Sample Extended Response Passages and

Prompts for Classroom Practice - RLA

Help your students get ready for the extended responses on the GED ® test – Reasoning
Through Language Arts test by practicing with these sample prompts and source
materials in the classroom.

Fully answering an ER prompt often requires 4 to 7 paragraphs of 3 to 7 sentences

each – that can quickly add up to 300 to 500 words of writing! A response that is
significantly shorter could put your students in danger of scoring a 0 just for not showing
enough of their writing skills.

Passage #1 - Are Tweens Ready for Cell Phones?

Extended Response Stimulus Materials:

Source Material #1
Speech: “Tweens” Are Ready for Cell Phones by Deborah Pendergast
“Safer Kids Summit”

Thank you for inviting me to the first “Safer Kids Summit.” We are here to discuss ways
to keep our children safe in an increasingly complex world. Today’s focus is on
technology— specifically on the ideal age to give kids their own cell phones. As a
representative of a large telecommunications company, I receive many inquiries from
parents on this topic, and this is what I tell them: It depends on the child, of course, but
in general, age 10 is just about right.

A 2012 survey by the National Consumers League backs me up. The survey found that
almost 60 percent of children ages 8 to 12 already have cell phones. These “tweens”
can contact their parents at any time, and vice versa, giving the kids a sense of
empowerment and their parents a feeling of security. Caroline Knorr, of the group
Common Sense Media, says, "We want our kids to be independent, to be able to walk
home from school and play at the playground without us. We want them to have that
old-fashioned, fun experience of being on their own, and cell phones can help with that.”
Picture the following scenario: You told your fourth-grader that you would pick her up
after school, but you are stuck in traffic. She is waiting for you …and waiting, and
waiting. But if you both have cell phones, you can call her to let her know you are
delayed, and she can go back inside the school, where there are adults around. You
both breathe a sigh of relief.

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Psychologists tell us that the period between ages 10 and 12 is one of growing
independence. It is a time to teach children about responsibility, and to give them
opportunities to earn our trust. Providing a 10-year-old with a cell phone offers an ideal
way to achieve these goals and gives parents peace of mind as well.

Source Material #2
Speech: Wait Until They Are Older by Linda Sidner
“Safer Kids Summit”

Good morning! I come to this topic as a parent and a veteran teacher of so-called
“tweens.” I love kids this age for their curiosity and energy, but those same qualities can
lead to trouble if not overseen by adults. That’s why giving children their own phones
actually makes them less safe, not more. I believe that the best age for a cell phone is
16, the point at which we consider kids grown-up enough to learn to drive — and even
then, parents must set firm limits on phone use!

Why are tweens with phones less safe? For one thing, parents may be lulled into a false
sense of security if their kids have phones. They may become careless about knowing
where their child is and who he is with, thinking, “I can always reach him on his phone.”
For another, cell phones give children access to all the frightening, dangerous, and
inappropriate sites on the Internet, with no parent nearby to monitor this activity.
But perhaps the most worrisome aspect of giving cell phones to children is the rise in
“cyberbullying” or “text bullying.” Text bullying means using a cell phone to send cruel,
embarrassing, or false text messages to or about someone. In one study, researcher
Elizabeth Englander found that by middle school, over 90% of children report that they
use their cell phones to text or go onto the Internet. She also found that in grades 3
through 5, between 14 and 19 percent of children reported being victims of
cyberbullying. What if it’s your child on the receiving end of this cruelty? Or, perhaps
worse, what if your child is the bully? Children of this age are simply not mature enough
to handle this technology, and we shouldn’t expect them to be. It’s our job as adults to
protect them. That’s why I say: It’s better to wait.

Extended Response Prompt:

Analyze the arguments presented in the two speeches.
In your response, develop an argument in which you explain how one position is better
supported than the other. Incorporate relevant and specific evidence from both sources
to support your argument.

Remember, the better-argued position is not necessarily the position with which you
agree. This task should take approximately 45 minutes to complete.

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References
 Boerma, L. (2014, September 2) Kids with cell phones: How young is too young? CBS News.
Retrieved from http://www.cbsnews.com/news/kids-with-cell-phones-how-young-is-too-young/
 Centers for Disease Control and Prevention. (n.d.) Middle Childhood (9-11 years of age).
Retrieved from http://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/middle2.html
 Davis, S. (n.d.) Is your child ready for a cell phone? Retrieved from
http://www.webmd.com/children/features/children-and-cell-phones
 Englander, E. K. (2011) Research Findings: MARC 2011 Survey Grades 3-12. Retrieved from
http://cdn.theatlantic.com/static/mt/assets/science/Research%20Findings_%20MARC%202011%
20Survey%20Grades%203-12.pdf
 Perle, L. (n.d.) When should you get your kid a cell phone? Retrieved from
http://www.pbs.org/parents/childrenandmedia/article-when-should-you-get-kid-cell-phone.html
 Pesoli, C. (2013, May 1) 4 reasons to place on hold any plan to give your child a cell phone.
 Retrieved from http://www.huffingtonpost.com/christina-pesoli/cell-phones-for-
kids_b_2784414.html
 Smith, P. (n.d.) Is your child ready for a cell phone? Retrieved from
http://www.verizonwireless.com/mobile-living/home-and-family/cell-phones-for-kids/
 Tahnk, J.L. (n.d.) What is the best age to get your kid a cell phone? Retrieved from
http://www.parenting.com/blogs/children-and-technology-blog/jeana-lee-tahnk/what-best-age-get-
your-kid-cell-phone
 Tweens and cell phones: A guide for responsible use. (2012, July) Retrieved from
http://www.nclnet.org/tweens_and_cell_phones_a_guide_for_responsible_use

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Passage #2 – Game-Based Learning

Extended Response Stimulus Materials:

Source Material #1
Game-based Learning Is Merely a Fad
Solomon Robles, Ed.D., Professor of Education at Winborne College
Workplace Training Journal

Electronic learning, or “eLearning,” was sold to many CEOs as the wave of the
corporate future. There’s no need to hire human beings to train staff, managers were
told. All the information you require can be accessed online — at a reduced cost for the
company, and more flexible scheduling for employees. It sounded too good to be true
— and it was. As one writer noted, “most eLearning is nothing more than online lectures
or course notes.” To teach skills beyond basic facts, the person-to-person method is still
more effective than any form of electronic learning.

And yet, along comes the next eLearning fad: “gamification,” which means using video
games to teach. Video-game-based learning is already widely used in schools, and has
spread to corporations as a tool for training workers and motivating customers. This
approach is even used in the military. But does it work?

Most research on game-based learning has looked at schools. Results have been
inconsistent but not especially encouraging. One 2013 study found that “students who
completed the gamified experience got better scores in practical assignments and in
overall score, but … performed poorly on written assignments and participated less
during class activities.” This makes sense: If you’re playing video games, you are not
developing the so-called “soft skills” —also known as “people skills” – that are
necessary for success in any job. In a traditional classroom, on the other hand, students
can ask questions and engage with the teacher and with other learners.

In the workplace, game-based learning is yet another wedge driven between younger
employees, who might applaud gamification, and older workers, who may now feel
obsolete. What’s more, the prestigious magazine The Economist points out that “many
of the aspects of gamification that do work are merely old ideas in trendy new clothes.”
For example, the points and other rewards that are selling features of video games are
just online versions of sales contests or “employee of the month” perks. Like other
trends, game-based learning is likely to fade away as the next new teaching fad
appears on the horizon.

Source Material #2
Game-based Learning: An Effective Training Strategy
Janette Morgan, Ph.D., Professor of Business, Saratoga State University
Innovative Trends in the Workplace

Already a multi-billion-dollar business, game-based learning in the corporate world

continues to grow at a steady pace, and is here to stay. Executives are smart — they

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are not going to waste resources on training methods that don’t work. Let’s look at some
of the advantages of “gamifying” workplace training.

First, many people are “gamers” in their non-work lives, so playing video games is
something they are already comfortable with and enjoy. This makes game-based
learning in the workplace more attractive and motivating than traditional instruction. And
according to the Entertainment Software Association, despite the image of video-game
players as teenaged boys, “the average gamer is now 37 years old.” Further challenging
the stereotype, nearly half of gamers are girls or women. Even 29 percent of those over
age 50 are getting into the video-game habit. Teenagers and young men, in fact, make
up only 15 percent of the over 190 million video-game users in the United States.

Evidence supporting the effectiveness of game-based learning is starting to emerge.

Researchers point out that video games have “compelling storylines, attainable
challenges, rewards, recognition and control,” all of which stimulate learners. A 2012
report on game-based learning notes that “there is research evidence demonstrating
positive impact on higher order skills such as decision making and problem solving.”
The report adds that using video games can also reduce training time, an advantage for
both managers and employees.

Finally, unlike one-time training in a classroom, game-based learning is infinitely

repeatable. If employees miss something or need more practice, they can always start
the game again, using the feedback provided by the game to gauge their progress. This
leads to a sense of accomplishment and creates a supportive learning environment,
which is what we all want in an education strategy.

Extended Response Prompt:

Analyze the arguments presented in the two journal articles.
In your response, develop an argument in which you explain how one position is better
supported than the other. Incorporate relevant and specific evidence from both sources
to support your argument.

Remember, the better-argued position is not necessarily the position with which you
agree. This task should take approximately 45 minutes to complete.

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References
 Arth, B. (2011, September) The business impact of next-generation e-learning.
http://wwwimages.adobe.com/content/dam/Adobe/en/products/adobeconnect/pdfs/elearning/0921
11-rr-nextgen-elearning-ba-ctcrevised-vendor.pdf
 Bhasin, K. (2014, January 7) Gamification, game-based learning, serious games: Any difference?
Retrieved from http://www.learningsolutionsmag.com/articles/1337/gamification-game-based-
learning-serious-games-any-difference
 Cavalli, E. (2011, June 8) New demographic show gamers are getting older. The Escapist.
Retrieved from http://www.escapistmagazine.com/news/view/110837-New-Demographics-Show-
Gamers-Are-Getting-Older
 Donovan, L. (2012, December) The use of serious games in the corporate sector. Retreived from
http://www.learnovatecentre.org/wp-
content/uploads/2013/06/Use_of_Serious_Games_in_the_Corporate_Sector_PRINT_FINAL.pdf
 Harwell, D. (2014, October 17) More women play video games than boys and other surprising
facts lost in the mess of gamergate. The Washington Post. Retrieved from
http://www.washingtonpost.com/blogs/the-switch/wp/2014/10/17/more-women-play-video-games-
than-boys-and-other-surprising-facts-lost-in-the-mess-of-gamergate/
 Koller, V., Harvey, S., & Magnotta, M. (n.d.) Technology-based learning strategies. Retrieved
from http://www.doleta.gov/reports/papers/tbl_paper_final.pdf
 More than just a game: Video games are behind the latest fad in management. (2012, November
10) The Economist. Retrieved from http://www.economist.com/news/business/21565926-video-
games-are-behind-latest-fad-management-more-just-game
 New Media Institute. (n.d.) Game-based learning: what it is, why it works, and where it’s going.
 Retrieved from http://www.newmedia.org/game-based-learning--what-it-is-why-it-
works-and-where-its-going.html
 Outcomes of game-based learning: Research roundup (2013, May 20) Retrieved from
http://journalistsresource.org/studies/society/education/outcomes-of-game-based-learning-
research-roundup#
 Squire, K.D. (2008, November 2) Performance Improvement Quarterly, 21 (2)
7-36 Retrieved from http://www.performancexpress.org/wp-content/uploads /2011/11/Video-
Game%96Based-Learning.pdf
 The Rapid E-Learning Blog. (2010, February 2) Why e-learning is so effective. Retrieved from
http://www.articulate.com/rapid-elearning/why-e-learning-is-so-effective/
 True Office. (n.d.) Digital games revolutionizing workplace learning? Retrieved from
http://www.trueoffice.com/wpcontent/uploads/2014/04/TRU

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Passage #3 – Parenting Education

Extended Response Stimulus Materials:

Source Material #1
Guest Column: Parenting Education Should Be Mandatory
Kai Fernandez, APRN
The Freeport Times

As a nurse practitioner in a pediatric office, I had to complete extensive training and

obtain a license before I could examine my first toddler. Many jobs, from barber to pilot,
involve specific training. But for the most important job — raising children to be
responsible adults —no training is required, and children and society suffer the results
of this lack of knowledge. The time has come to correct this situation. Before they can
be discharged from the hospital, first-time parents should be required to take parenting
classes.

Just as we equip new drivers with a learner’s permit and instruction, we must also equip
new parents with the skills they need. While some people might believe that this is the
“nanny state” stepping on the rights of individuals, I am not suggesting that there is only
one “correct” style of parenting. But there is basic information about infants and children
that every parent should be required to know, including nutrition, health and safety, and
stages of child development. Knowing how to safely bathe a baby, for example, would
prevent many tragedies. Understanding that babies are crying to communicate, not to
be “naughty,” helps parents adjust their expectations and their behavior.

And parent education works. According to the Centers for Disease Control, for example,
the “Safe To Sleep” campaign has reduced the number of deaths from Sudden Infant
Death Syndrome by fifty percent since 1994 just by teaching parents to put babies to
bed on their backs. Conversely, uninformed parenting hurts not only children, but the
rest of us as well. A study by the Department of Education in England found that
children whose parents use harsh or inconsistent discipline are more likely to have poor
attention spans, low levels of literacy, and anti-social behavior.

In cultures where extended families are the rule, raising children is a group effort. But in
the modern world, new parents are on their own. It is our obligation as a society to make
sure they have the skills to do their best in this challenging job. Making parenting
classes mandatory is a step towards this goal.

Source Material #2
Guest Column: Leave New Parents Alone
Sophie Thomas
The Freeport Times

I am writing in response to the op-ed essay by Kai Fernandez advocating mandatory

parenting classes for new parents. As the mother of three, I speak with experience
about raising children, and I strongly object to the idea that a random instructor knows

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my family and my circumstances better than I do. Just like New York City’s efforts to
ban the sale of large sodas, a law requiring parents to take parenting classes is yet
another example of some government bureaucrat determining what is best for the rest
of us. Freedom of choice is a fundamental American value; forcing all parents to learn
the same information about children conflicts with this basic right.

While it is true that there are many challenges facing new parents, there are also many
ways to learn how to handle these challenges. There are shelves full of parenting books
in every bookstore; enter the word “parenting” in the search box on any Web browser,
and millions of resources will pop up. Then there are family members and friends to turn
to for advice, as well as good old trial and error. Hospitals, community centers, and
houses of worship also offer a variety of parenting classes — but the important point is
that these are voluntary.

There are also the problems of funding and enforcing this proposal. Would parents have
to pay for the classes themselves? This could pose a financial burden for many people.
And what if parents refused to take the classes? Would they be fined? Arrested?
Even if these practical aspects of mandatory parenting classes could be worked out,
however, the issue of government intrusion into family lives makes it a non-starter. After
all, parents have been raising children for millions of years without the government’s
help.

Extended Response Prompt:

Analyze the arguments presented in the two guest columns.
In your response, develop an argument in which you explain how one position is better
supported than the other. Incorporate relevant and specific evidence from both sources
to support your argument.

Remember, the better-argued position is not necessarily the position with which you
agree. This task should take approximately 45 minutes to complete.

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References
 Fetsch, R.J. & Collins, C.L. (2012, August) A review and critique of 16 major parent education
programs. Journal of Extension. Retrieved from http://www.joe.org/joe/2012august/a8.php
 Gentleman, A. (2012, March 30) Do we need parenting classes? The Guardian. Retrieved from
http://www.theguardian.com/lifeandstyle/2012/mar/31/do-we-need-parenting-classes
 Greenwood, B. (n.d.) The effectiveness of parenting classes. Retrieved from
http://everydaylife.globalpost.com/effectiveness-parenting-classes-5089.html
 Maffei, M. (2013, September 2) Should parenting require a license? Retrieved from
http://www.sheknows.com/parenting/articles/1009213/should-parenting-require-a-license
 Page, A. (2010, January 8) Ultimate guide to parenting classes. HowStuffWorks.com. Retrieved
from http://lifestyle.howstuffworks.com/family/parenting/parenting-tips/parenting-
classes3.htm
 Paton, G. (2012, February 26) Children with ‘negative’ parents twice as likely to misbehave.
 The Telegraph. Retrieved from http://www.telegraph.co.uk/education/
educationnews/9106818/Children-with-negative-parents-twice-as-likely-to-misbehave.html
 Schreiber, T. (2011, September 26) Parenting 101: The benefits of parenting classes. Parent
Map. Retrieved from https://www.parentmap.com/article/benefits-of-parenting-classes
 Should all parents be required to attend parenting classes? (n.d.) Retrieved from
http://www.debate.org/opinions/should-all-parents-be-required-to-attend-parenting-classes
 UK Department for Education (2012, December 20) Which type of parenting programme best
improves child behaviour and reading? Retrieved from
https://www.gov.uk/government/publications/which-type-of-parenting-programme-best-improves-
child-behaviour-and-reading-the-helping-children-achieve-trial
 What Works Wisconsin (n.d.) Cooperative extension – Family living programs. Retrieved from
http://whatworks.uwex.edu/attachment/factsheet_4parentinged.pdf

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Passage #4 – Internet Filtering in the Workplace

Extended Response Stimulus Materials:

Source Material #1
Email
From: Justine Timmons, CEO
Sent: Monday, September 24
To: Employees of Niagara Equipment Corp.

Subject: Workplace Internet Use

Beginning next month, we are instituting a new policy for all employees regarding
Internet use at work. To limit access to inappropriate and social media websites, we are
installing new filtering software that will block those sites on every company-owned
computer.

Although management recognizes that the Internet is a valuable tool, especially for our
creative department and sales team, we are also aware of the potentially costly
downsides to unlimited access. According to a survey by Salary.com, at least 64
percent of employees nationwide admit to visiting non-work-related websites while on
the job. This “cyberslacking,” as it is called, hurts productivity and wastes company
resources. Workers who are distracted by checking their social media sites are clearly
not giving their full attention to their jobs.

The other important reason that we are installing filters is to promote a positive
workplace for all of our valued employees. When staff members use their computers to
access offensive or inappropriate material that can be seen by their fellow workers, this
creates a hostile workplace environment, thereby exposing the company to expensive
and demoralizing lawsuits. Even social networking sites can lead to legal jeopardy if
they are used to bully fellow workers. Other businesses have already faced harassment
suits for just such activities.

A committee comprising representatives of each team will be formed to determine which

sites to block. Please tell your team leader if you are interested in serving on this
committee.

Thank you all for your cooperation and for your commitment to making Niagara
Equipment the best place to work in Buffalo!

Best,
Justine Timmons, CEO

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Source Material #2
From: Honoria Bell
Sent: Tuesday, September 25
To: Justine Timmons, CEO
CC: Employees of Niagara Equipment Corp.

Subject: Workplace Internet Use

Dear Ms. Timmons,

We, the undersigned employees of Niagara Equipment Corp., urge management to

reconsider the installation of Internet-filtering software. While we recognize that it is in
all our interests to promote productivity and a positive workplace environment, we
believe that blocking our free access to the Internet is the wrong way to go about this.
First, there is more to that Salary.com statistic that you cite than meets the eye. Most of
the “cyberslackers” in that survey surf the Internet for only one hour per week. This is
comparable to taking a walk to the water cooler or chatting about last night’s game with
a colleague. According to author Laura Vanderkam, “no one can get through a whole
workday without taking a break.” In fact, one 2009 study found that workers who could
occasionally check the Internet were happier at work than those who could not. Another
study, this one from the National University of Singapore, found that Web-surfing
refreshed employees, actually making them more productive, not less.

Second, one important function of the Internet is as a communication tool, just like the
telephone. Just as workers are permitted to make brief personal calls at work, so should
they be allowed to use the Internet for the same purpose.

Third, we believe that the best way to grow as a business and protect the company from
lawsuits is to hire responsible employees and then demonstrate your trust in them.
Instead of treating us like children, why not establish clear guidelines concerning
Internet use? All employees can understand the reasons that offensive websites are off
limits.

Finally, installing an Internet filter may create resentment and tempt some employees to
find ways around the filters. It is an unnecessary solution in search of a problem.

Thank you for your attention.

Honoria Bell, Chief Designer and the undersigned 53 employees

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Extended Response Prompt:
Analyze the arguments presented in the two emails.

In your response, develop an argument in which you explain how one position is better
supported than the other. Incorporate relevant and specific evidence from both sources
to support your argument.

Remember, the better-argued position is not necessarily the position with which you
agree. This task should take approximately 45 minutes to complete.

References
 Bowers, T. (2002, October 22) Hostile work environment: A manager’s legal liability. Tech
Republic. Retrieved from http://www.techrepublic.com/article/hostile-work-environment-a-
managers-legal-liability/
 Cain, A. & O’Brien, K. (n.d.) Facebook status update: Employer is…sued: How internet
harassment could lead to a change in status. Retrieved from http://www.lmblaw.com/media/in-
the-news/articles/internet-harassment
 Ho, Mimi. (2000, June 12) Internet surfing at the workplace. CIO. Retrieved from
http://www.cio.com/article/2439254/security0/internet-surfing-at-the-workplace.html
 Odysseas, M. (2013, December 13) How relevant is internet filtering in the workplace? Retrieved
from http://www.smallbusiness.co.uk/blog/2447732/how-relevant-is-internet-filtering-in-the-
workplace.thtml
 Platt, J. (2012, November 26) Cyberslacking actually boosts workplace productivity. Mother
Nature Network. Retrieved from http://www.mnn.com/green-
tech/computers/stories/cyberslacking-actually-boosts-workplace-productivity
 Signal, M. (n.d.) Pros and cons of internet filtering in schools. eHow. Retrieved from
http://www.ehow.com/info_8005986_pros-cons-internet-filtering.html
 Whitty, M. (2004) Should filtering software be utilised in the workplace? Australian employees’
attitudes towards internet usage and surveillance of the internet in the workplace. Surveillance
and Society 2 (1): 39-54 Retrieved from http://www.surveillance-and-
society.org/articles2%281%29/filtering.pdf

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Passage #5 – Hosting the Olympics

Extended Response Stimulus Materials:

Source Material #1
Guest Column: Let’s Put Our City On The Map
Igor Kresweski, CEO, The New World Group
The Portland Gazette

Our mayor and city council are debating the wisdom of putting together a bid to host the
Summer Olympics. If they decide to go forward, it will be the smartest decision our city
has ever made. As chief executive of a company that develops large shopping centers, I
understand the hard work that goes into planning an enormous project – but I also know
that the rewards are worth it.

Many people might think that hosting an international event of this size is too expensive.
And there’s no question that there are significant costs at the outset. But these kinds of
events bring positive attention to their host cities, attracting visitors — and their wallets
— before, during, and long afterwards. Those tourist dollars benefit the city at every
level, from hotels to taxicabs. As one Canadian planner wrote after the 2010 Winter
Olympics, “[L]ooking back at other Olympic cities such as Barcelona, Salt Lake City,
and Sydney, all have established themselves as world cities through the hosting of this
major event.”

While some residents may be inconvenienced by stadium construction projects or

temporary road closures, these nuisances are more than balanced by the excitement
and sense of community pride engendered by becoming a host city. Think, too, of the
jobs these projects provide, improving our local economy. And because of the number
of volunteers needed to carry out a huge event, there are opportunities for thousands of
citizens to get involved. This sense of “pitching in” often leads to a general rise in
volunteerism.

Finally, and maybe most important, when cities host events like the Olympics, they gain
not only new sports venues that can be used for years, but they are also motivated to
carry out those road and transportation projects that they have been putting off. So,
after the event, we all live proudly in a better and more efficient city. It’s a win-win.

Source Material #2
Guest Column: The Olympics Are a Losing Proposition
Genevieve Dupont, Chief Economist, Bennett & Greene Investments
The Portland Gazette

When we drive around our city, it is doubtful that many of us say, “Why not spend
billions of dollars constructing new stadiums and swimming pools?” And yet, isn’t that
what bidding to host the Olympic Games boils down to?

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Let’s start with the cost of building facilities for the events. Of course, we can use the
stadiums that we already have, but many more would be required. As other economists
have pointed out, the “costs of Olympics have a tendency to rise over time and be much
greater than expected.” In some host cities, this has meant an increase in taxes to cover
the losses, despite promoters’ rosy promises.

Proponents claim that tourists will flock to our region and spend their money here. While
this may be true during the games themselves, there is little evidence that this carries
over to increased tourism afterwards. Tourism after the 2008 Beijing games, for
example, rose only two percent. Then there is the additional cost of security for visitors
and athletes while they are here.

How about the other economic selling points, like job creation? While construction
companies would benefit in the short term, those jobs are temporary. And what do we
do with a giant stadium once the Olympics are over? Would it become a monument to
fiscal foolishness? The 90,000-seat “Bird’s Nest” stadium built in Beijing at a cost of
$480 million — plus $11 million a year since then to maintain — is now an empty
“museum piece,” according to The New York Times.

Let’s return to our drive around the city. Aren’t we more likely to say, “Let’s use our
resources to repair the sidewalks, replace that damaged bridge, and improve our
schools”? These are projects that benefit the entire community, not just a handful of
construction firms and developers. Seen from nearly every angle, hosting a large
international sporting event is a losing proposition, and our city leaders should nip this
idea in the bud.

Extended Response Prompt:

Analyze the arguments presented in the two guest columns.
In your response, develop an argument in which you explain how one position is better
supported than the other. Incorporate relevant and specific evidence from both sources
to support your argument.

Remember, the better-argued position is not necessarily the position with which you
agree. This task should take approximately 45 minutes to complete.

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References
 Appelbaum, B. (2014, August 5) Does hosting the olympics actually pay off? The New York
Times Magazine. Retrieved from http://www.nytimes.com/2014/08/10/magazine/does-hosting-
the-olympics-actually-pay-off.html?_r=0
 Cloherty, S. (2014, February 21) The pros and cons of hosting the olympics. The Milton Measure.
Retrieved from http://miltonmeasure.org/2014/02/the-pros-and-cons-of-hosting-the-olympics/
 Fowler, G.A. & Meichtry, S. (2008, July 6) China counts the cost of hosting the olympics. The
Wall Street Journal. Retrieved from http://www.wsj.com/articles/
SB121614671139755287
 Not all Brazilians overjoyed by world cup. (2014, June 12) PBS Newshour Extra. Retrieved from
http://www.pbs.org/newshour/extra/daily_videos/not-all-brazilians-overjoyed-by-world-cup/
 Pettinger, T. (2012, January 24) Advantages of hosting a major event. Economics Help.
Retrieved from http://www.economicshelp.org/blog/4909/economics/advantages-of-hosting-a-
major-event/
 Weissman, J. (2012, July 31) Empty nest: Beijing’s olympic stadium is a vacant museum piece.
The Atlantic. http://www.theatlantic.com/business/archive/2012/07/empty-nest-beijings-olympic-
stadium-is-a-vacant-museum-piece/260522/
 Wihbey, J. (2014, February 3) Economic and cultural benefits of the olympics: Research roundup.
Journalist’s Resource. Retrieved from
http://journalistsresource.org/studies/society/culture/economic-and-cultural-benefits-of-the-
olympics-research-roundup
 Yates, B. (2010, November) Major events: Good economics and exposure to the world.
Technology Innovation Management Review. Retrieved from http://timreview.ca/article/393
 Zimbalist, A. (2012, July 23) 3 reasons why hosting the olympics is a loser’s game. The Atlantic.
Retrieved from http://www.theatlantic.com/business/archive/2012/07/3-reasons-why-hosting-the-
olympics-is-a-losers-game/260111/

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