The Value of Life

Developed by Jennifer Fletcher, Peter Kittle, and Rochelle Ramay

MODULE: TEACHER VERSION GRADE 12

Reading Selections for This Module

A Human Life Value Calculator. Web.
Feinberg, Kenneth. “What Is the Value of a Human Life?” This I Believe. National Public Radio, 25
May 2008. Web. <http://www.npr.org/templates/story/story.php?storyId=90760725>.
Jobs, Steve. Commencement Address. Stanford University Commencement Weekend. Stanford,
CA. 12 June 2005. Address. <http://news.stanford.edu/news/2005/june15/jobs-061505.
html>.
Jones, Chris. “Roger Ebert: The Essential Man.” Esquire 16 Feb. 2010. Web.
Ripley, Amanda. “What Is a Life Worth?” Time 11 Feb. 2002. 22-27. Print.
Shakespeare, William. Hamlet. Act III, Sc. 1: Hamlet’s “To be, or not to be” soliloquy.

Module Description
“The Value of Life” provides students with extended practice analyzing and synthesizing a diverse
set of texts on a shared question: How should human life be valued? This module is intended as
a first-semester unit for seniors who already have some experience with rhetorical reading and
writing. If several activities are assigned as homework, “The Value of Life” can be completed
in approximately three weeks. More time is needed if the module is paired with Hamlet. The
summative assessment offers students two choices for responding to the central question in the
reading selections: a reflective essay on the value of life or a passage-based argument essay.

Module Background
The assignment sequence in this module asks your students to read a number of texts, written in
very different contexts and genres, that provide various points of view on the ways in which we as
a society value human life. The goal of this module is to inquire into different ways writers have
probed and represented the value of human life. The key objective for your students is to make
connections among the various texts, notice the rhetorical conventions used by specific genres to
explore similar questions, and then use similar rhetorical devices while writing an essay about their
own perceptions of how life should be valued. During this sequence your students will read each of
the following texts:

1
 •• William Shakespeare, “Hamlet’s Soliloquy” from Hamlet, Prince of Denmark
MODULE: TEACHER VERSION

•• Chris Jones, “Roger Ebert: The Essential Man” from Esquire magazine
•• Amanda Ripley, “What Is a Life Worth?” from Time magazine
•• “The Human Life Value Calculator,” an online resource
While it is not necessary for students to read the entire play to understand the texts in this module,
many teachers do choose to pair “The Value of Life” with a full study of all five acts of Hamlet.
Pairing nonfiction readings with a full-length literary work gives students a particularly good
opportunity to apply their rhetorical reading skills across a variety of genres and contexts.

Module Objectives:
In addition to the focus on Common Core State Standards, the module targets the skill areas listed
below.
Students will be able to
•• Analyze a complex set of ideas and explain how specific ideas, individuals, or events interact in
an academic conversation
•• Integrate and evaluate multiple sources of information presented in different media and genres
in order to address a question or solve a problem
•• Analyze the cumulative impact of specific word choices on meaning and tone
•• Determine an author’s point of view or purpose in a text
•• Write a reading-based argument essay on a question at issue

Note: The activities for students provided in the Student Version for this module are copied
here in the Teacher Version for your convenience. The shaded areas include the actual activities
the students will see. The use of italics in the shaded areas generally indicates possible student
responses and may be interspersed with notes to the teacher that are not shaded. If there are notes
to the teacher within the shaded areas, they are indicated by italics and parentheses.

2 | THE VALUE OF LIFE CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE
 Reading Rhetorically

MODULE: TEACHER VERSION

Prereading
The strategies in
this section of the
Getting Ready to Read
ERWC are designed As students approach a reading assignment, use prereading activities such as
to prepare students
in advance of reading quickwrites, group discussions, brainstorming, rankings and rating scales,
increasingly complex
and sophisticated texts.
graphic organizers, role-play activities, scenario discussions and readings or
These brief, introductory other prereading techniques to help your students. Such prereading activities
activities will prepare
students to learn the
help motivate students to read, focus them on key issues and topics, and
content of California’s promote an inquiry approach to reading and writing.
Common Core State
Standards (CCSS) for Prior to beginning the readings, ask students to spend 5 to 10 minutes
English Language Arts
(ELA) and Literacy in the writing in response to the prompt in Activity 1.
sections of the template
that follow.
Activity 1: Getting Ready to Read

Before you read what others say about the value of life, take a few minutes to
respond in writing to the following quickwrite prompt:
What does being alive mean to you? How do you assign value to life? What
makes life challenging? What makes it worth living? Describe a few examples
that help show your thinking about how people should value life.

The strategies in
this section of the
Exploring Key Concepts
ERWC are designed
to prepare students
When students have finished writing, ask them to share their thoughts with
in advance of reading the class. You may want to have them share in small groups before the class
increasingly complex
and sophisticated discussion. During the discussion record on an overhead projector or on
texts. These brief, chart paper the key ideas generated by students. Those ideas will serve as
introductory activities
will prepare students to touchstones for the key questions and issues presented by the readings.
learn the content of the
CCSS for ELA/Literacy Because each of the texts in this module defines “life” in its own way, having
in the sections of the students examine the concept of life before reading the texts will be helpful.
template that follow.
Many variations of the concept map can be useful. One model is shown in
Activity 2. You might choose to project it to the class, and then have students
copy it and include it in their notes. You might want to show your students
a partially completed concept map the first time they do this activity. They
could then generate additional words, contexts, examples, and non-examples
during a discussion that you lead.

Activity 2: Exploring Key Concepts

This activity will help you build your understanding of the many meanings
suggested by the concept of “life.” Use the model below to explore the ways in
which society defines “life” in various contexts.

CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE THE VALUE OF LIFE | 3
 Model Concept Map
MODULE: TEACHER VERSION

Concept: Life Concept: Life

Synonyms: Synonyms:
vitality vitality
medical living medical living
legal/penal legal/penal
energy human being energy human being
personal/private existence personal/private existence
Examples: Examples:
lifestyle lifestyle
life’s work life’s work
life partner life partner
the good life the good life
the meaning of life the meaning of life
eternal life eternal life

Text—“Hamlet’s Soliloquy”
CCSS for ELA/
Literacy
Surveying the Text
Reading – The first text is the famous “To be, or not to be” speech from Shakespeare’s
Informational Text
play, Hamlet, Prince of Denmark. While it is not necessary to read the entire
5a. Analyze the use of
text features (e.g., play to teach this sequence, you might find that the sequence ties in well with
graphics, headers, a full study of Hamlet. When surveying Hamlet’s speech, you will probably
captions)…
want to revisit the term “soliloquy” (a convention used by playwrights to
allow the audience to hear the thoughts of a character) with your students.
The questions in Activity 3 will give your students practice in quickly
assessing text structures and making connections to their prior knowledge
from reading similar texts. Student responses may be recorded on chart paper
or an overhead transparency.

Activity 3: Surveying the Text

The first text you will read is the famous “To be, or not to be” speech from
Shakespeare’s play Hamlet, Prince of Denmark, which was published in 1604
under the title The Tragicall Historie of Hamlet, Prince of Denmarke. That speech
is a soliloquy, a convention used by playwrights to allow the audience to hear
the thoughts of a character. Take a few moments to look over the text, and then
answer the following questions:

4 | THE VALUE OF LIFE CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE
 1. What prior experiences have you had reading plays?

MODULE: TEACHER VERSION

(Students’ experiences should include having read some plays, including those by
Shakespeare.)
2. What did you notice about the page format and annotations?
(Answers will vary.)
3. What did you notice about the text’s structure?
(Student responses will vary, but many will note that the organization is like a
play script, that the text is written in lines of poetry, and that it is compact.)

The strategies in
this section of the
Making Predictions and Asking Questions
ERWC are designed
to prepare students
Research into the practices of proficient readers notes that when approaching
in advance of reading a new text, skilled readers will try to draw on prior experiences to help make
increasingly complex
and sophisticated predictions about the text. Activity 4 will take your students through that
texts. These brief, process. This activity can be completed individually or as a class discussion.
introductory activities
will prepare students to
learn the content of the
CCSS for ELA/Literacy
Activity 4: Making Predictions and Asking Questions
in the sections of the
template that follow. When approaching a new text, you should always try to draw on your prior
experiences to help you predict what the text might be about. The following
questions will help you do so:
1. What is a tragedy? What themes and outcomes would you expect to find in
a tragedy?
(Many students will know the general meaning of a tragedy as a devastating
event. Some may also know tragedy as a literary genre distinct from comedy and
know that many characters typically die in a Shakespearean tragedy.)
2. What do you know about the language in plays written by Shakespeare?
(Students are likely to note that Shakespeare’s language is often difficult, filled
with unfamiliar words and phrases. Allow them to share any frustrations
they may have had as well as any suggestions they have for successfully
comprehending Shakespeare’s texts.)
3. What have you done in the past to help yourself read Shakespeare
effectively?
(Answers will vary.)
4. The soliloquy here begins with a famous quotation: “To be, or not to be—
that is the question.” What do you think is “the question” Hamlet is asking?
How do you think he might answer it?
(Answers will vary. There is no reason to suggest a “right” or “wrong” answer at
this point; the goal is for your students to have some anticipatory ideas prior to
reading. Their answers can be used for comparison during reading.)

CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE THE VALUE OF LIFE | 5
 Language Understanding Key Vocabulary
MODULE: TEACHER VERSION

4. Determine or clarify
the meaning of un- Your students probably will have identified Shakespeare’s diction as a problem
known and multiple-
meaning words and area during the previous activity. Because much of the problem with reading
phrases based on Shakespeare’s texts lies in the relative rarity of some terms (many of which
grades 11-12 reading
and content, choos- are archaic), the priority in vocabulary study at this point is on utility rather
ing flexibly from a than memorization. It is unlikely, for instance, that your students will need
range of strategies.
a. Use context (e.g., to know the word “fardels” in their contemporary lives, but they will need to
the overall mean- know its meaning as they navigate Hamlet’s soliloquy. To help your students
ing of a sentence,
paragraph, or read the text most efficiently, archaic words and phrases have been marked
text; a word’s po- with asterisks and defined in the margin of the actual text.
sition or function
in a sentence)
as a clue to the
Students may benefit, however, from learning or reviewing key terms
meaning of a conceptually related to Hamlet’s soliloquy. Understanding these terms may
word or phrase.
assist your students in identifying important themes in the text and in
d. Verify the prelimi-
nary determina- responding to discussion questions and writing prompts.
tion of the mean-
ing of a word Students may use a number of strategies, including vocabulary knowledge
or phrase (e.g.,
by checking the
ratings, concept maps, and vocabulary activities, to learn and review the
inferred meaning definitions of the following terms:
in context or in a
dictionary). fortune (from Greek mythology)
6. Acquire and use
accurately gen- opposition
eral academic and
domain-specific oppression
words and phrases,
sufficient for read- mortality
ing, writing, speak-
ing, and listening dread
at the college and
career readiness resolution
level; demonstrate
independence in antithesis
gathering vocabulary
knowledge when pessimism
considering a word
or phrase important optimism
to comprehension or
expression. The purpose of the following activity is to help your students understand how
word families, or collocations, shape the meaning of a text. This activity will
also help students generate a thematic word bank they can use during class
discussions and in their writing assignments.

Activity 5: Understanding Key Vocabulary

Shakespeare’s texts are often difficult because he uses words that are no longer
in frequent use, even though they were common when he wrote his plays.
Several words in Hamlet’s soliloquy fit into this category. You will see in the
text that some words are marked with an asterisk (*); a definition or synonym is
provided to the right of the line for those words.

6 | THE VALUE OF LIFE CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE
 Polar Opposites

MODULE: TEACHER VERSION

An important rhetorical device Shakespeare uses in Hamlet’s soliloquy is
antithesis, or a balance of opposites. Hamlet explores a series of oppositional
relationships in his speech, beginning with the question of “to be, or not to
be.” For this vocabulary activity, you will explore some of these antithetical
relationships by brainstorming antonyms for the terms listed below.

Term Antonym
oppression
action
endurance
mystery
life

Word Families
List as many words as possible that are related to the following five concepts
from Hamlet’s soliloquy:
1. action
2. thought
3. suffering
4. mortality
5. fear
You may include synonyms directly from the text along with any other words
you believe are related to the concept. Word families are not simply lists of
synonyms; they may include any sets of words that frequently appear together.
For example, “brackish” and “water” are part of the same word family.
Example:
resolution: end (line 5), consummation (line 8), will (line 25), decision,
outcome, and result

Term Word Family

action
thought
suffering
mortality
fear

CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE THE VALUE OF LIFE | 7
 Reading
MODULE: TEACHER VERSION

Reading –
Informational Text
Reading for Understanding
1. Cite strong and Activity 6 asks your students to read the soliloquy from Hamlet. Remind
thorough textual
evidence to support them that because it is quite short, its meaning must be deciphered relatively
analysis of what the quickly. Background information is provided, especially for the benefit of
text says explicitly as
well as inferences students who have not studied the play.
drawn from the text,
including determin-
ing where the text Activity 6: First Reading
leaves matters
uncertain.
Read the soliloquy from Hamlet. Although it is quite short, it packs much
meaning into its 33 lines. You may need to read it more than once before you
feel you have a good grasp of the ideas it contains.

Background
At this point in the play, Hamlet feels that he is in a crisis. His father died a
few months earlier under mysterious circumstances. Hamlet discovers that his
father was secretly murdered—by Hamlet’s uncle, Claudius. Making things
even worse, Claudius then marries Hamlet’s mother. Hamlet does not know
what to do about this knowledge. He wonders whether he can trust anyone or
if perhaps he is going crazy.
As you first read the text, focus on what you see as the “big picture” Hamlet
describes. Based on this first reading, would you say that Hamlet is an optimist
or a pessimist? What are your reasons for thinking so?

FA Formative Assessment
After Activity 6, ask students to complete a quickwrite in which they describe
strategies they have used to complete their first reading of the soliloquy. When
puzzled by what they read, what did they do? These descriptions can provide
you with knowledge of your students’ metacognitive awareness and suggest
paths for its further development. Your feedback on their quickwrites or
through class discussion of strategy use can support their metacognitive growth.

Reading –
Informational Text
Considering the Structure of the Text
5. Analyze and Considering the structure of the text, or otherwise graphically representing
evaluate the
effectiveness of different aspects of the text, helps students gain a clearer understanding of
the structure an the writer’s rhetorical approach to the text’s content and organization. Such
author uses in his
or her exposi- activities also often lead to further questions and predictions that will help
tion or argument, students analyze and more effectively comprehend what they have read.
including whether
the structure Have students complete Activity 7 to get a better understanding for how the
makes points soliloquy is organized.
clear, convincing,
and engaging.

8 | THE VALUE OF LIFE CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE
Reading – Literature
5. Analyze how an Activity 7: Considering the Structure of the Text

MODULE: TEACHER VERSION

author’s choices
concerning how to
structure specific
Look again at the structure of Hamlet’s soliloquy. Then answer the following
parts of a text (e.g., questions with a small group or partner about how this speech is organized:
the choice of where
to begin or end a 1. Where does Hamlet ask the central question of his soliloquy?
story, the choice to
provide a comedic Line 1
or tragic resolution)
contribute to its 2. Where does he restate this question in greater detail?
overall structure and
meaning as well as Lines 2-5
its aesthetic impact.
Speaking & Listening 3. Does Hamlet ever answer this question?
1. Initiate and partici- (Answers will vary. Many students will note that Hamlet does not actually
pate effectively in a
range of collabora- decide between action and inaction but rather gets distracted by brooding over
tive discussions what causes inaction—in this case, a fear of what comes after death.)
(one-on-one, in
groups and teacher-
led) with diverse
4. Does he ask any other questions in this speech?
partners on grades He does ask two rhetorical questions about why anyone would put up with the
11–12 topics, texts,
and issues, building suffering humans endure in life when they have a means of escape. In the second
on others’ ideas and rhetorical question (lines 23-29), Hamlet suggests that fear of the unknown
expressing their
own clearly and causes us to bear the burdens we have.
persuasively.
5. Who or what interrupts Hamlet at the end of his soliloquy? Do you think
he was finished talking?
Ophelia enters the scene at the end of Hamlet’s soliloquy. (Some students might
see the lines right before her entrance as an adequate conclusion to Hamlet’s
speech. Others might say Hamlet never finishes his thoughts since he doesn’t
answer the question, “to be or not to be?”)

Language Noticing Language

1. Demonstrate com-
mand of the conven- The purpose of Noticing Language is to make students aware of how particular
tions of standard
English grammar and language features are used in written texts so they will be both better able
usage when writing to comprehend them and subsequently incorporate these features into their
or speaking.
3. Apply knowledge of
own writing. Revisiting words, phrases, and sentence structures deepens
language to under- comprehension and builds lexical, semantic, and syntactic awareness. Depending
stand how language
functions in different on what your students need, analyzing linguistic features in a text such as verb
contexts, to make tense patterns or use of the passive voice can suggest material for instruction.
effective choices for
meaning or style, and Hamlet’s soliloquy presents many important opportunities for noticing
to comprehend more
fully when reading or how language shapes meaning. Because Hamlet’s speech contains many
listening. interruptions and dependent clauses, listeners (or readers) have to pay
a. Vary syntax for
effect, consult- careful attention to Shakespeare’s grammar in order to find the main idea
ing references of each sentence. Sometimes the main clause (or subject and verb) comes at
(e.g., Tufte’s Artful
Sentences) for the end of the sentence as in the very first line: “To be or not to be—that
guidance as is the question.” Other times, clauses are split by interrupting details, as
needed; apply an
understanding of in the following lines: “But that the dread of something after death, / The
syntax to the study undiscovered country, from whose bourn / No traveler returns, puzzles the
of complex texts
when reading.

CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE THE VALUE OF LIFE | 9
 will, / And makes us rather bear those ills we have / Than fly to others that we
know not of?” The audience has to work hard to keep track of “dread” as the
MODULE: TEACHER VERSION

subject that goes with the verbs “puzzles” and “makes.”

Activity 8: Noticing Language

Identify the main clause (subject and verb) in the following sentence. Then
paraphrase the main idea of this sentence in your own words: “For in that sleep
of death what dreams may come / When we have shuffled off this mortal coil, /
Must give us pause.”

By observing where your students have confusion or patterns of inaccuracy

in their own writing, you can identify opportunities for instruction and
reinforcement.

Prerequisite Grade 8
Standard: Reading –
Annotating and Questioning the Text
Informational Text
Annotating a text enables readers to explore more deeply how a text works to
1. Cite the textual
evidence that most inform or persuade its readers. During the initial reading, the recommended
strongly supports an strategies encouraged students to read “with the grain,” “playing the believing
analysis of what the
text says explicitly as game.” In rereading, students will benefit from reading “against the grain,” or
well as inferences “play the doubting game.” This is the point at which the conversation shifts
drawn from the text.
2. Determine a central and the reader begins to question the text and the author.
idea of a text and
analyze its develop- As students reread the text, ask them to annotate it by making marginal
ment over the course notations (e.g., asking questions, expressing surprise, disagreeing, elaborating,
of the text, including
its relationship to and noting any instances of confusion).
supporting ideas; …
Grades 11-12 Reading In Activity 9, students are asked to use highlighters or colored pencils
– Informational Text strategically to examine the specific ways that Shakespeare describes the value
2. Determine two or
more central ideas
of life. Notice that this is different from using a highlighter to mark what
of a text and analyze is “important”—a task students often find difficult because “importance”
their development
over the course of
is always contingent on specific purposes for reading. Some students may
the text, including worry that they might not be doing this activity correctly; reassure them
how they interact
and build on one
that what they choose to highlight will provide points for discussion and
another to provide a will not be judged as right or wrong. The idea is to ask students to actively
complex analysis; …
engage with the text’s ideas. Discussion with others will help determine the
meaningfulness of their selections.

Activity 9: Annotating and Questioning the Text

Because this series of texts focuses on the way people value life, you will now
need to take a second look at the soliloquy. This time, read the text with a
yellow highlighter or colored pencil (or devise some other way of marking the
text in a unique and easily recognizable way), marking the places in the text
where Hamlet describes what it means to be alive.

10 | THE VALUE OF LIFE CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE
 Example: In lines 2-3, Hamlet describes life as “the slings and arrows of

MODULE: TEACHER VERSION

outrageous fortune,” so you could highlight that phrase as an example of what
Hamlet thinks it means “to be.”

Characterizing the Text

Take a look at the parts of the soliloquy you have highlighted, and compare
them with a classmate’s markings. Find a few examples that you both have
highlighted, and mark the examples with a “+” or “–” to indicate whether the
examples show a positive (+) outlook on life or a negative (–) one. For the
example above (“the slings and arrows of outrageous fortune”), you would
mark a “–” because it compares being alive to being under attack. After you
have marked several such examples, reflect on the question asked earlier: At this
moment, does it seem as if Hamlet is an optimist or a pessimist?

Reading – Literature Analyzing Stylistic Choices

4. Determine the
meaning of words Analyzing Stylistic Choices helps students see the linguistic and rhetorical
and phrases as they
are used in the text, decisions writers make to inform or convince readers. Hamlet’s soliloquy
including figurative is rich with figurative language that expresses his emotional turmoil. In the
and connotative
meanings; analyze following activity, students will analyze how key figures of speech reveal
the impact of specif- Hamlet’s state of mind.
ic word choices on
meaning and tone,
including words with
multiple mean- Activity 10: Analyzing Stylistic Choices
ings or language
that is particularly Continuing to work with your partner, identify three figures of speech Hamlet
fresh, engaging, or
beautiful. (Include
uses to express himself. These could include metaphors or personification.
Shakespeare as well Remember, a metaphor is a figure of speech that compares two unlike items
as other authors.) without using the words “like” or “as” while personification gives human
Language characteristics to a non-human. For instance, when Hamlet calls whatever
3. Apply knowledge of
language to under-
happens after death “the undiscovered country from whose bourn no traveler
stand how language returns,” he’s metaphorically comparing the mysteries of the afterlife to
functions in different dangerous, unchartered lands—something explorers from Shakespeare’s time
contexts, to make
effective choices period were deeply interested in. Use your annotations from Activity 7 to find
for meaning or style, more figures of speech.
and to comprehend
more fully when Next, paraphrase these figures of speech. “Paraphrasing” means putting the
reading or listening.
a. …apply an
ideas of another writer into your own words. Again using the “slings and arrows
understanding of outrageous fortune” metaphor, a paraphrase might sound something like
of syntax to the this: “Hamlet compares being alive to having fate shoot arrows at him.” As you
study of complex
texts when read- paraphrase, pay attention to the style used by Shakespeare to convey his ideas.
ing. What is the difference between having Hamlet say that life is like “the slings
5. Demonstrate and arrows of outrageous fortune” and having him just say, “Life isn’t very
understanding of
figurative language, pleasant”? What are the effects of Shakespeare’s stylistic choices as a writer?
word relationships,
and nuances in (Some metaphors students could identify include “a sea of troubles,” “a
word meanings. consummation,” and “slings and arrows of outrageous fortune” while instances
a. Interpret figures
of speech (e.g.,
of personification include “the whips and scorns of time” and “the native hue of
hyperbole, para- resolution.”)
dox) in context

CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE THE VALUE OF LIFE | 11
 and analyze their Students may also draw on their vocabulary work with word families to make
role in the text.
these stylistic comparisons. They should consider how the words and images
MODULE: TEACHER VERSION

b. Analyze nuances
in the meaning of that relate to “slings,” “arrows,” “suffer,” “arms,” and “outrageous” differ from
words with simi-
lar denotations.
the collocations associated with the word “unpleasant.”

Postreading
Prerequisite Grade 8
Standard: Reading –
Summarizing and Responding
Informational Text
Summarizing the ideas of others accurately is a fundamental element of
2. Determine a central
idea of a text and academic writing. Summarizing is a powerful metacognitive skill that enables
analyze its develop- readers and writers to synthesize a text’s meaning. It integrates the results of
ment over the course
of the text, including previous reading processes students have engaged in and helps them further
its relationship to
supporting ideas;
understand major ideas and the relationships among them.
provide an objective
summary of the text. Remember that a key objective of this module is for students to make
Grades 11-12 Reading connections among the various readings in preparation for writing their own
– Literature essay about how life should be valued.
2. Determine two or
more themes or
central ideas of a Activity 11: Summarizing
text and analyze
their development
over the course of Use your annotations to answer the following questions:
the text, including
how they interact • What is the big issue in Hamlet’s soliloquy?
and build on one • What claim or argument about the value of life does Hamlet make?
another to produce
a complex account; • What do you think about the Hamlet’s claim?
provide an objective
summary of the text. At this point, you may jot quick answers to these questions in your notes or on
Writing the text itself. Later, you’ll use these responses to begin completing a graphic
2. Write informative/ organizer comparing all the reading selections you’ll analyze for this module
explanatory texts
to examine and (“Charting Claims Across Multiple Texts”).
convey complex
ideas, concepts, and
information clearly
and accurately
through the effective
selection, organiza-
tion, and analysis of
content.
10. Write routinely
over extended time
frames (time for
research, reflection,
and revision) and
shorter time frames
(a single sitting or
a day or two) for
a range of tasks,
purposes, and audi-
ences.

12 | THE VALUE OF LIFE CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE
Prerequisite Grade 8
Standard: Reading –
Thinking Critically

MODULE: TEACHER VERSION

Informational Text
In Thinking Critically, students move beyond initial reactions toward deeper
8. Delineate and evalu-
ate the argument evaluations of texts by questioning and analyzing the rhetorical choices of
and specific claims the author. The following questions will help students examine Aristotelian
in a text, assessing
whether the reason- rhetorical appeals.
ing is sound and the
evidence is relevant
and sufficient; Activity 12: Thinking Critically
recognize when
irrelevant evidence
is introduced. We identified the genre earlier as drama, but more specifically, this is a
Grades 11-12 soliloquy. As noted earlier, a soliloquy is a dramatic convention that allows
Reading – a character to speak aloud his or her thoughts. From your reading of the
Informational Text
soliloquy, record your answers to the following questions:
1. Cite strong and
thorough textual 1. Does the soliloquy form seem to favor the expression of emotion (pathos)
evidence to support
analysis of what the
or logic (logos)? Explain your answer.
text says explic-
itly as well as infer-
The primary emphasis is on using emotion-charged language. Hamlet uses
ences drawn from metaphors regularly to help the readers picture the emotions—primarily negative
the text, including ones—he associates with life.
determining where
the text leaves mat-
ters uncertain.
2. Does Hamlet’s soliloquy use emotion (pathos) to create a specific effect on
3. Analyze a complex the reader? If so, describe how emotion is used.
set of ideas or
sequence of events Hamlet’s use of emotion is rampant. His descriptions of how miserable life is are
and explain how intended to help the audience feel sympathetic to his plight.
specific individuals,
ideas, or events 3. Does Hamlet’s soliloquy use logic (logos) to create specific effects on the
interact and develop
over the course of reader? If so, describe how the logic is used.
the text.
5. Analyze and evalu-
While the primary focus of the soliloquy is on describing the emotional turmoil
ate the effective- that is life, the soliloquy uses logic to conclude that if people are miserable, they
ness of the structure must be afraid of dying; otherwise, they would commit suicide to get rid of the
an author uses in his
or her exposition or pain of living.
argument, including
whether the struc- 4. When Hamlet speaks his soliloquy, he is in crisis. How do his circumstances
ture makes points
clear, convincing,
position Hamlet to speak with authority (ethos) about the value of life?
and engaging. Does Hamlet seem to be speaking about his life in particular or about the
6. Determine an au- quality of life in general?
thor’s point of view
or purpose in a text Because of his personal experiences with the pain of living—he’s surrounded by
in which the rhetoric his uncle, who killed his father and then married his mother—Hamlet seems to
is particularly effec-
tive, analyzing how have a right to feel as he does.
style and content
contribute to the 5. As careful readers, we are, of course, aware that it is not really Hamlet
power, persuasive-
ness, or beauty of
speaking, but a character created by Shakespeare. Does Shakespeare seem
the text. like someone whose opinions and attitudes are worth considering? Why?
Speaking & Listening Shakespeare’s reputation as a master dramatist whose plays capture human
1. Initiate and partici-
pate effectively in a
experience gives him authority to speak about this issue. However, we should
range of collabora- also note that Shakespeare has constructed this situation to create drama
tive discussions onstage. In other words, the fictional aspect of the story should encourage us to
(one-on-one, in
groups, and teacher- interrogate Hamlet’s arguments carefully and not necessarily accept them simply
led) with diverse at face value.
partners on grades
11–12 topics, texts,

CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE THE VALUE OF LIFE | 13
 and issues, building
on others’ ideas and
MODULE: TEACHER VERSION

expressing their own

clearly and persua-
sively.

Reading –
Informational Text
Charting Multiple Texts
7. Integrate and Activity 13 requires students to begin charting the texts. (The chart appears
evaluate multiple
sources of informa- on page 64 of this module.) The graphic organizer will allow your students
tion presented in to keep track of the key information garnered from each text as well as their
different media or
formats (e.g., visu- own responses to those texts. The chart has proven extremely helpful during
ally, quantitatively) the writing assignment at the end of the module. If appropriate, have your
as well as in words
in order to address students work in pairs.
a question or solve a
problem.
Activity 13: Charting Multiple Texts

Take a look at the chart constructed for this assignment. It is a “graphic

organizer”—a device that helps you keep track of various pieces of information
and the relationships among those pieces. Because the chart is rather small and
you will be doing a lot of writing on it, you might want to get a larger piece of
paper and create your own chart. The chart will prove especially useful in the
writing assignment you will complete at the end of this module.
As you look down the side of the chart, you will see that it asks you for
information about the different texts you will be reading in this assignment:
• Title
• Author
• Genre
The title and author are self-explanatory. “Genre” means “type,” so you are
asked to describe the type of writing. For this first text, you would put “Drama”
or “Play” as the genre.
Across the top of the chart are the ideas you will be tracking as you read the
texts in this module. They are presented in the form of questions:
• What is the text’s big issue?
Here you will identify the “main idea” of the text.
• What claim does the text make?
This asks you to identify the writer’s perspective on the main idea.
• What are examples or quotes from the text?
This is where you would put examples given by the writer to help the reader
understand his or her claim. The quotes and paraphrases you worked on
earlier will fit well here. Be sure to include page or line numbers (or both) to
identify where you found the quotation or idea.
• What do you think about the text’s claim?
In this box, you will explain your response to the text’s claim, including to
what extent (if any) you agree with it.

14 | THE VALUE OF LIFE CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE
 • What are your examples?

MODULE: TEACHER VERSION

In this column, give a few examples from your own experiences that help
explain your response to the text’s claim.
• How does this text connect to other texts?
If you see a similarity to another text, make note of it here. Connections can
be made even among texts that have very different claims.
Take a few moments to fill in the chart for Hamlet’s soliloquy. The final box on
making connections may be left blank for the moment.

Text—“Roger Ebert: The Essential Man”

At this point, the activities will loop back to an earlier stage in the reading
process as students begin a rhetorical reading of the second text, “Roger
Ebert: The Essential Man” by Chris Jones. You may find that your students
still need you to guide them through all the prereading, reading, and
postreading activities, or you may find that your students are now ready to
do some activities, like making predictions, on their own. If your students
are ready for an extra challenge, you can have them read the full, original
article by Jones in Esquire, rather than the condensed version included here.
Excerpts or “read-alouds” from Ebert’s humorous and inspiring 2011 memoir
Life Itself can provide additional supplements if desired.
As your students progress through the four required reading selections in this
module, keep in mind how much scaffolding is needed before you can release
more responsibility for learning to your students. When they’re ready, ask
students to complete the activities on their own. You may find you can even
skip some activities that may no longer be necessary. The goal is successful
performance on the summative writing assignment, not a stack of completed
activities.

Prereading
Reading –
Informational Text
Surveying the Text
5a. Analyze the use of Have students move on to Activity 14, which addresses an excerpt from
text features (e.g.,
graphics, headers, “Roger Ebert: The Essential Man.” Eberts’s perspective in this interview
captions)… provides an interesting foil to Hamlet’s perception of human life. Have
your students respond to the questions, either in writing or as part of a class
discussion.

CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE THE VALUE OF LIFE | 15
 Activity 14: Surveying the Text
MODULE: TEACHER VERSION

The second text is an excerpt from an interview with famous film critic Roger
Ebert after he lost his lower jawbone and the ability to speak, eat, and drink as
a result of his battle with cancer. The article, written by Chris Jones for Esquire,
describes the joy and suffering Ebert experienced in his post-surgery life. Roger
Ebert died on April 4, 2013 at the age of 70.
Prior to reading, try to answer the questions below. They are designed to help
you activate your schema, which is a technical term that means you generate
some prior knowledge so you will be ready to read and comprehend more
actively. If possible, first visit Esquire’s Web site and view the post-surgery
portrait of Roger Ebert by Ethan Hill (http://www.esquire.com/features/roger-
ebert-0310). Then quickly scan, or look over, the text before answering the
following questions:
1. What do you know about Roger Ebert? If you do not know anything about
him, try doing a quick Internet search and see what comes up.
Roger Ebert was one of the best-known movie reviewers of our time. A Pulitzer-
Prize winning film critic, Ebert appeared on television and in print for decades,
perhaps most famously with Gene Siskel for the TV show At the Movies. He and
Siskel popularized the phrase “two thumbs up.” In 2006, thyroid cancer led to
the removal of Ebert’s lower jawbone, causing him to lose his speaking voice. In
the years following his fight with cancer, Ebert became an even more prolific
writer, publishing a cookbook and a memoir, in addition to his many movie
reviews. Ebert also has a large following on Twitter (see https://twitter.com/
ebertchicago). He refused to undergo additional surgeries that could restore his
voice.
2. What kind of writing—what genre—do you think this text is?
(Most students will be able to identify this text as an interview. Some might also
describe it as a profile or feature article. Students may predict that this text may
discuss Ebert’s life-changing battle with cancer.)
3. Do you notice anything interesting about the way this text looks?
(Students may comment on the fact that large sections of the article are in
italics, rather than quotation marks, and that the text does not seem to follow
the typical Q&A format of many interviews. They may notice that the text seems
to be more of a “day-in-the-life” observation of Ebert.)

RG Rhetorical Grammar for Expository Reading and Writing

At this point, introduce your students to Rhetorical Grammar for Expository
Reading and Writing, as appropriate for their needs. Begin instruction for
Activity 1 before moving to Exploring Key Concepts in the module. This
activity will prepare students for the rhetorical grammar instruction that will
follow. Please save the guided compositions that your students write for the
Editing Your Guided Composition Activity 7.

16 | THE VALUE OF LIFE CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE
The strategies in
this section of the
Making Predictions and Asking Questions

MODULE: TEACHER VERSION

ERWC are designed
to prepare students Now that your students have surveyed the text, they are ready to move on to
in advance of reading Activity 15, which will take them through the process of making predictions
increasingly complex
and sophisticated texts. and asking questions.
These brief, introductory
activities will prepare
students to learn the Activity 15: Making Predictions and Asking Questions
content of the CCSS
for ELA/Literacy in the
sections of the template
The following questions will help you make specific predictions about the
that follow. content of Ebert’s text:
• What topics related to the issue of how society values life do you think Ebert
might have talked about in this interview?
(Students who know about Ebert’s battle with cancer may be able to anticipate
that he was well-positioned to sympathize with Hamlet’s view that life is full of
suffering.)
• Do you think Ebert’s claim about the value of life will agree with Hamlet’s or
not?
(Again, students who know that Ebert battled cancer and continued to thrive
as a writer and movie critic may anticipate that Ebert’s interview has a less
pessimistic tone.)

Language Understanding Key Vocabulary

4. Determine or
clarify the meaning “Roger Ebert: The Essential Man” is a fairly accessible text, but there are a
of unknown and
multiple-meaning
few vocabulary words you might want to preview for your students prior to
words and phrases assigning the reading. While these words may be familiar to many of your
based on grades
11-12 reading and students, the terms represent sophisticated concepts in the context of the
content, choosing article. List these words on the board, provide your students with sticky
flexibly from a range
of strategies. notes, and ask them to use the notes to mark the placement of the words
a. Use context (e.g., within the text. Have them notice the context of the word and write a “best
the overall mean-
ing of a sentence,
guess” synonym for the word on the sticky note. You may want to read aloud
paragraph, or the first few paragraphs (which contain several of the words on the list),
text; a word’s po-
sition or function
practicing the task of defining through context and noticing how the words
in a sentence) contribute to the text’s meaning.
as a clue to the
meaning of a
word or phrase.
Activity 16: Understanding Key Vocabulary
d. Verify the prelimi-
nary determina-
tion of the mean- Because the excerpt from Chris Jones’s interview with Roger Ebert is a
ing of a word moderately complex text to read, you might want to review a few vocabulary
or phrase (e.g.,
by checking the
words prior to reading. When you run into these words during your reading of
inferred meaning the text, note the context of each word and write a “best guess” synonym for
in context or in a it. Notice which words seem to have a deeper or different meaning from their
dictionary).
6. Acquire and use regular usage. Your teacher may want you to compare your work with your
accurately general classmates.
academic and do-
main-specific words
and phrases, suf-
ficient for reading,

CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE THE VALUE OF LIFE | 17
 writing, speaking,
and listening at the ritual (¶ 2): a rite or repeated practice
MODULE: TEACHER VERSION

college and career

readiness level; survival (¶ 5): endurance, life, or existence
demonstrate inde-
pendence in gather- radiates (¶ 6): glow or exude
ing vocabulary
knowledge when savoring (¶ 7): relish or enjoy
considering a word
or phrase important
cinematic (¶ 9): grand or dramatic; like a film
to comprehension feverishly (¶ 10): excitedly or enthusiastically
or expression.
rudimentary (¶ 11): basic or crude
mandible (¶ 12): jaw
tracheostomy (¶ 12): a surgical procedure to create an opening through the
neck into the trachea or windpipe
monologue (¶ 15): a speech presenting the thoughts of a single person
argument (¶ 15): an attempt to persuade someone of something
facsimile (¶ 15): a copy or reproduction
nuanced (¶ 24): subtle; having multiple, complex meanings
sentimental (¶ 26): emotional
mystics (¶ 26): spiritualists or sages
intervention (¶ 29): intercession; action taken to make a change
Which sets or pairs of words are related to each other? Which words are
associated with pleasure? Which words are associated with the body? Which
words are associated with writing? Do you think you might encounter
additional word families in this excerpt? Which ones?
Be sure you understand the meaning of the following medical terms, as well:
salivary glands (¶ 9)
radiation treatments (¶ 12)
carotid artery (¶ 12)
breathing tube (¶ 12)
G-tube (¶ 13)
IV pole (¶ 13)

RG Rhetorical Grammar for Expository Reading and Writing

At this point, begin rhetorical grammar instruction for Activities 2-5. Integrate
the activities across the Reading, Postreading, and Connecting Reading to
Writing portions of the module, as appropriate for your students’ needs.
Participating in these activities will help prepare them to write their own
assignments.

18 | THE VALUE OF LIFE CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE
 Reading

MODULE: TEACHER VERSION

Reading –
Informational Text
Reading for Understanding
1. Cite strong and Your students are now ready for their first reading of Jones’s text. Have them
thorough textual
evidence to support complete Activity 17.
analysis of what the
text says explic-
itly as well as infer- Activity 17: Reading for Understanding
ences drawn from
the text, including
determining where Read the article by Chris Jones. As you read, pay attention to the way Ebert
the text leaves mat- talks about the value of life. As you did with Hamlet, try to determine whether
ters uncertain.
Ebert appears to be generally pessimistic or optimistic in this interview. In
addition, answer this question: Does Ebert also present an argument about the
value of death? Be sure to distinguish Jones’s words from Ebert’s words.

Prerequisite Grade 8
Standard: Reading –
Considering the Structure of the Text
Informational Text
Considering the structure of the text, or otherwise graphically representing
5. Analyze in detail
the structure of a different aspects of the text, helps students gain a clearer understanding of
specific paragraph the writer’s rhetorical approach to the text’s content and organization. Such
in a text, including
the role of particular activities also often lead to further questions and predictions that will help
sentences in devel- students analyze and more effectively comprehend what they have read.
oping and refining a
key concept.
After students complete their first reading of the excerpt from “Roger Ebert:
Grades 11-12 Reading
– Informational Text The Essential Man,” ask them to identify how the text is organized. If they
5. Analyze and evalu- have previously done “Mapping the Organizational Structure,” see if they can
ate the effectiveness
of the structure an
complete this activity on their own.
author uses in his
or her exposition or
argument, including Activity 18: Mapping the Organizational Structure
whether the struc-
ture makes points Map the organization of the text by taking the following steps:
clear, convincing,
and engaging. 1. Draw a line across the page where the introduction, or first “chunk,” seems
Speaking & Listening to end. Is it after the first paragraph, or are there several introductory
1. Initiate and partici- paragraphs? Is it in the middle of a paragraph? How do you know that the
pate effectively in a
range of collabora- text has moved on from its opening section?
tive discussions
(one-on-one, in (Answers will vary.)
groups and teacher-
led) with diverse 2. Draw a line across the page where the conclusion begins. Is it the last
partners on grades paragraph, or are there several concluding paragraphs? How do you know
11–12 topics, texts,
and issues, building that the text has reached the conclusion?
on others’ ideas and
expressing their own (Answers will vary.)
clearly and persua-
sively. 3. Discuss in groups or as a class why you drew the lines where you did.
a. Come to discus-
sions prepared,
The first seven paragraphs create an opening vignette that gives readers a sense
having read and of Ebert’s everyday activities. The middle section of the article then describes the
researched mate- history of Ebert’s battle with cancer and the challenges Ebert continued to face
rial under study;
explicitly draw on
that preparation

CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE THE VALUE OF LIFE | 19
 by referring to
evidence from as a result of his illness and surgeries. The final section—roughly the last dozen
MODULE: TEACHER VERSION

texts and other

research on the paragraphs—portrays Ebert’s acceptance of his situation and his determination
topic or issue to continue living and writing with joy, gratitude, and enthusiasm.
to stimulate
a thoughtful,
well-reasoned
4. What is the purpose of the opening section of the article?
exchange of (Answers will vary. Students may note how Jones’s first-hand observation of the
ideas.
b. Work with peers challenges Ebert faces in his daily life emotionally engage the reader.)
to promote
civil, democratic 5. What is the purpose of the middle section of the article?
discussions and
decision-making, (Answers will vary.)
set clear goals
and deadlines, 6. What is the purpose of the concluding section of the article?
and establish
individual roles (Answers will vary. Students may note the enduring joy and vitality that
as needed. continued to characterize Ebert’s writing life.)

In this activity, thinking and reasoning about organizational structure is more

important than agreeing on where the lines should be drawn.

Reading –
Informational Text
Noticing Language
4. Determine the The purpose of Noticing Language is to make students aware of how
meaning of words
and phrases as they particular language features are used in written texts so they will be both
are used in a text, better able to comprehend them and subsequently incorporate these features
including figurative,
connotative, and into their own writing. Revisiting words, phrases, and sentence structures
technical meanings; deepens comprehension and builds lexical, semantic, and syntactic awareness.
analyze how an au-
thor uses and refines Depending on what your students need, analyzing linguistic features in a text
the meaning of a key such as verb tense patterns or use of the passive voice can suggest material
term or terms over
the course of a text for instruction. Attending to this information can help students notice
(e.g., how Madison
defines faction in
features of academic language and then monitor their own understanding and
Federalist No.10). production of those same features. Have students to do the following:
Language •• Mark words, phrases, or sentences that may still be confusing, explaining
1. Demonstrate com-
mand of the conven- what about them is confusing.
tions of standard
English grammar and
•• Identify grammatical patterns such as verb tenses, time markers (last week,
usage when writing since, tomorrow), modal verbs (can, could, must, might, should), or
or speaking.
singular and plural noun forms.
a. Apply the under-
standing that us- •• Analyze the logical relationships between the parts of sentences by focusing
age is a matter of
convention, can on the following:
change over time,
and is sometimes
-- transition words and phrases (conjunctive adverbs such as “therefore,”
contested. “in addition,” “similarly,” “moreover,” and “nevertheless”)
b. Resolve issues of
complex or contest- -- coordinating conjunctions (such as “for,” “and,” “nor,” “but,” “or,” “yet,”
ed usage, consulting and “so”)
references (e.g.,
Merriam-Webster’s -- subordinating conjunctions (such as “although,” “before,” “because,”
Dictionary of English
Usage, Garner’s
“even though,” “if,” and “as soon as”)
Modern American -- parallel structures (using the same pattern of words to show that ideas at
Usage) as needed.
the word, phrase, or clause level have the same degree of importance)

20 | THE VALUE OF LIFE CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE
 -- other complex phrasing patterns (such as participial phrases, adverbial
phrases, and absolutes)

MODULE: TEACHER VERSION

•• Practice composing complex sentence structures by creating original
sentences following the pattern of a sentence or two from the text
By observing where students’ confusion or patterns of inaccuracy lie in their
writing, you can identify opportunities for instruction and reinforcement.
For ideas for how to create these kinds of activities, see Rhetorical Grammar
for Expository Reading and Writing at the end of this module.

Prerequisite Grade 8
Standard: Reading –
Annotating and Questioning the Text
Informational Text
Your students are now ready for Activity 19, a lengthy activity that will ask
1. Cite the textual
evidence that most them to look closely at the language used in the text.
strongly supports
an analysis of
what the text says Activity 19: Annotating and Questioning the Text
explicitly as well as
inferences drawn
from the text. First Highlighting: As you did with the Shakespeare text, you will mark Jones’s
2. Determine a interview with Roger Ebert. This time, use an orange-colored highlighter or
central idea of a colored pencil (or devise some other method of marking the text differently
text and analyze its
development over than you marked the soliloquy). Highlight the sentences, phrases, or words
the course of the Ebert uses to describe what he thinks it means to be alive. Remember that most
text, including its
relationship to sup-
of Ebert’s direct quotations will be in italics.
porting ideas; …
Grades 11-12
Characterizing the Text
Reading –
Informational Text
Once you have highlighted Ebert’s words, compare what you have selected
2. Determine two or to highlight with the choices a classmate has made. Then, working with your
more central ideas partner, mark some of the commonly highlighted parts with a “+” or “–” sign
of a text and analyze
their development
to indicate whether each quote shows a generally positive or negative outlook
over the course of on life. Discussing the results with your partner, decide how you would answer
the text, including this question about Ebert’s outlook on life: Was he an optimist or a pessimist?
how they interact
and build on one
another to provide a
Second Highlighting: Go through the text once more, this time with a yellow
complex analysis; … highlighter. Imagine that you are reading Ebert’s statements from Hamlet’s
perspective. Highlight any passages that Hamlet would find particularly
interesting or compelling. Some of these may be the same words you have
already highlighted while others will be new.

Reading –
Informational Text
Analyzing Stylistic Choices
4. Determine the Analyzing Stylistic Choices helps students see the linguistic and rhetorical
meaning of words
and phrases as they choices writers make to inform or convince their readers. The following
are used in a text, questions address language use at all levels—word, phrase, sentence,
including figurative,
connotative, and paragraph, and discourse.
technical meanings;
analyze how an
author uses and re-
fines the meaning of
a key term or terms
over the course of

CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE THE VALUE OF LIFE | 21
 a text (e.g., how
Madison defines Activity 20: Analyzing Stylistic Choices
MODULE: TEACHER VERSION

faction in Federalist
No.10),
Respond to the following questions on your own or with a small group or
Language
3. Apply knowledge of
partner.
language to under- 1. What details in the first two paragraphs convey a sense of the ordinary,
stand how language
functions in behind-the-scenes routines of film critics? What words or phrases suggest
different contexts, the longevity of Ebert’s career as a movie reviewer?
to make effective
choices for mean- Some of the details that give a sense of the ordinary habits and routines of film
ing or style, and to
comprehend more
critics include “sixteenth floor,” “coats, blankets, lunches, and laptops” “four
fully when reading movies in a single day,” “more than a dozen,” “forty-nine seats,” and “rules and
or listening. rituals.” Ebert’s status as a veteran critic is clear from words and phrases such as
a. …apply an
understanding
“for the 281st time,” “nearly thirty years,” and “always occupies.”
of syntax to the
study of com- 2. How does Chris Jones distinguish Ebert from his fellow reviewers? Why is
plex texts when this contrast important?
reading.
5. Demonstrate Jones notes that Ebert, “unlike the others,” hasn’t brought as much stuff with
understanding of him. Ebert’s needs are different from his colleagues, so instead of food and drink,
figurative language,
word relationships, he has some small practical items related to his medical care. The contrast shows
and nuances in that Ebert is satisfied with small comforts. He “likes that his seat is worn soft”
word meanings.
a. Interpret figures
and also likes when the seat in front of him is unoccupied so he can prop his
of speech (e.g., foot and ease his back pain. The anadiplosis (doubling back of words) of “[…]
hyperbole, para- which he likes. He likes, too, […]” links a trivial preference to a medical need,
dox) in context
and analyze their showing that both big and little concerns are still important to Ebert.
role in the text.
b. Analyze nuances 3. How does Jones’s description of Ebert’s reaction to Broken Embraces help
in the meaning us understand Ebert’s character? What words or phrases reveal Ebert’s
of words with
similar denota- attitude toward the experience of watching this film?
tions.
Jones writes that Ebert “loves” the film and “radiates kid joy” while watching
it. He describes too how Ebert “takes excited notes” and “scribbles constantly, his
pen digging into page after page. The action verbs “tears” and “drops” further
suggest Ebert’s energetic engagement with the film. Ebert seems to throw himself
into his work, getting lost in the moment.
4. What are the connotations of “kid joy”?
“Kid joy” suggests pure happiness. This phrase connotes an innocent and
uncomplicated joy, unbridled enthusiasm, and lack of self-consciousness.
5. Jones writes that, at the end of the film, “it looks as though [Ebert’s] sitting
on top of a cloud of paper.” Jones then describes how Ebert “kicks his notes
into a small pile with his feet.” Why are these images important? What side
of Ebert’s personality do they reveal?
These images work with the idea of “kid joy” to make Ebert seem like a happy
child or even cartoon character. It sounds as though Ebert is playing in the snow
or a pile of leaves, not doing difficult, “grown-up” work.
6. Why does Jones use the word “savoring” to describe Ebert’s quiet pause
after the film ends?
Ebert relishes the experience of watching an outstanding film. Jones suggests that
movies are a sensual feast for Ebert.

22 | THE VALUE OF LIFE CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE
 7. What does Jones mean when he says that the moment Ebert said his last

MODULE: TEACHER VERSION

words before losing the ability to talk to cancer “wasn’t cinematic”? Why is
this significant?
Ebert can’t remember his last meal, drink, or what he said before losing his
jawbone, so there was no dramatic final experience for him. This is significant
because Ebert doesn’t seem to make a big deal about his loss in this article. He
still takes pleasure in little things.
8. What details are important in Jones’s description of Ebert’s second-floor
library? What do the objects in this room suggest about Ebert’s current life?
Some of the objects in this room that seem important include the IV pole,
the single bed with white sheets, the books, the leather recliner, wooden tray,
laptop, record player, movie posters, aboriginal burial poles, and photograph
of a favorite restaurant. These objects represent a mix of new realities and old
favorites; they express his interests, passions, and personal history, as well as his
life-threatening medical condition.
9. Why does Jones say reading Ebert’s post-cancer online journal is like
“watching an Aztec pyramid being built”?
Jones’s simile expresses the slow, painful, and monumental work Ebert
underwent to reconstruct his life.
10. What words and phrases suggest the post-cancer, post-voice surge of
productivity Ebert experienced in his writing?
Some words and phrases include “feverishly banging the keys of his MacBook
Pro,” “more than five hundred thousand words,” “life’s work,” “best work of
his life,” “massive monument to written debate,” “enviable pace,” and “several
hours each night.”

Postreading
Prerequisite Grade 8
Standard: Reading –
Summarizing and Responding
Informational Text The following activity helps students examine and compare two different
2. Determine a central
idea of a text and points of view on the value of human life.
analyze its develop-
ment over the course
of the text, including Activity 21: Summarizing and Responding—The Mock Interview
its relationship to
supporting ideas;
provide an objective Ebert and Hamlet, in their respective texts, provide quite different perspectives
summary of the text. on the meaning and value of life. Working with your partner, envision a
Grades 11-12 Reading scenario in which Hamlet somehow would have the opportunity to interview
– Informational Text Ebert and vice versa. One of you should write out a series of at least five
2. Determine two or
more central ideas questions that Hamlet would ask Ebert while the other writes five questions for
of a text and analyze Ebert to ask Hamlet.
their development
over the course of When the questions are completed, take on the personas of these two and
the text, including
how they interact
conduct the interviews. Be sure to give answers that are in keeping with the
and build on one

CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE THE VALUE OF LIFE | 23
 another to provide
a complex analysis;
points of view provided in the two texts. After conducting the mock interviews,
MODULE: TEACHER VERSION

provide an objective
summary of the text. discuss the relative viewpoints of the characters. How well would they get along
Writing with one another? How would each respond to the arguments made by the
2. Write informative/ other?
explanatory texts
to examine and Here are some sample interview questions:
convey complex
ideas, concepts, and • How do you feel you’ve been treated by other people?
information clearly
and accurately • Are you afraid of death?
through the effective
selection, organiza-
• Are there any benefits to suffering?
tion, and analysis of • How do you approach challenges?
content.
10. Write routinely
over extended time
frames (time for Make sure that your students’ answers are in keeping with the points of view
research, reflection,
and revision) and provided in the two texts.
shorter time frames
(a single sitting or
a day or two) for
a range of tasks,
purposes, and audi-
ences.

Prerequisite Grade 8
Standard: Reading –
Thinking Critically
Informational Text The questions in Activity 22 will move your students through the traditional
8. Delineate and evalu-
ate the argument rhetorical appeals. Using this framework, help students progress from a literal
and specific claims to an analytical understanding of the reading material.
in a text, assessing
whether the reason-
ing is sound and
the evidence is rel- Activity 22: Thinking Critically
evant and sufficient;
recognize when Jones’s text is an extended interview in the style of “A Day in the Life.” As with
irrelevant evidence
is introduced.
the soliloquy we examined earlier, the form of this writing has an effect on
Grades 11-12 Reading
how it is read and understood. The questions below will help you assess how
– Informational Text Jones characterizes the subject of his interview, Roger Ebert, and how Ebert’s
1. Cite strong and statements characterize himself.
thorough textual
evidence to support
analysis of what the
Questions about Logic (Logos)
text says explicitly as 1. An interview is a form of nonfiction—a text that tells the “truth.” Do you
well as inferences
drawn from the text, think Jones is being truthful in his observations of Roger Ebert? Do you
including determin- think Ebert is being truthful in his statements about himself? Are you more
ing where the text
leaves matters likely to believe what someone else says about a person or what the person
uncertain. says about himself or herself? Explain your reasoning.
3. Analyze a complex
set of ideas or (Answers will vary. Your students will probably note that the “truth” is
sequence of events dependent on perspective and that Jones and Ebert probably believe they are
and explain how
specific individuals,
telling the truth. Many will note that others, whose voices are not represented in
ideas, or events the text, might have a different view of the story.)
interact and develop
over the course of 2. How are emotional pain and loss different from physical pain and loss? Can
the text.
5. Analyze and evalu-
the two be compared fairly?
ate the effectiveness (Answers will vary.)
of the structure an
author uses in his

24 | THE VALUE OF LIFE CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE
 or her exposition or
argument, including
Questions about the Writer (Ethos)

MODULE: TEACHER VERSION

whether the struc-
ture makes points 3. Unlike some cancer survivor stories, Chris Jones’s interview with Roger
clear, convincing,
and engaging. Ebert doesn’t make it clear that Ebert is successfully winning his fight
6. Determine an au- against cancer. How does the uncertainty of Ebert’s health impact the way
thor’s point of view we see his attitude toward the value of life? Would Ebert’s credibility be the
or purpose in a text
in which the rhetoric same if he had long ago defeated cancer?
is particularly effec-
tive, analyzing how (Answers will vary. Students might feel that Eberts’s ongoing medical problems
style and content make his positive attitude even more admirable and surprising.)
contribute to the
power, persuasive- 4. Compare Ebert’s attitude about dreams to Hamlet’s. How do dreams affect
ness, or beauty of
the text. the suffering of both men? What do their attitudes toward dreams reveal
Speaking & Listening about their characters?
1. Initiate and partici- Ebert’s dreams create a sense of happiness and wholeness in him while Hamlet
pate effectively in a
range of collabora- fears “what dreams may come” in the afterlife. Dreams seem to be a source of
tive discussions dread and uncertainty for Hamlet. Unlike Hamlet, Ebert is at peace with loss
(one-on-one, in
groups, and teacher- and the unknown.
led) with diverse
partners on grades 5. Compare Ebert’s attitude about death to Hamlet’s. How does each
11–12 topics, texts, characterize “the undiscovered country” (Hamlet’s words) “on the other side
and issues, building
on others’ ideas and of death” (Ebert’s words)? How do their attitudes toward death and what
expressing their might happen after death relate to the way they approach life?
own clearly and
persuasively. Death is a place of irrevocable loss to Hamlet, a place of no return and of
a. Come to discus- potentially even greater suffering than what humans experience in life. For
sions prepared,
having read Ebert, death is meaningless and no more terrifying than the idea of the time
and researched before his birth.
material under
study; explic- 6. What does Ebert mean when he says, “When I am writing my problems
itly draw on that
preparation become invisible and I am the same person I always was. All is well. I am as
by referring to I should be.” (par. 18)?
evidence from
texts and other Ebert experiences an alternate reality “out there” where “his voice is still his
research on the
topic or issue
voice.” Writing helps him to see that some things in life are more important
to stimulate than suffering, like ideas and beauty.
a thoughtful,
well-reasoned 7. How does Jones characterize the post-cancer Ebert as being different from
exchange of
ideas. the pre-cancer Ebert?
b. Work with peers Jones writes that the old Ebert lived his life through microphones but that the
to promote
civil, democratic new Ebert lives through writing. The new self to emerge out of the crisis Ebert
discussions and experienced is a silent, superb, and highly driven writer, not a TV personality.
decision-making,
set clear goals
and deadlines,
8. Re-read the paragraph beginning, “But now everything he says must be
and establish written. . . ” (par. 20). Why does Jones say of Ebert’s new life, “so many
individual roles words, so much writing”? What does this statement help us understand
as needed.
c. Propel conversa-
about what Ebert values in life?
tions by posing
and responding
Jones’s revision of the old saying “so little time” into “so much writing” shows
to questions that that writing is both urgent and precious to Ebert. Ebert doesn’t have time for
probe reasoning “idle chatter” because words are “gold bricks” now.
and evidence;
ensure a hearing
for a full range
of positions on
a topic or issue;
clarify, verify, or

CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE THE VALUE OF LIFE | 25
 challenge ideas
and conclusions;
9. What evidence, if any, can you find that suggests Ebert is more of an
MODULE: TEACHER VERSION

and promote
divergent and optimist after fighting cancer than before?
creative per-
spectives. Jones writes that Ebert finds “a greater joy than he ever has” in books, art, and
d. Respond movies and that “he gives more movies more stars.”
thoughtfully to
diverse perspec- 10. What evidence, if any, can you find that suggests Chris Jones admires and
tives; synthesize
comments, believes Roger Ebert?
claims, and
evidence made Answers will vary. Students might note how much Jones praises Ebert’s writing
on all sides of or how much attention he gives his smile. They might also cite Jones’s remark
an issue; resolve
contradictions
that “it’s almost impossible to sit beside Roger Ebert […] and not feel as though
when possible; he’s become something more than he was.”
and determine
what additional
information or Questions about Emotions (Pathos)
research is re-
quired to deepen
11. Why does Jones describe Ebert’s medical crises in 2006 in graphic detail?
the investigation What words suggest the brutality of the cancer treatment and recovery
or complete the process Ebert experienced?
task.
Some examples include “drown in his own blood,” “surgeons carved bone and
tissue and skin from his back,” and “reconstructive work fell apart and had to
be stripped away.”
12. How do you think Jones’s description of Ebert’s “open smile” might impact
readers?
This image is both pathetic and cheering. Ebert can’t show his anger when he
feels it, but he does prompt a positive response in the people who see him and “by
instinct […] smile back.” The “open smile” represents both the severity of Ebert’s
injuries and his cheerful outlook.
13. What language in the excerpt from Ebert’s review of Broken Embraces in
the article’s conclusion suggests Ebert’s enduring passion for life?
Words such as “ravished,” “longed for,” and “savor” in the next-to-last sentence
suggest Ebert’s passion.

The following questions may be used with students who have read all five
acts of Hamlet.
14. Hamlet tells Rosencrantz and Guildenstern that he doesn’t know why
he’s recently lost all his “mirth” or happiness (Act II, scene ii, lines 287-
288). Do you think he’s being honest? Does Hamlet have a reason to be
unhappy? Does Ebert have a reason to be happy?
(Answers will vary.)
15. Do you think Ebert would agree with Hamlet’s claim in Act II, scene ii of
the play that “there is nothing either good or bad, but thinking makes it so”
(lines 244-245)? What does Jones mean when he writes, “There are places
where Ebert exists as the Ebert he remembers” (par. 15)?
(Answers will vary.)

26 | THE VALUE OF LIFE CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE
 16. Ebert seems to have learned early in his suffering what Hamlet only accepts

MODULE: TEACHER VERSION

near the end: “If it be now, ‘tis not to come. If it be not to come, it will be
now. If it be not now, yet it will come—the readiness is all. Since no man of
aught he leaves knows, what is ’t to leave betimes? Let be” (Act V, scene ii,
lines 158-161). What do you think helps both men to ultimately reach this
same conclusion?
(Answers will vary.)
17. Both the fictional Hamlet and the very real Roger Ebert are book lovers
who understand the heights achieved by human intelligence. Compare
Hamlet’s “What a piece of work is man!” speech in Act II, scene ii to Ebert’s
statement that he is “grateful for [. . .] the gift of intelligence, and for life,
love, wonder, and laughter” and to Jones’s comment that Ebert “still finds
joy in books, and in art, and in movies.” In what ways are the two men
similar? How are they different?
(Answers will vary.)

Reading –
Informational Text
Charting Multiple Texts
7. Integrate and Now have your students make another entry in their charts.
evaluate multiple
sources of informa-
tion presented in
different media or Activity 23: Charting Multiple Texts
formats (e.g., visu-
ally, quantitatively) Make an entry in your chart for the Ebert text. Fill it out as you did with the
as well as in words
in order to address
soliloquy. When you reach the entry for “How does this text connect to other
a question or solve a texts?,” briefly describe the ways in which Ebert responds to or challenges the
problem. assertions Shakespeare makes in his soliloquy for Hamlet.

FA Formative Assessment
(May be assigned for homework) At this point in the module, you may want
to have your students complete a “process quickwrite” as a way to articulate
and reflect upon the rhetorical reading strategies they’ve used to make sense of
the first two texts. Asking students to describe their reading process is a good
way to promote metacognition while allowing teachers to informally assess
students’ procedural knowledge. Look for evidence in the quickwrites that
students understand reading as a recursive process that includes activities such
as surveying the text, asking questions and making predictions, annotating,
analyzing stylistic choices, summarizing and responding, and thinking critically.
Encourage students to apply the feedback they gain from the process quickwrite
to their reading of the article by Amanda Ripley.

CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE THE VALUE OF LIFE | 27
 Activity 24: Process Quickwrite
MODULE: TEACHER VERSION

Describe your process for reading a text rhetorically. What are the different
stages of your reading process? What do you do during each stage?

FA Formative Assessment
This quickwrite could serve as a springboard for another class discussion
about metacognitive awareness during the reading process, with special
attention to the rhetorical dimensions of reading. It could also provide you
with information about what next steps students need to take for further
development of their reading skills.

Text—“What Is a Life Worth?”

Because students have already completed rhetorical readings of two other
texts by this point in the module, they’re now ready for more independent
practice. You’ll notice that some of the scaffolding for this next reading—
“What Is a Life Worth?”—has been removed. For instance, this section does
not include activities for “Considering the Structure of the Text,” “Noticing
Language,” or “Analyzing Stylistic Choices.” This is a good opportunity to
see if students can apply these skills on their own. Have students internalized
the ability to identify the introduction and conclusion in a text? Do they
automatically notice how the writer’s language impacts meaning? Can
students perform style analyses independently?
Activity 25 will introduce your students to the third text, “What Is a Life
Worth?” by Amanda Ripley.

Prereading
Reading –
Informational Text
Surveying the Text
5a. Analyze the use of No matter where your students are in their development as effective readers,
text features (e.g.,
graphics, headers, surveying the text is always a good task for them to start with.
captions)…

Activity 25: Surveying the Text

The article “What Is a Life Worth?” comes from the February 12, 2002, issue
of Time magazine. Take a look at its form and length. How much time do you
think it will take to read this piece?
(Answers will vary. The point is to model the practice of anticipating the time
commitment of the reading task.)
1. Have you read anything from Time magazine?

28 | THE VALUE OF LIFE CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE
 (Answers will vary. Ask your students about the kinds of articles they have read).

MODULE: TEACHER VERSION

2. What do you know about that publication?
(Answers will vary.)
3. What kinds of articles are commonly included in it?
(Your students will probably be able to identify Time as a magazine focused on
issues in the news.)
4. What types of people do you think compose the magazine’s primary
readership?
(This may be a tougher question for your students. If they do not know quite
how to answer it, you might ask them to try to identify where they have seen
it [in family homes, in offices, etc.] and extrapolate from there about the
magazine’s readership.)

The strategies in
this section of the
Making Predictions and Asking Questions
ERWC are designed
to prepare students Now that your students have surveyed the text, have them move on to
in advance of reading Activity 26. Ask your students the following questions to help get them
increasingly complex
and sophisticated texts. ready for reading the text. Some classes may first need to review the events of
These brief, introductory September 11, 2001, before completing this activity.
activities will prepare
students to learn the
content of the CCSS
for ELA/Literacy in the Activity 26: Making Predictions and Asking Questions
sections of the template
that follow. This article includes the following subtitle: “To compensate families of the
victims of Sept. 11, the government has invented a way to measure blood and
loss in cash. A look at the wrenching calculus.”
1. What predictions can you make about the article’s content from this subtitle?
(Answers will vary. Your students will be able to see that the subject matter
will center on victims of the Al-Qaeda attacks. They should be able to guess
that the article will detail ways in which the loss of life is being calculated in
monetary terms.)
2. What connections do you think you might see between this article and the
previous two texts you have read?
The connection is that all texts are going to deal with how life is valued; the
difference will be in the translation of that value from philosophical terms to
economic ones.
3. The first two texts took first-person perspectives on the subject. Do you
anticipate that this article will continue in that vein, or will it be different?
Why do you think so?
(Answers will vary, depending on your students’ schema for the publication.
Students who have had experience with Time or other news magazines are likely
to be able to identify the style of such articles as being more objectively written
than the prior texts.)

CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE THE VALUE OF LIFE | 29
 Language Understanding Key Vocabulary
MODULE: TEACHER VERSION

4. Determine or
clarify the meaning Your students are now ready for Activity 27, which will introduce them to the
of unknown and
multiple-meaning article’s key vocabulary.
words and phrases
based on grades
11-12 reading and Activity 27: Understanding Key Vocabulary
content, choosing
flexibly from a range
of strategies. Below, you will find three groupings of vocabulary words taken from “What
a. Use context (e.g., Is a Life Worth?” The first group consists of words related to the legal and
the overall mean- financial aspects of the article. The second list contains terms that convey
ing of a sentence,
paragraph, or information with particular emotional connotations. The final set of words is
text; a word’s po- made up of terms that are used to describe the workings of the governmental
sition or function
in a sentence)
plan to compensate 9/11 family victims. Working by yourself or with a partner,
as a clue to the look over each list, and provide a brief definition for the words you do not
meaning of a know well. Pay particular attention to the ways in which the words connect
word or phrase.
b. Identify and to one another (e.g., people litigate, or sue, because they want somebody to
correctly use compensate them for a loss).
patterns of word
changes that Financial and legal terms
indicate different
meanings or compensate (subtitle): make up for a loss
parts of speech
(e.g., conceive, disparity (¶ 2): unfairness, unevenness
conception,
conceivable). valuation (¶ 3): determination of a monetary value
Apply knowledge
of Greek, Latin,
litigation (¶ 5): legal action; suing
and Anglo-Saxon commodify (¶ 7): turn something into an object of monetary value
roots and affixes
to draw infer- discretion (¶ 9): judgment
ences concern-
ing the meaning liability (¶ 10): debt or disadvantage
of scientific and
mathematical beneficiary (¶ 22): recipient of a benefit, usually monetary
terminology.
tort (¶ 23): a civil lawsuit to remedy a wrongful act
c. Consult general
and specialized allocation (¶ 28): distribution, especially of money
reference
materials (e.g.,
college-level dic-
Emotion-laden words
tionaries, rhym- squeamish (¶ 2): easily offended
ing dictionaries,
bilingual diction- garish (¶ 2): offensively bright and showy
aries, glossaries,
thesauruses), gall (¶ 10): impudence; insolence
both print and
digital, to find traumatize (¶ 11): to inflict stress or pain upon someone
the pronuncia-
tion of a word or
callous (¶ 11): uncaring, cold
determine or inconsolable (¶ 13): incapable of being comforted
clarify its precise
meaning, its part indignant (¶ 13): full of anger over an injustice
of speech, its
etymology, or its balk (¶ 21): resist; refuse to proceed
standard usage.
d. Verify the prelimi-
deteriorate (¶ 17): degenerate; gradually fall apart
nary determina-
tion of the mean- Descriptive terms
ing of a word
or phrase (e.g., rhetorical (¶ 12): related to the effective use of language
by checking the
inferred meaning
Rorschach test (¶ 11): an inkblot test that reveals a person’s particular viewpoint
in context or in a artillery (¶ 12): heavy ammunition used against an enemy
dictionary).

30 | THE VALUE OF LIFE CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE
6. Acquire and use ac-
curately general aca- analogy (¶ 12): a comparison intended to illustrate common elements between

MODULE: TEACHER VERSION

demic and domain-
specific words and seemingly different items
phrases, sufficient
for reading, writing, solidarity (¶ 17): unity based on a common interest
speaking, and listen- orchestrated (¶ 18): carefully arranged to achieve a particular effect
ing at the college
and career readiness concoct (¶ 12): to put together from various materials
level; demonstrate
independence in mechanism (¶ 21): technique for achieving a specific result
gathering vocabulary
knowledge when
considering a word
or phrase important
to comprehension or
expression.
Reading
Reading – Reading for Understanding
Informational Text
1. Cite strong and Now that your students are acquainted with the key vocabulary of this text,
thorough textual
evidence to support they are ready for the first reading. Have them complete Activity 28.
analysis of what the
text says explicitly as
well as inferences Activity 28: Reading for Understanding
drawn from the text,
including determin-
ing where the text
As you read “What Is a Life Worth?” for the first time, look for the main issues
leaves matters and the various stances people take in response to those issues. Be sure to also
uncertain. look for connections to the idea of valuing life and to what was previously said
about valuing life by Shakespeare and Ebert.
How is “life” defined in this text? For example, does “life” refer to a human
body, a soul, human experience, existence, or quality of life? Does this
definition include a person’s personal life and professional or working life?

Prerequisite Grade 8
Standard: Reading – Annotating and Questioning the Text
Informational Text
1. Cite the textual Activity 29 calls for your students to mark the text, summarize it, and
evidence that most
strongly supports an connect it to the two other texts.
analysis of what the
text says explicitly as
well as inferences Activity 29: Annotating and Questioning the Text
drawn from the text.
2. Determine a central Choose two highlighter or pencil colors, and revisit the text of the article on
idea of a text and
analyze its develop- 9/11. The two colors will be used to mark two different aspects of the article.
ment over the course With the first color, highlight the words, phrases, and sentences from the article
of the text, including
its relationship to
that describe valuing life in legal and financial terms. With the second color,
supporting ideas; … highlight the words, phrases, and sentences that describe valuing life in human
Grades 11-12 Reading and emotional terms.
– Informational Text
2. Determine two or
more central ideas
of a text and analyze
their development
over the course of
the text, including
how they interact
and build on one
another to provide a
complex analysis; …

CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE THE VALUE OF LIFE | 31
 Postreading
MODULE: TEACHER VERSION

Prerequisite Grade 8
Standard: Reading –
Summarizing and Responding
Informational Text This activity continues students’ investigation of the different ways writers
2. Determine a
central idea of a have probed and represented the value of human life.
text and analyze
its development
over the course of Activity 30: Summarizing and Responding
the text, including
its relationship to
supporting ideas; Using the sections you highlighted in the previous step, write a summary of the
provide an objective article’s descriptions of how life is valued and people’s responses to that valuing
summary of the text.
of life. Your summary should include only the most important ideas and must
Grades 11-12 be limited to six sentences. If your teacher allows, you may want to work on
Reading –
Informational Text this summary with a partner.
2. Determine two or
more central ideas With a partner, read the summary you wrote in the previous step. One of you
of a text and analyze should read the summary from the perspective of Hamlet; the other should take
their development
over the course of
on the persona of Ebert. Discuss with your partner how each would probably
the text, including react to the way that “What Is a Life Worth?” describes the value of life. (The
how they interact answers to the questions will vary depending upon what each summary has said
and build on one
another to provide about the article.)
a complex analysis;
provide an objective
• Would Hamlet agree with any of the ideas presented in the article? If so,
summary of the text. which ones?
Writing • Would Ebert agree with any of the ideas in the article? If so, which ones?
2. Write informative/
explanatory texts • Would Ebert and Hamlet agree at all in the way they might interpret this
to examine and article’s ideas? If so, how?
convey complex
ideas, concepts, and
information clearly
and accurately
through the effective
selection, organiza-
tion, and analysis of
content.
10. Write routinely
over extended time
frames (time for
research, reflection,
and revision) and
shorter time frames
(a single sitting or
a day or two) for
a range of tasks,
purposes, and audi-
ences.

Prerequisite Grade 8
Standard: Reading –
Thinking Critically
Informational Text
Now that your students have looked closely at the language of the text, have
8. Delineate and evalu-
ate the argument them move on to Activity 31.
and specific claims
in a text, assessing
whether the reason-
ing is sound and the
evidence is relevant
and sufficient;

32 | THE VALUE OF LIFE CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE
 recognize when
irrelevant evidence
Activity 31: Thinking Critically

MODULE: TEACHER VERSION

is introduced.
Grades 11-12 Reading
– Informational Text
The previous two texts (the soliloquy and the interview) both provide very
1. Cite strong and personal approaches to the idea of valuing life. The current text, though, is an
thorough textual article from a respected national news magazine. The following questions will
evidence to support
analysis of what the
help you work through some of the implications of the text’s structure and
text says explicitly as features on the interpretation and understanding of the text.
well as inferences
drawn from the text, 1. Most news articles such as “What Is a Life Worth?” try to take an objective,
including determin- unbiased approach. Would you agree that this text is unbiased, or do you
ing where the text
leaves matters think it favors one perspective? Explain your answer.
uncertain.
(Answers will vary. Your students may note that the article attempts to balance
3. Analyze a complex
set of ideas or perspectives of suffering families against the difficulties faced by the government
sequence of events in trying to do the “right” thing.)
and explain how
specific individuals, 2. What kinds of evidence does Ripley, the author of the article, use to
ideas, or events
interact and develop get across the key ideas and issues associated with the compensation of
over the course of 9/11 victims and their families? Are any specific types of evidence more
the text.
5. Analyze and evalu-
compelling to you as a reader? Less compelling?
ate the effectiveness (Answers will vary. Your students should remark on the different ways that
of the structure an
author uses in his Ripley provides evidence, including such things as personal stories of family
or her exposition or members, statistics from public and private agencies, and narratives of events
argument, including
whether the struc- she has attended related to the issue of compensating victims’ families. Some
ture makes points students may find the personal stories particularly compelling because of their
clear, convincing,
and engaging.
highly charged emotional content, while others may be convinced by hard figures
6. Determine an au- and data.)
thor’s point of view
or purpose in a text 3. How accurate do you think the information in the article is? In other
in which the rhetoric words, do you think Time magazine and Ripley are to be trusted? Why or
is particularly effec-
tive, analyzing how why not?
style and content
contribute to the (Answers will vary. Your students may mention that a large publication like
power, persuasive- Time probably is careful about checking facts and accuracy, but they may also
ness, or beauty of
the text.
wonder whether there are other aspects of the story that were not completely
covered. Sometimes students will talk about a media bias that may be inherent
in publications from large, well-funded corporations.)
4. Does the article use logic, emotion, or both to make an impact on the
reader? If so, describe how. Compare that use to the way logic and emotion
are used by Shakespeare, Ebert, or both.
The article highlights emotion when it quotes family members of victims and
describes painful situations faced by victims and their loved ones. It uses logic
when facts and figures are cited and when Feinberg articulates the rationale
behind the government’s plan for compensation. These two types of evidence,
however, are not used here to make a stronger, unified point; they tend, instead,
to be at odds with one another. This is because the writer is not attempting to
persuade the reader to take a specific stance but, rather, to explain the situation
and its surrounding contexts. This differs from both Shakespeare and Ebert in
that neither of their texts was attempting to be objective; rather, they provide
single, individual perspectives.

CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE THE VALUE OF LIFE | 33
 Reading –
Informational Text
Charting Multiple Texts
MODULE: TEACHER VERSION

7. Integrate and evalu- Now have your students make another entry on their charts.
ate multiple sources
of information
presented in differ-
ent media or formats Activity 32: Charting Multiple Texts
(e.g., visually, quan-
titatively) as well as Make a third entry on your chart for “What Is a Life Worth?” Feel free to use
in words in order to
address a question the highlighting, summarizing, connections, and critical thinking work you did
or solve a problem. previously as a way to fill out the chart.

Text—A Human Life Value Calculator

Prereading
Reading –
Informational Text
Surveying the Text
5a. Analyze the use of Activity 33 will introduce your students to the fourth text, a Human Life
text features (e.g.,
graphics, headers, Value Calculator. For this text, you may use one of the online resources below
captions)… or choose your own example from a life insurance company. Most Human
Life Value Calculators have similar features and a shared purpose: to calculate
the value of a person’s future earnings and determine the amount of life
insurance needed to replace the income lost due to that person’s death.
Lifetime Economic Value Calculator from MassMutual Financial Group
https://www.massmutual.com/secure/planningtools/life-value-calculator
Human Life Value Calculator from Gleaner Life Insurance
http://www.gleanerlife.org/portal/content.aspx?id=99&aud=Member
Human Life Value Calculator from www.CalculatorsPlus.com
http://www.calculatorplus.com/insurance/human_life.html
Human Life Value Calculator from Transamerica
http://finsecurity.com/finsecurity/kje/HumanLifeValue.html?bwilliamsjr
If your classroom does not have access to the Internet, you may use the hard
copy of The Human Life Calculator in this module.

Activity 33: Surveying the Text

The Human Life Value Calculator comes from an Internet resource that
calculates the value of a person’s future earnings. If possible, view an actual Web
site that has a Human Life Value Calculator rather the printed text.

34 | THE VALUE OF LIFE CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE
 If your classroom has computer access, visit one of the Web sites listed above
or choose your own example of a Human Life Value Calculator. While many

MODULE: TEACHER VERSION

Web sites are similar, some vary; for instance, a few life insurance companies
call this tool a Human Life Economic Value Calculator to emphasize that
the calculator only computes financial worth. Give your students a brief
tour of the site you select. Click around and look at the types of information
available on the site as well as information about the organization that
publishes the site. What appears to be the purpose of the site? How is the site
organized?
If you do not have Internet access, simply scan the text and take inventory of
its attributes. What type of text does it appear to be? What are the features of
the text, including the presence of such things as headings and graphs?
Does the text you selected come from an Internet site whose domain name
ends in “.com” or “.org”? Discuss the significance of this ending to the site’s
address with your students.

The strategies in
this section of the
Making Predictions and Asking Questions
ERWC are designed
to prepare students Activity 34 asks your students to make predictions about this text, which is
in advance of reading very different from the previous three.
increasingly complex
and sophisticated
texts. These brief,
introductory activities
Activity 34: Making Predictions and Asking Questions
will prepare students to
learn the content of the This text is quite different from the previous three texts. It is not personal or
CCSS for ELA/Literacy narrative, as the first two texts were, nor is it an informative text designed for a
in the sections of the
template that follow. general audience. Instead, as you probably noticed when surveying the text, it
is an interactive site, asking the reader to provide data to input and generating
specific information based on the particular data provided by the user. Answer
the following questions on the basis of what you know so far, before you begin
to read:
1. What do you think might be the purpose of a text like this?
(Your students will probably take the text at face value and state that its purpose is
to calculate a life’s value, although they may not be comfortable with the idea.)
2. Who might use this text?
(If your students have had a chance to browse through the site, they may have a
better sense of the purposes of the site’s creators. This is an opportunity for your
students to see the connection between purpose and audience.)
3. Since this text claims to calculate human life value, do you anticipate
that this will have the most connections to Hamlet’s soliloquy, Ebert’s
autobiography, or Ripley’s Time article? Why?
This text will probably have close connections to Ripley’s article, which also
discusses the value of human life in monetary terms. (But any connections your
students anticipate between this text and the prior ones should be welcomed.)

CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE THE VALUE OF LIFE | 35
 Language Understanding Key Vocabulary
MODULE: TEACHER VERSION

4. Determine or
clarify the meaning Now that your students have made predictions about the text, they are ready
of unknown and
multiple-meaning to learn the key vocabulary. Have them complete Activity 35.
words and phrases
based on grades
11-12 reading and Activity 35: Understanding Key Vocabulary
content, choosing
flexibly from a range
of strategies. Human Life Value Calculators typically use the same key terms. Many of these
a. Use context (e.g., terms are similar to those in the list of legal and financial terms from “What Is a
the overall mean- Life Worth?” In the same way that finding connections among ideas in different
ing of a sentence,
paragraph, or texts helps us better understand those ideas, finding connections among
text; a word’s po- vocabulary words helps us to better understand those words. As you find
sition or function
in a sentence) definitions for the terms below, try to include a similar term from the previous
as a clue to the vocabulary lists. The Web site or text you viewed most likely has at least some
meaning of a
word or phrase.
of the following words:
c. Consult general income (earnings, wages, or profits)
and specialized
reference assess (determine, judge; valuation)
materials (e.g.,
college-level dic- incur (become liable for something; liability)
tionaries, rhym-
ing dictionaries,
expenditure (payments made for something; allocation)
bilingual diction- consumption (use of goods or services)
aries, glossaries,
thesauruses), commodify (turn something into an object of monetary value)
both print and
digital, to find fringe benefits (non-wage contributions by an employer to an employee, such as
the pronuncia- health insurance; beneficiary)
tion of a word or
determine or return (profits; takings)
clarify its precise
meaning, its part inflation (price increases)
of speech, its
etymology, or its investments (assets; savings; reserves; funds)
standard usage.
retirement (the period of one’s life after leaving employment)
d. Verify the prelimi-
nary determina- contribution (something provided as payment, partial or full, for a particular
tion of the mean-
ing of a word
purpose; allocation)
or phrase (e.g.,
by checking the
inferred meaning
in context or in a
dictionary).
6. Acquire and use
accurately general
academic and do-
main-specific words
and phrases, suf-
ficient for reading,
writing, speaking,
and listening at the
college and career
readiness level;
demonstrate inde-
pendence in gather-
ing vocabulary
knowledge when
considering a word
or phrase important
to comprehension or
expression.

36 | THE VALUE OF LIFE CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE
 Reading

MODULE: TEACHER VERSION

Reading –
Informational Text
Reading for Understanding
1. Cite strong and Now that your students understand the key vocabulary, they are ready for
thorough textual
evidence to support Activity 36, which calls for the first reading of this text.
analysis of what the
text says explicitly as
well as inferences Activity 36: Reading for Understanding
drawn from the text,
including determining
where the text leaves
Read through the text below, noting the way that a life’s value is determined
matters uncertain. by a Human Life Value Calculator. If you have access to a Human Life Value
Calculator Web site, you can choose a variety of data inputs to see how the
results vary. Try providing different age, gender, occupation, and income
information, and then examine the effect on the results. As you make sense of
the calculator and its workings, make note of any connections you see to the
previous texts we have read.

Prerequisite Grade 8
Standard: Reading –
Annotating and Questioning the Text
Informational Text
Activity 37 presents a variation on the kind of highlighting your students did
1. Cite the textual
evidence that most with the Time magazine article. This time they will be using the highlighter
strongly supports colors to indicate their own responses to the ideas within the text.
an analysis of
what the text says
explicitly as well as
inferences drawn Activity 37: Annotating and Questioning the Text
from the text.
2. Determine a This activity is a variation on the kind of highlighting you did with the Time
central idea of a magazine article. Once again, you will be using two colors to mark the text
text and analyze its
development over for two different aspects. This time, however, you will be using the highlighter
the course of the colors to indicate your own responses to the ideas within the text. With one
text, including its
relationship to sup- color, highlight the parts of the text with which you find yourself in agreement.
porting ideas; … Use the other color to highlight the parts of the text either that you disagree
Grades 11-12 with or that raise questions for you.
Reading –
Informational Text
2. Determine two or
more central ideas
of a text and analyze
their development
over the course of
the text, including
how they interact
and build on one
another to provide a
complex analysis; …

CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE THE VALUE OF LIFE | 37
 Postreading
MODULE: TEACHER VERSION

Prerequisite Grade 8
Standard: Reading –
Summarizing and Responding
Informational Text Summarizing and responding in reference to this fourth reading is the next
2. Determine a
central idea of a natural step for your students.
text and analyze
its development
over the course of Activity 38: Summarizing and Responding
the text, including
its relationship to
supporting ideas; Look over the highlighting you did in the previous step. Write a brief
provide an objective response—no more than eight sentences—to a Human Life Value Calculator
summary of the text.
Web site. The response should describe what the Web site asserts about a
Grades 11-12 human life’s value and your reactions to those assertions. Remember that your
Reading –
Informational Text response does not have to be in complete agreement or disagreement with the
2. Determine two text; you might agree with some aspects and disagree with others.
or more central
ideas of a text and
analyze their de-
velopment over the
course of the text, FA Formative Assessment
including how they
interact and build To learn more about students’ responses to Human Life Value Calculators, have
on one another to
provide a complex them complete a T-graph, listing when it would be used in one column and
analysis; provide an why it would be used in the other. After completing the T-graph, ask students
objective summary
of the text.
to describe their personal reactions to the Human Life Value Calculator, which
Writing
will give you insight into their progress and their needs for further instruction.
2. Write informative/
explanatory texts
to examine and
convey complex
ideas, concepts,
and information
clearly and ac-
curately through the
effective selection,
organization, and
analysis of content.
10. Write routinely
over extended time
frames (time for
research, reflection,
and revision) and
shorter time frames
(a single sitting or
a day or two) for
a range of tasks,
purposes, and audi-
ences.

38 | THE VALUE OF LIFE CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE
Prerequisite Grade 8
Standard: Reading –
Thinking Critically

MODULE: TEACHER VERSION

Informational Text
To help your students think about the similarities and differences between the
8. Delineate and evalu-
ate the argument Web site they viewed and each of the previous texts in terms of structure and
and specific claims content, have them complete Activity 39.
in a text, assessing
whether the reason-
ing is sound and the
evidence is relevant Activity 39: Thinking Critically
and sufficient;
recognize when 1. The Web site text you have been studying differs structurally (that is, in the
irrelevant evidence way it is put together) from the previous texts. Make a list of several of the
is introduced.
differences between this text and the others.
Grades 11-12
Reading – Some possible responses include the following: The Web site is interactive
Informational Text
1. Cite strong and
and responsive, while the other texts are static; the Web site customizes its
thorough textual information to the reader instead of asking the reader to fit the text’s ideas to his
evidence to support or her own situation; the Web site uses graphic elements; the Web site includes
analysis of what the
text says explic- the possibility of reader choices that impact the reading experience [the ability
itly as well as infer- to click links to get more information, for instance]; the Web site has less “voice”
ences drawn from
the text, including
than the previous texts.
determining where
the text leaves mat- 2. Unlike the other texts, a Human Life Value Calculator has no single
ters uncertain. identified author. Does the lack of a named author affect your level of belief
3. Analyze a complex
set of ideas or
in the text’s ideas and purpose? How can you find out more about the text
sequence of events and whose interests it represents?
and explain how
specific individuals, (Your students may see the Web site they viewed as the front end of a corporate
ideas, or events or business presence designed to make the reader want to buy insurance. This
interact and develop
over the course of may call into question the validity of the information. They may, alternatively,
the text. see the information provided as seeming particularly objective and therefore
5. Analyze and evalu- more believable. Regardless, your students should be able to suggest strategies for
ate the effective-
ness of the structure finding out more about the group authors of the text by clicking on “About Us”
an author uses in his links if available. If you find that they do not know about this, take advantage
or her exposition or
argument, including
of a “teachable moment” about how to assess authority and validity in online
whether the struc- settings.)
ture makes points
clear, convincing, 3. Did this text produce in you an emotional response of any sort? If so,
and engaging.
6. Determine an au-
briefly describe it.
thor’s point of view (Some have reported that the calculator disconcerts them with its stark and
or purpose in a text
in which the rhetoric emotionless assessment of human life value. Still others have found the calculator
is particularly effec- humorous.)
tive, analyzing how
style and content
contribute to the
4. Consider the charts that the calculator produces. How well do you
power, persuasive- understand the meaning of these charts? How do the three charts differ?
ness, or beauty of Does the use of all of the numbers within the charts seem to make a logical
the text.
argument about the value of life?
(The charts will baffle some students while others will be able to easily read
and interpret them. In general, each chart looks very much like the others; to
understand the differences, your students will need to read the captions and
number tables carefully. Your students may or may not be compelled by the
charts’ information; they should, however, acknowledge that the charts provide
a fairly complex model for understanding how human life can be valued in
monetary terms.)

CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE THE VALUE OF LIFE | 39
 The strategies in this
section of the ERWC are
Charting Multiple Texts
MODULE: TEACHER VERSION

designed to reinforce
students’ learning of Now have your students add this reading selection to their charts.
the content of the CCSS
for ELA/ Literacy in the
preceding sections Activity 40: Charting Multiple Texts
of the template and
transfer that learning to
other settings.
As you did with the previous texts, fill out a chart entry for the Web site. To
facilitate this task, you may refer, as needed, to the highlighting you have done,
your responses, and the questions (above) you just answered.

Reading –
Informational Text
Reflecting on Your Reading Process
7. Integrate and evalu- Reflection is an essential component of learning. Students benefit from
ate multiple sources
of information discussing what they have learned about how to read and then sharing that
presented in differ- information with the rest of the class. Reflecting on their own reading process
ent media or formats
(e.g., visually, quan- helps students consolidate what they have learned about being a thoughtful
titatively) as well as
in words in order to
and active reader. The following questions may be used in a discussion or as
address a question the topic for a quickwrite:
or solve a problem.
•• What have you learned from joining this conversation? What do you want
to learn next?
•• What reading strategies did you use or learn in this module? Which
strategies will you use in reading other texts? How will these strategies
apply in other classes?
•• In what ways has your ability to read and discuss texts like this one
improved?
The purpose of the following formative assessment is to gather data about
student performance in order to make instructional choices. At this point,
you do not need to assign a grade based on how many questions students
answered “correctly” (some items are intentionally ambiguous so that
students can reason through the options)—hence the name “No-Points
Quiz.”

Activity 41: Assessment of Rhetorical Reading Strategies—

No-Points Quiz

Read the passage below. Then choose the best answer for each question.
What Is The Value Of A Human Life?
by Kenneth Feinberg
Washington attorney Kenneth Feinberg specializes in alternative dispute
resolution. He managed the compensation funds for the Sept. 11, 2001,
attacks and Virginia Tech shootings, and he has worked with victims of human
radiation experiments and Holocaust slave labor.

40 | THE VALUE OF LIFE CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE
 May 25, 2008

MODULE: TEACHER VERSION

What is an individual life worth? Do our lives have equal value? Struggling with
these questions led me to my belief.
After Sept. 11, I confronted the challenge of placing a value on human life
by calculating different amounts of compensation for each and every victim.
The law required that I give more money to the stockbroker, the bond trader
and the banker than to the waiter, the policeman, the fireman and the soldier
at the Pentagon. This is what happens every day in courtrooms throughout
our nation. Our system of justice has always been based upon this idea—that
compensation for death should be directly related to the financial circumstances
of each victim.
But as I met with the 9/11 families and wrestled with issues surrounding the
valuation of lives lost, I began to question this basic premise of our legal system.
Trained in the law, I had always accepted that no two lives were worth the same
in financial terms. But now I found the law in conflict with my growing belief
in the equality of all life. “Mr. Feinberg, my husband was a fireman and died
a hero at the World Trade Center. Why are you giving me less money than the
banker who represented Enron? Why are you demeaning the memory of my
husband?”
My response was defensive and unconvincing. At first I gave the standard
legal argument—that I was not evaluating the intrinsic moral worth of any
individual. I was basing my decision on the law, just as juries did every day. But
this explanation fell on deaf ears. Grieving families couldn’t hear it. And I didn’t
believe it myself.
I was engaged in a personal struggle. I felt it would make more sense for
Congress to provide the same amount of public compensation to each and
every victim—to declare, in effect, that all lives are equal. But in this case, the
law prevailed.
Last year, however, in the wake of the Virginia Tech shootings and the deaths of
32 victims, I was again asked to design and administer a compensation system,
this one privately funded. And I realized that Feinberg the citizen should
trump Feinberg the lawyer. My legal training would no longer stand in the
way. This time all victims—students and faculty alike—would receive the same
compensation.
In the case of Sept. 11, if there is a next time, and Congress again decides to
award public compensation, I hope the law will declare that all life should be
treated the same. Courtrooms, judges, lawyers and juries are not the answer
when it comes to public compensation. I have resolved my personal conflict
and have learned a valuable lesson at the same time. I believe that public
compensation should avoid financial distinctions which only fuel the hurt and
grief of the survivors. I believe all lives should be treated the same.
Independently produced for Weekend Edition Sunday by Jay Allison and Dan
Gediman with John Gregory and Viki Merrick.

CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE THE VALUE OF LIFE | 41
 Determining the Meaning of Words
MODULE: TEACHER VERSION

1. Which of the following words suggest the difficulty of the task Feinberg
faced? Mark all that apply.
a. challenge
b. wrestled
c. conflict
d. struggle
e. privately
Short Answer: Explain your reasoning for selecting the answer(s) you chose.

_____________________________________________________________

_____________________________________________________________

Understanding Key Ideas

2. Why does Feinberg emphasize that awarding compensation based on the
financial circumstances of victims “happens every day in courtrooms” and
that our system of justice “has always been based upon this idea”?
a. To demonstrate how widely accepted this practice is in our judicial
system
b. To minimize the importance of the judicial system
c. To expose the corruption and cruelty of judges and lawyers
d. To show how many people have been harmed by these decisions
Short Answer: Explain your reasoning for selecting the answer you chose.

_____________________________________________________________

_____________________________________________________________

Analyzing Structure
3. Why does the author begin the third paragraph with the word “but”?
a. To introduce a fuller description of his legal qualifications
b. To challenge the views of readers who think victims should be
compensated equally
c. To signal the start of his shift away from his earlier beliefs
d. To paint a vivid picture in the reader’s mind
Short Answer: Explain your reasoning for selecting the answer you chose.

_____________________________________________________________

_____________________________________________________________

42 | THE VALUE OF LIFE CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE
 Understanding Key Ideas

MODULE: TEACHER VERSION

4. Why does Feinberg say his response to the widow of a firefighter who died
at the World Trade Center was “defensive and unconvincing”?
a. He did not have the legal knowledge to give her a satisfying answer.
b. He was angry that she asked him a difficult question in front of the
other families.
c. He was beginning to find the human perspectives on the issue more
compelling than the legal view.
d. He did not try his hardest to convince the families to accept the
government’s offer.
Short Answer: Explain your reasoning for selecting the answer you chose.

_____________________________________________________________

_____________________________________________________________

Determining an Author’s Point of View

5. What does Feinberg mean when he says, “Feinberg the citizen should
trump Feinberg the lawyer”?
a. His experiences persuading the victims’ families to join the Victim
Compensation Fund had made him confused about his true identity.
b. He believed that both sets of identities and values were equally
important to making an ethical and effective decision.
c. He understood at last that he could never hope to change the justice
system despite his best efforts.
d. He decided that his personal perspectives should be more important
than his legal training in the new compensation case.
Short Answer: Explain your reasoning for selecting the answer you chose.

_____________________________________________________________

_____________________________________________________________

Understanding How Ideas Interact

6. What is the significance of the phrases “no longer” and “this time” in the
sentence where Feinberg explains that all victims of the Virginia Tech
shootings would be treated the same way?
a. These phrases show that Feinberg understands he has a second chance to
declare that all lives are equal.
b. These phrases suggest that the Virginia Tech shootings cannot be
compared to 9/11 because the contexts are too different.
c. These phrases imply that Feinberg has decided to stop being a lawyer
because he no longer believes in the justice system.
d. These phrases indicate that the Virginia Tech compensation decisions
were an exception and could not apply to Congressional decisions.

CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE THE VALUE OF LIFE | 43
 Short Answer: Explain your reasoning for selecting the answer you chose.
MODULE: TEACHER VERSION

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

After reviewing the feedback from this activity, discuss the following questions
with a partner.
1. Where are you going? What will you need to do in this class, other classes,
college, or your future career that will require you to read rhetorically?
2. How are you going? What rhetorical reading skills have you mastered so
far? Which skills are still challenging for you?
3. Where to next? What do you need to do to continue to improve your
ability to read rhetorically?

Answer Key: The following are arguably the “best” answers for each question:
1. b, c, d 2. a 3. c 4. c 5. d 6. a
At this point, review the students’ annotations of the passage in the formative
assessment, as well as their response to the questions. If students are having
trouble annotating and analyzing the passage independently, continue
to model how to read a text rhetorically. Students may need to see more
demonstrations of how to identify rhetorical choices and their effects before
they can do this work on their own.

Connecting Reading to Writing

Discovering What You Think
Writing Considering the Writing Task
5. Develop and
strengthen writing In the workplace, the audience and purpose for writing are often very clear.
as needed by plan-
ning … focusing on While school is a preparation for various workplaces and real world activities,
addressing what is writing assignments frequently involve an invented audience and purpose. A
most significant for
a specific purpose well-designed writing prompt can minimize the sense of pretense and model
and audience. the basic elements of an actual rhetorical situation. The assignment will be
the frame that your students use to decide what they will write about and
how they will use the material from the texts they have read.

Activity 42: Reading the Assignment

As you read the assignments below, make note of the type of writing you are
required to complete, the sources you may need to describe and discuss in your
writing, and the audience for your writing.

44 | THE VALUE OF LIFE CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE
 Writing Assignment

MODULE: TEACHER VERSION

Respond to one of the following prompts as your final assessment of learning
for this module.

Prompt #1:
So far in this assignment sequence, we have heard a number of different voices
giving insights into the value of life. Hamlet’s soliloquy offers an emotional,
metaphor-laden glimpse into the thinking of a young man contemplating
suicide. Chris Jones’s interview with Roger Ebert uses first-hand observations
and excerpts from Eberts’s blog and movie reviews to convey how the film critic
thinks about life. Amanda Ripley’s article from Time magazine provides insight
into the problems involved in translating the concept of valuing life from
abstract terms into actual dollars and cents. A Human Life Value Calculator
establishes specific criteria for assigning monetary value to a person’s life.
You might not fully agree or disagree with any of the texts’ essential claims
about the value of life. This makes your voice an important contribution to this
discussion about how we should value human life. Where do your ideas fit into
the terrain mapped by the other texts we have read? Is it right to assign dollar
values to a person’s life? Do suffering and illness impact how we should value
life? Assume that the audience for your piece consists of intelligent citizens
interested in this issue—the same types of people, for instance, who would read
Time magazine.
As you write your essay, think about the different ways the authors we have read
make their points about valuing life. Depending on the points you are trying to
make, you might want to use some metaphors for life, as Hamlet does, or share
observations and anecdotes the way Chris Jones does. On the other hand, you
may choose to include some words from people you interview, as Ripley does in
her article, or you might even decide to establish some criteria for how human
life should be calculated in monetary terms. As you construct your essay, make
conscious choices about the ways you can represent your ideas to your reader
about how society should assign value to human life?
Be sure to refer to and cite the readings. You may also use examples from your
personal experience or observations.

Prompt #2
The following excerpt is from Steve Jobs’s 2005 Commencement Address at
Stanford University. Read the passage carefully. Then write an essay in which
you explain Jobs’s argument and discuss the ways in which you agree or disagree
with his views. Support your position, providing reasons and examples from the
readings in this module. You may also choose to include personal observations
and experiences when appropriate. Organize your essay carefully.
“Remembering that I’ll be dead soon is the most important tool I’ve ever
encountered to help me make the big choices in life. Because almost
everything—all external expectations, all pride, all fear of embarrassment or
failure—these things just fall away in the face of death, leaving only what is
truly important. Remembering that you are going to die is the best way I know
to avoid the trap of thinking you have something to lose. You are already naked.
There is no reason not to follow your heart.

CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE THE VALUE OF LIFE | 45
 About a year ago I was diagnosed with cancer. I had a scan at 7:30 in the
MODULE: TEACHER VERSION

morning, and it clearly showed a tumor on my pancreas. I didn’t even know

what a pancreas was. The doctors told me this was almost certainly a type of
cancer that is incurable, and that I should expect to live no longer than three
to six months. My doctor advised me to go home and get my affairs in order,
which is doctor’s code for prepare to die. It means to try to tell your kids
everything you thought you’d have the next 10 years to tell them in just a few
months. It means to make sure everything is buttoned up so that it will be as
easy as possible for your family. It means to say your goodbyes.
I lived with that diagnosis all day. Later that evening I had a biopsy, where
they stuck an endoscope down my throat, through my stomach and into my
intestines, put a needle into my pancreas and got a few cells from the tumor. I
was sedated, but my wife, who was there, told me that when they viewed the
cells under a microscope the doctors started crying because it turned out to
be a very rare form of pancreatic cancer that is curable with surgery. I had the
surgery and I’m fine now.
This was the closest I’ve been to facing death, and I hope it’s the closest I get for
a few more decades. Having lived through it, I can now say this to you with a
bit more certainty than when death was a useful but purely intellectual concept:
No one wants to die. Even people who want to go to heaven don’t want to
die to get there. And yet death is the destination we all share. No one has ever
escaped it. And that is as it should be, because Death is very likely the single
best invention of Life. It is Life’s change agent. It clears out the old to make way
for the new.”

Analyzing the Assignment

Students need to analyze the writing assignment before they can begin pre-
writing or planning activities. A “Do/What Chart” is one strategy students
can use to clarify directions. To create a “Do/What Chart,” instruct students
to draw a T-graph in their notes, labeling the left side “Do” and the right side
“What.” Students will then list verbs from the prompt in the “Do” column and
the objects of those verbs in the “What” column. During this analysis, students
will often find that some directions in writing prompts are implied, rather than
explicitly stated. For example, students who are writing on Prompt #2 may
need help recognizing that “read the passage carefully” suggests they need to
annotate the text. Similarly, “explain Jobs’s argument” means students will need
to locate key claims in the passage in order to find the main idea.
A sample of a “Do/What Chart” for Prompt #1 is part of Activity 43.

Activity 43: Analyzing the Assignment

Complete a Do/What chart for the prompt you have chosen to help clarify
directions. To create a “Do/What Chart,” draw a T-graph in your notes,
labeling the left side “Do” and the right side “What.” Then list verbs from
the prompt in the “Do” column and the objects of those verbs in the “What”
column.

46 | THE VALUE OF LIFE CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE
 Do What

MODULE: TEACHER VERSION

write essay detailing your perspective on the value of life
consider the texts, social and monetary values, and suffering
assume an intelligent audience
think about the different texts you’ve read
include metaphors, stories, interviews, and/or criteria
make choices about the presentation of your ideas

Add “Taking a Stance”

Encourage your students to review the charts they have completed as a way to
begin taking a stance on the issue. They should pay particular attention to the
columns detailing their responses to the texts’ ideas as well as the examples
they came up with to support those responses.
Another way for your students to explore their thoughts on the texts is for them
to complete a few sentences such as the following by filling in the blanks:
• “I agree most with the ideas in __________ because ______________.”
• “I agree least with the ideas in __________ because ______________.”

Writing Taking a Stance

5. Develop and
strengthen writing Activity 44 will situate your students’ own voices within the contexts
as needed by plan-
ning … focusing on provided by the readings. This will help them with the next step of the
addressing what is process: determining a controlling idea for their essays.
most significant for
a specific purpose
and audience.
9. Draw evidence
Activity 44: Taking a Stance
from literary or
informational texts Revisit the chart you made while reading the texts. Pay particular attention to
to support analysis, the column that asks about your opinion of each text’s claims. This will help
reflection, and
research. you determine where your ideas fit within the “conversation” about valuing life
Speaking & Listening that takes place in the texts we read. Fill in these blanks as a way of determining
1. Initiate and partici- your own position.
pate effectively in a
range of collabora- “I agree most with the ideas in __________ because ___________.”
tive discussions
(one-on-one, in “I agree least with the ideas in __________ because ___________.”
groups, and teacher-
led) with diverse
partners on grades
11–12 topics, texts, The formulation of a controlling idea, often called the claim or thesis, will
and issues, building
on others’ ideas and provide your students with a direction for their essays. They may find it
expressing their helpful to think of the claim as the equivalent of the painted lines on a road:
own clearly and
persuasively. it keeps the essay on track in the same way that the lines keep a driver from
straying into danger. Have your students complete Activity 45.

CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE THE VALUE OF LIFE | 47
 Activity 45: Formulating a Working Thesis
MODULE: TEACHER VERSION

Your essay’s thesis is the primary claim that you will be making about valuing
life. There are several attributes of claims that form the basis of successful essays.
A good claim is
1. Clear: Your reader should easily understand your essay’s claim.
2. Compelling: The claim should be interesting to your reader and should
make the reader want to read your entire paper.
3. Complex: A claim that is too simple will not engage your reader and won’t
contribute significantly to the “conversation” about the topic.
4. Contestable: Any claim that no one would disagree with is unlikely to be of
interest to your reader.
Try writing a few claims for your essay. It might be helpful to think of your
claim as a response to a specific question whose answer matters to the essay’s
audience. For instance, if you are responding to Prompt #1, your claim should
try to answer the question, “How should people value life in contemporary
American society?” Your claim could take the form of a sentence that
combines both an assertion—a statement of your opinion—and a rationale—a
generalized reason in support of the assertion. Here are a couple of examples of
claims that take this form:
• Schools should put more money into academics than into athletics because
the primary goal of a school is to educate students, not to train athletes.
• The Star Wars films remain popular because they show the classic tale of an
individual’s triumph over oppression.
• The rule of law is more important than anyone’s personal feelings because it’s
the only way to ensure that everyone has the same rights in court.
Put your claim into this assertion-rationale form, and you will be ready to begin
drafting your essay.

When your students have put their claims into this assertion-rationale
form, they will be ready to begin drafting their essays. Sometimes, however,
determining the claim prior to drafting is anathema to a particular student’s
writing process. Such students may benefit from simply beginning to draft
their papers and then identifying what emerges as the primary idea.

FA Formative Assessment
Asking students to submit a Working Thesis on an index card offers you an
opportunity for a relatively quick evaluation of their progress in formulating
a central claim that will be the foundation for their essay. Your review of these
cards can alert you to students who may need more time and attention for the
development of their thesis. If their opinions have not yet gelled, they may need
time to write and talk their way toward greater clarification of their positions.

48 | THE VALUE OF LIFE CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE
Reading –
Informational Text
Gathering Evidence to Support Your Claims

MODULE: TEACHER VERSION

7. Integrate and Students can select evidence by returning to the readings, their notes, their
evaluate multiple
sources of informa- summaries, their annotations, their descriptive outlining, their charts, and
tion presented in other responses to find and highlight information they may use to support
different media or
formats (e.g., visu- their claims and refute the claims of those who disagree.
ally, quantitatively)
as well as in words Reflecting on the following questions provides an opportunity for students to
in order to address
a question or solve a evaluate their evidence:
problem.
•• How closely does this piece of evidence relate to the claim it is supposed to
Writing
support?
7. Conduct short
as well as more •• How well will the evidence suit the audience and the rhetorical purpose of
sustained research
projects to answer a the piece?
question (including
a self-generated Many of the activities your students have already completed in this module
question) or solve a constitute prewriting for the summative assignment. It is important to point
problem; narrow or
broaden the inquiry out to your students that the types of activities they have completed thus
when appropriate; far—including quickwrites, paraphrases, summaries, and charting of the
synthesize multiple
sources on the sub- texts—are all ways of generating evidence to support the claims they will now
ject, demonstrating make in their essays, which is addressed in Activity 46.
understanding of
the subject under
investigation.
8. Gather relevant
Activity 46: Generating Evidence to Support your Claims
information from
multiple authorita- Many of the activities you have completed so far have prepared you for your
tive print and digital
sources, using
final writing task. These kinds of informal writing assignments are part of a
advanced searches process called “writing to learn.” You have been using writing, in essence, as
effectively; assess a way for you to understand and interpret the texts you have been reading.
the strengths and
limitations of each Such informal writing is also a useful tool for helping you get ready to do more
source in terms of formal writing, as with the writing assignment above. To help you construct
the task, purpose,
and audience; …
and support your claims for this essay, be sure to revisit the informal writing
9. Draw evidence you have done. The chart, in particular, will help you to identify evidence you
from literary or can use in your paper.
informational texts
to support analysis, As you review the evidence you’ve already generated through your quickwrites,
reflection, and
research. annotations, and chart, consider the following questions:
1. How closely does this piece of evidence relate to the claim it is supposed to
support?
2. Is this piece of evidence a fact or an opinion? Is it an example?
3. If this evidence is a fact, what kind of fact is it (statistic, experimental result,
quotation)?
4. If it is an opinion, what makes the opinion credible?
5. What makes this evidence persuasive?
6. How well will the evidence suit the audience and the rhetorical purpose of
the piece?

CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE THE VALUE OF LIFE | 49
 Writing Getting Ready to Write
MODULE: TEACHER VERSION

5. Develop and
strengthen writing Students now need to add relevant ideas and observations from their own
as needed by plan-
ning … focusing on experience to the evidence they have gathered. To help students generate this
addressing what is information, you might want to introduce a variety of traditional prewriting
most significant for
a specific purpose activities:
and audience.
10. Write routinely
•• Brainstorming
over extended time •• Freewriting
frames (time for
research, reflection, •• Informal outlines
and revision) and
shorter time frames •• Clustering/Mapping
(a single sitting or
a day or two) for
a range of tasks, Activity 47: Getting Ready to Write
purposes, and audi-
ences.
What personal experiences have you had that inform your stance on this topic?
What observations and/or insights from outside reading or other sources can
you add to the evidence you generated from the reading selections in this
module? Jot your ideas down in your notes.

Writing Rhetorically
Entering the Conversation
Writing Composing a Draft
1. Write arguments to
support claims in an For most writers, writing is a multi-draft process. As they create their first
analysis of substan-
tive topics or texts, draft, writers take risks, explore ideas, and think on paper, knowing that
using valid reasoning they will have an opportunity later to revise and edit. When students plan
and relevant and
sufficient evidence. to turn in their first draft as the final draft, they often pursue correctness
2. Write informative/ and completion too early. If it is clear from the beginning that revision is an
explanatory texts
to examine and important part of the writing process, students can experiment with tentative
convey complex positions and arguments that can be evaluated, refined, and sharpened
ideas, concepts, and
information clearly in a later draft. While students will want to keep their audience in mind
and accurately throughout the writing process because thinking about audience is a guide
through the effective
selection, organiza- to effective writing, the first draft is generally “writer-based” and discovery-
tion, and analysis of oriented in that it serves to help the writer think through the issues and take
content.
4. Produce clear and a position. The first draft is often where students find out what they really
coherent writing in think about a particular issue or topic, which is introduced to students in
which the develop-
ment, organiza- Activity 48.
tion, and style are
appropriate to task
purpose, and audi-
ence.
9. Draw evidence
from literary or
informational texts
to support analysis,
reflection, and
research.

50 | THE VALUE OF LIFE CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE
10. Write routinely
over extended time
Activity 48: Composing a Draft

MODULE: TEACHER VERSION

frames (time for
research, reflec-
tion, and revision) Every writer’s process for crafting a paper’s first draft is unique. Some prefer
and shorter time to write an entire paper at a single sitting; others carefully plan the paper with
frames (a single
sitting or a day or outlines or maps prior to writing. The importance of a paper’s first draft is
two) for a range of that it provides an opportunity for you to shape your ideas into a coherent,
tasks, purposes,
and audiences. written form.

Writing Considering Structure: Organizing the Essay and

1. Write arguments to
support claims in an Developing the Content
analysis of substan-
tive topics or texts, Now have your students read Activity 49, which discusses ways of organizing
using valid reasoning
and relevant and an essay.
sufficient evidence.
a. Introduce pre-
cise, knowledge- Activity 49: Organizing the Essay
able claim(s),
establish the There are as many ways of organizing an essay as there are writers. Even so,
significance
of the claim(s), essays will always have a beginning, middle, and end.
distinguish the
claim(s) from 1. The beginning, which may be one or more paragraphs long, sets up the
alternate or essay’s central question and claim.
opposing claims,
and create an 2. The middle of the essay provides ideas and evidence for the claim you
organization are making. The evidence you provide may come in a number of forms,
that logically se-
quences claim(s), including quotations from the texts we have read and examples from your
counterclaims, own life and experience. The chart you have completed may be helpful in
reasons, and
evidence.
this regard.
b. Develop claim(s) 3. The end is where you reach conclusions about the question and argue that
and counter-
claims fairly
your claim is the most reasonable way of answering the question.
and thoroughly,
supplying the
most relevant
evidence for
each while point
Developing the Content
out the strengths
and limitations of
Your students will need to understand that body paragraphs explain and
both in a manner support their claims. As they develop support for the essay, your students
that anticipates
the audience’s
should work on making their writing more responsive to the needs of readers.
knowledge level, Ask your students to read and discuss the guidelines in Activity 50.
concerns, values,
and possible
biases. Activity 50: Developing the Content
c. Use words,
phrases, and
clauses as well Read the following guidelines about developing support for your essay and
as varied syntax discuss them with your classmates.
to link the major
sections of the 1. Body paragraphs give evidence in the form of examples, illustrations,
text, create cohe- statistics, and so forth and analyze the meaning of the evidence.
sion, and clarify
the relationships 2. Each body paragraph is usually directly related to the question that the
between claim(s)
and reasons,
claim is attempting to answer.
between reasons 3. No set number of paragraphs makes up an essay.
and evidence,
and between

CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE THE VALUE OF LIFE | 51
 claim(s) and
counterclaims.
MODULE: TEACHER VERSION

e. Provide a
concluding state-
ment or section
that follows from
and supports
the argument
presented.
2. Write informative/
explanatory texts to
examine and convey
complex ideas,
concepts, and infor-
mation clearly and
accurately through
the effective selec-
tion, organization,
and analysis of
content.
a. Introduce a topic
or thesis state-
ment; organize
complex ideas,
concepts, and
information so
that each new
element builds
on that which
precedes it to
create a unified
whole; include
formatting (e.g.,
headings), graph-
ics (e.g., figures,
tables), and
multimedia when
useful to aiding
comprehension.
b. Develop the
topic thoroughly
by selecting the
most significant
and relevant
facts, extended
definitions,
concrete details,
quotations, or
other information
and examples
appropriate to
the audience’s
knowledge of the
topic.
c. Use appropri-
ate and varied
transitions and
syntax to link the
major sections of
the text, create
cohesion, and
clarify the rela-
tionships among
complex ideas
and concepts.
d. Use precise
language,
domain-specific
vocabulary, and
techniques such
as metaphor,

52 | THE VALUE OF LIFE CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE
 simile, and anal-
ogy to manage

MODULE: TEACHER VERSION

the complexity of
the topic.
f. Provide a
concluding state-
ment or section
that follows from
and supports
the information
or explanation
presented (e.g.,
articulating
implications or
the significance
of the topic).
4. Produce clear and
coherent writing in
which the develop-
ment, organiza-
tion, and style are
appropriate to task
purpose, and audi-
ence.
9. Draw evidence
from literary or
informational texts
to support analysis,
reflection, and
research.

Writing Using the Words of Others (and Avoiding Plagiarism)

8. Gather relevant
information from The charts your students have been using to track their reading of the texts in
multiple authorita-
tive print and digital this sequence require them to quote, paraphrase, and summarize; these three
sources, using strategies are regularly used within more formal writing. The chart should
advanced searches
effectively; assess prove a useful asset to help your students decide how to structure and support
the strengths and
limitations of each
their ideas in response to the writing assignment.
source in terms of
the task, purpose, Which citation format should you teach? Citation formats are diverse, and
and audience; each academic department or school district makes decisions about the
integrate informa-
tion into the text se- format students should use to document their sources. Make explicit to your
lectively to maintain students that formats for citations vary from discipline to discipline but that
the flow of ideas,
avoiding plagiarism the overarching aim of all means of documentation is to differentiate between
and overreliance on the essay writer’s ideas and those of others whose work is being used to
any one source and
following a standard inform the essay.
format for citation
including footnotes
and endnotes. Activity 51: Using the Words of Others

When you write anything in response to a text you have read, you will have to
describe for your reader what the original text says. This can be done through
direct quotations (saying precisely what the original author said), paraphrasing
(providing a specific idea from the text, but putting it in your own words), and
summarizing (providing the primary ideas from the text in a generalized form).
The activities you have already completed have asked you to find quotations,
provide paraphrases, and write summaries, so you should be well prepared for
using the words of Shakespeare, Ebert, Ripley, and the makers of the human life
value calculator within your formal essay.

CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE THE VALUE OF LIFE | 53
 When you use any method for representing the ideas from another text in your
MODULE: TEACHER VERSION

own writing, you must provide a citation. Your teacher will probably already have
described for you the type of citation you need to use for this class, so be sure to
follow those instructions carefully. Remember, even when you are summarizing
and paraphrasing, you still must attribute the ideas to the original writer.

One of the most important features of academic writing is the use of words
and ideas from written sources to support the writer’s own points. There are
essentially three ways to incorporate words and ideas from sources, as shown
below:
•• Direct quotation: Amanda Ripley explains, “In valuing different lives
differently—the first part of the equation—the fund follows common legal
practice. Courts always grant money on the basis of a person’s earning
power in life” (7).
•• Paraphrase: In “Roger Ebert: The Essential Man,” Chris Jones describes the
unrestrained joy Ebert shows when watching the Spanish-language movie
Broken Embraces (1).
•• Summary: In Hamlet, William Shakespeare’s title character broods over the
fear of death that prevents people from escaping or confronting painful
situations in life. His “to be, or not to be” soliloquy expresses both a desire
for release from suffering or indecision and a dread that whatever follows
will be worse than what he already endures. Thinking too much about the
unknown consequences of death, Hamlet complains, makes us weak and
passive.
Learning to cite accurately and determining how best to incorporate the words
and ideas of others are essential for students to establish their own ethos.
Students need practice choosing passages to quote, leading into quotations,
and responding to them so that the words of others are well integrated into
their own text. Paraphrasing passages, which some students avoid because it
requires an even greater understanding of the material to put it in their own
words, is another important skill in academic writing. Students can practice
these skills by choosing quotations, paraphrasing them, and then discussing
whether they agree or disagree, and why. This can be done in a pair or group
activity in which students choose quotations and then help each other
paraphrase them.

Prerequisite Grade 8
Standard: Reading –
Negotiating Voices
Informational Text
The goal of negotiating voices is for students to be able to distinguish their
9. Analyze a case in
which two or more ideas from those of their sources and to make clear their stance in relationship
texts provide con- to those sources. In the section above, students practiced selecting useful and
flicting information
on the same topic interesting material, punctuating direct quotations, and recasting the language
and identify where for paraphrases and summaries. The following activity can help students put
the texts disagree
on matters of fact or direct quotations, indirect quotations, concepts, facts, ideas, and opinions from
interpretation.
other writers into their own texts while keeping all the voices distinct.

54 | THE VALUE OF LIFE CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE
Grades 11-12 Using Model Language
Reading –

MODULE: TEACHER VERSION

Informational Text Some of the “voices” students encounter in this module represent opposing
6. Determine an
author’s point of views on the issue. Hamlet, for instance, makes claims that are entirely
view or purpose contrary to what Roger Ebert and Steve Jobs describe in their own
in a text in which
the rhetoric is par- experiences thinking about life and death. While Ebert and Jobs see a
ticularly effective, confrontation with death as entirely life-affirming and inspirational, Hamlet
analyzing how style
and content contrib- sees the contemplation of death as something that can keep us from living life
ute to the power, fully and cause “enterprise of great pitch and moment” to “turn awry and lose
persuasiveness, or
beauty of the text. the name of action.”
Writing
Kenneth Feinberg is another interesting voice in this conversation. In “What
1d. & 2e. Establish
and maintain a Is the Value of a Human Life?,” Feinberg revises his earlier stance on the
formal style and issue of how life should be valued—a position we first encounter in Amanda
objective tone
while attending Ripley’s article “What Is Life Worth?” Although Feinberg initially defends
to the norms and
conventions of the
the view that life should be valued in financial terms when determining
discipline in which compensation for victims’ families, he later changes his mind and decides
they are writing.
that all human life should be valued equally—a shift from an economic view
Language
to a moral or personal perspective. Thus in one person, we have both sides
3. Apply knowledge
of language to of the argument. Furthermore, because Feinberg appears as a “voice” in two
understand how separately authored sources in this module, his example gives students a
language func-
tions in different particularly good opportunity to look at how authors present the people they
contexts, to make
effective choices
quote in comparison to how people present themselves.
for meaning or style,
and to comprehend One strategy to help your students orchestrate voices from varied sources is to
more fully when give them models of introductory language, such as the following templates
reading or listening.
or frames:
•• The issue of ______ can be viewed from several different perspectives.
•• Experts disagree on what to do about ______.
You might then give them language that introduces ideas from particular
writers:
•• Special master Kenneth Feinberg, the court officer assigned to the federal
Victim Compensation Fund, argues that ______.
•• In the tragic masterpiece Hamlet, William Shakespeare’s gloomy Prince of
Denmark contemplates ______.
•• According to The Human Life Value Calculator ______.
Contrary views can be signaled by adding transitional phrases:
•• While confronting death can sometimes make us appreciate life more,
other times it makes life feel less worth living.
•• However, the legal context described by Amanda Ripley and Kenneth
Feinberg requires ______.
•• On the other hand, Hamlet believes ______.
•• Whereas economic values of life are limited to ______, personal values can
______.

CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE THE VALUE OF LIFE | 55
 The student writer then needs to add his or her own voice to the mix:
•• Although some argue for ________, others argue for _______. In my view
MODULE: TEACHER VERSION

______.
•• Though writers disagree, clearly ______.
Many similar frames for introducing the words and ideas of others and
signaling a stance on those ideas can be found in They Say/I Say: The Moves
That Matter in Academic Writing by Gerald Graff and Cathy Birkenstein,
which is an excellent resource for helping students enter the conversation in
academic writing. Your students might also create their own set of frames by
looking at language used by professional writers.

Identifying Model Language and Signal Phrases

Give your students a newspaper article or an editorial in which the writer
summarizes or synthesizes several different perspectives and argues for his
or her own position. Ask them to underline phrases that signal relationships
between and among different ideas and perspectives and make a list of these
phrases that they can use in their own writing.

FA Formative Assessment
Reviewing your students’ performance on this exercise could provide you
with information about the degree to which they have mastered summarizing,
synthesizing, and identifying phrases that signal relationships between and among
ideas and perspectives. That information could serve as the basis for identifying
those who need further instruction on effective language and signal phrases.

RG Rhetorical Grammar for Expository Reading and Writing

At this point, begin rhetorical grammar instruction for the Editing Student
Writing Activities 6-8. These activities should be taught in conjunction with
the Revising and Editing activities in the module. Some of these activities could
substitute for various editing activities in the module itself.

Revising and Editing

Writing Revising Rhetorically
1c. Use words, phrases,
and clauses as A rhetorical approach to revision can help your students understand that
well as varied
syntax to link the revision is a strategic, selective process; what writers choose to revise depends
major sections of on the ultimate purpose of their writing.
the text, create
cohesion, and clarify
the relationships Rhetorical Analysis of a Draft
between claim(s)
and reasons, A rhetorical analysis of a rough draft requires the writer to assess writing
between reasons
and evidence, and based on the purpose of the writing, the message of the argument, the needs
between claim(s) of the audience, and the ethos the writer adopts. Here are some questions
and counterclaims.
that support a rhetorical assessment of a draft:

56 | THE VALUE OF LIFE CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE
1d. & 2e. Establish 1. What is the rhetorical situation? Who is your audience, and what is
and maintain a
your argument?

MODULE: TEACHER VERSION

formal style and
objective tone
while attending 2. What types of evidence and appeals does this audience value most highly?
to the norms and
conventions of the 3. How can you establish your own authority to address this issue? What
discipline in which credibility do you have with this audience?
they are writing.
1f. Use specific 4. What are the most important factors contributing to either the success
rhetorical devices to or failure of the argument?
support assertions
(e.g., appeal to logic 5. What is the most relevant feedback you have received about this
through reasoning;
appeal to emotion or audience and context?
ethical belief; relate
a personal anec- Some activities that support rhetorical analysis of a draft include scoring sample
dote, case study, or
analogy.
essays, providing feedback on a single paragraph, responding to questions about
2c. Use appropriate and rhetorical content, and reflecting on their own changes. Specific strategies
varied transitions that facilitate revisions include Purpose/Argument/ Persona/Audience (PAPA)
and syntax to link
the major sections Square graphic organizer, rhetorical précis, descriptive outlining, and answering
of the text, create questions about ethos, pathos, and logos.
cohesion, and clarify
the relationships
among complex
ideas and concepts.
FA Formative Assessment
4. Produce clear and Any of these strategies could help you discover the degree to which your
coherent writing in
which the develop- students have understood the rhetorical appeals of ethos, logos, and pathos,
ment, organiza- along with the author’s purpose, audience, persona, and central argument.
tion, and style are
appropriate to task When necessary, explain how students can improve their identification of
purpose, and audi- rhetorical methods and strategies or conduct a class discussion focused on those
ence.
rhetorical features of a text.
5. Develop and
strengthen writing
as needed by…re-
vising … rewriting,
or trying a new ap-
proach, focusing on Activity 52: Revising Rhetorically
addressing what is
most significant for Revising your essay means looking at it again. Revision is often difficult because
a specific purpose
and audience. as writers, we know what we are trying to say; our essays, therefore, make sense
Reading – to us. In order to revise effectively, we have to be able to look at our writing
Informational Text from a new perspective. Having classmates or others read our work provides
1. Cite strong and new viewpoints that can lead us to revise effectively. Remember that the point
thorough textual
evidence to support is not for the readers to “fix” your essay; the readers’ job is simply to give you
analysis of what the feedback about how they read and made sense of your essay. As the writer, you
text says explic-
itly as well as infer-
are in charge of responding to what your readers tell you about the essay and
ences drawn from doing the work necessary to make it more reader-friendly and effective.
the text, including
determining where Your teacher may provide you with some activities for revising your essay. Some
the text leaves mat- suggestions for ways to look at your essay that will provide you with feedback
ters uncertain.
5. Analyze and evalu-
are listed below:
ate the effective- • Put your draft aside for a few days, and then reread it. This allows you to
ness of the structure
an author uses in his develop some “critical distance” from the essay and usually makes it easier to
or her exposition or see places that may need some revision.
argument, including
whether the struc- • Ask a classmate to read the essay with a few highlighters or colored pencils.
ture makes points They can use red to signify places where you used powerful words, green for
clear, convincing,
and engaging. ideas that need to “grow” a little more, and so forth.

CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE THE VALUE OF LIFE | 57
 6. Determine an au-
thor’s point of view • Have a couple of classmates read your essay aloud together while you
MODULE: TEACHER VERSION

or purpose in a text
in which the rhetoric overhear their conversation about the essay. As they stop and discuss various
is particularly effec- parts of the paper, take notes on what they say. Their reactions may give you
tive, analyzing how
style and content very good insights into how to revise your paper.
contribute to the
power, persuasive-
ness, or beauty of
the text. Note that each of the above activities is structured to provide your students
Speaking & Listening with the opportunity to see their papers from a reader’s perspective.
1. Initiate and partici-
pate effectively in a Revision Workshops
range of collabora-
tive discussions (one- You can stimulate effective conversations about student writing by scaffolding
on-one, in groups,
and teacher-led) with revision workshops that target specific concepts for revision (i.e., paragraph
diverse partners on
grades 11–12 topics,
continuity, effective introduction strategies, or signposts for logic, etc.).
texts, and issues, When teachers are able to demonstrate moves good writers engage in during
building on others’
ideas and expressing
revision, they invite students into discussions about writing that develop
their own clearly and revision vocabulary and revision reading skills.
persuasively.

Language Considering Stylistic Choices

3. Apply knowledge of
language to under- Writers can make stylistic choices to enhance the clarity of their messages,
stand how language
functions in different make emotional connections with readers, and establish their ethos.
contexts, to make These choices draw readers in or push them away. Students can consider
effective choices
for meaning or style, the effectiveness of their stylistic choices by responding to the following
and to comprehend
more fully when
questions:
reading or listening. 1. How will the language you have used affect your reader’s response?
a. Vary syntax for
effect, consulting 2. Which words or synonyms have you repeated? Why?
references (e.g.,
Tufte’s Artful 3. What figurative language have you used? Why did you use it?
Sentences) for
guidance as 4. What effects will your choices of sentence structure and length have
needed; apply an on the reader?
understanding
of syntax to the 5. In what ways does your language help convey your identity and
study of complex
texts when read- character as a writer?
ing.
6. Is your language appropriate for your intended audience?
Writing
1f. Use specific
rhetorical devices to
support assertions
(e.g., appeal to logic
through reasoning;
appeal to emotion or
ethical belief; relate
a personal anec-
dote, case study, or
analogy.
2d. Use precise lan-
guage, domain-spe-
cific vocabulary, and
techniques such as
metaphor, simile,
and analogy to man-
age the complexity
of the topic.

58 | THE VALUE OF LIFE CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE
Language Editing the Draft

MODULE: TEACHER VERSION

1. Demonstrate com-
mand of the conven- While the first draft of an essay is generally writer-based, as writers revise,
tions of standard
English grammar and they create writing that has the reader in mind—writing that is, in other
usage when writing words, more reader-based. At this point, they will need to address surface
or speaking.
a. Apply the un- level issues such as grammar and usage errors, sentence clarity, sentence
derstanding that variety, word choice, and various other stylistic features. Students benefit
usage is a matter
of convention, can from instruction that targets particular constructions and asks them to make
change over time, observations about those constructions. Identifying and practicing these
and is sometimes
contested. constructions and conventions constitutes a major part of a student’s editing
b. Resolve issues knowledge.
of complex or
contested us-
age, consulting
references (e.g.,
Activity 53: Editing the Draft
Merriam-Web-
ster’s Dictionary Editing is often confused with revising, but editing has more to do with making
of English Usage, your essay “clean”—that is, free of errors—while revising is about developing
Garner’s Modern
American Usage) your ideas as clearly as possible. Of course, editing may happen all through the
as needed. processes of writing, but the editing stage of writing comes when your essay is
2. Demonstrate com-
mand of the conven-
nearly in its finished form. Editing your paper is like giving a car a nice tune-up
tions of standard and polish before a car show; it lets the paper really shine. Here are some ideas
English capitaliza- for editing your paper:
tion, punctuation,
and spelling when • Read your paper aloud. This will help you identify places where a sentence
writing.
doesn’t sound quite right or spots where you might need to adjust
a. Observe hyphenation
conventions. punctuation or word choice.
b. Spell correctly. • Ask a classmate or parent to read the paper and make suggestions about
Writing sentence construction, punctuation, verb tenses, and spelling.
5. Develop and
strengthen writing • Run the essay through the computer’s spelling and grammar check. Make
as needed by … sure to look carefully at the suggestions made by the computer and ask
editing … (Editing for
conventions should someone you trust—a teacher, classmate, or parent—if you have doubts.
demonstrate com- Computers often suggest the wrong word for misspellings (if you misspell
mand of Language
standards 1–3 up to
“definitely” by writing “definately,” for example, the computer will probably
and including grades suggest that the correct spelling is “defiantly”), so pay close attention.

Writing Responding to Feedback

5. Develop and
strengthen writing Students need feedback on their writing. Some of this can be from peers
as needed by …
revising, editing, during the revision stage, but instructor feedback is essential. Although
rewriting, or trying responding to drafts and conferencing with students is undoubtedly time
a new approach,
focusing on ad- consuming, it is important to intervene in the writing process at the most
dressing what is useful points and to make comments that are well-targeted to both the
most significant for
a specific purpose assignment’s demands as well as to the student’s individual needs and
and audience. language development processes.
(Editing for con-
ventions should
demonstrate com-
The most valuable point for students to receive feedback is before they revise
mand of Language and edit, so they can actively apply what they learn from your response to
standards 1–3 up
to and including
the next draft. One particularly effective time for instructor response is after
grades 11–12.) students have produced their first revised, “reader-based” draft. Students

CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE THE VALUE OF LIFE | 59
 can then use instructor feedback to revise and improve the final draft they
will submit for a final grade. As students see their own writing evolve, an
MODULE: TEACHER VERSION

improved grade can serve as additional motivation for them to put sustained
effort into their revisions.
Most writing instructors make a distinction between “global” issues, such
as thesis, focus, and arguments, and “local” issues, such as grammatical
and usage errors. While all students need both global and local responses,
English learners will benefit from more frequent and extended opportunities
to receive and respond to feedback. English learners may also benefit from
instructor response to specific aspects of the English language—for example,
particularly difficult or idiosyncratic grammatical forms that English learners
are still in the process of acquiring.
Below are some common ways to respond.
•• Use a preprinted evaluation form (rubric) to respond to your students’
writing, and include notes in the margin that correspond to the marks on
the evaluation form.
•• Annotate the paper, focusing on the two to three most important aspects
or features of the text (so as not to overwhelm students with too much
feedback at once), and make a summary comment at the end that supports
the annotations in the body of the paper.
•• Meet one-on-one with each student and review the strengths and
weaknesses of the paper. In this situation, you and your students might
each keep an index card to track the kinds of changes being made on each
paper over time.

Minimal Marking
Sometimes there is no time, or no need, for the full responses noted above. A
more minimalist response can address global concerns by answering the two
questions below and underlining a few targeted errors.
•• What is the best thing about this draft?
•• What is the biggest overall difficulty with this draft, and how could it be
improved?
Local concerns can then be addressed by underlining errors and having
students attempt to identify and correct them. For students with few errors,
the instructor might underline all of them. For students with many errors,
the instructor might identify a particular type of problem that is causing the
most confusion or distraction and underline only that pattern of error. In
other words, the instructor might write something like “I am underlining
sentence fragments. Please try to correct them. If you have questions, please
ask” and then underline fragments throughout the paper. Some instructors
simply put a checkmark in the margins to indicate that there is a problem in
a particular line.
For more detailed feedback, see the Rubric for the Value of Life essay at the
end of this module.

60 | THE VALUE OF LIFE CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE
 Acting on Feedback

MODULE: TEACHER VERSION

When students get their papers back with feedback, ask that they consider all
of the feedback they received from various peers, instructors, and others and
make decisions about what changes they are going to implement. Here are
some questions for them:
•• What are the main concerns your readers had in reading your draft?
•• Do all of the readers agree?
•• What global changes should you consider? (thesis, arguments, evidence,
organization)
•• What do you need to add?
•• What do you need to delete?
•• What sentence-level and stylistic problems do you need to correct?
•• What kinds of grammatical and usage errors do you have? How can you
correct them?
It is useful for instructors to model this revision process with a sample paper.
When students can observe and collaboratively participate in how to move
from feedback to revision, they are better able to internalize the moves
proficient writers make in revision and subsequently engage in these moves
independently.
The strategies in this section of the ERWC are designed to reinforce students’
learning of the content of the standards in the preceding sections of the
template.

The strategies in this

section of the ERWC are
Reflecting on Your Writing Process
designed to reinforce
students’ learning of
Reflection is an essential component in learning. Students benefit from
the content of the CCSS discussing what they have learned about how to write and sharing that
for ELA/Literacy in the
preceding sections of information with the rest of the class. This activity supports shared
the template. understanding of key terms, important moments and moves in developing
Writing writing, and generalizations that organize students’ approaches to writing.
10. Write routinely
over extended time
Reflection allows students to articulate their attitudes and assumptions about
frames (time for literacy and the role it plays in their developing academic identities.
research, reflection,
and revision) and You may want to direct reflection by asking some of the following questions:
shorter time frames
(a single sitting or 1. What have you learned about your writing process?
a day or two) for
a range of tasks, 2. What were some of the most important decisions you made as you
purposes, and audi-
ences.
wrote this text?
3. How did “writing about your writing” influence the way you developed
your text?
4. In what ways have you become a better writer?

CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE THE VALUE OF LIFE | 61
 Reflecting on the Writing
MODULE: TEACHER VERSION

After the essay is finished, have students complete Activity 54, which asks
them to reflect on the processes they went through to write the paper. This
kind of writing not only asks them to be reflective but also provides you with
important information about your students’ strengths, the need to reteach,
and ways to modify the assignment sequence the next you teach it.

Activity 54: Reflecting on the Writing

After your essay is finished, reflect on the processes you went through to write
the paper. Answer the following questions:
1. How helpful did you find the highlighting, charting, and question-answer
activities?
2. How much was your writing affected by your notes in the charts?
3. How helpful were the prewriting and revising activities?
4. What did you learn from reading and writing in this assignment module?
5. Which strategies will you use again when you are asked to read and write
assignments like this one in the future?

Although teachers collect and evaluate reflective writing in diverse ways,

asking the students to address some of the issues presented in this activity as
part of an in-class cover letter for the essay itself has been an effective method.

62 | THE VALUE OF LIFE CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE
Rubric

MODULE: TEACHER VERSION

“Value of Life” Essay
Weaker  Stronger

Content Issues
Controlling idea: The essay clearly defines the questions and issues being addressed. The
chosen topic complies with the assignment’s parameters.
Use of summary: The writer uses an appropriate amount of summary when discussing
events from texts or personal experiences.
Textual interpretation: The essay provides the writer’s interpretations of the selected
texts (correctly using quotations and paraphrasing as appropriate).
Choice and use of evidence: The essay discusses texts read in class as well as the writer’s
own experiences and ideas. Evidence used helps clarify and support the writer’s points.
Attention to audience: The writer’s voice is compelling, enthusiastic, and reasonable.
The writer makes an effort to engage the reader’s interest.
Overall impression: The essay accomplishes what the writer set out to do, with the
author using clear examples that the audience finds intriguing. Reading the essay is an
enjoyable learning experience.

Organization and Presentation

Coherence: The writer clearly explains the relationships among the essay’s ideas and the
examples that are provided as evidence.
Organization: The writer has carefully structured the essay, which has a clear beginning,
middle, and conclusion.
Paragraph structure: Paragraphs are focused and fully develop the ideas being
presented. Paragraphs contain appropriate combinations of idea, evidence, and
discussion sentences.
Sentence fluency: The writer constructs sentences that are strong, clear, and
thoughtfully structured.
Word choice: The words convey the writer’s meaning with accuracy. The writer’s diction
is appropriate for the task.
Format: Essay is titled, typed, collated, and stapled. Appropriate margins and typefaces
give the document a professional look.
Documentation: All supporting material—whether quotation, paraphrase, or
summary—is appropriately attributed to the original source.

Surface Errors
Punctuation errors: Problems with commas, apostrophes, semicolons, and so on are
mostly absent.
Word errors: Spelling errors are minimal or absent. Word usage is appropriate, and
there are no obvious errors.
Grammar errors: The essay has few problems with run-ons, fragments, agreement, and
verb tense.
Overall effect of surface errors: Surface errors are few enough to provide little
distraction to the reader.

Essay Score:
Comments:

CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE THE VALUE OF LIFE | 63
Charting Multiple Texts

CSU EXPOSITORY READING AND WRITING COURSE | SEMESTER ONE

What are the
What claim examples/quotes What do you How does this
Text What is the does the text from think about the What are your text connect to
Information text’s big issue? make? the text? text’s claim? examples? other texts?
Title:
Author:
Genre:
Title:
Author:
Genre:
Title:
Author:
Genre:

| THE VALUE OF LIFE

Title:
Author:
Genre:

64
MODULE: TEACHER VERSION