Parnassushome

The California State University
Task Force on Expository Reading and Writing

EXPOSITORY READING AND WRITING COURSE

Fast Food: Student Version 1.1

Based on:

Brownlee, "It's portion distortion that makes America fat"
Barboza, "If You Pitch It, They Will Eat"
Weintraub, "The battle against fast food begins in the home"
Zinczenko, "Don't Blame the Eater"
Letters to the Editor in response to Zinczenko

ACTIVITY 1: Activating Prior Knowledge and Experience

Directions: Brainstorm words that you associate with McDonald's French fries.

Directions: Write for ten minutes:

Who's at fault for American's growing weight problem?

Discuss with your classmates your views on the relationship of fast food and obesity.

ACTIVITY 2: Surveying the Texts Visually

When you read Brownlee, "Portion Distortion," and Barboza, "If You Pitch It," discuss the following questions:

· What do the titles, "It's portion distortion that makes America fat" and "If You Pitch It, They Will Eat" tell you about the authors' position on who is responsible for America's growing weight problem?

· What do you think is the purpose of their articles?

· "Portion Distortion" was published in The Sacramento Bee and "If You Pitch It" was published in The New York Times. How do you think they might be the same? Different? Do you think they will be equally reliable?

· What else can you tell about the articles just by looking at them?

When you read Weintraub, "The Battle Against Fast Food," and the letters to the editor, discuss the following questions:

· What is Weintraub's position? How do you think his article will be like Brownlee and Barboza? How will it be different? What do you think his purpose is?
· What do you expect is the purpose of the letters to the editor that people wrote in response to Weintraub? How will they be different from Weintraub's article?
· What else can you tell about the letters just by looking at them?

ACTIVITY 3: Making Predictions
Before you read Brownlee, "Portion Distortion," and Barboza, "Portion Distortion," discuss the following questions:

· Read the first three and the last paragraphs of Brownlee, "Portion Distortion." What's the point of the comparison between burgers, fries, and cigarettes? What arguments do you think she will make?

· Read the first three and the last paragraph of Barboza. "If You Pitch It." Who does Barboza think is responsible for America's weight problem? What arguments do you think he is going to make?

· Who is the intended audience for these articles? How do you know that?

· What information and ideas are they likely to draw on to convince you of their positions?

· Reword the titles and subtitles and turn them into questions to answer after reading.

Before you read Weintraub, discuss the following questions:

· Read the first two paragraphs and the last paragraph of Weintraub. Who does he blame for America's obesity problem? What argument do you think he will make?

· How do you think he will respond to the arguments raised by Brownlee and Barboza?

Before you read Zinczenko, "The Battle Against Fast Food," discuss the following questions:

· Read the first two paragraphs and the last paragraph of Zinczenko. Who does Zinczenko think is responsible for America's obesity problem? What arguments do you think he will make?

· Zinczenko and Weintraub both argue in part from personal experience. How are their viewpoints different?

· Read the last paragraph of each of the Letters to the Editor. In each case, identify who the writer thinks is to blame. How do you know?
ACTIVITY 4: First Reading

Directions: Read each article as your teacher assigns it. As you read, think about the predictions you made. As you look at these words, try to find connections with them personally and with the other words. Try to group them together if they relate.
ACTIVITY 5: Introducing Vocabulary

VOCABULARY SELF-ASSESSMENT CHART

Word Definition Know It Well Have Heard of It Don't Know It
Vocabulary from Brownlee. "Portion Distortion," & Barboza, "If You Pitch It"
portion A serving of food X X
distortion
manipulation
revenue
induce
promotional
marketing
class-action
proliferation
Vocabulary from Weintraub, "The Battle Against Fast Food"
epidemic
step up to the plate
face up to the fact
crunched data
implement
prevalence
incentives
sloth
opiate
purveyors

VOCABULARY SELF-ASSESSMENT CHART

Vocabulary from Zinczenko, "Don't Blame the Eater," & Letters to the Editor
latchkey kid
prepared food
alternatives
launching
vulnerable
litigious
liability
entitled
defendant
plaintiff
clogging
credibility

ACTIVITY 6: Rereading the Text-Group A
Your teacher will divide the class into groups. If you are in Group A you are responsible for Brownlee, "Portion Distortion."

Now that you know what "Portion Distortion" is about, answer the following questions.

· Think back about your original predictions. Which predictions were right? Which ones did you have to modify as you read "Portion Distortion"?

· What is the main idea of "Portion Distortion"? Who does Brownlee think is to blame for America's obesity problem? Underline or highlight the sentence that most clearly indicates who is to blame.

· What does Brownlee think is the solution to the problem?

ACTIVITY 7: Annotation-Group A

Reread Brownlee, "Portion Distortion," and annotate it as you reread. Underline, highlight, draw arrows, and make comments about main ideas, questions or objections, and connections between ideas in the left hand margin. Write your reactions to what Brownlee says in the right hand margins.

Compare your annotations with a classmate in Group A. Then go back and revise your annotations if you want.

ACTIVITY 8: Summary/Response-Group A

Write a summary of Brownlee, "Portion Distortion," following the guidelines below. Then write your response to Brownlee's views.

Now exchange your Summary/Response with a partner from Group B. Use the Peer Response form to evaluate your partner's Summary/Response of "If You Pitch It, They Will Eat".
ACTIVITY 6: Rereading the Text-Group B

Now that you know what Barboza, "If You Pitch It," is about, answer the following questions.

· Think back about your original predictions. Which predictions were right? Which ones did you have to modify as you read "If You Pitch It"?

· What is the main idea of "If You Pitch It"? Underline or highlight the sentence that most clearly indicates why food companies aim their advertisements at children.

· What does Barboza think is the solution to the problem?

ACTIVITY 7: Annotation-Group B

Reread Barboza, "If You Pitch It," and annotate it as you reread. Underline, highlight, draw arrows, and make comments about main ideas, questions or objections, and connections between ideas in the left hand margin. Write your reactions to what Barboza says in the right hand margin.

Compare your annotations with a classmate in Group B. Then go back and revise your annotations if you want.

ACTIVITY 8: Summary/Response-Group B

Write a summary of Barboza, "If You Pitch It." Then write your response to Barboza's views.

ACTIVITY 9: Peer Response to Summary

Exchange your Summary/Response with a partner from the opposite group (Group A and Group B exchange). Use the Peer Response form to evaluate your partner's Summary/Response.

Return the Peer Response Form so your partner can revise his or her Summary/Response later. Now talk about both articles and whether you agree or disagree with the authors' views about marketing and its relationship to obesity.

Peer Response to Summary

_____ yes 1. Does the writer include the author's name in the first sentence of the summary?

_____ no Writer: include the author's name.

_____ yes 2. Does the writer include the title of the essay in the first sentence of the summary?

_____ yes Is the title in quotation marks?

_____ no Writer: include the title of the essay.

_____ no Writer: punctuate the title using quotation marks.

_____ yes 3. Does the first sentence clearly state the main idea of the article?

_____ no Writer: state the main idea in the first sentence. Make sure it is clear and accurate. You can improve your first sentence by:

________________________________________________________

_____ yes 4. Does the writer include all of the important ideas or supporting points from the essay?

_____ no Writer: You left out an important point: (Specify which one/s)

________________________________________________________

_____ yes 5. Does the writer use his/her own words?

_____ no Writer: You used the author's words instead of your own. (Tell where-give paragraph or line number)

_____ yes 6. Does the writer keep his/her own opinions out of the summary?

_____ no Writer: You mentioned your opinion in the summary. (Tell where-give paragraph or line number). Remember to save your opinion for your response!

ACTIVITY 10: Vocabulary Use and Application

The exercise below is designed to help students to be aware not only of the meanings of words but also of their forms.

1. Some critics of the fast food industry ________________ that it intentionally tries to make us eat too much.

2. Increasing _________________ sizes while keeping costs down induces customers to eat more.

3. Parents are ________________ for making sure their children eat nutritious food and get enough exercise.

4. The lack of physical education in the schools is contributing to the epidemic of childhood ___________________.

5. It's the fault of parents who let their children eat _______________ food.

6. We shouldn't _________________ junk food until we encourage more personal responsibility.

7. _ ______ for fast food should carry warning labels like the ones for tobacco and alcohol.

8. Fast food restaurants need to _____________ nutritional information to consumers.

ACTIVITY 11: Mapping the Idea Structure

Reread Zinczenko, "Don't Blame the Eater,"

· Divide the article into sections.
· Draw a line where the introduction ends. Is it after the first paragraph, or are there more introductory paragraphs?
· Draw a line where the conclusion begins.

Make a map of the ideas in the article.

· Draw a circle in the center of the page and label it with the text's main idea.
· Record the text's supporting ideas on branches that connect to the central idea.
· How are the ideas related to one another?

Compare your map with a partner. Make any changes you need to in order to make your map reflect the ideas of the article more accurately.

ACTIVITY 12: Revisiting Vocabulary: Critical Vocabulary Work

Discuss the denotation (literal meaning) and connotation (the feelings or ideas a word suggests) of these words from Barboza, "If You Pitch It:"

· Blitzkrieg
· perverts
· assault
· threatening
· lock out

What does the use of these words imply about the author's view of fast food marketing?

If you were in Group A for the rereading activities, work with a partner to identify "loaded" words in Brownlee, "Portion Distortion."

If you were in Group B, work with a partner to identify other "loaded" words in Barboza, "If You Pitch It."

Now share the words you have found with the class.

ACTIVITY 13: Discussing Ideas (Critical Thinking)

Logical Questions

1. Which article do you find the most convincing?
2. What are the major claims in the article?
3. Are there claims in these articles that are weak or unsupported? What are they?
4. What are the counterarguments that the other authors could make?
5. Have the author left out an argument on purpose?

Ethical Questions

1. Which author (Barboza, Brownlee, or Weintraub) has the best background to speak with authority on this subject?
2. Is this author knowledgeable? Smart? Successful?
3. What does the author's style and language tell you about him or her?
4. Do you trust this author? Why or why not?
5. Do you think this author is deceptive? Why or why not?
6. Do you think this author is serious? Why or why not?

Questions about emotional effects

1. Which article affects you the most emotionally? What parts?
2. Do you think the author is trying to manipulate your emotions? How?
3. Do your emotions conflict with your logical interpretation of the arguments?
4. Does the author use humor? How does this affect your acceptance of his or her ideas?

EPT-Type Writing Topic:

Directions: You will have 45 minutes to plan and write an essay on the topic assigned below. Before you begin writing, read the passage carefully and plan what you will say. Your essay should be as well organized and carefully written as you can make it.

As Americans add pounds, critics are increasingly blaming the fast food industry. Teenagers have filed lawsuits blaming McDonald's for their health problems, and a public health group in California has asked the governor to declare childhood obesity a state of emergency. But parents-not the fast food companies, not the government--are in the best position to fight the epidemic of overweight children. Parents are responsible for teaching kids healthy eating and exercise habits. Parents are to blame if they let kids eat unhealthy foods and sit in front of the television or computer for hours at a time. We have laws against parents' leaving a loaded weapon where children can find and use it to hurt themselves or others. It's time to get parents to take the same responsibility to protect their children from unhealthy foods and lack of exercise.

Adapted from Daniel Weintraub,
"The battle against fast food begins in the home"
The Sacramento Bee, Dec. 17, 2002

Explain Weintraub's argument and discuss the extent to which you agree or disagree with his analysis. Support your position, providing reasons and examples from your own experience, observations, or reading.

Rubric - Fast Food Essay

Writer's Name: _______________________________

Focus and Content:
1 2 3 4 5 6 1. Does the writer clearly explain Weintraub's argument?

1 2 3 4 5 6 2. Does the essay demonstrate understanding of the issues in reading passage?

1 2 3 4 5 6 3. Does the essay indicate the extent to which the writer agrees or disagrees with Weintraub's position?

1 2 3 4 5 6 3. Do the following paragraphs provide specific evidence to support the writer's position?

1 2 3 4 5 6 4. Is there enough commentary (examples, explanation) to help you understand why the writer holds this position?

1 2 3 4 5 6 5. Does the writer provide enough details about each of these examples?

1 2 3 4 5 6 6. Does the writer effectively use other sources to support the thesis?

Organization:
1 2 3 4 5 6 1. Does the essay have an effective introduction, an adequate body, and a solid conclusion?

1 2 3 4 5 6 2. Does the introduction state the specific topic and have a clear thesis?

1 2 3 4 5 6 3. Does each body paragraph include a topic sentence, supporting details, and analysis of the significance of these ideas?

1 2 3 4 5 6 4. Are coherence devices used effectively within and between paragraphs?

1 2 3 4 5 6 5. Does the conclusion support the thesis and tie together the ideas of the essay?

Grammar & Mechanics:
1 2 3 4 5 6 1. Are verbs correct (correct form, agree with subject, correct tense)?

1 2 3 4 5 6 2. Are nouns accurate (articles, plurals, possession)?

1 2 3 4 5 6 3. Is word choice precise? Are word forms correct?

1 2 3 4 5 6 4. Does the writer use effective and varied sentence structure and avoid fragments and run-ons?

1 2 3 4 5 6 5. Other:

Comments: Priorities for your revision:1.2.3.

Adapted from Kate Kinsella