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Sample Practice Topic—Fast Food

Writing Situation Fast food is everywhere. Many of us don’t stop to think what we are eating

when we grab a convenient bite to eat on the way to school or an out-of-town ball game. Lately, however, the media have reported the harmful effects of this type of food. Your principal is considering whether or not to add fast food selections to the cafeteria menu. The principal has asked for recommendations from various groups of people, including students. Think about what would be best for the students at your school.

Directions for Writing Write a letter to your principal in which you present your position on the

issue of adding fast food to the school menu. Provide reasons and evidence that would convince the principal to accept or reject adding fast food to the menu.

(reprinted from Gordon and Murphy, From Formula to Form)

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A Sample Prompt, Marked to Show Issue, Audience, and Task

Writing Topic Number 1

Writing Situation

Fast food is everywhere. Many of us don’t stop to think before we grab a convenient bite to eat on the way to school or an out-of-town ball game. Lately, however, the media have covered more and more stories about the harmful effects of this food.

Your principal is considering whether or not to add fast food selections to the cafeteria menu. The principal has asked for recommendations from various groups of people, including students. Think about what would be best for your school.

Directions for Writing

(Write a letter to your principal) in which you support your position on the issue of fast food in your school. [Provide reasons and evidence] that would convince the principal to accept or reject fast-food offerings for the students in your high school.

background information to introduce the issue in a broad context and the different positions.

the issue as it applies to the writer

audience restated

writing task[Suggestions for how to persuade the audience. These suggestions apply to all the Writing Topics.]

(format)

audience

A note about the letter format: The format merely provides a realistic type of response to issue. The test response is a formal essay, even if the prompt specifies a letter or speech.

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Approaches to Persuasion—from the Writer’s Perspective

• “What I want and why”• “What I want, why you (my audience) probably

won’t want to give it to me, and what we can do about your objections that will satisfy both of us”

• “Here’s what’s wrong—or at least unattractive—

about the other options or points of view and that’s why you will agree with my choice because it looks better by comparison”

44

Approaches to Persuasion from the Writer’s Perspective

• “Let me tell you a story that will make my point, make you cry, or make you so mad you want to fix the problem”

• “You’ve got a problem and not only do I know what’s wrong with the solutions you’re thinking about, I have a solution that will work for both of us”

• “We’re both on the same team, the winning team”

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Persuasive AppealsAppealing to Emotions

• Forming an alliance with the audience

• Playing to audience’s ego• Sharing a bonding story• Making a confession• Loaded, compelling description• Letting the story speak for the

writer• Going for guilt• Making the reader laugh• Creating an analogy or parallel

experience

Appealing to Logic and Reason

• Pointing out the practical benefits for the audience of giving the writer what he or she wants

• Providing choices or alternatives• Identifying the flaws in the

alternatives• Showing how a potential problem

or obstacle can be handled more easily than the audience thinks

• Providing plausible data• Citing (probably made-up) sources

of information• Making the new information

familiar

6

Prewriting Questions for the Writer to Think About

1. What is the issue?

2. What do I think and feel about the issue?

3. What are the different sides of the issue?

4. Which side of the issue (for or against, agree or disagree, solution to the problem, or plan to propose) do I have the most to write about?

5. Who is the audience?

6. What concerns and objections are the audience likely to have about the issue?

7. What can I say in response to these concerns to minimize the audience’s objections?

8. What is my focusing statement (i.e., my position on the issue)?

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Writing Sample on the Fast Food Topic

What NOT To Do: The Ineffective Five Paragraph Formula Dear Principal O’Connor:

Fast food should be served in our school for three reasons. The first reason is because fast food tastes good. The second reason is because fast food is cheap. The third reason is because teenagers like fast food.

The first reason fast food should be served in our school is because it tastes good. French fries are the best. I am sure you agree they are tasty. I don’t know if you are thinking about pizza, but my friends and I love pizza with pepperoni and lots of extra cheese. Burgers are good too, especially the ones with cheese and bacon.

The second reason you should give us fast food is because fast food is cheap. Everywhere you go you can find 99 cent specials. I could get fries and a burger for less than two dollars. Pizza is cheap too because my friends and I could share a whole pizza. Why would we want to pay for salad when we can get our favorite foods?

The third reason is because teenagers like fast food. We don’t like healthy stuff. The food in our cafeteria is not very good. That’s why we throw it away or spend our money in the vending machine. We are teenagers after all. We like French fries and pizza.

In conclusion of my writing, you should give us fast food. The first reason is because it tastes good. The second reason it because it is cheap. The third reason is because teenagers like fast food.

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A Quiz on the Fast Food Essay to IllustrateHow Much Information is Missing

1. What is the current menu?2. What is wrong with the food that is currently served in the school

cafeteria?3. How much money are students currently spending on school lunches?4. How much money would fast food save?5. What reasons does the writer provide for not adding fast food options?

Why are these reasons relatively unimportant?6. Who will object to adding fast food?7. What does the writer recommend the principal do to respond to the

objections?8. How is the cafeteria menu connected to the purpose of school and what

the principal wants to accomplish? 9. Why should the principal give teens what they want? In other words,

what’s in it for the principal?

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Repetition of Simple Language in the Formula-Driven Essay

What’s Repeated• Fast Food

• Teens

• Like

• First, second, third reason

• good

• cheap

More Effective Word ChoiceInstead of fast food

• “Answer to a busy mother’s prayers,”

• “food you don’t have to wait for,”

• specific foods or brand names

Word Choice and DescriptionInstead of cheap

• “a bargain”

• “99 cent special”

• “a filling meal with enough money left to eat tomorrow”

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Moving from Formula-Driven Writing to Writing for Meaning

Topic Development Ineffective Formulaic “Three Reasons”

The Loose List

Effective Approach With Major Supporting Ideas Connected to Each Other and to the Position on the Issue

What the Major Supporting Ideas Are

• Fast food tastes good• Fast food is cheap• Teenagers like fast food

• School is the perfect setting for all kinds of learning• A varied menu, including fast foods, would make the cafeteria into a science lab• Once we learn through experimentation what foods make us feel good and which ones make us feel bad, we’ll make smart choices.

Why the Approach Does or Does Not Work

• The three reasons are simplistic • Small ideas, such as “cheap,” lead to lists of details such as the names of foods and prices • The three reasons show a lack of understanding of the major supporting points that would work for the principal as the

audience

• The major supporting ideas are connected through an internal logic, provided by a unifying concept- education- and an organizational plan showing cause-effect and problem-solution connections

between the ideas• The ideas demonstrate an understanding of the audience, appealing to the principal’s need to promote education

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Avoiding Formulaic Persuasive Writing

• Examine the prewriting list of “what I know and feel about the issue” for connections between the ideas such as cause-effect, comparison-contrast, or order of importance.

• Change places with the audience assigned in the writing topic. look at the reasons and evidence to support your (the writer’s) position from the audience’s point of view. What’s “wrong” with what you want? What can you say to both acknowledge the audience’s objections and get them to change?

• Instead of the five-paragraph persuasive essay, provide support for the position on the topic through an extended narrative. Tell a compelling story that is clearly linked to both the issue and your position on it.

• Instead of the five-paragraph persuasive essay, produce a counter argument that shows awareness of how the audience thinks about the issue. Present a well-thought out alternative.

• Instead of a five-paragraph persuasive essay, reframe the issue as a problem and offer convincing solution(s).

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Avoiding Formulaic Persuasive Writing While Maintaining a Formal Structure

Restate rather than repeat the thesis and major supporting points in the body and conclusion.

Save the supporting points for the body paragraphs. Write an interesting introduction that uses a stated controlling idea as transition to the body paragraphs.

Avoid repetition of key ideas by adding details that answer the reader’s who, what, why, when, where and how questions. More importantly, develop the "so what.“

Avoid repetition by stating key ideas with synonyms, pronouns, words that are more specific or general, descriptive or figurative language, nicknames or proper nouns (if suited to the text) and words or phrases that reveal your point of view. Do this activity before writing the first draft and again, if needed, at the editing stage.

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Persuasive Writing with the Audience in Mind

Topic: Fast Food

Brainstorming Why I (the Writer) Want Fast Food Served in the

school cafeteria

Thinking about Why This Idea Works or Does Not Work for My

Assigned Audience, the Principal

Changing My Idea to Make It Fit (If I Need To) or Expanding It If It

Works

Fast food taste great. The principal has to stick to a budget and make parents happy, so taste isn’t a good enough reason.

Change the idea•We are currently wasting money

because we don’t eat the food that’s served and it’s thrown away.

•Serving fast food, even once a week, would prevent waste and end

up costing less than the current menu

Fast food will make the lunch hour seem like a social event with my

friends.

The principal wants us to eat and learn, not eat and play.

Change and then expandIf we have a true break in the middle of the day we will be better students.•Fast food will make lunch feel like a social event without adding any time

to the lunch hour.•We’ll get “visiting” out of our system and pay attention when we get back

to class.•One meal won’t ruin our health.

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Persuasive Signals for a Unifying Concept

To Show The Reader The Writer Is Building on Points Already Covered or That More Points Follow, Instead of My First Reason, My Second,

My Third

a final reasonand finally

furthermorelikewise

next too

againanother

in additionmoreother with

alsofor example

last of all moreoversimilarly

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Persuasive Signalsfor Support of a Generalization

To Let The Reader Know A Specific Example of the More General Point is Coming Next, to Move the Reader from “What” to “So What”

or “Why”

for examplejust as happened to X

such as to illustrate

for instancemuch like

that is

in the same way thatspecifically

to demonstrate

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Persuasive Signals for Comparison Contrast and Counter Argument

To Move The Reader Through Changes in Point of View

While I respect

While there is merit in yourpoint of view

While there is value in whatyou are proposing

While you may believe that

Some believe that … While others

On the other hand

Nevertheless

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Persuasive Signals for Comparison Contrast

To Announce To The Reader/Audience That The Writer Is Aware of Different Points of View

althougheven thoughon the contrarystill

buthoweveron the other handwhile

converselyin spite of otherwise

despiteneverthelessrather

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Persuasive Signals for Comparison Contrast

To Indicate to The Reader That The Writer Sees Similarities and/or Differences Between Points of View on the Issue

alsoand

different fromhowever

likemuch as

same

althoughbest

eitherless

more thanopposite

too

compared tobettereven

less thanmost

or

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Persuasive Signals for Cause Effect

To Show The Reader the Consequences or Results of the Ideas The Writer Has Discussed

as a result of due to if…then

sincethereforewhether

becausefrom

in order thatso

thuswhile

consequentlyhence

resulting fromso thatunless

yet

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Persuasive Signals for Problem Solution

To Identify the Problem or Problems

A concern I haveA concern we shareA serious matterA little-known problemA well-known problem

One way of correcting. . .An easy and inexpensive method/plan/solutionA remedyAn alternative toA better choice to deal with XA way to fix

To Signal the Solutions and Value of the Writer’s Ideas

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Improving the ORGANIZATION DomainFROM A LOOSE LIST TO AN ESSAY WITH A PLAN

An Ineffective Strategy An Effective Strategy –Sample I

Support – A List of Unrelated Ideas

A List that Lacks An Underlying Plan

Supporting Ideas Linked to a Unifying Concept

Underlying Plan Based on Unifying Concept

Fast food tastes good.

Fast food is cheap.

Teens like fast food.

Note: These ideas are “too small” to develop

Each idea is related to the topic but the ideas are not logically linked to each other.

The third idea (teen likes) repeats the first two rather than further elaborating the writer’s position. That is, teen like fast food because it tastes good and they can afford it.

Students attend school to learn about academics and about life.

School is the perfect place to learn how diet affects us. We can study, do research and even experiment.

School may be the only place some students will learn good nutrition.

All the supporting ideas focus on and thus support a single concept: High school is the time and place to learn about health.

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Improving the ORGANIZATION DomainFROM A LOOSE LIST TO AN ESSAY WITH A PLAN

An Effective Strategy--Sample II

Supporting Ideas Connected on the Basis of Problem-Solution

Underlying Plan

Problems• food (and therefore money) is being wasted • students are complaining about the cafeteria menu• your time is being spent on this issue but you have more important things to do• you have to balance giving students what they want with doing what’s right

Solutions

The essay would begin by identifying the problem and the principal’s role in solving that problem. The writer would then follow with easy, appealing solutions. The final bullet in the Problem list provides an effective conclusion.

•Adding fast food to the menu could save money because students would “clean their plates” and you would not need as many cafeteria workers.•Fast food offerings could be limited to one day a week (Fast Food Friday) which would improve attendance and prevent health conscious students and parents from complaining.•Local fast food chains could be required to provide scholarships which would help the school’s money situation.•The money you save could be used to provide better tasting healthy food (purchase ingredients, send the cooks to school)•Putting a group of students in charge of surveying students to select the new menu would teach us responsibility and free up your time to deal with other problems.

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The Issue: Whether or not to Writer's Position on the Issue: No serve fast food in the school cafeteria Audience: Principal

Focusing Statement: Spending the day in a kids' museum taught me the dangers of fast food.

I’m changing what I think about fast food!

Ris

ing

Act

ion

Falling A

ction

Resolution

Conflict Introduced

High Point

Description: I do everything I can to get my parents to let me stay in the hotel while they take my annoying little brother to a museum called The Health Adventure.

To get away from the pest I crawl into an artery tunnel

Along the way I read signs about food and exercise, especially junk food

The tunnel keeps getting narrower

When I get to the end I'm stuck in disgusting, sticky plaque the color of vomit

I'm looking at my future if I keep eating the greasy food I love I back out of the tunnel

before I get stuck for life.

I catch up with my family. My brother is "shopping" for fruits and vegetables.

This wasn't so dumb after all

Closure and connection to the issue: I promise to eat less junk food and to educate my friends. Unless we want a heart attack served with those fries we should keep our current menu.

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The Counter Argument In Counter Argument the writer sets himself up as the

expert, the authority on a different point of view. To write effective counter argument, the writer must learn to think like the reader-audience, to stand, momentarily in their shoes. The thought process requires the writer to

• be clear about what he/she wants and why• identify each of the reader-audience’s objections to

his/her position and the reasons he/she have taken that stance

• offer a well-thought out reply i.e., to counter to each objection

• elaborate each counter argument so that it is fully understood by the reader-audience

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WHATDOES THE

WRITER WANT?

WHAT THE WRITER KNOWS ABOUT

THE TOPIC-SPECIFIC

AUDIENCE

OBJECTIONS THE AUDIENCE IS

LIKELY TO HAVE TO WHAT THE

WRITER WANTS

IDEAS THE WRITER CAN USE TO COUNTER THE

OBJECTIONS

THE COUNTER ARGUMENT THOUGHT PROCESS

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Development and Organizational Strategies for Persuasive Writing

Method: The Counter Argument (Addresses the Reader’s Concerns)

Portion of the Essay Content of the Essay

Introduction •Acknowledges and then reviews the widely held viewpoint on the issue, generally the audience’s point of view•Makes the issue or problem clear•Does not reveal the writer's supporting ideas•Ends with a transition to the body of the essay, introducing the writer’s differing viewpoint on the issue.

Body •Multiple paragraphs (no magic number) that present the writer’s logic for holding his or her different point of view•Each of the audience’s (objections opposing arguments or reasons) are presented and countered with logic or an appeal to emotions•The writer’s counterarguments are thoroughly developed, distinctive, not repetitious or overlapping•Counterarguments are logically sequenced based on their actual content (for example, time sequence, order of importance, then and now…)

Conclusion •Avoids repetition of ideas already covered •Avoids cliché•Evolves out of the writer’s specific arguments•Reminds the audience of the larger controversial issue and value of varying perspectives on the issue

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TOPIC OR ISSUE: Should fast food be served in the school cafeteria?

WRITER’S POSITION ON THE ISSUE: No

AUDIENCE: Principal

What the Audience Thinks about the Issue: The Reader's Concern"While many people think that. . ."

The Writer's Counter Argument"I believe there is another side to the issue. . ."

A. There is a demand for fast food Reminder of leadership role

B. Too much food is thrown away Waste is a problem but eating poorly is a bigger one.

C. The school needs money Money is mentioned as a way of demonstrating the writer understands the principal’s responsibilities

D. Saying no will be unpopular Some students, like me, will help you convince other students. Leaders have to do what's unpopular.

E. Parents, not educators, are responsible for what teens eat.

•While it’s true that. . . what we learn at school also influences us.•My parents may complain if you. . .•Some parents don’t know themselves. . •My parents stick to the healthy items.

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The Problem Solution Essay

Rhetorical Unit Content of the Problem Solution Essay

Introduction • Makes the nature of the problem clear through definition or description• May identify a series of related problems• May argue for the seriousness of the problem, giving a series of consequences• May acknowledge the audience's role in solving the problem• Ends with a transition to the body of the essay,

suggesting a solution is forthcoming

Body • The writer’s analysis of the problem and the possible solutions are thoroughly developed• Multiple paragraphs (no magic number) that present the writer’s logic for holding his or her point of view• If different solutions are proposed, they begin with the ones the writer rejects

Conclusion • Appeals to the audience to help solve the problem or accept the writer's solution• Brings the argument to a close• Avoids cliché• Evolves out of the writer’s specific arguments

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WHAT DOES THE WRITER WANT?

WHAT IS IMPORTANT TO THE AUDIENCE? (THE INDIVIDUAL WHO CAN GIVE THE WRITER WHAT HE/SHE WANTS)

HOW THE WRITER’S PLAN

WILL WORK

RESULTS OF THE WRITER’S PLANS

ADVANTAGES OF THE PLAN FOR THE AUDIENCE

ADVANTAGES FOR THE AUDIENCE

THE PROBLEM SOLUTION THOUGHT PROCESS

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Introductions that Engage the Reader and Set the Stage for the Writer’s Position on the Issue

• Setting the stage with description • Placing the issue in a broader, more meaningful context• Identifying multiple points of view,followed by the

position the writer will defend• A brief, compelling anecdote

The Introduction Often Ends with a Sentence or Two that Announces the Writer’s Position

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It’s almost lunchtime here at Georgia High. I close my eyes and imagine the mushy green beans and dry, stringy chicken that await me. Oh, and don’t forget the styrofoam granola bar for desert. Does this sound like a teen’s food fantasy? I think not! Principal O’Connor, while fast food is not healthy, it does have potential benefits for our beloved school.

Sample Introduction: Setting the Stage with

Description

3232

Being a teenager is both challenging and rewarding. One of the best ways for us to grow without getting seriously hurt is to make choices that have consequences. High school is a time and place for us learn. Even something as trivial as whether or not to eat fast food for lunch provides the opportunity for important life lessons.

Sample Introduction: Placing the Issue in a Broader, More Meaningful Context

3333

Our parents send us to school to learn enough to get into college or get a good job. They assume that the school is safe and probably never give a thought to the food that’s served. Ask the teachers about lunch and they think “yeah, a few minutes of peace and quiet with my teacher friends.” For me and my fellow students, though, the topic of school lunches is a big concern. If we add fast food choices to the menu, you will make parents, teachers, students, and yourself very happy. Happy students are well-behaved individuals who want to learn!

Sample Introduction: Identifying Multiple Points of View Followed by the Position the Writer Will

Defend

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I’ll never hear their insults again. I’ll never watch them watching me as I add a desert to my tray. After all, I paid for it and what harm can one desert do to my 300 pounds. Nope, I won’t vomit in the bathroom before returning to class. I won’t cry. I won’t diet. I’ll just swallow this whole calorie-free bottle of pills. Principal O’Connor, while I don’t know what obese teens think when contemplating suicide, just the possibility this could happen here makes me oppose serving fast food for lunch at Georgia High.

Sample Introduction: A Brief, Compelling Anecdote

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Conclusions that Bring the Writer’s Argument to a Close

• Remind the reader/rater/audience of the essence of the argument (without repetition)

• Extend the argument from the immediate issue to a more meaningful context

• Remind the audience of personal connections to the issue

• Provide resolution to a problem or make a recommendation that is reasonable or appealing to the audience

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The Style Domain

EVIDENCE OF AUDIENCE AWARENESS IN PERSUASIVE ESSAYS

Presence of Evidence – What the Writer Does

Absence of Evidence Identifies the Audience Address to the Audience Appeal –Logic Appeal- Emotion

•Writer writes to self

•Word choice conflicts with or contradicts the assigned audience

•Major Supporting Ideas/Information/Examples and /or Details are Inappropriate to Audience

•Reference to audience switches often enough to be confusing

•Writer attacks, threatens, or insults the audience

•First Person-”I want you to…”

•Second person-”You should…”

•Direct Address-

“Dear Principal…”

“Dear Mrs. Walker…”

•Knowledge of the subject establishes writer as an authority

•Explains “what” or “who” rather than assuming audience knows.

•Thoughtful Explicitness

•Includes supporting points that are compelling to the particular audience

•Relates to goals of audience- “As and American…”

•Introduction sets the stage or hooks the audience

•Conclusion gets the reader thinking

•Avoids clichés

•Relates by including self-”I think we should…”

If we take a stand…”

•Asks audience to consider writer’s situation or circumstances

•Language suits the audience and purpose

•Writer “gets close” and “steps back”

•Draws comparison between self and audience

•Acknowledges audience's perspective, beliefs, values, and/or ideas

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How Writers Make Decisions to Frame Their Ideas to Influence the Audience

Examples of Subject-Specific Word Choice that Reveals the Writer’s Point of View and Presents the Writer’s Point of View in a Favorable

Light and the Alternatives in an Unfavorable Light

To oppose serving fast food in the school cafeteria• The obesity epidemic• Gross, greasy, globules of fat left on the plate where tasty fries used to be• HeartburnTo support serving fast food served in the school cafeteria• Americans are free to choose whether it’s where to live, what to worship, or

even what to eat for lunch• The tantalizing aroma of everyone’s favorite vegetable, the french fry• What teen wants to be known as “granola boy”?

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How Writers Frame Their Ideas to Make Them Persuasive

Sample Topic: Course to Add to Prepare HS Students for Real Life

To establish the seriousness of the problem

1. My brother is dodging bullets in Iraq and I’m dodging insults in the hallway.

2. Needing to know the difference between mitosis and meiosis ends with the graduation test. Needing to know the difference between right and wrong is a lifetime lesson.

To establish the positive nature of the solution (the new course)

1. Knowing how to defend myself is essential whether I’m in a war zone or a mall.

2. Facts are important whether we are taking tests or choosing presidential candidates. What is even more important, though, is knowing that cheating is wrong, whether you did it to pass a test you didn’t study for or because you think you’re “above the law” like some of our Presidents.

3939

What Writers Say to Show They Are Persuading

Acknowledging Varied Points of View—Speaking to the Audience

• You might find reason to disagree, but. . .• You might be asking yourself how we can. . .• If you are saying that we do not. . .• It’s important to keep in mind that. . .• We all know that. . .• Most people do not know that. . .• It is my belief. . .• I would like to argue that. . .• Research shows. . .• 9 out of 10. . .

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What Writers Say to Show They Are Being Persuasive

Direct Address to the Audience

• . . . And yes, that’s a compliment. . . .• . . . And I hope you. . .• . . . For you to consider my suggestion. . .• . . .I might have the answer to your question if you keep

reading my letter. . . .• . . .One main thing you are probably looking for. . .• . . .Trust me. . .• . . .I understand that you need. . .• How would we. . . . Might be what you’re thinking right now.

Here are my thoughts on that.

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What Writers Say to Show They Are Persuading

Words That Show the Writer’s Point of View

• . . . should. . .• . . . would want to. . .• . . . the best person. . .• . . . an outstanding choice. . .• . . . extreme inspiration. . .• . . . especially eager. . .• . . . incredible. . .• . . . fantastic. . .• . . . inspire• . . . less fortunate. . .

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Value-laden Word Choice

Words Expressing the Writer’s Position on the Issue

approvebelieveconcludeencourage

endorse

reassurerecommendrecognizespent time consideringsupport

4343

Value-laden Word Choice

Words to Establish the Value of the Writer’s Point of View

believablecompellingconvincing

documentedexpert opinionpersuasiveplausible

4444

Showing Audience Awareness

Words and Phrases to Address Reader Concerns and Acknowledge Disagreement that the Audience Might Have Before Hearing the Writer’s Point of View

agree within limitsconsidergive consideration to seen from our/my point of view

reasonablereason withif you give it a chance

4545

Showing Audience Awareness

Words to Address the Audience and Make Them Receptive to the Writer’s Point of View by Acknowledging the Value of Their Point of View

acceptadmireassistanceappreciatecommendcomplimentcooperate

honorablereinforcerespectsupportivethought-provokingtried and truetrustworthy

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Voices That Persuade

• Formal

• Conversational

• Balanced; fair

• Humorous

• Concerned

• Authoritative and well-informed based on personal experience

• Authoritative and well-balanced based on “data” and/or “research”

4747

Voices that Do Not Persuade

• Insulting

• Threatening

• Rude

• Indifferent

• Flat

• Noncommittal

4848

A Fact Sheet on the Fast Food Topic

In favor of fast food1. Working parents don’t have time

to cook—more than half of all mothers work outside the home

2. FF restaurants provide info on calories and salt content so customers can choose healthier options

Opposed to fast food1. Health risks—childhood

diabetes, high blood pressure, weight

2. Obesity rates increasing—may be as high as half the population

3. Have to search (internet) to get actual nutrition info

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A Fact Sheet on the Fast Food Topic

• Well-known facts (so limit in the essay if possible)

1. Popularity of fast food

2. Advertising

• Little-known or otherwise interesting facts

1. Movie “Supersize Me” shows how quickly damage is done

2. Evidence that the sugar and other ingredients is addictive—like tobacco

3. Oversized servings make us think we’re getting more for our money—but don’t cost the fast food chains much more to produce

5050GHSWT Scoring Rubrics © Georgia Department of Education

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5252GHSWT Scoring Rubrics © Georgia Department of Education

5353GHSWT Scoring Rubrics © Georgia Department of Education