When was the last time you won something — whether it was an award, a contes

t, a sports tournament, or even a board game? Can you recall how it felt to emer
ge victorious, with the instant satisfaction of being recognized and admired for be
ing the best? It’s easy to understand the allure of winning, but why do we revel in
this experience so much — especially when it means someone else must inevita
bly lose?

Competition and winning have been deeply ingrained in America’s values since t
he nation’s inception. From the Revolutionary War, to the twentieth-century rise o
f the United States as a global superpower, to the Cold War and the Space Race,
competition has been a common thread through the nation’s history. Americans
want to prevail not only as a nation but as individuals as well. In the capitalistic so
ciety of the United States, there is no limit to the success you can achieve if you
compete well enough. Winning is also evident in American culture in smaller way
s: Hundreds of the most popular reality TV shows on American television, such a
s America’s Got Talent, Dancing with the Stars, and The Bachelor, are all base
d on some form of competition in which the winners are celebrated and the losers
are eliminated.

Many would argue that competition makes everything more intriguing. In both indi
vidual and team sports, the game just doesn’t seem as exhilarating if you’re not k
eeping score. High school sports events unite players and fans, all rallying behin
d the same goal: to win. Winning can also be an immense boon to your self-
esteem. It feels good to be the best — and it can even have positive consequenc
es, like popularity, recognition, or recruitment to a college or professional sports t
eam. Winning is a method of publicly proving to others that you have persevered
and worked hard for your success.

Of course, for every winner, there are one or more losers. And though it’s not any
one’s primary goal, losing can have its own valuable benefits. Losses — whether
in sports, academics, or life — can make people more mindful of their weaknesse
s, and assist them in understanding where they should focus on improving. Losin
g is also a humbling experience: It teaches you to pay your dues and acknowledg
e the skills and accomplishments of others, while making you realize that you are
not defined solely by whether or not you won.

Many successful people compete with themselves to beat their own goals, even
when there isn’t necessarily a formal competition. In academics, for example, you
might not know how well the other “players” in the classroom are doing, but you s
till might push yourself to surpass your last exam score or achieve high honors. B
ecause we all have different interests and priorities in life, competing against your
self means something different for everybody. In this way, you and you alone defi
ne what winning means to you.

Do you think competition is more harmful or beneficial? Are there ways to measu
re growth and success without designating a “loser”? What does it mean to win?

Term Form Definition Sample Sentence 0/5

function noun Response: Response:
Recommended:
to work or operate in The function of the chalk on
a particular way the gymnast's hands was to
improve her grip on the bar.
Correct:
a purpose or role
suited for a
particular person or
thing
function verb Response: Response:
Recommended:
a purpose or role Many people find it difficult to
suited for a function effectively in a noisy
particular person or environment.
thing

Correct:
to work or operate in
a particular way
improve verb Response: Response:
Recommended:
status established in I know my flute playing will
order of importance improve if I practice regularly.
or urgency

Correct:
to become better or
 Term Form Definition Sample Sentence 0/5
to make something
better
potential noun Response: Response:
Recommended:
a quality or an ability The young woman always
that has not yet noticed logical fallacies and
developed; a had the potential to be a
possibility brilliant lawyer.

Correct:
a quality or an ability
that has not yet
developed; a
possibility
priority noun Response: Response:
Recommended:
to become better or First-class travelers or ticket
to make something holders who have paid an
better additional fee receive priority to
board.
Correct:
status established in
order of importance
or urgency

Finding Time for Fun

The day starts quickly. Rush to school or work while grabbing a quick bite to eat
on the way. Then, answer emails, keep up with text messages, forget to eat lunc
h, work late, run errands, make dinner, clean the house, and finally fall into bed ju
st before midnight. This describes an average person’s day that is filled with resp
onsibilities. For most people, being busy is a way of life, and getting through daily
tasks is a priority. However, living our lives without making any room for fun can
have serious consequences. Everybody should set aside time to have a creative
outlet —an opportunity to make, explore, or enjoy something. Making time for cre
ative outlets can actually improve one’s life and social, mental, and emotional he
alth.
Have you ever seen a group of people sitting around knitting or a group of friends
attending a painting class? Creating something new brings people together. Havi
ng a creative hobby improves your mood and can make you feel part of a commu
nity. When people are involved in an activity with others, they make friends and f
eel like they belong. This leads to a healthier life. It’s common for young children
to make friends and play together, creating games or participating in fun activities
. However, as people get older, it’s uncommon to take up hobbies and make new
friends. Having a creative outlet allows people to have a social life. Plus, studies
have found that adults who socialize are 55% less likely to have memory loss lat
er on in life.

In addition to decreasing the risk of memory loss, engaging in creative outlets ca

n improve mental health in other ways. Participating in crafts or other creative pro
jects increases brain function. Having a creative outlet can actually cause your b
rain to grow neurons. These are important cells that help keep your whole body
working. People who enjoy creative activities, such as gardening or cooking, are
also less likely to develop Alzheimer’s disease as they age. This disease affects t
he brain, making people confused as they lose memory of things and people they
once knew. Therefore, finding time to be creative can actually be life-saving.

Finding time for creative pursuits can also positively influence your emotional hea
lth. Studies have shown that even observing something creative, like watching so
meone bake a cake or attending a concert, can serve as an antidote for stress.
When people are less stressed, their overall health improves. In addition, creativ
e projects give people a purpose, and in turn, they become happier and more co
nfident. People often realize their full potential when they decide to try somethin
g new and succeed. Instead of focusing on day-to-day errands, which can cause
unhappiness, enjoying a creative outlet gives you a chance to focus on somethin
g fun and fulfilling.

Think about the last time you dropped everything to do something creative. If it’s
been awhile, you should try it. Even though it can be difficult to find the time to do
something creative, it really can save your life. Creative activities are not only fun
, but they have been proven to prevent diseases, memory loss, and stress. They
can also improve people’s social lives and overall happiness. Finding time for fun
isn’t just for kids anymore.

Discussion
Over the course of this year, you have read several argumentative texts,
including “Life After High School,” the Declaration of Independence, and “Dream
House.” Choose one or two of these texts and compare their argumentative text
structure to “Finding Time for Fun.” Which text’s structure is more successful in
helping the author persuade his or her audience? How effectively does each text
use reasons and evidence? Do the authors include counterclaims? How does the
inclusion or omission of a counterclaim affect the persuasiveness of the text? Is
the presentation of each argument logical, and is the reasoning sound? Why or
why not? Use evidence from the text to support your opinions.

After the Discussion

After the discussion, write a reflection in the space below. As you write, make
sure to

 evaluate how well everyone followed the rules when making decisions
affecting the group;
 evaluate your own participation in the discussion;
 reflect on how well you prepared and used evidence from the text.

Let's start by comparing "Finding Time for Fun" with "Life After High School."

"Life After High School" is an argumentative text that explores the challenges and
uncertainties students face after graduating. Its structure includes an introduction
that sets the stage, body paragraphs that present various perspectives and
evidence, and a conclusion that reinforces the main argument. The author
effectively uses reasons and evidence to support their points, drawing from
personal experiences, statistics, and anecdotes. Counterclaims are
acknowledged but not extensively addressed, which may weaken the
persuasiveness of the argument as it may appear one-sided. Overall, the
presentation of the argument is logical, and the reasoning is sound, contributing
to its persuasiveness.

In contrast, "Finding Time for Fun" advocates for the importance of leisure
activities amidst busy schedules. The text employs a similar structure, with an
introduction, body paragraphs, and a conclusion. However, its argument is more
straightforward, focusing on the benefits of recreation without delving deeply into
opposing viewpoints or addressing potential counterclaims. While the author
provides some evidence and examples to support their argument, it may not be
as robust or varied as in "Life After High School." Despite this, the presentation of
the argument remains logical, and the reasoning is generally sound, contributing
to its persuasiveness.

In terms of persuasiveness, "Life After High School" may be more successful due
to its comprehensive examination of the topic, inclusion of diverse evidence, and
acknowledgment of counterclaims. By addressing potential objections, the author
strengthens their argument and appeals to a wider audience. However, "Finding
Time for Fun" is still persuasive in its own right, particularly for readers who
prioritize work-life balance and may resonate with its straightforward message.

Argumentative Text Structure - Finding Time for Fun

An argumentative text consists of certain elements that give it structure,

including the following:
 a claim, or thesis, stating the writer’s or speaker’s position on the topic or
issue and what he or she will prove or demonstrate
 reasons, or explanations why the audience should accept the author’s
position
 evidence in the form of facts, statistics, expert opinions, and examples
that support the reasons
 a counterclaim to address an opposing viewpoint
 a convincing conclusion, or closing remarks

The argument may include a counterclaim, which in itself follows a particular

structure. A counterclaim typically begins with an acknowledgment of an
opposing viewpoint and ends with a rebuttal, or an attempt to disprove that
viewpoint.

Term Form Meaning 3/7

claim noun Response:

the writer’s or speaker’s position on a debatable

issue or problem

Correct:
the writer’s or speaker’s position on a debatable
 Term Form Meaning 3/7
issue or problem
conclusion noun Response:

an explanation that states why others should

accept a claim

Correct:
the closing paragraph or section of an essay,
argument, or narrative
counterclaim noun Response:

an idea that is contrary to the author’s position or

point of view; an opposing claim

Correct:
an idea that is contrary to the author’s position or
point of view; an opposing claim
evidence noun Response:

facts, statistics, numerical data, quotations,

specific examples, and expert opinions that
support a claim

Correct:
facts, statistics, numerical data, quotations,
specific examples, and expert opinions that
support a claim
reason noun Response:

the closing paragraph or section of an essay,

argument, or narrative

Correct:
an explanation that states why others should
accept a claim
rebuttal noun Response:

a device that writers use to make their arguments

appeal to readers

Correct:
 Term Form Meaning 3/7
the part of the counter argument that attempts to
disprove the opposing opinion
rhetorical noun Response:
appeal
the part of the counter argument that attempts to
disprove the opposing opinion

Correct:
a device that writers use to make their arguments
appeal to readers

Skill Model:
In “Finding Time for Fun,” the author argues that creative activities promote health and well-being. Payi
ng attention to the argument’s structure will help you better analyze and evaluate the author’s claims an
d evidence.

Here’s how the reader begins to analyze the argument’s structure by identifying the author’s claim.

[Start of annotation example 1. A text passage, some of which is highlighted, followed by notes that
appear next to the passage.]

Making time for creative outlets can actually improve one’s life and social, mental, and
emotional health. 1

Have you ever seen a group of people sitting around knitting or a group of friends attending a
painting class? Creating something new brings people together. Having a creative hobby
improves your mood and can make you feel part of a community. When people are involved in
an activity with others, they make friends and feel like they belong. This leads to a healthier life.

[End of passage. Start of notes.]

skip past notes of annotation example 1

Note 1

The claim argues that creative activities improve “social, mental, and emotional health,”
indicating that the argument will be organized by these categories of health. The first supporting
claim, about social health, follows.
back to highlighted text from note 1, annotation 1

back to start of annotation example 1

[End of annotation example 1.]

The reader sees that the claim offers a roadmap for the argument and predicts that he will read about h
ow creative outlets affect three categories of health: social health, then mental health, and finally emoti
onal health. The clear structure of the thesis helps the reader navigate the whole argument. The reader
then analyzes how the author develops the first supporting claim by stating the reasons that creative ac
tivities foster social health (for example, they “can make you feel part of a community”) and with explan
ations for how this happens (they provide opportunities to make new friends).

The reader continues reading “Finding Time for Fun” to analyze the argument’s structure as the author c
oncludes the essay and calls readers to action.

[Start of annotation example 2. A text passage, some of which is highlighted, followed by notes that
appear next to the passage.]

Think about the last time you dropped everything to do something creative. If it’s been awhile,
you should try it.1 Even though it can be difficult to find the time to do something creative, it
really can save your life. Creative activities are not only fun, but they have been proven to
prevent diseases, memory loss, and stress. They can also improve people’s social lives and
overall happiness. Finding time for fun isn’t just for kids anymore.

[End of passage. Start of notes.]

skip past notes of annotation example 2

Note 1

The author concludes the argument by engaging readers with a call to action. The author then
clearly, logically, and convincingly summarizes the overall argument and the evidence about the
three categories of health.
back to highlighted text from note 1, annotation 2

back to start of annotation example 2

[End of annotation example 2.]

The reader notes that the author begins the conclusion by addressing readers directly and encouraging t
hem to try something creative. The author then clearly, logically, and convincingly summarizes the argu
ment and each of the supporting claims, which present the three categories of health—social, mental, a
nd emotional—that can be improved through creative activities.

Instructions

Reread paragraphs 2 and 3 of the argument. Then answer the multiple-choice

questions that follow.

From “Finding Time for Fun”

2 Have you ever seen a group of people sitting around knitting or a group of
friends attending a painting class? Creating something new brings people
together. Having a creative hobby improves your mood and can make you feel
part of a community. When people are involved in an activity with others, they
make friends and feel like they belong. This leads to a healthier life. It’s common
for young children to make friends and play together, creating games or
participating in fun activities. However, as people get older, it’s uncommon to
take up hobbies and make new friends. Having a creative outlet allows people to
have a social life. Plus, studies have found that adults who socialize are 55%
less likely to have memory loss later on in life.

3 In addition to decreasing the risk of memory loss, engaging in creative outlets

can improve mental health in other ways. Participating in crafts or other creative
projects increases brain function. Having a creative outlet can actually cause
your brain to grow neurons. These are important cells that help keep your whole
body working. People who enjoy creative activities, such as gardening or
cooking, are also less likely to develop Alzheimer’s disease as they age. This
disease affects the brain, making people confused as they lose memory of things
and people they once knew. Therefore, finding time to be creative can actually be
life-saving.

Total Score: 1/2

1. How does the structure of paragraph 2 make the text more engaging?
Answer choices for the above question
A. It begins with descriptions of hobbies such as knitting and painting
that many readers enjoy.Incorrect. These hobbies are used as examples in
the opening questions, but the author does not include a description of
them.
B. It compares experiences of hobbies at different times of life to
remind readers that they are now young adults with
responsibilities.Incorrect. The paragraph does note that it’s more common
for people to take up hobbies in childhood than adulthood, but its function
is not to remind readers of their responsibilities.
C. It cites social science studies as evidence for the paragraph’s claim
that hobbies are good for people.Incorrect. The last sentence does allude
to a study; however, this detail is not included to make the text more
engaging but rather to add a data point to the argument.
D. It begins with rhetorical questions that engage readers and guides
them to reflect on their own lives.Correct. The first two sentences use
rhetorical questions to draw readers into the argument by connecting the
 content to experiences readers may have had and by activating their own
thinking about the subject.
2. Which of the following sentences from paragraph 3 offers the strongest
support for the author’s claim?
Answer choices for the above question
A. “In addition to decreasing the risk of memory loss, engaging in
creative outlets can improve mental health in other ways.”Incorrect. This
sentence restates part of the overall claim (that creative activities improve
mental health) rather than providing support for it.
B. “Having a creative outlet can actually cause your brain to grow
neurons.”Correct. This sentence supports the paragraph’s claim, stated in
the paragraph’s first sentence, by explaining how creative activities
improve mental health.
C. “These are important cells that help keep your whole body
working.”Incorrect. This sentence adds a detail to help readers understand
what neurons are.
D. “This disease affects the brain, making people confused as they lose
memory of things and people they once knew.”Incorrect. This sentence
gives information about Alzheimer’s disease.

First Read: The Marshall Plan Speech

In 1947, Europe was reeling from the devastation of World War II. Governments
lacked funds to rebuild roads, bridges and factories. People were sick and
starving. At the same time, tensions were mounting between the Soviet Union
and the United States. Although the superpowers had fought together against
Nazi Germany during the war, the U.S. feared Russian expansion and the spread
of Communism. The same year, Secretary of State George Marshall, a retired
five-star general appointed to his position by President Truman, delivered a brief
address at Harvard University that would have an enormous impact on Europe’s
recovery. In the four years following Marshall’s speech, the U.S. sent billions of
dollars in assistance to European nations, helping countries rebuild infrastructure
and restore financial institutions.
I need not tell you gentlemen that the world situation is very serious. That must b
e apparent to all intelligent people. I think one difficulty is that the problem is one
of such enormous complexity that the very mass of facts presented to the public
by press and radio make it exceedingly difficult for the man in the street to reach
a clear appraisement of the situation. Furthermore,
Begin Yellow highlight
the people of this country are distant from the troubled areas of the earth and it is
hard for them to comprehend the plight and consequent reactions of the long-
suffering peoples,
End Yellow highlight
and the effect of those reactions on their governments in connection with our effo
rts to promote peace in the world.

In considering the requirements for the rehabilitation of Europe the physical loss
of life, the visible destruction of cities, factories, mines and railroads was correctly
estimated, but it has become obvious during recent months that this visible destr
uction was probably less serious than the dislocation of the entire fabric of Europ
ean economy.
Begin Yellow highlight
For the past ten years conditions have been highly abnormal.
End Yellow highlight
The feverish preparation for war and the more feverish maintenance of the war ef
fort engulfed all aspects of national economies. Machinery has fallen into disrepai
r or is entirely obsolete. Under the arbitrary and destructive Nazi rule, virtually ev
ery possible enterprise was geared into the German war machine. Long-standing
commercial ties, private institutions, banks, insurance companies and shipping c
ompanies disappeared, through loss of capital, absorption through nationalization
or by simple destruction. In
Begin Yellow highlight
many countries, confidence in the local currency has been severely shaken.
End Yellow highlight
Begin Yellow highlight
The breakdown of the business structure of Europe during the war was complete.
Recovery has been seriously retarded by the fact that two years after the close of
hostilities a peace settlement with Germany and Austria has not been agreed up
on.
End Yellow highlight
But even given a more prompt solution of these difficult problems, the rehabilitati
on of the economic structure of Europe quite evidently will require a much longer
time and greater effort than had been foreseen.
Photo. Black and white photo of what remains of Warsaw, Poland at the end of WWII, the
insides of many building and apartments completely bare and bombed out.
Warsaw in ruins at the end of
WWII.There is a phase of this matter which is both interesting and serious. The fa
rmer has always produced the foodstuffs to exchange with the city dweller for the
other necessities of life.
Begin Yellow highlight
This division of labor is the basis of modern civilization. At the present time it is th
reatened with breakdown.
End Yellow highlight
The town and city industries are not producing adequate goods to exchange with
the food-producing farmer. Raw materials and fuel are in short supply. Machinery
is lacking or worn out. The farmer or the peasant cannot find the goods for sale w
hich he desires to purchase. So the sale of his farm produce for money which he
cannot use seems to him an unprofitable transaction. He, therefore, has withdraw
n many fields from crop cultivation and is using them for grazing. He feeds more
grain to stock and finds for himself and his family an ample supply of food, howev
er short he may be on clothing and the other ordinary gadgets of civilization.
Begin Yellow highlight
Meanwhile people in the cities are short of food and fuel.
End Yellow highlight
So the governments are forced to use their foreign money and credits to procure
these necessities abroad. This process exhausts funds which are urgently neede
d for reconstruction. Thus a very serious situation is rapidly developing which bod
es no good for the world.
Begin Yellow highlight
The modern system of the division of labor upon which the exchange of products
is based is in danger of breaking down.
End Yellow highlight

The truth of the matter is that Europe’s requirements for the next three or four ye
ars of foreign food and other essential products—principally from America—are s
o much greater than her present ability to pay that she must have substantial add
itional help, or face economic, social and political deterioration of a very grave c
haracter.

The remedy lies in breaking the vicious circle and restoring the confidence of the
European people in the economic future of their own countries and of Europe as
a whole. The manufacturer and the farmer throughout wide areas must be able a
nd willing to exchange their products for currencies the continuing value of which
is not open to question.

Aside from the demoralizing effect on the world at large and the possibilities of di
sturbances arising as a result of the desperation of the people concerned, the co
nsequences to the economy of the United States should be apparent to all.
Begin Yellow highlight
It is logical that the United States should do whatever it is able to do to assist in t
he return of normal economic health in the world, without which there can be no
political stability and no assured peace.
End Yellow highlight
Our policy is directed not against any country or doctrine but against hunger, pov
erty, desperation and chaos. Its purpose should be the revival of a working econo
my in the world so as to permit the emergence of political and social conditions in
which free institutions can exist. Such assistance, I am convinced, must not be o
n a piece-meal basis as various crises develop. Any assistance that this Govern
ment may render in the future should provide a cure rather than a mere palliative
. Any government that is willing to assist in the task of recovery will find full coope
ration, I am sure, on the part of the United States Government. Any government
which maneuvers to block the recovery of other countries cannot expect help fro
m us.
Begin Yellow highlight
Furthermore, governments, political parties or groups which seek to perpetuate h
uman misery in order to profit therefrom politically or otherwise will encounter the
opposition of the United States.
End Yellow highlight
Photo. Black and white photo of women passing bricks atop a ruined building. Women form a
human chain to carry bricks used in the reconstruction of Dresden, March 1946, after allied
bombing had destroyed the city in February, 1945. The steeple of the wrecked Roman Catholic
Church can be seen in the background.
Rebuilding Dresden, Women form a human chain to carry bricks used in the reconstruction of
Dresden, March 1946, after allied bombing had destroyed the city in February 1945. The steeple
of the wrecked Roman Catholic cathedral can be seen in the
background.It is already evident that, before the United States Government can pro
ceed much further in its efforts to alleviate the situation and help start the Europe
an world on its way to recovery, there must be some agreement among the count
ries of Europe as to the requirements of the situation and the part those countries
themselves will take in order to give proper effect to whatever action might be un
dertaken by this Government.
Begin Yellow highlight
It would be neither fitting nor efficacious for this Government to undertake to dra
w up unilaterally a program designed to place Europe on its feet economically. T
his is the business of the Europeans.
End Yellow highlight
The initiative, I think, must come from Europe. The role of this country should con
sist of friendly aid in the drafting of a European program and of later support of su
ch a program so far as it may be practical for us to do so. The program should be
a joint one, agreed to by a number, if not all European nations.

An essential part of any successful action on the part of the United States is an u
nderstanding on the part of the people of America of the character of the problem
and the remedies to be applied. Political passion and prejudice should have no p
art. With foresight, and a willingness on the part of our people to face up to the va
st responsibility which history has clearly placed upon our country,
Begin Yellow highlight
the difficulties I have outlined can and will be overcome.

1. What point is the speaker mainly attempting to make in the following

passage (paragraph 2)?

In considering the requirements for the rehabilitation of Europe the

physical loss of life, the visible destruction of cities, factories, mines and
railroads was correctly estimated, but it has become obvious during recent
months that this visible destruction was probably less serious than the
dislocation of the entire fabric of European economy.
Answer choices for the above question
 A. The physical destruction of Europe’s cities and infrastructure was
the most devastating consequence of World War II.Incorrect. While
Marshall addresses the physical destruction of Europe, he does not
believe it is the most serious effect of the war.
B. Hundreds of thousands of people lost their lives during World War II,
which led to serious economic instability across the European
continent.Incorrect. There is no evidence to support this answer.
C. The most pressing problem in Europe is the failure of Europe’s
economic system, which may be less visible to many observers.Correct.
Marshall first notes the “visible” destruction of Europe, and then says this is
“less serious” than the destruction of the economy.
D. Delivering a commencement speech at Harvard is Marshall’s first
step in addressing the economic devastation in Europe.Incorrect. This is
not related to the question.

1. What is most closely the meaning of maneuvers in the passage below

(paragraph 6)?

Any government that is willing to assist in the task of recovery will find full
cooperation, I am sure, on the part of the United States Government. Any
government which maneuvers to block the recovery of other countries
cannot expect help from us. Furthermore, governments, political parties or
groups which seek to perpetuate human misery in order to profit therefrom
politically or otherwise will encounter the opposition of the United States.
Answer choices for the above question
A. schemesCorrect. The word “maneuvers” denotes a kind of scheme
or manipulative plan.
B. steers quicklyIncorrect. Though this could potentially fit the use of
this word, there is a better answer.
C. asksIncorrect. There is no evidence to support this answer.
D. brings attention toIncorrect. There is no evidence to support this
answer.

1. Which of the following quotes best summarizes the larger crisis facing
Europe?
Answer choices for the above question
A. “I need not tell you gentlemen that the world situation is very serious.
That must be apparent to all intelligent people.”Incorrect. Here, Marshall
 opens his speech by saying that there is a “serious” challenge. However,
he does not specify the challenge or ask his audience members to act.
B. “Raw materials and fuel are in short supply. Machinery is lacking or
word out.”Incorrect. Although these are two specific problems, they do not
paint a picture of the larger challenge for Europe.
C. “...Europe’s requirements for the next three or four years of foreign
food and other essential products—principally from America—are so much
greater than her present ability to pay that she must have substantial
additional help…”Correct. This quote is the crux of Marshall’s argument—
that Europe’s needs for foreign goods are far greater than its ability to pay
for them without international aid.
D. “The remedy lies in breaking the vicious circle and restoring the
confidence of the European people in the economic future of their own
countries and of Europe as a whole.”Incorrect. Here Marshall begins to
discuss the solution, but does not identify the challenge.

1. What is most closely the meaning of palliative as it is used in the passage

below (paragraph 6)?

Such assistance, I am convinced, must not be on a piece-meal basis as

various crises develop. Any assistance that this Government may render in
the future should provide a cure rather than a mere palliative. Any
government that is willing to assist in the task of recovery will find full
cooperation, I am sure, on the part of the United States Government.
Answer choices for the above question
A. a temporary or superficial fixCorrect. This makes the most sense
given how the word appears in context.
B. a meaningless gestureIncorrect. Though this could potentially fit the
use of this word, there is a better answer.
C. victoryIncorrect. There is no evidence to support this answer.
D. tranquilizerIncorrect. There is no evidence to support this answer.

1. What is most likely the speaker’s reason for including the following
passage (paragraph 6)?

Our policy is directed not against any country or doctrine but against
hunger, poverty, desperation and chaos.
Answer choices for the above question
 A. It frames Marshall’s plan as a humanitarian initiative, rather than one
that is political.Correct. Marshall wants to communicate that the plan is not
ideological, but rather aimed at easing suffering.
B. It warns Russia against attempting to bring Communism to any
European countries.Incorrect. While Russia is one possible target
audience for this speech, Marshall does not use this line to warn Russia
against acting.
C. It describes the economic devastation in Europe that leads to the
Marshall Plan.Incorrect. Although this is a primary motivation for economic
aid, Marshall uses the beginning of his speech to describe the situation in
Europe.
D. It persuades Harvard graduates to enter politics so that they can
help in the global fight against poverty.Incorrect. This answer is not
supported by the text.

Instructions
Read the question carefully and select the best answer.
1. Which other quote from the speech most closely relates to the passage
from Question 5?
Answer choices for the above question
A. “The remedy lies in breaking the vicious circle and restoring the
confidence of the European people.”Incorrect. Here, Marshall starts to offer
a solution to Europe’s problems, but this evidence is unrelated to the
previous answer.
B. “Such assistance, I am convinced, cannot be on a piecemeal basis
as various crises develop.”Incorrect. Marshall shares his thoughts on how
assistance should be provided. However, this line is unrelated to ideology.
C. “Any government which maneuvers to block the recovery of other
countries cannot expect help from us.”Incorrect. The purpose of this quote
is to warn other countries against interfering with the plan.
D. “Political passion and prejudice should have no part.”Correct. By
removing “political passion” as a reason for moving forward with the plan,
Marshall tries to preemptively avoid argument or debate.

Read the question carefully and select the best answer.

1. The speaker mainly argues that Europeans should take a leadership role
in solving the postwar crisis in .
Answer choices for the above question
 A. paragraph 5Incorrect. In paragraph 5, Marshall confirms Europe’s
reliance on the United States and does not attempt to counter that.
B. paragraph 6Incorrect. Paragraph 6 is unrelated to the question.
C. paragraph 7Correct. Paragraph 7 is mainly an appeal to Europe to
participate in finding the best solutions to the postwar crisis.
D. paragraph 8Incorrect. In paragraph 8, Marshall calls on Americans
to understand the problem, but does not discuss the importance of
European participation.

1. Which sentence from elsewhere in the speech would best fit in the
paragraph identified in Question 7?
Answer choices for the above question
A. “The truth of the matter is that Europe’s requirements for the next
three or four years of foreign food and other essential products—principally
from America—are so much greater than her present ability to pay that she
must have substantial additional help, or face economic, social and
political deterioration of a very grave character.”Incorrect. This sentence
doesn’t fit with the idea that Europe must also participate in its own
recovery.
B. “The remedy lies in breaking the vicious circle and restoring the
confidence of the European people in the economic future of their own
countries and of Europe as a whole.”Correct. This statement would fit best
with paragraph 7 because it suggests the important role that Europe must
play in the recovery.
C. “It is logical that the United States should do whatever it is able to do
to assist in the return of normal economic health in the world, without
which there can be no political stability and no assured peace.”Incorrect.
This statement would not fit well with paragraph 7.
D. “Furthermore, governments, political parties or groups which seek to
perpetuate human misery in order to profit therefrom politically or
otherwise will encounter the opposition of the United States.”Incorrect. This
statement would not fit well with paragraph 7.

FIRST SECOND THIRD FOURTH 0/1

Response: Response: Response: Response:
Marshall Marshall warns Marshall identifies Marshall defines
describes in governments of a solution that he the economic plight
detail the interfering with the thinks will of Europe and
economic plan for Europe’s strengthen outlines its causes.
 FIRST SECOND THIRD FOURTH 0/1
conditions in recovery. Europe’s Correct:
Europe. Correct: economic future. Marshall warns
Correct: Marshall describes Correct: governments of
Marshall defines in detail the Marshall identifies interfering with the
the economic economic a solution that he plan for Europe’s
plight of Europe conditions in thinks will recovery.
and outlines its Europe. strengthen
causes. Europe’s
economic future.

Synonym Vocabulary Word 0/1

wear away Response:
render
Correct:
deteriorate
discretionary Response:
exceedingly
Correct:
arbitrary
make Response:
arbitrary
Correct:
render
sufficient Response:
deteriorate
Correct:
adequate
extremely Response:
adequate
Correct:
exceedingly

Author’s Purpose and Point of View - The Marshall Plan

Speech
Author’s purpose is the author’s reason for writing. Authors typically write for
one or more of the following purposes: to entertain, to inform, to persuade, or to
explain something to readers. The author’s point of view refers to the way the
author looks at a topic or a subject and his or her attitude toward it. In order to
fully understand an author’s purpose for writing, it is often necessary to identify
the author's point of view on the subject he or she has chosen to write about,
including how it is conveyed or expressed in the text. Sometimes an author’s
point of view is directly stated. When it is implied, the reader will need to look at
textual evidence to infer the author’s point of view.

Skill Model:
In “The Marshall Plan Speech,” Secretary of State George Marshall delivered a s
peech at Harvard University encouraging the U.S. to support Europe’s recovery a
fter World War II. Noticing the author’s word choice and use of rhetoric can help t
he reader determine an author’s purpose and evaluate their point of view.

Let’s look at how one reader determines the author’s purpose in “The Marshall Pl
an Speech.”
[Start of annotation example 1. A text passage, some of which is highlighted,
followed by notes that appear next to the passage.]

This process exhausts funds which are urgently needed for reconstruction. Thus
a very serious situation is rapidly developing which bodes no good for the
world.1 The modern system of the division of labor upon which the exchange of
products is based is in danger of breaking down.

[End of passage. Start of notes.]

skip past notes of annotation example 1
Note 1
The purpose of the speech seems initially informative. But here Marshall claims
the situation threatens the world. It seems he is building an argument in order to
persuade his audience to support his position and proposed actions.
back to highlighted text from note 1, annotation 1
back to start of annotation example 1
[End of annotation example 1.]

The reader pays close attention to how the content and language of the speech a
ppear argumentative with an intent to persuade, not just to inform. The reader not
es that the speech initially appeared to be an informational text focused upon the
ruinous circumstances in postwar Europe. The reader then notices and highlights
a sentence that is not an observation of the situation but rather a conclusion abo
ut the situation. The reader understands that Marshall’s conclusion is a claim, an
d she suggests that the broader purpose of this speech is to convince the audien
ce to support Marshall’s argument about this “very serious situation” that will imp
act the world and as a result the United States.

She continues close reading to analyze the author’s word choice, which contribut
es to Marshall’s tone and successful use of reasoning.
[Start of annotation example 2. A text passage, some of which is highlighted,
followed by notes that appear next to the passage.]

Aside from the demoralizing effect on the world at large and the possibilities of
disturbances arising as a result of the1 desperation of the people concerned, the
consequences to the economy of the United States should be apparent to all. It is
logical that the United States should do whatever it is able to do to assist in the
return of normal economic health in the world, without which there can be no
political stability and no assured peace.

[End of passage. Start of notes.]

skip past notes of annotation example 2
Note 1
Words like demoralizing, disturbances, and political stability contribute to a grave
tone. Consequences, apparent, and logical establish his reasoning, which is
logical and persuasive, while emphasizing how America will be affected.
back to highlighted text from note 1, annotation 2
back to start of annotation example 2
[End of annotation example 2.]

The reader identifies the words that help make Marshall’s argument logical and p
ersuasive. The author’s choice to use words such as demoralizing, disturbances,
and political stability establishes a grave tone, which communicates the seriousn
ess of the topic. Other words, such as consequences, apparent, and logical mak
e bring clarity to his reasoning. He emphasizes that America “should do whatever
it is able to do” because the economic stability of the world will have a positive im
pact on the United States, therefore making his argument personally relevant to h
is audience.

By determining the author’s purpose and evaluating his point of view, the reader i
s able to recognize that Marshall is making a serious, well-reasoned argument th
at attempts to persuade the audience that Europe’s recovery is tied to the econo
mic health and political stability of the entire world, including the United States.

Instructions

Reread paragraphs 6 and 7 of the speech. Then answer the multiple-choice

questions that follow.

From “The Marshall Plan Speech” by George Marshall

6 . . . Our policy is directed not against any country or doctrine but against
hunger, poverty, desperation and chaos. Its purpose should be the revival of a
working economy in the world so as to permit the emergence of political and
social conditions in which free institutions can exist. Such assistance, I am
convinced, must not be on a piece-meal basis as various crises develop. Any
assistance that this Government may render in the future should provide a cure
rather than a mere palliative. Any government that is willing to assist in the task
of recovery will find full cooperation, I am sure, on the part of the United States
Government. Any government which maneuvers to block the recovery of other
countries cannot expect help from us. Furthermore, governments, political parties
or groups which seek to perpetuate human misery in order to profit therefrom
politically or otherwise will encounter the opposition of the United States.

7 It is already evident that, before the United States Government can proceed
much further in its efforts to alleviate the situation and help start the European
world on its way to recovery, there must be some agreement among the
countries of Europe as to the requirements of the situation and the part those
countries themselves will take in order to give proper effect to whatever action
might be undertaken by this Government.

Total Score: 1/2

 1. Based on Marshall’s remarks in paragraph 6, the reader can conclude that
Marshall’s point of view is that it is imperative—
Answer choices for the above question
A. to proceed one step at a time.Incorrect. Marshall’s idea was that the
plan not be a piecemeal one.
B. that all countries receive help from the United States.Incorrect. Any
country that blocks recovery of another will not receive the United States’
help.
C. to encourage freedom throughout the world.Correct. Marshall
argued that functioning economies would promote freedom.
D. that America negotiate peace in Europe.Incorrect. Marshall argued
that economic stability would maintain, not negotiate, peace.
2. What is Marshall’s purpose in paragraph 7?
Answer choices for the above question
A. He wants countries in Europe to reach an agreement before
receiving help.Correct. The United States cannot “proceed much further”
without an agreement.
B. He is stating the United States government is ready to begin help
immediately.Incorrect. An agreement about requirements and participation
is needed first.
C. He wants to clarify the role of the countries involved in an
agreement.Incorrect. The sentence is not about the role of European
countries.
D. He is emphasizing the urgency in coming to an agreement.Incorrect.
The need for urgency is not mentioned in the sentence.

Close Read: The Marshall Plan Speech

Term Form Definition Sample Sentence 0/7

adequate adjective Response: Response:

sufficient for the The garden hasn't been

purpose getting adequate water.

Correct: Recommended:
sufficient for the Sam thinks that they didn't
purpose pack enough clothes, but
 Term Form Definition Sample Sentence 0/7
DaChe' thinks the amount is
adequate.
alleviate verb Response: Response:

to lessen the The doctor tried to alleviate

pain or difficulty her symptoms/suffering.
of something
Recommended:
Correct: The doctor gave me medicine
to lessen the that will help alleviate the pain
pain or difficulty of my broken ankle.
of something
arbitrary adjective Response: Response:

based on An arbitrary number has been

impulse, or assigned to each district.
randomly chosen
Recommended:
Correct: I ignored my brother’s arbitrary
based on request to wash the dishes
impulse, or before I did my calculus
randomly chosen homework.
deterioration noun Response: Response:

the process of She is more shaken than she

becoming worse; would ever admit to Barnaby
decay by the deterioration in Martha.

Correct: Recommended:
the process of The quick deterioration of this
becoming worse; furniture is a sign of poor
decay quality.
exceedingly adverb Response: Response:

extremely or to a The weather was exceedingly

great degree cold.

Correct: Recommended:
extremely or to a The ocean is exceedingly
great degree powerful.
render verb Response: Response:
 Term Form Definition Sample Sentence 0/7

to provide or It contained so many errors as

give something to render it worthless.
useful or
necessary to Recommended:
Lysa usually wants to render
Correct: assistance to the clean up
to provide or crew after an event.
give something
useful or
necessary to
unilaterally adverb Response: Response:
Recommended:
involving one They did not consulate the
group other teams and worked out
an agreement unilaterally.
Correct:
involving one
group

Personal Response

“The Marshall Plan Speech” was a rallying cry to America, a call to help Europe
rebuild after the devastation of World War II. Do you think Marshall’s argument is
successful? Why or why not? Write a personal response in which you determine
the purpose of Marshall's argument to Americans. Then evaluate the
effectiveness of the rhetoric and reasoning he uses to persuade his audience of
his point of view. Use textual evidence and original commentary to support your
response.

Your Response

"The Marshall Plan Speech" delivered by George C. Marshall in 1947 was indeed
a pivotal moment in history, outlining the need for American aid in rebuilding post
-World War II Europe. Marshall's argument successfully appealed to Americans b
y framing the assistance as crucial for economic stability, peace, and security, no
t just for Europe but also for the United States.

Marshall's primary purpose was to convince Americans that helping Europe was i
n their best interest. He emphasized that a prosperous Europe would be a stable
trading partner and a bulwark against communism, which was a significant conce
rn during the Cold War era. By doing so, Marshall effectively appealed to both hu
manitarian values and national interests.

The speech's effectiveness lies in Marshall's clear and logical reasoning, support
ed by the dire situation in Europe after the war. He presented a plan that was not
only beneficial for Europe but also strategically important for the United States. M
arshall's reputation as a respected military leader added credibility to his argume
nt, enhancing its persuasiveness.

Furthermore, the speech's tone was diplomatic and collaborative, fostering a sen
se of shared responsibility and partnership between America and Europe. By offe
ring aid without seeking any territorial gains or economic advantages, Marshall p
ositioned the United States as a benevolent leader in the global community.

In conclusion, Marshall's argument in "The Marshall Plan Speech" was successfu

l in rallying Americans behind the idea of aiding Europe. Through a combination
of logical reasoning, strategic framing, and a diplomatic tone, Marshall effectively
persuaded his audience of the importance of rebuilding Europe for the benefit of
both continents.

Term Form Meaning Other Meaning 0/0

address noun a speech given to a verb: to give a speech to a
formal gathering formal gathering
verb: to apply oneself to
something; direct one's
efforts towards something,
such as a question

blunt adjective direct; clear and to the adjective: not sharp

point in manner or verb: to make dull
speech without verb: to make less lively,
considering others’ intense, or vigorous
feelings
convey verb to communicate, verb: to transport or carry
express to a place

diffuse adjective spread out; not adjective: lacking

concentrated in one conciseness; wordy
place verb: to spread out or to
cause to spread over a
 Term Form Meaning Other Meaning 0/0
wide area or among a large
number of people

execute verb to put in effect verb: to carry out the

legalities of
verb: to carry out a process
or program, as on a
computer
verb: to carry out or
perform an action
harbor verb to secretly shelter (as noun: a sheltered port
of fugitives or where ships can take on or
criminals) discharge cargo
verb: to keep a thought or
feeling, typically a negative
one, in one's mind,
especially secretly

launch verb to start or set in verb: to propel with force

motion; to introduce verb: to make a sudden
energetic movement
noun: an act of launching
something
resolution noun decision or intention noun: something settled or
resolved; the outcome of
decision-making
noun: a decision to do
something or to behave in
a certain manner
noun: the ability of a
microscope or telescope to
measure images
sheer adjective very steep; having a adjective: so thin as to
prominent and almost transmit light
vertical front adjective: complete and
absolute

term noun a limited period of time noun: a statement of what

is required as part of an
agreement, usually plural
noun: a time period during
 Term Form Meaning Other Meaning 0/0
which instruction is given in
a school, college, or
university, or during which
a court holds sessions
verb: to name formally or
designate with a term

In this lesson, we will be looking at vocabulary words that have multiple meanings. The sentence
s below reflect two different meanings of each word.

Meaning 1 Meaning 2
The Nobel Prize winner will give an address at the The doctor advised that if Owen didn’t addr
convention on the subject of the genetic engineering ess the problem now and change his diet, his
of food. health would only get worse.
Her blunt reply startled the members of the audienc Jay asked for a sharper knife because the bla
e, but she believed in being direct and not fudging t de of this one was too blunt to cut through t
he truth. he meat.
When he responded to the question, he chose his wo
The transport plane will convey the troops t
rds carefully in order to convey the message exactly
o their new location.
and not leave any room for doubt.
Although at first I couldn’t help but notice it, the od The reviewer stated that her writing was too
or was now so diffuse that I didn’t smell it anymore diffuse and needed to be made less wordy a
. nd more focused.
After months of discussing how to make the operati
The figure skater was able to execute the tri
on run more efficiently, they will execute the new p
ple axel perfectly and receive the top score.
rocedures starting on Monday.
Although the family knew it could have dire conseq Although most experts think the Grecian va
uences for them, they decided to harbor the family se is authentic, a few still harbor the suspici
escaping from the Nazi persecution. on that it is a fake.
The countdown began, and the spectators he
They will launch the new sales campaign in time fo
ld their breaths, waiting for the space shuttle
r the fall buying season.
to launch.
On New Year’s Day, Alana made a resoluti
She tried to undermine her opponent’s confidence a
on to run three times a week in order to get i
nd resolution by spreading rumors and innuendos.
n better shape.
The climber panicked when he looked down at the s Since the blouse was so sheer, you could se
heer drop of the cliff, and had to calm his nerves be e right through it, so the model wore a cami
fore continuing up. sole under it.
The term of the warranty was three years, so they di Morgan couldn’t sign up for it now, because
dn’t have to pay for repairs when the washing mach the course in robotics was not offered until t
ine broke down. he spring term.
Instructions
For each item, drag and drop the sentence that explains how the two meanings
are similar. Then, explain how the meanings are different.
Some of the cells in this chart contain answers that were provided by the student
to which it was assigned.
How are the
Sentences meanings similar? How are the meanings similar? 0/5

The Nobel Prize winner will give Response: Response:

an address at the convention on Both meanings Recommended:
the subject of the genetic relate to the idea In the first sentence, the word refers to a
engineering of food. of keeping talk to direct that audience’s attention to
something secret. the subject of genetic engineering of
The doctor advised that if Owen Correct: food. In the second sentence, the word
didn’t address the problem now Both meanings refers to directing one’s attention to solve
and change his diet, his health relate to the idea a problem.
would only get worse. of directing
attention to
something.
When he responded to the Response: Response:
question, he chose his words Both meanings Recommended:
carefully in order to convey the relate to the idea In the first sentence, the word relates to
message exactly and not leave of directing the idea of carrying a message. In the
any room for doubt. attention to second sentence, the word relates to the
something. idea of carrying troops to a specific
The transport plane Correct: location.
will convey the troops to their Both meanings
new location. relate to the idea
of carrying
something.
Although the family knew it could Response: Response:
have dire consequences for Both meanings Recommended:
them, they decided to harbor the relate to the idea In the first sentence, the word relates to
family escaping from the Nazi of being keeping the family in secret. In the
persecution. determined. second sentence, the word relates to the
Correct: idea of keeping a suspicion in secret.
Although most experts think the Both meanings
Grecian vase is authentic, a few relate to the idea
still harbor the suspicion that it is of keeping
a fake.
something secret.

She tried to undermine her Response: Response:

opponent’s confidence Both meanings Recommended:
and resolution by spreading relate to the idea In the first sentence, the word relates to
rumors and innuendos. of carrying the idea of showing strength and
 How are the
Sentences meanings similar? How are the meanings similar? 0/5

something. determination. In the second sentence,

On New Year’s Day, Alana made Correct: the word relates to the idea of being
a resolution to run three times a Both meanings determined to stick to a running
week in order to get in better relate to the idea schedule.
shape. of being
determined.
The term of the warranty was Response: Response:
three years, so they didn’t have Both sentences Recommended:
to pay for repairs when the relate to the idea In the first sentence, the word relates to
washing machine broke down. of time. the idea of a limited period of time when
Correct: something is in effect. In the second
Morgan couldn’t sign up for it Both sentences sentence, the word relates to a specific
now, because the course in relate to the idea time period when a course is given.
robotics was not offered until the of time.
spring term.

Instructions
Respond to the items below.

Total Score: 2/5

1. The intern was too blunt when talking to patients and needed to leave
room for hope as well as give correct information. As used in this
sentence, “blunt” most nearly means:
Answer choices for the above question
A. dull.Incorrect. The context suggests that the word means direct,
not dull.
B. abrupt.Incorrect. The context suggests that the word means direct,
not abrupt.
C. direct.Correct. The context suggests that the intern was too direct in
giving patients medical information.
D. unpleasant.Incorrect. The context suggests that the word
means direct, not unpleasant.
2. Since our office locations are diffuse, we bring all the employees from
across the country together once a year for a conference. As used in this
sentence, “diffuse” most nearly means:
Answer choices for the above question
 A. diverse.Incorrect. The context suggests that the word means spread
out, not diverse.
B. spread out.Correct. The sentence states that the office locations are
spread out across the country.
C. concentrated.Incorrect. The context suggests that the word
means spread out, not concentrated.
D. wordy.Incorrect. The context suggests that the word means spread
out, not wordy.
3. The commander announced that he would delay the action and
not execute the plan to storm the shore until the weather cleared. As used
in this sentence, “execute” most nearly means:
Answer choices for the above question
A. carry out the legalities of.Incorrect. The context suggests that the
word means put in effect, not carry out the legalities of.
B. kill.Incorrect. The context suggests that the word means put in
effect, not kill.
C. accomplish.Incorrect. The context suggests that the word means put
in effect, not accomplish.
D. put in effect.Correct. The context suggests that the word means to
put the plan in effect.
4. They will launch the new model of the phone at the national electronics
fair. As used in this sentence, “launch” most nearly means:
Answer choices for the above question
A. introduce.Correct. The context suggests that the new phone model
will be introduced at the fair.
B. propel.Incorrect. The context suggests that the word
means introduce, not propel.
C. move suddenly.Incorrect. The context suggests that the word
means introduce, not move suddenly.
D. discharge.Incorrect. The context suggests that the word
means introduce, not discharge.
5. The skier looked down at the sheer drop of the slope and decided to try
an easier path. As used in this sentence, “sheer” most nearly means:
Answer choices for the above question
A. very steep.Correct. The context suggests that the drop was very
steep.
B. very thin.Incorrect. The context suggests that the word means very
steep, not very thin.
 C. complete and absolute.Incorrect. The context suggests that the word
means very steep, not complete and absolute.
D. not mixed with something else.Incorrect. The context suggests that
the word means very steep, not not mixed with something else.

Item 3
Instructions
In the second column, write a sample sentence for each vocabulary term listed in
the first column.
Some of the cells in this chart contain answers that were provided by the student
to which it was assigned.
Term Sample Sentence 0/10

address Response:
Recommended:
The renowned economist presented an address at the
annual meeting explaining the effects of
globalization.
blunt Response:
Recommended:
When asked if he would run for office, his response
was blunt and to the point—No!
convey Response:
Recommended:
The ambassador will convey the message from the
leader of her country to the president.
diffuse Response:
Recommended:
The outbreaks of Lyme disease were so diffuse, we
couldn’t detect a pattern.
execute Response:
Recommended:
They voted to execute the cutbacks starting on
January 1.
harbor Response:
Recommended:
The song contained a coded message, providing the
locations of people willing to harbor escaped slaves.
launch Response:
Recommended:
She hopes winning the competition will launch her
professional singing career.
 Term Sample Sentence 0/10

resolution Response:
Recommended:
Her resolution never wavered even in the face of
defeat.
sheer Response:
Recommended:
The sheer cliff filled the hikers with both awe and
trepidation.
term Response:
Recommended:
The term of the contract is from January 2017 to
January 2022.

Genre - Argumentative Text

Argumentative text presents a writer or speaker’s claim, or position on a

debatable issue or problem, and attempts to persuade others to agree with it. In
order to support the claim, the writer or speaker constructs an argument made up
of reasons why the claim is valid and evidence in the form of details, facts,
examples, statistics, and expert opinions. An argument also includes rhetorical
appeals called logos (logic), pathos (emotion), and ethos (ethics). Logical
appeals include sound reasons and evidence, emotional appeals attempt to
provoke strong feelings, and ethical appeals establish the writer or speaker’s
credibility.

A typical argumentative text structure, or organizational pattern, includes an

engaging introduction that builds to a claim, body paragraphs that include
reasons and evidence, and a strong conclusion that restates the claim and
leaves a lasting impression. Effective arguments also include a counter
argument, or a section in which the writer or speaker acknowledges a point
made by the opposition and makes a rebuttal, or an attempt to disprove it.

Argumentative writing can take many forms, including essays, speeches,

editorials, and letters. Any time a person puts pen to paper to express an opinion
and convince others to share it, he or she is writing an argument.

Type of Features
Argum
entativ
e Text
An argumentative essay requires the writer to investigate a topic, gather
evidence, and establish a thesis, claim, or position. Types of evidence in
Argume
clude logical, empirical, anecdotal, and statistical. The writer presents th
ntative
e evidence in an attempt to persuade readers to support his or her point
Essay
of view. The writer might also use rhetorical devices, such as appeals to
ethos, pathos, and logos, to make his or her essay more persuasive.
A type of speech in which a speaker attempts to convince an audience to
Persua accept his or her argument, or take a specific action. Speeches are typic
sive Sp ally spoken, but the speech can be printed or transcribed in order to mor
eech e widely share the author’s ideas.

Opinion Opinion of the Court is the legal term for a written statement by a court th
of the C at summarizes the reasons why a certain decision was made. This state
ourt ment is usually presented in writing, but can also be presented orally.

Instructions
Drag and drop type of argumentative writing that matches the description of each
work.
Some of the cells in this chart contain answers that were provided by the student
to which it was assigned.
Description Type of Writing 0/3

A President’s remarks on why the American Response:

public should continue to fund NASA argumentative essay
Correct:
persuasive speech
The statement from Chief Justice Taney in Response:
the Dred Scott v. Sandford case persuasive speech
Correct:
opinion of the court
A text explaining the reasons why public Response:
transportation should be free of cost opinion of the court
Correct:
argumentative essay

First Read: The War Works Hard

Journalist and poet Dunya Mikhail (b. 1965) served as the literary editor for
the Baghdad Observer before fleeing Iraq in 1996. “The War Works Hard” (from
the critically acclaimed collection of the same name) utilizes irony and imagery to
emphasize the horrifying circumstances of war. Among her many accolades,
Mikhail was awarded the United Nations Human Rights Award for Freedom of
Writing in 2001.

How magnificent the war is!

How eager
and efficient!
Early in the morning
it wakes up the sirens
and dispatches ambulances
to various places
swings corpses through the air
rolls stretchers to the wounded
summons rain
from the eyes of mothers
digs into the earth
dislodging many things
from under the ruins...
Some are lifeless and glistening
others are pale and still throbbing...
It produces the most questions
in the minds of children
entertains the gods
by shooting fireworks and missiles
into the sky
sows mines in the fields
and reaps punctures and blisters
urges families to emigrate
stands beside the clergymen
as they curse the devil
(poor devil, he remains
with one hand in the searing fire)...
The war continues working, day and night.
It inspires tyrants
to deliver long speeches
awards medals to generals
and themes to poets
it contributes to the industry
of artificial limbs
provides food for flies
adds pages to the history books
achieves equality
between killer and killed
teaches lovers to write letters
accustoms young women to waiting
fills the newspapers
with articles and pictures
builds new houses
for the orphans
invigorates the coffin makers
gives grave diggers
a pat on the back
and paints a smile on the leader’s face.
It works with unparalleled diligence!
Yet no one gives it
a word of praise.

Instructions
Read the question carefully and select the best answer.
1. Which of the following words best describes the speaker’s use of language
throughout “The War Works Hard”?
Answer choices for the above question
A. austereCorrect. The author’s use of language is intentionally
straightforward and unadorned.
B. floridIncorrect. There is nothing elaborate about the poem’s use of
language, the author presents the descriptions with bold simplicity.
C. wittyIncorrect. The poem is not humorous.
D. insensitiveIncorrect. This answer wrongly assumes that the author is
being matter-of-fact.

Instructions
Read the question carefully and select the best answer.
1. Which of the following selections best illustrates the speaker’s use of
dramatic irony in the poem?
 Answer choices for the above question
A. Establishing that the speaker is the leader who instigated the war in
the first place.Incorrect. There is no evidence in the text to support this
answer.
B. Hinting that the events in the poem were actually a dream.Incorrect.
There is no evidence in the text to support this answer.
C. Listing all of the benefits of war.Incorrect. This statement does not
articulate the speaker’s ironic treatment of these “benefits.”
D. Praising the war when she actually despises it.Correct. It is clear to
the reader that homage paid to the war belies the speaker’s true feelings.

1. Which of the following inferences is best supported by the poem?

Answer choices for the above question
A. The speaker dreams of one day becoming a soldier.Incorrect. There
is no evidence in the text to support this answer.
B. Sometimes wars are unavoidable.Incorrect. While some might share
this view, there is no direct evidence in the text to support this answer.
C. War takes on a life of its own.Correct. In the poem, war is described
as doing things—rather than something that is happening.
D. Peace has its shortcomings as well.Incorrect. There is no evidence
in the text to support this answer.

1. Which passage from the text most strongly supports the answer to
Question 3?
Answer choices for the above question
A. “(poor devil, he remains / with one hand in the searing
fire)...”Incorrect. This does not support the correct answer to Question 3.
B. “The war continues working, day and night.”Correct. This shows how
the author personifies war—a war cannot literally perform work.
C. “Some are lifeless and glistening / others are pale and still
throbbing...”Incorrect. This refers to the bodies of victims, not the war.
D. “How magnificent the war is!”Incorrect. This does not support the
correct answer to Question 3.
Action Affects 0/1
wakes them up Response:
gods
Correct:
 Action Affects 0/1
sirens
contributes to their industry Response:
sirens
Correct:
artificial limbs
entertains them Response:
children
Correct:
gods
produces questions for them Response:
artificial limbs
Correct:
children