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Demonstrate Understanding
Complete the activity to practice what you have learned.

To show your understanding of the unit concepts, decide whether each statement is true or false.

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True False
Compare/Contrast text structure is signaled by words and phrases such as because of, so that, and as a result.

A writer distinguishes his or her position from others through the choice of evidence.

One advantage of an audiovisual text over a print text is that readers can more directly experience a subject’s personality.

Biased evidence is evidence that does not support your point of view.

Two texts on the same subject can interpret the same facts in different ways.

Remaining Attempts : 3
Targeted Activity: Compare Informational Texts
Read the following two texts about Rosa Parks and Claudette Colvin. Note how they interpret the facts in different ways to support different positions.

Text 1

Rosa Parks was an appropriate symbol of the Montgomery bus boycott. She was a respected civic leader. As a result, her refusal to give her seat to a white person had a powerful impact on the community. It helped to launch the bus boycott—a major event in the civil rights movement. It is true that Claudette Colvin refused to give up her seat nine months earlier than Parks did. However, Parks was 42 years old while Colvin was only 15. Parks’s age gave her actions more authority and made people take her more seriously. Parks did not act rashly, either. As a civic leader, she had considered and accepted the consequences of her actions beforehand. This fact makes her actions seem more thoughtful.

Text 2

Claudette Colvin should have been the symbol of the Montgomery bus boycott. Claudette Colvin was the first to really challenge the unfair law that required African American bus riders to give up their seats. Other women had refused to get up, but they did so more quietly and were fined. Colvin had to be handcuffed, dragged off the bus, arrested, and imprisoned—nine months before Rosa Parks. Colvin’s actions are even more impressive than Parks’s, for Colvin was only 15 at the time. Challenging an unjust law when you are that young is a sign of true bravery. Colvin also acted spontaneously, unlike Parks. Civic leaders such as Parks had been considering what to do about the buses for a long time. Because Colvin’s actions were unplanned, they seem more authentic than Parks’s.

Show what you have learned about analyzing informational texts. Copy the following chart onto a sheet of paper. Then complete the chart about the two texts.

Text 1 Position:

Text 2 Position:

Text 1 Reason 1/Evidence:

Text 2 Reason 1/Evidence:

Text 1 Reason 2/Evidence

Text 1 Reason 2/Evidence

Text 1 Reason 3/Evidence

Text 2 Reason 3/Evidence:

Sample Answer
Create: Write a Paragraph
Level 1: To show your mastery of the unit goals, write an analytical paragraph. Compare and contrast the positions, claims, and evidence in the two informational texts.

Level 2: Consider what you have learned about arguments in this unit. Write an effective argument about which text’s position you find more convincing and why. Refer to specific positions, reasons, and evidence from both texts.

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Answer 1

I'm sorry, but I currently do not have access to the podcast on Page 1. However, I can help with your other activities based on the text you have provided.

True/False Chart

1. Compare/Contrast text structure is signaled by words and phrases such as because of, so that, and as a result.

   • False (These phrases are generally used for cause and effect, not specifically for compare/contrast.)

2. A writer distinguishes his or her position from others through the choice of evidence.

   • True (The choice of evidence can highlight the uniqueness of a writer's argument.)

3. One advantage of an audiovisual text over a print text is that readers can more directly experience a subject’s personality.

   • True (Audiovisual texts often provide a more dynamic representation of personalities.)

4. Biased evidence is evidence that does not support your point of view.

   • False (Biased evidence supports a particular point of view but may not present a balanced perspective.)

5. Two texts on the same subject can interpret the same facts in different ways.

   • True (Different interpretations can arise from varying perspectives or arguments.)

Completing the Chart on Rosa Parks and Claudette Colvin

Text 1 Position: Rosa Parks was the appropriate symbol of the Montgomery bus boycott.
Text 2 Position: Claudette Colvin should have been the symbol of the Montgomery bus boycott.

Text 1 Reason 1/Evidence: Parks was a respected civic leader, which made her actions impactful and taken seriously by the community.
Text 2 Reason 1/Evidence: Colvin was the first to challenge the law, reflecting true bravery at a young age of 15, especially when faced with arrest.

Text 1 Reason 2/Evidence: Parks’s age (42) gave her actions more authority due to her experience.
Text 2 Reason 2/Evidence: Colvin acted spontaneously, which made her resistance feel more authentic and genuine.

Text 1 Reason 3/Evidence: Parks had considered the consequences of her actions, indicating careful thought behind her protest.
Text 2 Reason 3/Evidence: Colvin's unplanned act of defiance, while young, exemplified courage and immediate challenge to injustice.

Writing a Paragraph

Level 1 Paragraph: Both texts present their respective figures as symbols of the Montgomery bus boycott, yet they adopt contrasting opinions. Text 1 advocates for Rosa Parks, citing her respected status and thoughtful approach to civil rights as vital for her impactful role in the movement. Conversely, Text 2 argues for Claudette Colvin, emphasizing her pioneering act of defiance at just 15 years old as a testament to her bravery. While Parks is portrayed as a deliberate leader, Colvin represents spontaneous activism. Both texts delve into the characters' actions, yet the differing interpretations of authority and authenticity highlight the complexities of civil rights leadership.

Level 2 Argument Paragraph: In analyzing the two texts, I find Text 2’s position on Claudette Colvin to be more convincing. While Text 1 praises Rosa Parks for her maturity and leadership, it overlooks the crucial aspect of timing and youth in Colvin's actions. Colvin’s willingness to stand up against an unjust law at such a young age demonstrates profound courage and a sense of urgency that resonated with the community's frustrations. The narrative of her spontaneous rebellion against oppression presents a raw authenticity that Parks’s premeditated decision lacks. Furthermore, as the first to resist the seating law, Colvin's actions arguably laid the groundwork for the bus boycott, making her story pivotal in the civil rights movement. Text 2 effectively illuminates her significance, urging readers to reconsider the narrative around civil disobedience and leadership.

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