Vocab 1
Language features
Text structures
Grammar
Vocab 2
100

What does infer mean?

To reach a conclusion based on evidence that is not directly stated.

100

Which word shows possibility: must, could, definitely?

"Could"

100

What are the two types of responses taught in the textbook?

Discussion and persuasive


100

Identify verb: Schools should provide students with more opportunities to read.

provide

100

What is a counterargument?

An argument or position that challenges or provides an alternative to your own argument.

200

What does feasible mean?

Possible or practical to achieve.

200

Is "could" hedged or committed language?

Hedged language.

200

What is the purpose of a discussion response?

Its purpose is to explore different realistic solutions, weighing their strengths and weaknesses fairly.

200

Identify the verb: "The government should introduce new rules."

introduce

200

Why should you address the strongest opposing argument rather than the weakest one?

Because successfully responding to the strongest rival makes your own argument more convincing. The textbook explicitly warns against choosing the easiest rival.

300

What does incentive mean?

Something that encourages someone to do something.

300

What is the effect of using "must" in an argument?

It creates a strong, committed tone and expresses necessity.

300

What is the difference between a discussion and a persuasive response?

  • Discussion = explores and weighs several options.
  • Persuasive = recommends one option and argues that it is the strongest.
300

Identify the conjunction: "The plan is expensive but effective."

BUT

300

Identify the counterargument: "Some people argue that school uniforms are too expensive. However, uniforms can actually reduce pressure to buy fashionable clothes."

"Some people argue that school uniforms are too expensive.

400

What does concede mean?

To admit that something is true or valid, even while maintaining your overall argument.

400

What does "Admittedly... nevertheless..." allow a writer to do?

It allows the writer to acknowledge a genuine limitation or opposing point while maintaining their overall argument.

400

Put these in the correct order: body paragraphs, introduction, conclusion, counterargument.

  • Introduction
  • Body paragraphs
  • Counterargument
  • Conclusion
400

Find the modality word: Schools must introduce a clear phone policy because it will reduce distractions."

Must and Will

400

Why is this a not a good counterargument? "Some people think students should have less homework because they want to be lazy."

The writer has unfairly weakened or misrepresented the opposing position instead of presenting its strongest version.

500

Explain the difference between feasible and effective.

  • Feasible = whether something can realistically be done.
  • Effective = whether something actually solves the problem or achieves its intended result.
500

A student writes: "This solution might be the best approach, and it could solve the problem." What type of response does this language better suit, and why?

The language is hedged — might and could — so it better suits discussion writing, where the writer weighs possibilities rather than committing strongly from the beginning.

500

A persuasive response has an introduction, two body paragraphs, a counterargument and a conclusion. What is the purpose of each section?

  • Introduction → introduces the problem and establishes the direction of the response.
  • Body paragraphs → develop the main reasons/solutions with explanation and evidence.
  • Counterargument → acknowledges and responds to the strongest rival position.
  • Conclusion → brings the argument together and reinforces the final position.
500

Rewrite this sentence to make it more persuasive: "Schools could perhaps consider limiting phone use because it may help students concentrate."

"Schools must limit phone use because doing so will help certainly help students concentrate."

500

Write a counterargument and rebuttal to: "Schools should ban mobile phones because phones always distract students."

Counterargument: Some people argue that students should be allowed to keep their phones because phones can be useful for communication and emergencies.

Rebuttal: However, allowing phones to remain accessible during lessons creates unnecessary distractions. Schools can provide alternative ways for students to contact their families when necessary while keeping phones away during learning time.

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