV choices. Many families already haveways of choosing TV shows; the new system will notchange their viewing habits. Colin Wilson, a ninth-graderin Fort Worth, Texas, says they won’t change what hewatches. He often gets to pick his own shows. “I trust hisjudgment,” says his mom, Claudia Wilson. “The ratingssystem may be helpful to some people, but basic commonsense works equally well.” However, the system will espe-cially help people with younger children.

Stephen Barnes, 12, of Brooklyn, New York, thinks aTV-M rating might tempt kids who are flipping channels.But what kids see in movies and video games is oftenmore violent or grown-up than TV shows, he says. “Mostparents don’t know what their kids watch, anyway.”

One of the best features of the new system is that itdepends on the involvement of parents. Some parentshave already laid down new rules. “I’m allowed to watchG and PG shows by myself,” says Eric Fowler, 9, ofMcLean, Virginia. “But shows that are TV-14, I have towatch with my mom and dad.” This is exactly the kind ofparental involvement that the new system encourages.

Ratings War

Ratings and V-chips helpparents and kids makewise TV choices.

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Reader’s Response

Writer’s ResponseIs the quote the author uses inthe first paragraph a goodchoice for the introduction?Why or why not?

The writer’s main purpose is topersuade readers that TVratings and V-chips are goodideas. Why then do you thinkthe writer includes a history ofthe ratings era and anexplanation of the ratings code?

The writer uses several quotesfrom a variety of people. Howdoes this method help theauthor meet her goal?

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Do you think the TV ratingssystem is enough to helpparents and kids choose TVshows? Do you think the V-chipis also necessary? Explain.

Do you agree with ClaudiaWilson that common senseworks as well as the TV ratingsystem? What problems mayoccur if parents and kids justuse common sense to choose TVshows?

Why do you think Eric Fowler’sparents have a rule that if hewatches shows rated TV-14 hemust watch them with hisparents? Explain why you thinkthis is a good idea or not.

If you were the head of acompany that advertised on TV,would you like the idea ofratings and V-chips? Why orwhy not?

✏ Do you agree that V-chips area good way to help kids watch TVshows that are good for them? Ordo they take away kids’ freedom tochoose? Write a letter to your localCongressperson. Persuade him orher that the V-chip law is or is nota good one.

✏ Many different forms ofmedia now have ratings, including TV shows, movies,and some video games. Write two letters to your localnewspaper, one pro and one con, on whether children’sbooks should have ratings.

✏ What advice would you give parents and kidsabout making and following rules for watching TV?Write a speech that you could deliver to parents andkids to help both feel positive about kids’ TV watching.

When you read newspaperand magazine articles, youoften read the exact wordssaid by people who saw orparticipated in events.These are direct quotationsand are signaled with quo-tation marks. In “RatingsWar,” the author quotedseveral different people,including PresidentClinton, kids, and parents.

Direct quotes makewriting lively. Reading exactly what someone said makesreaders feel as if they can hear and even see that person.Quotes are a good way to present several different points ofview. Quotes are also a good way to introduce a new topic.For example, at the end of “Ratings War,” the author intro-duced families’ thoughts about TV ratings by quoting sev-eral kids and parents.

When you write to inform or persuade readers, try usingquotations. A quote might give someone’s opinion, experi-ence, or factual information. A fact or opinion might bemore convincing coming from an expert in a field. But aquote doesn’t have to be from someone famous or anauthority. Often a writer quotes the opinions or experi-ences of regular people.

USING QUOTES

Dear Editors,It is essential that we allow girls to play co-ed sports.

How do I, a 42-year-old mother of three, know this? Letme tell you:

A few years ago, my daughter Emily, who is now 13,developed an interest in wrestling. She and her brothersheld “wrestling matches” in our basement. I thought shewould tire of the sport and forget about it. I was wrong.

When Emily entered high school, she announced thatshe wanted to try out for the wrestling team—a teammade up of all boys. I told her wrestling was not for girls.

Recently, Emily came to me, holding a newspaperstory. The article was about a 12-year-old girl fromCalifornia who had just won the national championshipfor co-ed wrestling. Emily said, “That could have beenme.”

At that moment, I realized that I had made a hugemistake. I had blocked my daughter’s dreams. And I start-ed doing everything in my power to make amends. Ibegan to research the power of sports in girls’ lives.

What I found out should be in the minds of all par-ents, teachers, and coaches. According to the U.S.Surgeon General’s Report on Physical Activity andHealth, girls who play sports receive countless benefits.Participation in sports can

• reduce the risk of getting certain diseases when girlsbecome adults.

• enhance girls’ performances in school—both sociallyand academically.

• keep girls in school. Girl athletes are less likely todrop out of school than other girls.

• develop leadership qualities and friendships andteach responsibility.

If that list doesn’t give you enough reasons to allowgirls to play sports with boys—then try this: It’s the law.That’s right. Congress passed a bill almost thirty years agothat says that all people must be able to take part in anyeducational program or activity that receives federal aid.

What does it mean? Most schools in the U.S., from theelementary to college levels, receive money from the U.S.government. If the schools don’t allow girls to play teamsports equal to boys, then those schools will lose their aid.And in many cases, schools can’t afford separate teams forgirls and boys. If that’s the case, then schools should cre-ate co-ed teams.

But do we really need a law to tell us what we know isright? When will our girls ever learn to be leaders if weconstantly tell them they have to stand on the sidelinesand watch while others play for victory?

As for my daughter Emily, she plans to try out for thewrestling team next winter. I, for one, will be in thestands cheering her on. Care to join me?

Sincerely yours,

Martha ShaheenTacoma, Washington

Wrestling with Co-Ed Sports

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Writer’s ResponseWhy does Shaheen tell readersshe has three children? Why is itimportant that two of them areboys?

What is the point of the writertelling readers that she talkedher daughter out of trying out forwrestling?

Right after the bulleted list ofbenefits, the writer’s toneswitches, and she uses severalvery short sentences. How doesthe tone change and whateffect do the short sentenceshave?

With what image does Shaheenend her letter? Why does sheinclude this image?

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Why did Martha Shaheen tellher daughter wrestling is “notfor girls”?

What objections to co-edwrestling might this motherhave had at first? Whathappened to those objections?

What are some reasons sportsparticipation enhances socialand academic performance?

Why did the federal governmentmandate that girls and boyshave equal team sports in publicschools?

✏ What arguments might a highschool wrestling coach make againsthaving a co-ed team? Pretend you arethat coach, and write a letterresponding to Martha Shaheen’sletter.

✏ What sport or extracurricularactivity do you most enjoy? Whatskills and responsibilities does itdemand? Prepare a short talkexplaining what the sport or activityinvolves and what you feel you gain from it.

✏ Imagine you are a very shy person who is thinking ofgoing out for a team sport. Write a story showing how yourexperience on the team changes you over time.

✏ What do sports mean to you? Write a journal entry orpoem that expresses your feelings. Design a symbol or makean illustration to represent the ways you benefit.

The experiencethat moved meto write this let-

ter was one that changedmy mind and my outlook.If I wanted to change oth-ers’ minds, I had to sharewhat had such an impacton me.

This is often wherearguments gain their persuasive power. Logic is important;sound reasons are irreplaceable, but the ability to relate ona personal and emotional level to an idea and its effects isperhaps the prime mover when it comes to changing peo-ple’s minds. Maybe that’s because most of us tend to basedecisions on gut responses and feelings.

I felt if other parents could identify with my initial takeon Emily’s interest in wrestling and the thinking that ledme to discourage her, then they would also identify withthe terrible regret I felt when I realized I had denied hersomething she wanted so badly and could have had. Theanecdote had moved me to change my thinkingand actions, and I felt it was powerful and mov-ing enough to convince others, too.

USING ANECDOTES

TO PERSUADE

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In July of 1998 Naataosim (nat-o-sim) Mako ran away from home.Her father had told her she must

drop out of school and get married. “Ididn’t want to marry,” says Naataosim.“I wanted to stay in school.” Naatosimis only 10 years old! She belongs to theMasai tribe, a proud nomadic peoplein Kenya, Africa. The Masai place lit-tle importance on education—espe-cially for girls.

Luckily, Naataosim knew where togo for help. She found safety at theKajiado African Inland ChurchBoarding Primary School. PriscillaNangurai (Nan-gur-aye), the princi-pal, has helped many Masai girls getan education. Nangurai protectedNaataosim when her father and thebridegroom chased her to school. Herfather said that if Naataosim choseschool over marriage, she could neverreturn home.

It is atrocious that in some coun-tries girls like Naataosim have to fightto go to school. Kenya is only one ofmany countries where girls are

denied the right to learn. Every dayaround the world, girls likeNaataosim are denied the right tolearn. About 110 million of the world’schildren do not go to school. 73 mil-lion of these are girls. Many girls dropout of school to get married. Othersare forced to stay home to help withhousework. More than half theworld’s 200 million child laborers aregirls. Poor families make money bysending their daughters to work asmaids. Some maids are only 4 yearsold!

DROPPING OUT TO WORK OR MARRY

Rekha, 10, lives in New Delhi,India. She loves books and school. Buther father believes she is wasting hertime. “Education will be of no use toher,” he says. “It will only make it dif-ficult for us to find a husband for her.”More than 80% of the girls in Indiastart school, but many drop out. Only30% sign up for high school. In morethan 40 poor countries, fewer than a

quarter of the girlsattend high school.

In China, almost70% of students whodrop out of school aregirls. Chinese societydoes not encouragegirls to study. “Theidea of regarding menas superior to womenhas existed in Chinafor several thousandyears,” says WangYusen (You-sun), whohelps run the SpringBud Project. The proj-ect helps girls stay inschool. It gives themscholarships, helpstheir families earnmore money and,most importantly,changes attitudes.

Spring Bud helped both ShiCaiyun (She Tsai-youn) and her fami-ly. Most people in Caiyun’s villageearn only $60 a year. With SpringBud’s help, Caiyun learned how toread and write and how to makemoney by growing kiwi fruit. Thanksto Caiyun, her family makes $180 ayear. Now even her father agrees thatschool is a good thing for girls!

GIRL POWER STARTS AT HOMEHaving an education affects the

health, wealth, and equality ofwomen and their children. The kidsof educated women live longer,healthier lives. Mary Joy Pignozzi,who runs the girls’ education pro-gram for UNICEF (the UnitedNations Children’s Fund), calls edu-cation a basic human right.“Education is the mechanism forbuilding a better life,” she says.

The Spring Bud Project in Chinaand Priscilla Nangurai’s school inKenya are just two of many programsaround the world whose goal is tokeep girls in school. With their help,parents and kids are learning manylessons. Trying to change traditionalviews about girls and education maybe the hardest lesson of all. But as thestories of Naataosim Mako, ShiCaiyun, and many other girls show,the goal of education for all girls iscritically important.

A Chance To LearnGirls around the world should have a chanceto go to school.

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Writer’s ResponseWhy do you think the authorincludes the quote by WangYusen of China?

Why do you think the writerincludes statistics about howmuch money is earned by ShiCaiyun and by most people inher village?

How does the author feel abouthow young girls are treated insome parts of Africa, India, andChina? Give two examples inwhich the author shows herfeelings.

Why did the author mention theSpring Bud Project?

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What might you say toNaataosim Mako’s father topersuade him to let his daughterattend school?

What do you think you and yourclassmates could do to help girlsin China, Africa, and Indiareceive an education?

Why do you think the kids ofeducated women are healthierthan kids of mothers who havenot gone to school?

What words of encouragementmight you offer to NaataosimMako and the other girlsmentioned in the article?

✏ Write an editorial for yourschool or community newspaper.Persuade readers to help girls inAfrica and Asia who are notallowed to stay in school. Explainhow they can help.

✏ How did the stories ofNaataosim, Rekha, and the othergirls affect you? How would you compareAmerican attitudes toward education to the onesdescribed in the article? Write a journal entrydescribing your response to the article.

✏ Write a letter to one of the girls mentioned in thearticle. Describe your thoughts and feelings about hersituation.

Suppose someone told youthat many girls throughoutthe world were notallowed to go to school.You would probably askthe person for specificexamples. You would wantto know where this hap-pened, details about who ithappened to, and why ithappened.

“I was shocked when I learned the statistics about girlsthroughout the world who cannot get an education. I foundit hard to believe that some cultures felt so differently abouteducation than Americans do. I wanted to discover the sto-ries of some of these girls. I knew my readers would too.Knowing the situations of a few girls helped me understandwhy fathers and mothers in parts of Africa and Asia want tokeep their daughters at home. I came to know the hardchoices girls had to make if they wanted to go to school. Ifelt as if I almost got to know Naataosim and some of theother girls I learned about. I wanted readers to feel thesame way.”

Specific examples hold your readers’ interest. They do agood job informing and persuading.

USINGEXAMPLES

TO PERSUADE

Do you have brothers? Do you think they’re crazy?Well, you haven’t seen crazy brothers until you seethe movie Wild America. This biography of three

brothers is now available for rental on video.What’s Wild America about? Eleven-year-old

Marshall Stouffer is in constant danger. The danger isn’tfrom monsters or thieves, but from Marshall’s olderbrothers. Mark and Marty Stouffer are constantly askingMarshall to perform the most outrageous stunts. Why dothey do this? So they can film him on their cheap cam-era—and impress the citizens of their small Arkansastown.

When the boys’ father reluctantly gives them a profes-sional camera, the three brothers decide to take off andexplore America. Their plan: To capture the most danger-ous endangered animals on film and sell the film to a TVstation.

What follows is a fun-filled adventure that will keepyou on the edge of your seat. The boys end up face to facewith some of the most deadly animal predators inAmerica. But they always manage to escape with a smileon their faces and wild pictures caught on film.

Have you ever heard the phrase, “Don’t try this athome”? This movie is one long example of what thatphrase means. From entering a dark cave where theyknow a bunch of hungry bears are sleeping, to swimmingin a murky bog where there are snapping crocodiles,these boys get into situations that are entertaining towatch in a movie—but not to do in real life.

The makers of this movie claim that this story is“based on a true story.” The producers would probablyalso say Star Wars is based on a true story because therereally are kids out there named Luke.

The basic story is true: three brothers want to makemovies about endangered animals. But did 11-year-oldMarshall fly an army plane above his small town and safe-ly land with no previous flying experience? Probably not.Did a mystical man save Marshall from riding the head ofa moose over a waterfall and then suddenly disappearinto thin air? Probably not. Moviemakers often addmade-up ingredients to the pot of real stories to keepthings exciting.

Wild America may have entertaining moments, but ittries to do too much. Like most movies, it deals with rela-tionships. Relationships between brother and brother,father and son, mother and father—and even owl and boy.The movie tries to cram humor, tender moments, andwild animal attacks into each of these relationships—andthere just isn’t enough room. By attempting to pleaseeveryone, Wild America, at times, pleases no one.

But that doesn’t mean it’s not worth watching. Theyoung actors who play the three brothers do an excellentjob of keeping the viewer’s attention. You might remem-ber the actor who plays Marshall, Jonathan TaylorThomas (JTT), from the TV show Tool Time. His TV dad,Tim Allen, was often involved in wacky stunts—but nowit’s JTT’s turn to be caught up in the craziness.

The awesome soundtrack—the music that plays in thebackground—may not be familiar to all viewers, but you’llprobably have to ask your parents to stop singing along.Because the story takes place in the 1960s, the songs arefrom that period and are about heading out on the roadand discovering yourself. And that, after all, is what theStouffer brothers do in this movie.

A Wild Ride Through Wild America

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Writer’s ResponseWhat is the significance of theword wild in the title of thisreview? Why does the authoruse it twice?

In the seventh paragraph, thewriter repeats the phrase“probably not”? Why does he dothat?

At the end of the eighthparagraph, the writer finds faultwith the movie. How do the finalparagraphs compensate for orcounterbalance the effects ofthe criticism?

What word choices in the lasttwo paragraphs help create afavorable impression of themovie?

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Why did the makers of WildAmerica advertise the movie asa true story, when, in fact, theyinvented many of the excitingescapades?

For what audience was WildAmerica made? Who do youthink would most enjoy thismovie?

Give two reasons why you thinkJonathan Taylor Thomas wascast in the lead for the movie.

Would you want to have olderbrothers like Mark and Marty?Why or why not?

✏ Some parents might worrythat children will try some of thestunts in this movie at home.Imagine you are a parent who feelsthis way. Write a speech that willencourage others not to see thismovie.

✏ Pretend you are MarkStouffer, one of Marshall’s olderbrothers, and you are trying to sell your video to aTV producer. Prepare a brief speech describing what itcontains and explaining why the TV station should beinterested.

✏ How does one share a cave with hungry bears? Apool with crocodiles? Write a humorous how-to speechthat explains the steps in self-preservation when aperson tries one of these stunts.

I had mixed feel-ings about WildAmerica. It had

shortcomings, but I didn’tthink they should keepviewers who enjoy filmescapes into exciting adven-ture from going to see it. Atthe same time, as a review-er, I was obligated to give anhonest appraisal of it as afilm.

By making my ‘voice’ playful, I hoped to create a tone bothrelaxed and humorous. A review with a casual attitudeseemed more likely to build a similar attitude in readers. Iused tongue-in-cheek humor to point out that the movie con-tains many made-up elements. Alluding to the movie StarWars, an adventure film set in outer space, points out how sillyit is to say that Wild America is ‘a true story’—but not in a bit-ing, overly critical way. Then the boy’s plane-flying and themagical, life-saving man who disappears bring a smile ratherthan a sneer as reviewer and reader pass judgment on themovie.

I also introduced humor in the final paragraph, whendescribing how readers’ parents would probably sing alongwith the 60s tunes. This raises a goofy but positiveimage of the film and at the same time points out thatit is something parents and kids can do together.

TONGUE-IN-CHEEK TONE

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For centuries, gray wolvesprowled the forests of theAmerican West. They had few

enemies until settlers arrived in theearly 1800s. People feared the wild,sharp-toothed creatures. Wolvessometimes killed farmers’ animals.People worried that they might attackhumans, too.

So wolves were shot. At one time,the government paid hunters areward for each wolf they killed. Bythe early 1930s, no wolves were left inYellowstone National Park. But thedisappearance of wolves left a bighole in Yellowstone’s ecosystem.Coyotes, normally hunted by wolves,became too numerous. Foxes andbadgers, which eat the same rodentsthat coyotes do, were going hungry.

The ecosystem was badly out of bal-ance.

To restore Yellowstone’s naturalbalance, the U.S. Fish and WildlifeService decided to bring back wolves.In 1995, 31 gray wolves from Canadawere brought to the park. Since then,something incredible has happened:Yellowstone has come howling backto life.

Grizzly bears are no longer forcedto strip the trees of nuts and leaves forfood, because now they can eat thewolves’ leftovers. There are fewercoyotes, because wolves have killedsome of them. That means there ismore of the coyotes’ favorite food—lit-tle rodents—for foxes, badgers, andeagles to eat. Even trees and plantsare healthier now that bears and elk

don’t snack on them as much. Theamazing positive changes inYellowstone show clearly that thereturn of the wolves is a positive step.

“Ecological change seldom hap-pens before your eyes,” says JohnVarley, a director at YellowstoneNational Park. “I never imaginedwe’d see it.”

AN UNFRIENDLY HOMECOMINGHowever, some people have

ignored the improvement of the bal-ance of nature in the park. Ranchersnear the park still want to get rid oftheir old enemy. Since 1995, roamingwolves have killed 84 sheep andseven cattle. An environmental grouphas paid the ranchers to replace theanimals. But, complains rancher VernKeller, “there’s the stress of not know-ing if wolves are in the area or whenthey’ll strike.”

Keller and others went to court.They argued that the way in whichYellowstone’s new wolves werebrought into the park was illegal. InDecember 1997, a judge agreed andordered the wolves to be removed.Environmental groups are fightingthe decision. “It was an order to take10 steps backward,” says ThomasFrance of the National WildlifeFederation.

THE WOLVES SHOULD NOT BE

REMOVEDThe original 31 animals have mul-

tiplied to between 150 and 200. Theycannot be shipped back to Canada,because their old territory has beentaken over by other wolves. Zoosaren’t likely to take them. SaysYellowstone scientist Douglas Smith:“The options could come down to onething—killing them.”

The judge’s decision is still beingappealed. In fact, the case may go allthe way to the Supreme Court. “I willfight with everything I have to keepthe wolves in Yellowstone,” saysInterior Secretary Bruce Babbitt, whois in charge of the national parks. Thewolves are used to being the focus ofa fight. It’s been that way for morethan 100 years. However, humansmust not let the great success of thewolves be reversed.

The Packs Are BackWolves should stay in their natural home.

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Writer’s ResponseThe writer gives many detailsabout how the return of thewolves has affected wildlife andplant life in Yellowstone. Howdo these details help the authoraccomplish her purpose?

In the sentence “Yellowstonehas come howling back to life,”why did the writer choose theword howling?

A writer may use a direct quotebecause the speaker is anexpert, because the quote ishard to paraphrase, or becauseit is said in a very vivid way. Listtwo quotes in the article andexplain why the writer includedeach one.

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How have attitudes towardwildlife changed since the1800s?

What traits do wolves have thatmight make people dislike orfear them?

According to the article, wolveshave killed 84 sheep and sevencattle since 1995. If you were afarmer near Yellowstone, howwould you feel about getting ridof the wolves?

Do you think environmentalgroups and farmers might beable to compromise about thewolves in Yellowstone? If so,how? If not, why not?

✏ Do you agree with theenvironmental groups or with thefarmers about wolves inYellowstone? Write a letter to amember of the opposing group. Tryto persuade him or her to agreewith your viewpoint about thewolves.

✏ There are around 50national parks in the U.S. They range fromYellowstone to the Grand Canyon to the Everglades.Find out more about one of these parks. Write an articlefor a travel magazine describing the park’s features.

✏ The article describes how the lives of severaldifferent Yellowstone animals have changed sincewolves were brought into the park. Write a fable thatincludes some of these animals as characters. Showhow they respond to their new neighbors.

Suppose you were writinga description of a footballgame on a beautiful fallday. You would work hardto use colorful nouns,verbs, and adjectives thatwould appeal to the imagi-nation of your readers.

When you write toinform or persuade read-ers, don’t forget to use

vivid, descriptive words as well. In the article “The PacksAre Back,” the author writes to persuade readers thatwolves should remain in Yellowstone National Park. Shechooses interesting words to help make her point. Shedescribes the wolves as “wild, sharp-toothed creatures.”She says that since wolves have returned, “Yellowstone hascome howling back to life.”

Lively, specific words get readers’ attention and hold it.The author does not want readers to get bored when sheexplains the changes in Yellowstone’s ecosystem. So sheuses verbs like strip and snack to describe the animals’ eat-ing habits.

Don’t save your most engaging words just for descrip-tions. You’ll find they do a good job informing and per-suading as well!

CHOOSINGVIVID WORDS

YESKids see athletes on TV all the time. They not only

play in games but appear on commercials and talk shows.Some kids think that athletes are heroes, even though thekids have never met the athletes. They need to learn thatjust because a person is a success in a professional sport,that person may not be a good role model in other ways.

Athletes and companies that sell athletic clothing, softdrinks, and other products make money when kids lookup to athletes. Kids want to wear the shoes and drink thedrinks, advertised by the athlete. It’s too bad that lots ofkids waste their money this way. What’s even worse is ifkids copy other behaviors of the athlete. Kids could endup getting tattoos, dying their hair, or even taking drugsbecause an athlete does these things.

Athletes are simply regular people who play sports.Kids need to learn that having a special athletic talentdoes not always make a person special in other ways. Kidsshould stop getting carried away in worshipping athletes.They should see that their parents, teachers, and othercaring adults are the best role models.

NOProfessional athletes have more than just great talent.

They have worked very hard to be at the top in theirsport. Who could be better role models than people likeMichael Jordan or Wayne Gretzky, who have worked hardand reached a goal?

Some kids like to wear the jerseys of their favorite ath-letes. This doesn’t mean the kids are getting carried awayby hero worship. Most kids have several role models,including parents and teachers. There’s room for athletesas role models, too. Besides, some kids don’t have peopleat home to look up to. They need good role models.

Kids are smart enough to admire athletes who aregood people off the field as well as on it. They admire ath-letes who try their hardest, show good sportsmanship,and are nice to people on and off the field. They rejectathletes who argue or fight during games. They also rejectathletes who take drugs or get in other trouble off thefield.

Most kids don’t feel they must wear the same clothes,hats, and shoes as their favorite athletes. Instead, theyrespect one or two athletes because of their behavior onand off the field. That’s not going overboard!

More What Do You Think?The Question: Do kids look up to athletes too much?

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Writer’s ResponseEach writer describes kids whohave athletes for role models.Compare and contrast the waythe two writers characterizethese kids.

Compare the way the twowriters characterize athletes.

The “Yes” writer describesathletes who do negative thingsbut doesn’t name any specificathletes. Explain why this is oris not a good idea.

The “No” writer names someathletes who are good rolemodels. Explain why this is or isnot a good idea.

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Why do you think so many kidslook up to athletes as rolemodels?

What has an athlete done, on oroff the field, that you haveespecially admired? What hasan athlete done that you havenot admired? Give a specificexample of each.

How can having good rolemodels help kids?

Do you think someone a personhas never met can be a goodrole model for that person? Whyor why not?

✏ What athlete do youespecially admire? Write aneditorial persuading readers thatthe athlete is a good role model forkids.

✏ Write a letter to an athleteexplaining why you admire him orher. Describe how the athlete’s achievements haveaffected you.

✏ Many different kinds of people besides athletescan serve as role models for kids. Write a journal entrydescribing one of your role models.

There are a fewathletes whom Ireally admire.

That’s why I wanted todefend kids who have ath-letes as role models. I knowone reason people object tokids looking up to athletes:all athletes do not have per-fect behavior on and off thefield. Everyone knows thisis true. We have seen some

athletes throw tantrums on the field or court or show poorsportsmanship to opposing players. We have even read aboutathletes getting arrested for their behavior off the field. But Ithink kids are smart enough to admire the athletes whodeserve their respect. By the same token, they reject the ath-letes with bad behavior. Basically, I predicted the main argu-ment against my point of view and explained why it waswrong.

When you write to persuade your readers, it is often wiseto ignore viewpoints that are opposed to your own. Instead,focus on offering good reasons for your own viewpoint.However, sometimes the opposing argument is strong or isvery obvious. In that case, you may want to give reasons whyyou disagree. Responding to opposing argumentsshows that you have considered the issue very care-fully.

OPPOSINGARGUMENTS

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Poor Stanley. Not only has thisoverweight kid been picked onhis whole life, but now he’s been

sent to a “bad boys” camp for a crimehe didn’t commit.

That’s how Holes starts—and youmight guess that the rest of the bookwould be pretty depressing. Well, it’snot. Author Louis Sachar has includ-ed enough humor, action, and sur-

prise twists to keep you turning pagesfaster than you can shed a tear.

Our hero is a kid named StanleyYelnats. (Get it? His last name is justhis first name spelled backwards.) Ahundred years ago, an old woman puta curse on the members of Stanley’sfamily, dooming them to lives of badluck and zero happiness.

Stanley is the perfect example of a

curse working the way it is supposedto. His life has been one miserableepisode after another. Now, he’s beenwrongly convicted of stealing a base-ball celebrity’s shoes. As punishment,he has to spend 18 months at a“camp” for juvenile delinquents inthe middle of the desert. Each day,Stanley and the other “inmates” haveto dig a hole five feet deep and fivefeet wide.

Why do they have to dig holes?The evil camp warden says it’s tobuild character. But Stanley quicklyrealizes that the warden is using theother kids and him to search forburied treasure. And that’s when theadventure really begins.

Stanley must escape the clutchesof the warden and her henchmen,rescue a friend who wandered intothe desert, discover the location of thehidden treasure, and free his familyfrom the miserable curse that hashaunted them for generations. All inall, a pretty major “to do” list.

The action in the book skips back-ward and forward in time. At first, itmight be a bit tough navigating thewaters of this swirling narrative. Butonce you get the hang of it, it’s smoothsailing. The healthy doses of fantasywill also keep you from gettingbogged down in the potentiallydepressing realities of the story.

Reading Holes is like shopping inone of those 40-acre superstores. Youget a lot for a little. It doesn’t take a lotof attention to stay hooked on thisexciting book. And the author doesn’tuse a lot of extra words to provide anawesome story.

One downside: The dialogue—theway the characters talk—isn’t alwaysas natural as it should be. Often, thecharacters speak with the stiffness ofcardboard cutouts. While this farfrom ruins the book, it might be a dis-traction to some readers.

I’m really not going out on a limbby giving this book a “thumbs up.”Holes won the 1998 Newbery Medalfor children’s literature. This award isthe Oscar of the young adult bookworld.

No, this book isn’t rocket science.But it is an exciting adventure—with aplot that’s full of holes. And I meanthat in the best possible way.

Take a Dive into Holes

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Writer’s ResponseWhy do you suppose the writerdoes not tell you the name andauthor of the book in the firstparagraph?

In the sixth paragraph, whydoesn’t the writer break the longsentence into smallersentences? What effect does thelong sentence have on readers?

Three paragraphs from the end,the writer compares thedialogue to the speech of“cardboard cutouts.” What doesthis suggest?

In the last sentence, why doesthe writer explain that the plot is“full of holes . . . in the bestpossible way”?

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What’s clever about thisreview’s title?

What do you think would be“depressing” about this book?What do you think would beexciting or fun?

From reading this review, howwould you describe Stanley?

Does the fact that Holes won theNewbery Award make you wantto read it more or less? Why orwhy not?

From the sound of it, is this bookmore likely to be of interest toboys or girls? Explain youranswer.

✏ Think of a book that you haverecently read and write a review ofit. Remember, even if you don’t likethe book, you must keep readersinterested in your review. Use vividlanguage and specific examplesfrom the book that you arereviewing.

✏ It’s good practice to seeboth sides of an issue. Choose a movie you’ve seenrecently and write two brief reviews, one saying that it’sterrific and the other calling it a dud. Make convincingarguments for both sides.

✏ What book would you like to study in school?Write a letter to your principal, asking for the school tobuy enough copies for your class. Explain why you aremaking this request.

Have you everreferred to someoneas a ‘monster’? Has

someone ever said thatyou’ve got a ‘long road’ aheadof you?

Think about this for amoment. When you callsomeone a monster, do youmean that he or she is as bigas a house and has eyes at theend of tubes? And where’sthis long road, anyway?

Expressions like these are called are metaphors. They com-pare things that aren’t obviously similar, without using the wordlike or as. ‘My little brother is a pig.’ ‘That spelling test reallykilled me.’ Sound familiar? You’ve been making metaphors allyour life.

Writers make metaphors too. Metaphors give excitement tothe language. They make a reader see things in a new way.

When I was reviewing the novel Holes, I wanted to say thatthe story was a little confusing at first. Instead I said, ‘It mightbe a bit tough navigating the waters of this swirling narrative.’ Iwas comparing the story to a rough patch of water and the read-er to a sailor. That’s a metaphor, and I even extended it in thenext sentence: ‘But once you get the hang of it, it’s smooth sail-ing.’

Metaphors aren’t difficult to understand. In fact,they’re a piece of cake!

MAKINGMETAPHORS

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Pokémon Snap is a game with a lot of shooting. Youshoot as you float down the river, you shoot as youdrift on the winds from a dark cave, and you shoot

everything in sight as you hover over the sands of a trop-ical beach. What makes this video game different? You’renot using a weapon to shoot—you’re using a camera.

That’s right. You’re a photographer who visitsPokémon Island for the ultimate photo shoot. Your mis-sion: To take the best photos of the 150 wild Pokémon thatwander the island.

Sound kind of strange? It is. Sound easy? It’s not.These wild Pokémon—like Pikachu, Snorlax, andSandshrew—have not been tamed and have minds oftheir own. Some pop up for just a split second. You haveto be extremely fast with your camera if you want to get adecent shot. Plus, your vehicle is constantly cruisingdown 3D “courses,” giving you limited time.

What’s that I hear? A groan of horror at the appear-ance of yet another product spawned by the Pokémoncraze? Save that groan for the Backstreet Boys salt andpepper shakers. Pokémon Snap is different. This timeyou’re not trapping the Pokémon or forcing them to fight.You’re just taking their pictures as they frolic in their zanyway about the island.

Unfortunately, this island feels very small. If you’veever played Banjo Kazooie or even Mario Kart, then youknow that the power of Nintendo 64 allows game design-ers to create gigantic worlds. They can give players end-less levels and infinite options.

Too bad the designers of Snap didn’t follow these

examples. They’ve created an island that will leave play-ers feeling claustrophobic. After only two hours, I hadexplored the entire island—and was already gettingbored.

Sure, there are a few secret passageways, but the lim-ited number of “courses” is made worse by the fact thatyou can’t control how you travel through them. Like theold-fashioned cars at Disneyland, your slow vehicle isstuck on a secured track. Yes, you can use the C buttonsto look around, but you can’t control the direction ofmovement—and that will frustrate many players.

What’s good about the game? For years, kids havebeen saying that video games help teach basic life skills.But unless your basic life includes plans to travel toSaturn to battle alien cyborgs who want to eat humanbrains, this argument hasn’t carried much weight.

Snap changes all that. It shows you how to compose—or put together—a decent photograph. A character namedProfessor Oak takes a look at your photos and judgesthem based on elements such as the pose of yourPokémon. Your Snap photos might not make it on thecover of a magazine, but you’ll learn a few fundamentalsof photography.

In short, this game provides a nice, gentle vacationfrom the typical action-packed experience, plus it pro-vides tips on taking good photos. But the small island, thelimited number of courses, and the repetitive actionmight bore players. They might want to pack their bagsand go home!

The Snap Decision

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Reader’s Response

Writer’s ResponseA “snap decision” is made in ahurry. Why didn’t the author callthis review “Thinking Quickly” orsomething similar?

How does the author play withwords in the first paragraph inorder to get the reader’s attention?

The author uses the wordclaustrophobic in the sixthparagraph. If you didn’t know whatthe word meant, would you be ableto figure out its definition frominformation given in the review?

What does the last sentencemean? Why does the authorsuggest that Pokémon Snapplayers have bags to pack?

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Would people who don’t normallyplay computer games enjoyreading this review? Why or whynot?

Does this review claim that mostvideo games are educational?Explain your answer.

How would you summarize thereviewer’s attitude towardseducational video games?

If this reviewer had to include aletter grade from A–F with herreview, what grade would she givethis game? Why?

✏ Many people have video gamesthat they love to play. Write a letter to afriend recommending a favorite ofyours and explaining why you enjoy itso much.

✏ Imagine that a companymanufacturing video game softwarehas asked you to come up with anidea for a game that teaches someskill or knowledge. Write a proposalfor an educational video game that youwould like to see produced.

✏ Not all games are on the screen, even in theelectronic age. There are still card games, board games, andword games. Write a description of a nonelectronic gamethat you enjoy playing.

✏ There have always been crazes. Forty years beforePokémon, kids were crazy about Mickey Mouse ears andhula hoops. Write a feature article about a craze that youremember well and what you thought of it.

I’m sure that you allknow how to use thebasic elements of

punctuation—the period, thecomma, the question mark,etc. But there’s another usefulpunctuation mark that youmay not be familiar with, andI’ll give you a hint: I used it inmy opening sentence above!

Did you find it? It’s thedash—that little line you some-

times see breaking up a sentence. (There it is again!) I used it sev-eral times in writing ‘The Snap Decision.’

Think of a dash as being like a strong comma. Use it to indicatea change in thought or when you want to give extra informationabout something. For instance, right at the beginning of my review,I wrote, ‘You’re not using a weapon to shoot—you’re using a camera.’There I’m surprising the reader with a sudden change in meaningof the word shoot, from weapon to camera. In the second-to-lastparagraph, I wrote, ‘It shows you how to compose—or put togeth-er—a decent photograph.’ Those words separated by the dash aregiving extra information; they are explaining what the word com-pose means.

Don’t overuse the dash. You don’t want your papers tolook like the center lane of a highway! But it’s a usefulmark to remember when a comma is not enough.

USING THE DASH

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Dear Editor,I think the video game rating system should be more

strict.This may not be the kind of stand that you might

expect from a 12-year-old video game fan. But with all theviolence that’s being done by kids to other kids in manyschools and communities, it’s time for all of us to stand upand say, “Enough is enough.”

Don’t get me wrong, I love playing video games. Butthe violent games don’t interest me. In fact, they scare mebecause of what I think they can do to some kids.

My mom is a psychologist who knows a lot about howdifferent things in our environment affect us. She told meabout “Stimulus Addiction.” That is when a player needsmore violence to stay connected with the video game.Players become hardened to the current type of violence,so things need to get more shocking for players’ enjoy-ment and interest.

Some studies have shown that violent video gamesalso cause physical changes to players’ bodies. Heart rate,blood pressure, and aggression-related hormones allincrease. In other words, violent games act like a kind ofdrug. In my opinion, they can help change the behaviorof some kids.

Besides, many video games teach us to deal with aproblem by blowing away the character. This is no way tosolve any problem, even as a game.

There are rules against kids using cigarettes and alco-hol. Why should the war against the video game “drug”be any different?

Sincerely,

Jaime PerezMillington, New Jersey

Dear Editor,As the father of two young children, I think we should

abolish the video game rating system. To think that thereare Americans out there who are willing to hand over onemore piece of their freedom to government rules andregulations is frightening.

Yes, the number of violent incidents of violence byyoung people is frightening. Yes, some of these videogames are truly offensive and bloody. But let’s look at thefacts.

According to one study, it is young children whospend the most time playing violent video games. Thesekids are usually between the ages of 8 and 13. I have toask: Where are these kids getting the money to pay forthese games? The answer: their parents.

Parents must start taking more responsibility for theupbringing of their children and spend less time blamingvideo games, movies, TV, and society for the faults of theirown kids. I don’t need someone to label a video gamewith a rating and tell my kids they can’t buy it. That’s myjob. It is up to parents to teach their kids what is accept-able and unacceptable behavior.

We can’t rely on the false security of this rating system.We should just get rid of it. If you want something doneright, do it yourself. That statement is especially truewhen it is applied to parents taking responsibility forteaching their kids right from wrong. And parents mustrely on their own good judgment to make sure their chil-dren see only what their parents believe is acceptable.That is good parenting.

Sincerely,

Robert KalenskyNew Vernon, New Jersey

The War for Nonviolence

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Reader’s Response

Writer’s ResponseWhy did Jaime Perez use hismom as a reference for hisargument?

Why does he want to establishthat video games act like drugs?

How does Robert Kalenskyforce readers to look at gameratings as a negative influencein the first paragraph?

What words does Kalensky use to make parents’responsibilities seem the bestway to control access to videogames? Explain the effect ofeach word or phrase you list.

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What does Jaime Perez implyabout the connection betweenschool violence and videogames?

Which one of Jaime’s reasonsseems most convincing to you?Explain your thinking.

How would Robert Kalenskylikely respond to the argumentthat some parents are notresponsible, so ratings areneeded?

Write three rules you wouldexpect kids in the Kalenskyhousehold to have to abide by.

✏ Write your own letter to theeditor expressing your viewpoint onvideo game ratings or on the effectof violent video games on kids’behavior. State your opinion at thebeginning of the letter and thengive reasons that support youropinion.

✏ Conflict resolution skillshelp people resolve their differences peacefullythrough listening, keeping an open mind, and talkingcalmly and honestly. Invent a game that would helpstudents learn these types of skills. Write a descriptionof your game for an online catalog.

✏ What are the chief responsibilities of a youngperson your age? Outline these and list reasons whyeach of them is your responsibility.

Persuasive writing requires thewriter to make a clear state-ment of opinion and purposeand to present strong evidencewith logical explanations.Many times it states exactlywhat action the readers shouldtake. If you analyze the two let-ters about violent video games,you will see that both writersexpress their viewpoints clear-ly and ask for a response.

Jaime Perez begins by stating his position: the video game ratingsystem should be upgraded to make it more strict. He asks readersto stand with him and say “Enough is enough.” To convince you, hecites psychological assessments and studies of effects of violentvideo games.

Robert Kalensky also begins with his opinion and what he thinksshould be done. His persuasive organization is more complicatedbecause he actually calls for two actions—abolishing the rating sys-tem and making parents take responsibility for what their kidswatch. His persuasive arguments include an appeal to parentalresponsibility and his feeling that the government seldom doesthings right.

The two letters do not address exactly the same issue. The firstaddresses what video games do to kids; the second, what the ratingssystem takes away from parents. What you have to ask yourself is:which set of evidence is more convincing and which action makesmore sense.

PERSUASIVEWRITING