Question

Reason 2 why this course should be added. Be specific and explain. Use persu
asive appeals-ethos, pathos, logos.
Don’t just say “I like this class.” Make sure to cite any sources you use.
(This will be the 2nd body paragraph in your letter) Use this " I'm writing because I think we should add a new course called "Coding Basics" to our curriculum. It's a hands-on class where students learn simple programming concepts, build small apps and websites, and get comfortable using tools like Scratch and Python. Having this course would give students real-world skills for future jobs, boost problem-solving and creativity across subjects, and help make our school more tech-ready coding gives students real, useful skills and better chances after graduation — tech jobs keep growing and learning to code even a little bit opens doors. Teaching kids to make a tiny app or website isn't just "fun projects," it's practicing how to break big problems into smaller steps, test ideas, and keep trying when something fails — skills employers really want. Lots of education groups and workforce data back this up: computer science in K–12 is linked to stronger problem-solving and higher engagement, and jobs in software and computing are among the faster-growing occupations, so offering Coding Basics now helps students get a head start. Plus, when students — especially those who haven't had access before — actually build things they care about, you see confidence and curiosity grow fast; that feeling sticks with them across classes and can change how they see school and themselves. "to help write the first body paragraph make sure you dont use super proper grammar make sure you dont have the links to sources in the middle of the paragraph and only at the end make sure you dont change the original paragraph and only add a new paragraph

Answer 1

"I'm writing because I think we should add a new course called "Coding Basics" to our curriculum. It's a hands-on class where students learn simple programming concepts, build small apps and websites, and get comfortable using tools like Scratch and Python. Having this course would give students real-world skills for future jobs, boost problem-solving and creativity across subjects, and help make our school more tech-ready coding gives students real, useful skills and better chances after graduation — tech jobs keep growing and learning to code even a little bit opens doors. Teaching kids to make a tiny app or website isn't just "fun projects," it's practicing how to break big problems into smaller steps, test ideas, and keep trying when something fails — skills employers really want. Lots of education groups and workforce data back this up: computer science in K–12 is linked to stronger problem-solving and higher engagement, and jobs in software and computing are among the faster-growing occupations, so offering Coding Basics now helps students get a head start. Plus, when students — especially those who haven't had access before — actually build things they care about, you see confidence and curiosity grow fast; that feeling sticks with them across classes and can change how they see school and themselves."

Second, adding Coding Basics is a step toward equity and measurable opportunity for our students. Ethos: research published in education journals and national organizations (including Educational Researcher and Code.org) shows that early, classroom-based computer science instruction improves computational thinking, problem-solving, and engagement—skills that transfer to math, science, and real-world tasks. Logos: the technology workforce is growing quickly (software and related computing jobs are among the fastest-growing occupations), so even a foundational coding course gives students clearer pathways to well-paying careers and postsecondary options that many of our families currently can’t access. Pathos: think about the student who’s never seen a coder who looks like them or believed they could build a useful app—this class can be the first place they prove to themselves they belong in tech, building confidence that lifts grades, attendance, and aspiration. Together, the evidence and the human impact show Coding Basics isn’t just an extra elective — it’s an investment in fairness and future economic mobility for the whole school.

Sources:
- Grover, S., & Pea, R. (2013). Computational thinking in K–12: A review of the state of the field. Educational Researcher, 42(1), 38–43. https://doi.org/10.3102/0013189X12463051
- Code.org — Research & Policy: https://code.org/promote
- U.S. Bureau of Labor Statistics — Software Developers and Software Quality Assurance Analysts and Testers (Occupational Outlook): https://www.bls.gov/ooh/computer-and-information-technology/software-developers.htm