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CONTINUING THE 6 Self Discovery
CONVERSATION Continuing the Conversation
Features
A Sandbox of Projects
and Prompts
Throughout this chapter, you have been reading texts and thinking about how we create
At the end of each thematic change in the world. At the beginning of the chapter and after each of the readings, you
chapter, we’ve added a bit had opportunities to consider ideas related to the following essential questions:
of serious fun. Continuing • What are the conditions required to make change happen?

the Conversation includes • How does effective, persuasive communication help to bring about change?

engaging writing/speaking • How does one gain the appropriate amount and type of power to create change?

prompts that provide • When — if ever — is violence an appropriate means for creating change?
opportunities for students to The sections that follow will give you an opportunity to respond to some of those
respond to the ideas in the questions as you write about the issue of creating change in the world.
chapter. Whether you want to
get students to stretch, reflect, Writing an Evidence-Based Argument
start a movement, get creative, Using one of the prompts below (or one of your own), write an evidence-based
or do some serious research, argument that includes sources from this chapter.
these prompts have what you
need to add an interesting Prompt 1 : Write about a time that you created some kind of change. It could be
something at school, in your home, in your community, or elsewhere, and it does
twist to your course. not need to be a major or significant change. What were the steps that you took
to create this change and which of the authors you read would likely support
and or oppose your approach to creating that change?
Prompt 2 : Is violence ever the best approach to bringing about change? Why or
why not? Refer to at least three texts you read.
SPEAKING AND LISTENING
Prompt 3 : To what extent are humans capable of long-lasting and meaningful
change? Refer to at least three texts you read. Instruction and Practice for
Effective Communication
Follow these steps for writing an evidence-based argument in response to one of these
prompts:
Whether you’re interested in building
Step 1: Gathering Ideas. Brainstorm a response to one of the prompts by writing
a classroom community, preparing
your initial ideas, reading and examining several of the sources in the chapter, and
students to engage in civil discourse,
conducting additional research if necessary.
or looking to differentiate by product,
Step 2: Planning the Essay. Take a stand on the issue, consider the evidence that
Advanced Language & Literature
will support your position, and think about an effective organizational structure for
your essay. has what you need. Instruction and
practice can be found in Speaking
Step 3: Drafting the Essay. Draft your essay with body paragraphs that include
and Listening Focus boxes in every
evidence from the texts and your own commentary. Be sure to address
opening chapter, and a prompt for
speaking and listening can be found 93
Copyright © Bedford/St. Martin’s. Uncorrected proofs have been used in this sample chapter.
in the Topics for Composing after
Distributed by BFW Publishers. Strictly for use with its products. Not for redistribution.
each piece. In addition, every activity
in the opening chapters ends with
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a Talk It Through section, to give
" I absolutely LOVE the images, graphs, etc. in this textbook. students a chance to engage with
Unlike the majority of textbooks, I feel that every graphic each verbally, exchange ideas, and
serves a purpose beyond just looking nice. Each graphic deepen understanding.
is worthy of a conversation because it is rich in detail or
information.[...] Just when the text is making the students
feel one way about an issue, a graphic can completely turn
the tide of the discussion. Clever and relevant!"
—Jennifer Letus, Royal HS, CA
AP® is a trademark registered and/or owned by the College Board, which was not involved in the production of, and does not endorse, this product.

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