Visual tools for teaching college readiness writing standards

Visual Tools for Teaching College- and Career-
Readiness Standards

Language Arts Standards Math Standards

Edwin Ellis, Ph.D. Craig Henden, BA
Professor, Special Education, Math Teacher
The University of Alabama Oakman Middle
edwinellis1@gmail.com School
(205) 394-5512

For information about how to access Smart
Visual software featured in this presentation or
professional development for your school,
Elizabeth Long, MA please contact Dr. Edwin Ellis
RTI Coordinator
Hartselle High School

© 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.GraphicOrganizers.com

Visual Tools for Teaching College- and Career-
Readiness Standards

Edwin Ellis, Ph.D. Craig Henden, BA
Professor, Special Education Math Teacher
The University of Alabama Oakman Middle
edwinellis1@gmail.com School
(205) 394-5512

Elizabeth Long, MA
RTI Coordinator
Hartselle High School
PART 2: Writing Standards

All about… visual tools that target specific
NCCS standards
All about… embedded prompts that cue what
/how to think about essential info

All about… applying principles of strategic instruction when using visual tools

We’ve developed specific high-engagement instructional routines for using
visual tools….
* BEFORE the lesson to activate & assess background knowledge, pre-
teach vocabulary & create anticipation for learning.
* DURING the lesson to both teach the NCCSS language arts literacy
skills AND teach subject-matter
Text-to-notes routines
Notes-to-writing routines
Project-based learning routines
* AFTER the lesson to facilitate reflective reviews and use of “essential
questions” about the tools students are learning to
use and the relevance of the subject-matter they
have been learning

LANGUAGE ARTS WRITING
Text Type & Production & Research to build &
Purposes Distribution present knowledge
Write Write text that Research information,
informative/explanatory/descrip matches task, purpose collect evidence, & report
tive texts and audience findings & conclusions

Narrate a sequence of events; Employ the writing Use multiple info sources
explain reactions) to the events process of information, assess
credibility & accuracy of
Express an opinion and/or Use technology information
preference; explain
Paraphrase data and
reasons
conclusions of others while
avoiding plagiarism;
Write arguments to support employ appropriate
claims with clear reasons citations
and relevant evidence.
Draw evidence from
literary or informational
texts to support analysis,
reflection, and research.

NCCS standards
All about… applying principles of strategic
instruction when using visual
tools

Be sure to notice how the visual tools are
LOOK! designed for scaffolding complexity
Students initially learn how to use
simple versions of visual tools

…then gradually learn how to apply
increasingly more sophisticated
versions of the visual tools

NCCS standards
Expository
All about… embedded prompts that cue what Writing
All about… applying principles of strategic
tools


Max the Cat

run Max likes to run and hop.
hop 1
cat toys He plays with cat toys.
2

Max the Cat
Max likes to run and hop. He plays
with cat toys.


Summer Vacation
beach We went to the beach.
1

Go-carts Dad took us to ride Go-carts.
4

swim We went swimming in the
2
pool.
fishing I caught my first fish!
3

X X
X

Summer Vacation
We went to the beach. We went
swimming in the pool. I caught my first
fish! Dad took us to ride Go-carts. Our
vacation was cool.

PLANS writing strategy
Predict List Assign Note Search
words ideas order sentences errors & fix

camp out Camping out
tent Sleeping outside in the back yard
Order Ideas
hot dogs Get tent out – put it up
1 Build a fire
light
Dark and Scary
rain 3
Rained
dark 4
scary
Hotdogs
fire 2 Chips

Camping Out
Bill and I wanted to camp out. Dad put a tent up
in the back yard. He made a campfire.
We put our sleeping bags inside. We cooked
hotdogs and marshmallows. We ate chips too.
It got real dark. The light stopped working.
Then it rained. We got wet. Camping out is fun.

TM TM

Writing Essential Understandings Smart Visuals
© 2013 Edwin Ellis MakesSenseStrategies.com

The PLANS writing strategy

Preview
Preview the PATH

Purpose – get people to protect eagles
Audience – kids my age
Topic – eagle problems
Hook – baby eagles


TM TM



Predict What would be
Predict the PATH some good words to
Predict words to use use when I write
about Bald Eagles?
Bald Eagles
nest
majestic
in danger
fly
National Bird
DDT
white heads
baby eagles


TM TM



List main ideas & details on a
think-sheet


Bald Eagles
Interesting things about our National Bird

PLANS
List key information

Writer lists topic
and “Is about”
statement


Bald Eagles

Eagles in danger Baby Bald Eagles What they eat

PLANS

Writer lists main
idea to be
discussed


Bald Eagles

Eagles in danger Baby Bald EaglesPLANSWhat they eat
Farmers put DDT on
crops to kill bugs
Writer lists details
Fish eat bugs that
washed into water
about each main
idea
Eagle eats fish & DDT
gets into them
DDT makes egg shells
thin, so they break

Bald Eagles

Eagles in danger Baby Bald Eagles What they eat

Farmers put DDT on Takes 6-8 weeks for Mostly eat fish &
crops to kill bugs eggs to hatch dead animals

Fish eat bugs that Lay only 2-3 eggs Steal food from other
washed into water birds
White w/blue spots
Eagle eats fish & DDT If baby falls out of Poor hunters
gets into them nest, it dies
DDT makes egg shells Babies have brown
thin, so they break heads, not white

Bald Eagles

Eagles in danger Baby Bald EaglesPLANSWhat they eat
Writer notes a
washed into water
“So what?” birds
White w/blue spots
statement

Next time you see a picture of a Bald Eagle, think about how they are in danger

TM TM



Assign numbers to indicate order
Decide on the order for presenting each of the main ideas.
Order the details of each of the main ideas.

© 2002 Edwin S. Ellis Masterminds Publishing graphicorganizers.com

Bald Eagles

3 Eagles in danger 1 Baby Bald Eagles 2 What they eat

PLANS
Assign order

washed into water birds
White w/blue spots Writer assigns
Eagle eats fish & DDT If baby falls out of numbers to
Poor hunters
gets into them nest, it dies indicate order


Bald Eagles


crops to kill bugs
PLAN 2 eggs to hatch dead animals

Assign order

washed into water 1 birds
White w/blue spots
Writer orders
details into 4
desired sequence
thin, so they break 3 heads, not white


Bald Eagles


1 crops to kill bugs 2 eggs to hatch 2 dead animals

2 washed into water 1 3 birds
White w/blue spots
3 4 1
4 thin, so they break 3 heads, not white


TM TM



Note ideas in sentences by following your plan.


PLANS
Note sentences

Writer orders
details into
desired sequence

Opening paragraph
introduces the topic

You probably know that the Bald Eagle is our national bird, and you have seen it
on U.S. symbols and money. There are many interesting things about Bald Eagles.


PLANS
Note sentences

Writer orders
details into
desired sequence

Next paragraph
introduces 1st main idea

Bald Eagles don‟t have many babies.


PLANS
Note sentences

Writer orders
details into
desired sequence

…and the authors writes
a minimum of 1 sentence
per idea on Smart Visual
Bald Eagles don‟t have many babies. They usually lay only 2 or 3 eggs at a time.
The eggs are white with blue spots. It takes about 6-8 weeks for them to hatch. Baby
Bald Eagles have brown heads when they hatch. If the baby falls out of the nest, it
dies.


Bald Eagles don‟t have many babies. They usually lay only 2 or 3 eggs at a time.
The eggs are white with blue spots. It takes about 6-8 weeks for them to hatch. Baby
Bald Eagles have brown heads when they hatch. If the baby falls out of the nest, it
dies.
Although they may seem mighty, Bald Eagles are actually poor hunters. They get
a lot of their food by stealing from other birds. They eat fish and dead animals. Not
many people know that our National Bird is actually a thief!
Bald Eagles are in danger. Farmer put a chemical called DDT on their crops to kill
insects. Fish eat the dead bugs when they wash into the water. When Bald Eagles eat
the fish, the DDT gets in them too. The DDT causes the egg shells to be too thin so
they break easily. Baby cannot hatch from the few eggs they lay. So the next time you
see a picture of a Bald Eagle, remember that it is a thief in danger!

NCCS standards
Opinion /
All about… applying principles of strategic Theme Writing
tools

Opinion Writing starts with stating simple preferences & why

…then gradually evolves into more detailed explanations

…then gradually evolves into discipline-specific
opinion-writing like
* opinion about message or theme of a story
* opinion about a new policy or law

TOPIC My new pajamas
Draw a picture

TOPIC

Draw a picture

What I liked
about this topic

What I liked about this topic…

pink flowers on them soft
yellow and white Birthday present
from Granny

STORY
In A People House by Theo. LeSieg and Roy McKie

Draw a picture

STORY
This story
was about
This story was about…

The mouse invites Mr. Bird in to see what a „People
House‟ looks like.They make a mess.
What I liked about
The people kick them out.
this story
What I liked about this story…

The story is funny, and the pictures are silly.
I like it when they crash.

Notice how scaffolding is used as students progress
through the Smart Visuals…

1st Smart Visual focuses on non-academic applications
(students personal knowledge or experience)

Then the 2nd Smart Visual used the same basic format,
but focused on literature STORY
The story was about…

What I liked about the story…

This illustrates the scaffolding principle of building
new knowledge and skills based on students
background knowledge / experience
Start with familiar (non-academic)  phase into unfamiliar
(academic)

Notice how scaffolding is used as students progress
through the Smart Visuals…

Also notice how the 2nd Smart Visual
added a component to make the tool
slightly more complex that the 1st one

The story was about…

This illustrates the scaffolding principle of gradually
increasing the complexity of the task
Simple
Complex

TOPIC Pizza
Draw a picture

TOPIC

Reason Another
why I like Draw a picture why I
reason
this topic like this topic

Reason why I liked this topic… Another reason why I liked this topic…

It is my favorite food Because pizza means
cheese meat party time!
mushrooms peppers I like to eat pizza with
onions my friends

Pizza
I LOVE PIZZA! It is my favorite food. Pizzas
can have lots of stuff on them like cheese, meat,
peppers, mushrooms, and onions. I like plain old cheese
pizza the best.
I also love pizza because it turns a plain meal
into part time! My friends also want to eat pizza when
they are hanging with me.

STORY Hansel and Gretel
What happened BEFORE your favorite part of the story?

Hansel and Gretel get lost while walking through the woods.
The see a Gingerbread house and start eating it. A witch
STORY
captures them and puts them in a cage.
What happened
What happened DURING your favorite part of the story?
BEFORE
The witch wants Hansel to stick his finger out so she
your favorite part of Another reason why
the
can see if he‟s getting any fatter. She can‟t see too well so
HanselReason why story? this was your favorite part?
sticks out a bone instead. She thinks the bone is his
this was your favorite part? What happened
finger.
DURING
your favorite partAnotherthe WHY this was your favorite part?
Reason WHY this was your favorite part?
of reason
I liked the kid tricking the story? Hansel had more time to
witch with a stick think of a way to escape.


TOPIC Shrimping At the Beach
Draw a picture

Reason why I liked this… Another reason why I liked this…

I got to go out on the bay We pulled up lots of
in a big boat. shrimp & other sea life.
Details Details

My Uncle David has a boat I got to pick through the
and a shrimp net. net and throw back fish.

I got to take long boat The squids were the
rides.
gg coolest.

Shrimping At the Beach
One of my favorite things to do at the beach is go
shrimping. I got to go out on the bay in my Uncle
David‟s big shrimp boat. It is like a long boat ride
while the net is being pulled.
The best part is when the net is pulled in.
There‟s tons of sea life in it. I got to pull lots of
shrimp from the net. We throw little fish back into
the bay. The squids were the coolest.

What I like about What I like about the
story

What I like about (2 reasons) Favorite part of story (2 reasons)

What I like about (2 reasons + Use to write mini-essay (expository)
details)

How realistic was How critical was Was the plot How interesting Conclusion
the plot? the setting? Could easy to follow? was the plot? What did you like
Was the plot about the plot have Was the plot Did the plot contain most /least about the
something that could happened in a convoluted or a lot of interesting story? Would you
easily happen in real different setting? confusing? surprises, twists, & recommend others
life? turns? read it? Why?

STORY 1

STORY 2

PLOT Gist & Details

Literature Archetypes

STORY The Outsiders By: S. E. Hinton
Many stories reflect one of a series of common topics, patterns, set of actions or events. These are called “archetypes.” Below is a list of
some of the most common archetype story-patterns. Decide whether the story you read reflects one of these patterns and why you think so.
Quest for
global good
The FeudSTORY Quest for identity X Coming
of age
Preserving Innocence

Confronting Loss of Pride Quest for Being tested / trials Searching
moral evil self-assurance for self
Decent to the Decay
Many stories reflectRite of passage
Quest for security
one of X Finding meaning
Underworld in life
Falling from a series of common topics, patterns, set of Learning something
The Epic Quest for kin The Initiation
grace about self
Expulsion / actions or events. These arebonding
Annihilation
Emotional or Rejecting / called Finding

“archetypes.”Quest for Below is a listRejecting / accepting of the Absurdity of life
of some
Rejection physical journey with parents acceptance

X Loss of
Innocence
Birth, death
& rebirth material wealth authority
mostthe archetype(s) I selected…
1 Reason why I think the story utilizes
st
common archetype story-patterns.
Coming of Age – Ponyboy (15) andwhetherstruggle with social issues such reflects
Decide Johnny (16) the story you read as neighborhood gangs,
relationships with girls, academic issues and absent (dead or deadbeat) parents. Both boys are seeking
acceptance in their one of these patterns andand stay you think so.
“gang” while trying to improve their lives why true to the “Greasers”.

2nd
3rd Reason why I think the story
Reason why I think the story utilizes the archetype(s) I selected…
1st Bob's murder was necessary to save theselected… but it robbed them of
Loss of Innocence – Reason why I think Ponyboystory
utilizes theinvestigation, trial and resultingand Johnny’s lives and Johnny also took
archetype(s) I deaths of Dallas
their naive view of the world. The
away their youth and pushed thetoward the harsh realitiesI selected…
utilizes them archetype(s) of the world.
2nd Reason why I think the story
3rd Reason why I think the story utilizes the archetype(s) I selected…
Finding meaning in life – All of the boys in the “Greasers” and the “Socs” are seeking status, possessions,
utilizes the archetype(s) I selected…
money, or a feeling of superiority to make them feel as if they belong. Randy even mentions that Bob was
wanting someone to tell him no, to make him responsible and hold him to higher standards.

Common Topics Addressed in Themes
STORY AUTHOR
The Watsons Go to Birmingham Christopher Paul Curtis
The subject of a story is the topic about which an author has chosen to write. A theme is the author‟s unstated opinion about that topic and is usually a message about life.

Common Topics Addressed in Themes
Abandonment
Accomplishment
Affirmation
Community
Compromise
Courage
STORY Ethics
Family
Fate
Honesty
Hope
Identity
Love
Loyalty
Memory
AUTHOR
Regret
Rejection
Religion
Success
Suffering
Survival
Alienation Cruelty Fear Illness Nationalism Responsibility Teamwork
Ambition Curiosity Freedom Imagination Nature Science & Things not as they seem
American Dream Death Friendship Individual & Society Oppression Technology Tradition
Anger Determination Futility Innocence & Parenthood Sex/Sensuality Truth
Beauty Discovering Talent Gender Experience Patience Sincerity Violence
Betrayal Discovering self Grief Isolation Perseverance Social Class War
Birth/Childhood Diversity Guilt Jealousy Prejudice Sanity Welfare of others
Coming of Age Duty (filial piety) Happiness Justice Pride Spirituality Work
Commercialism Education Heroism Loneliness Race Stages of Life
Choose one of the theme topics (or make up your own) and write a statement that shows what you think the theme (or author‟s opinion about the topic) of the story is about.
TOPIC: THEME of STORY (author‟s opinion about topic)

Coming of A big part of coming of age is reflecting on who you are and changing your
Age opinions and actions accordingly.
THEME
Explain why you think this is the story theme

After Byron kills a bird, he feels sorry, cries, and gives it a proper burial. Kenny recognizes that
TOPIC
Evidence of
theme in
the story
author‟s opinion
this is very different than when Byron makes fun of the other kids at school, including Kenny
himself. Found on pages 82-85. about topic
EVIDENCE of
Kenny decides to break the rules for the first time in the story and swim in the lake. Byron, on
Evidence of
the other hand, goes the way the adults tell him to, following directions for the first time. This
theme in
the story
theme in story
shows that both are growing up. Finally, by saving Kenny and not teasing him Byron shows a new
level of maturity. Found on pages 170-179.
After having difficulty dealing with the emotional and physical toll of the bombings, Kenny
breaks down and comes to Byron to try and understand how and why they happened. Rather than
Evidence of
theme in
the story
teasing Kenny, Byron helps him to reflect maturely on the bombing and gives support to his
younger brother. Found on pages 196-200.

Persuasion

DEFENDS Literature Theme Connections Strategy
Determine story topic
STORY The Pardoner’s Tale By: G. Chaucer TOPIC Death
Express author’s opinion about the topic to identify the theme

Determine the story topic
Find story EVENTS that connect with the theme / use this info to persuade the reader that the theme is correct
Important Event in the story… Important Event in the story…

Connection between this event & the story theme Connection between this event & the story theme

Explain how the SETTING relates to the theme to persuade why the theme is correct
Setting feature… Setting feature…

Connection between this feature & the story theme Connection between this feature & the story theme

Note connections between key CHARACTERS and the theme to persuade why the theme is correct
Character's name… Character's name…

Connection between this character & the story theme Connection between this character & the story theme

Decide on best order for presenting the ideas in your persuasive essay
State a conclusion

Persuasion

The theme is that Death comes to us all and can not be defeated.

Express the author‟s opinion about the topic to
Important Event in the story…

Connection between this event & the story theme

Connection between this event & the story theme
identify the theme
Setting feature… Setting feature…




State a conclusion

Persuasion

The three “rioters” meet an old man
and are very rude and abusive to him.
They are overconfident and not clear Their arrogance is offensive and they don’t
headed, will end up dead themselves
so they even know that they are taking to Death.

Find story EVENTS that connect with the theme Use
Setting feature…

Connection between this feature & the story theme
Setting feature…

Connection between this feature & the story theme
this info to persuade the reader that the theme is correct
Important EVENT in the story…
Connection between this EVENT and the story theme

State a conclusion

Persuasion

Setting feature… The story starts in a bar Setting feature…
The tree had a pile of gold
early in the morning under it and Death was sitting nearby.
men are drinking- get riled up, overconfident, The gold represents greed and Death is
in fightin’ mood = foolish decisions. near greed (irony).

Explain how the SETTING relates to the theme
Character's name…

Connection between this character & the story theme
Character's name…

Connection between this character & the story theme
SETTING feature…
Decide on best order for presenting the ideas in your persuasive feature and the story theme
Connection between this essay
State a conclusion

Persuasion


Note CHARACTER 
Setting feature… The story starts in a bar
theme connections
Setting feature…
CHARACTER name… early in the morning under it and Death was sitting nearby.
men are drinking- getbetween this character and the theme
Connection riled up, overconfident, The gold represents greed and Death is

Death The Old Man
Represents himself and is honest about The Old Man is really Death in disguise and
what he offers is mistreated by the three rioters.
State a conclusion

Persuasion


1 The theme is that Death comes to us all and can not be defeated.
4 Important Event in the story…
5 The three “rioters” meet an old man

2 Setting feature… The story starts in a bar

early in the morning 3
Setting feature…
under it and Death was sitting nearby.
6 Character's name…

Death 7 Character's name…

The Old Man
State a conclusion
Decide on the best order for presenting the ideas

Persuasion




Setting feature…


The Old Man
State a conclusion
what he offers
is mistreated by the three rioters.
State a conclusion
Chaucer chose to show how greed and foolishness lead to Death. However, Death also
was shown to be an old man so that those who live a long time still face Death eventually.

Persuasion




Setting feature…


The Old Man
State a conclusion

“Pardoner’s Tale”

The theme of Chaucer’s “Pardoner’s
Tale” is that death comes to us all and cannot be
defeated. We see this in the setting, events, and
characters in the story.
The story begins in a bar “long before
the morning service bell” or 9am. Bars tend to be
dark places where nothing good happens from
being there. Dark places are foreboding. Death,
too, represents a dark, bad, foreboding place.
Later in the story, the setting switches to a tree
with the pile of gold under it.. The gold represents
greed and Death (in the form an Old Man) is
nearby. This setting is a foreshadowing of how greed and Death go hand in hand.
An important event connected to the theme occurs at the beginning of the story.
Three “rioters” (men) in the bar are drunkards and not the smartest men around. The three men
are angry, overconfident and this situation leads to foolish decisions… like deciding to find and
kill Death. Three drunks in a bar deciding to kill Death sets that stage to illustrate how Death
cannot be defeated. Also, later in the story when they meet the old man, they are very rude and
abusive to him without any cause. Their arrogance is offensive to the old man (who is Death in
disguise) and the three men do not even realize that it is Death that they are talking to.
Finally, Chaucer uses the characters of Death and the Old Man, who are essentially
the same person, to emphasize the theme that Death comes to us all. Death represents himself
and is honest about what he offers. However, the Old Man as Death in disguise brings out the
true nature in the three rioters. Their mistreatment of him results in Death’s offer and the
nature of greed results in their deaths.

6 BIG IDEAS about visual tools
1. All about precisely targeting specific NCCS
standards
2. All about visual cues depicting how info Opinion /
structured Theme Writing
3. All about embedded word prompts that
cue what/how to think about essential info

4. All about scaffolding their use
Scaffolding complexity (simple  complex)
Scaffolding assistance (gradual release)
I  We  Groups  You use it

Opinion Writing starts with stating simple preferences & why

…then gradually evolves into more detailed explanations

…then gradually evolves into discipline-specific
opinion-writing like
* opinion about message or theme of a story
* opinion about a new policy or law

© 2013 Edwin S. Ellis All Rights © 2011 Edwin Ellis edwinellis1@gmail.com
DEBATE the Issue Strategy
Define the issue
WHAT is the issue?

WHO should be concerned about the issue? WHY?

sample
WHEN did the issue emerge? Why then?

discipline-specific Smart Visual
Establish a clear position on the issue
My position is…
persuasive writing applied to
REASON
specific social studies / history
Back-up the position with reasons and supporting facts (weakest reason 1st, strongest reason last)
Supporting facts

REASON
competencies Supporting facts

Acknowledge the opposition‟s position prompts focus on
Opposition's position is…

discipline-specific
Tell why the opposition‟s position is incorrect
REASON OPPOSITION MIGHT GIVE… essential understandings
(their strongest reason 1st, their weakest reason last)
Why this reason is faculty…

REASON OPPOSITION MIGHT GIVE… Why this reason is faculty…

End by re-stating your position and summarizing the most important reason why

Define the issue
WHAT is the issue?

History / Social Studies

Sample CCS standards
Reading Information 9-10.8
Establish a and evaluate the
Delineateclear position on the issue argument and specific claims in a text, assessing
whetheris… reasoning is valid and the evidence is relevant and sufficient;
My position
the
identify false statements and fallacious reasoning.
REASON Supporting facts

Write arguments focused on discipline-specific content: 9-10 1.b
Develop claim(s) and counterclaims fairly, supplying data and evidence for
each while pointing out the strengths and limitations of both claim(s) and
Acknowledge the opposition‟s position
counterclaims in a discipline-appropriate form and in a manner that anticipates

the audience’s knowledge level and concerns.
Tell why the opposition‟s position is incorrect (their strongest reason 1st, their weakest reason last)



Define the issue
WHAT is the issue?

History / Social Studies

WHEN did the issue emerge? Why then? DEBATE
Establish a clear position on the issue Writing Strategy
My position is…







© 2013 Edwin S. Ellis All Rights © 2011 Edwin Ellis
Define the issue
edwinellis1@gmail.com

WHAT is the issue?



My position is…




REASON opposition might give…

REASON opposition might give… Why this reason is faculty…


Define the issue

WHAT is the issue?

Whether to raise the speed limit on interstates

Everybody that travels or buys goods shipped via highways

Pres. Carter ordered slower speed-limits due to gas shortage
Define the issue
My position is…

WHAT is the issue?

WHO should be concerned about the issue? Why?





Define the issue

WHAT is the issue?



My position is…

The speed limit should be lowered to 65mph on interstates


My position is…





Define the issue

WHAT is the issue?



My position is…

The speed limit should be lowered to 65 on interstates

Slower speed = less gas “greener” + less travel & shipping costs

Safer at lower speeds Slower speed = less wrecks = less deaths
Back-up position with reasons & supporting facts

Weakest reason 1st faculty…
Tell why the opposition‟s position is incorrect (their strongest reason 1 is, their weakest reason last)
Why this reason
st


Strongest reason last


Define the issue

WHAT is the issue?



My position is…




We should raise the speed limit to 75 or 80, not lower it!


Opposition’s position is….


© 2013 Edwin S. Ellis All Rights ©
Define the issue
Edwin Ellis edwinellis1@gmail.com

WHAT is the issue?



My position is…



Tell whylower speeds positionspeed = less wrecks = less deaths
Safer at opposition‟s Slower is incorrect
Acknowledge theReason opposition
opposition‟s position
might give…
We should raisethis speed limit to 75 or 80, not lower it!
Why the reason is faulty…

Cars made safer now 105,000 fatal car accidents last year

People won‟t speed as much if Research: Drivers ave. speed = 15-20 mph

speed limit is higher over limit no matter what speed limit is

© 2013 Edwin S. Ellis All Rights
Define the issue
WHAT is the issue?



My position is…




Tell why the opposition‟s position is incorrect
End madere-stating your position fatal car accidents last year
Cars
by

safer now 105,000
(their strongest reason 1st, their weakest reason last)

& summarizing the Why this reason is faculty…

most important reason why

speed limit is higher no matter what speed limit is

Define the issue

WHAT is the issue?



My position is…

The speed limit should be lowered to 65 mph on interstates




Cars made safer now 105,000 fatal car accidents last year

People won‟t speed as much if Research: Drivers ave. speed = 15-20 mph

speed limit is higher over limit no matter what speed limit is

© 2013 Edwin S. Ellis All Rights

Interstate Speed Limits
An important issue that concerns everyone is whether
the speed limit on interstate highways should be raised. It affects
everyone, even children too young to drive and elderly people too
old to drive. This is because so many people travel on the
interstates, both as drivers and as passengers. It even affects
people who never go on the interstate because the speed limits
affects the price of goods in terms of their transportation costs.
Long ago, President Carter ordered that the speed limits be
dropped to 55 miles per hour. This has been raised back to 70 mph
on most interstates, but this may not be the ideal speed.
Personally, I think the speed limit should be lowered to
65 mph on interstates. Slowing down just a few miles an hour can save this country a lot of gas because slower
speeds burn less gas. Not only will people save at the gas pump, they will save in the grocery store as well
because it will not require as much money to ship items if truckers go a little slower.
Most importantly, however, slightly slower speeds can save thousands of lives. According to the
National Insurance Council, dropping the speed limit just 5 mph can save as much as 35,000 lives per year. The
bottom line is that we are all safer if we all slow down just a little. Slower speeds means less wrecks and that
means less deaths.
There are many people who would like to see the speed limit increased to 75 or even 80 mph on the
interstates. They argue that, now that cars have air bags and other safety features, they are a lot safer than they
once were and thus are safer to drive at higher speeds. However, according to Laws.com
(http://accident.laws.com/fatal-accidents), 105,000 people died in auto-accidents last year. While cars may be
safer, that doesn't make them completely safe.
Some also argue that if the speed limit were raised, drivers would be less likely to exceed speed limits
and break the law. The reality is that statistics show that drivers are likely to exceed the speed limit an average of
10-15 mph, no matter what the limit set. Thus, when the speed limit is at 70, speeders are actually driving between
80-85 miles an hour. If the limit is raised to 75, they are likely to just drive even faster at 85-90 miles an hour, suck
up even more gas and kill more people. While I agree that it is more fun to drive fast, it is more important to lower
emissions and protect our planet, be less dependent on gas, and be safer. Let's lower the limit to 65 and we'll all
be better off.

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