The Forum Journal · High School

16-Session Workbook

Every session has a new topic, 10 new words, and a full essay to write — using a new writing framework every 4 sessions, on topics drawn from media, society, the economy, and the environment. Kasim gives feedback on the writing, the homework, and how your child took part in class, every single week.

Before You Begin

How This Class Works

Every week follows the same order:

Every Single Week

1. Learn the words. 10 new words — look them over before class, no need to memorize.
2. Speak. Kasim asks the week's question; your child answers out loud first.
3. Write. Same question, now a full essay — using that block's framework (PEEL → Toulmin-simplified → Signpost Sequencing → Both-Sides Frame, a new one every 4 sessions).
4. Feedback. On the writing, the homework, and how they took part in class — every week.
5. Clip home. A short clip from class, every week, so you can watch the progress yourself.

Checkpoints

Before Session 1 — Level test + Parent Check-in. A short speaking check so the class starts at the right level — this is the baseline for Sessions 8 and 16.
Sessions 2, 6, 10, 14 — Vocab test. Checks the words learned so far.
Session 8 — Check-in + Presentation. Session 1 vs. Session 8, side by side. No essay this week — a report goes home.
Session 16 — Final check-in + Presentation. Session 1 vs. 8 vs. 16. No essay this week. Certificate + final report.

How presentations work: each student presents for 4 minutes, then the class gets 3 minutes to ask questions — questions only, not a debate.

If a session is missed: catch-up material goes home — recap, that week's words, and class notes. Questions: we reply to parents the same day.

What You Get, Week by Week

16 Sessions at a Glance

Every week (1–16): new topic · 10 words · essay or presentation · feedback · clip home
Week 1
PEEL (review)EssayParent Check-in
Week 2
EssayVocab test · Sessions 1–2
Week 3
Essay
Week 4
Essay
Week 5
Toulmin-simplified (review)Essay
Week 6
EssayVocab test · Sessions 3–6
Week 7
Essay
Week 8
PresentationCheck-in vs. Week 1Parent Check-in
Week 9
Signpost SequencingEssay
Week 10
EssayVocab test · Sessions 7–10
Week 11
Essay
Week 12
Essay
Week 13
Both-Sides FrameEssay
Week 14
EssayVocab test · Sessions 11–14
Week 15
Essay
Week 16
Final presentationCheck-in vs. Weeks 1 & 8CertificateParent Check-in

Every week also includes: 10 new words, feedback on the writing, the homework, and class participation, and a clip from class sent home.

Presentations (Weeks 8 & 16): 4 minutes to present, then 3 minutes of questions from the class — not a debate.

PEEL Review · Sessions 1–4 · Expository Essay
1

How Misinformation Spreads

Why does false information travel faster than the truth?

Explaining how something works with point, evidence, and explanation

This week's 10 words

misinformationfalse information spread without bad intentviralspreading quickly to many peoplesourcewhere information originally comes fromverifyto check that something is truebiasleaning toward one side unfairlyheadlinethe title of a news storycredibleable to be believedamplifyto make something louder or biggerrumora story spread without prooffact-checkto test a claim against the evidence

Essay — PEEL

Write your essay on the next two pages →

At home (optional, 10 min): Ask your child to recall one surprising story they saw online recently, and talk through how they would check whether it was actually true.

Essay · PEEL

Why does false information travel faster than the truth?

Point → Evidence → Explain → Link

Point: your main idea. Evidence: a fact or example. Explain: how it supports the point. Link: tie it back to the question.

Get Ready for Session 2 · brainstorm at home this week

The Hidden Journey of a Product — Why does one everyday product leave a footprint in so many countries?

Next week's structure: PEEL. Read first: PEEL · Examples 1–2 (Writing Examples section at the back).

Vocab test next week — review the Sessions 1–2 words.

Idea map: the main word sits in the middle — fill ALL six branches with your own ideas (words, reasons, examples). More branches welcome.

The HiddenJourney of aProduct
2

The Hidden Journey of a Product

Why does one everyday product leave a footprint in so many countries?

Explaining a hidden process step by step

This week's 10 words

supply chainthe path a product travels from raw material to buyermanufactureto make goods, usually in large numbersraw materiala natural substance used to make thingsemissiongas released into the air, often from burning fuelcomponentone part of a larger productassembleto put parts together into a wholeoutsourceto pay another company to do part of your worklifecycleevery stage of a product's existence, from creation to disposalfootprintthe total impact something leaves behindshipto send goods from one place to another

Essay — PEEL

Write your essay on the next two pages →

At home (optional, 10 min): Pick one item at home together and read its label. Talk through how many countries it may have passed through before arriving.

Essay · PEEL

Why does one everyday product leave a footprint in so many countries?

Point → Evidence → Explain → Link

Point: your main idea. Evidence: a fact or example. Explain: how it supports the point. Link: tie it back to the question.

Session 2 Vocabulary Test

Sessions 1–2 · 20 words

Find the meaning on the right that matches each word on the left. Write its letter in the blank.

Word

1. misinformation
2. viral
3. source
4. verify
5. bias
6. headline
7. credible
8. amplify
9. rumor
10. fact-check
11. supply chain
12. manufacture
13. raw material
14. emission
15. component
16. assemble
17. outsource
18. lifecycle
19. footprint
20. ship

Meaning

A. to pay another company to do part of your work
B. leaning toward one side unfairly
C. false information spread without bad intent
D. the path a product travels from raw material to buyer
E. spreading quickly to many people
F. every stage of a product's existence, from creation to disposal
G. one part of a larger product
H. the title of a news story
I. to test a claim against the evidence
J. the total impact something leaves behind
K. to send goods from one place to another
L. able to be believed
M. a story spread without proof
N. to put parts together into a whole
O. to make something louder or bigger
P. where information originally comes from
Q. to make goods, usually in large numbers
R. a natural substance used to make things
S. to check that something is true
T. gas released into the air, often from burning fuel

Get Ready for Session 3 · brainstorm at home this week

An Aging Society — What changes in a country when its population grows older?

Next week's structure: PEEL. Read first: PEEL · Examples 1–2 (Writing Examples section at the back).

Idea map: the main word sits in the middle — fill ALL six branches with your own ideas (words, reasons, examples). More branches welcome.

An Aging Society
3

An Aging Society

What changes in a country when its population grows older?

Explaining change with evidence and clear links

This week's 10 words

populationall the people living in a placebirth ratehow many babies are born compared to the populationlife expectancyhow long people are expected to livepensionmoney paid to people after they retireretireto stop working because of agelabor shortagenot enough workers to fill the jobsgenerationall the people born around the same timewelfaresupport a government gives people in needdemographicrelated to the structure of a populationcaregivinglooking after people who cannot care for themselves

Essay — PEEL

Write your essay on the next two pages →

At home (optional, 10 min): Ask your child what they think changes first in a town when most residents are older — schools, shops, hospitals? Talk through why.

Essay · PEEL

What changes in a country when its population grows older?

Point → Evidence → Explain → Link

Point: your main idea. Evidence: a fact or example. Explain: how it supports the point. Link: tie it back to the question.

Get Ready for Session 4 · brainstorm at home this week

Why Languages Disappear — What makes a language die out, and what is lost with it?

Next week's structure: PEEL. Read first: PEEL · Examples 1–2 (Writing Examples section at the back).

Idea map: the main word sits in the middle — fill ALL six branches with your own ideas (words, reasons, examples). More branches welcome.

Why LanguagesDisappear
4

Why Languages Disappear

What makes a language die out, and what is lost with it?

Explaining causes and what is at stake

This week's 10 words

extinctno longer existingdialecta form of a language spoken in one regionheritagetraditions and culture passed downdominantstronger or more common than otherspreserveto keep something from being lostfluentable to speak a language easilymother tonguethe first language a person learnsidentitywho a person or group understands themselves to berecordto capture something so it is not lostreviveto bring something back to life

Essay — PEEL

Write your essay on the next two pages →

At home (optional, 10 min): Ask your child which Korean words or sayings they think have no exact English translation, and what would be lost if they disappeared.

Essay · PEEL

What makes a language die out, and what is lost with it?

Point → Evidence → Explain → Link

Point: your main idea. Evidence: a fact or example. Explain: how it supports the point. Link: tie it back to the question.

Get Ready for Session 5 · brainstorm at home this week

After a Pandemic — How does one outbreak keep changing a society long after it ends?

Next week's structure: Toulmin-simplified — a NEW framework starts next week. Read first: Toulmin-simplified · Examples 1–2 (Writing Examples section at the back).

Idea map: the main word sits in the middle — fill ALL six branches with your own ideas (words, reasons, examples). More branches welcome.

After a Pandemic
Toulmin-simplified Review · Sessions 5–8 · Expository Essay · Session 8 Presentation
5

After a Pandemic

How does one outbreak keep changing a society long after it ends?

Claim, grounds, and the logic connecting them

This week's 10 words

outbreaka sudden start of disease spreadingquarantinekeeping people apart to stop disease spreadingimmunitythe body's ability to resist a diseaseremotedone from a distance, not in personpublic healththe health of a whole populationvaccinea medicine that trains the body to fight a diseaselockdowna rule keeping people at home to stop spreadhygienehabits that keep things clean and healthynormalizeto make something feel usual and acceptedresiliencethe ability to recover from hard times

Essay — Toulmin-simplified

Write your essay on the next two pages →

At home (optional, 10 min): Talk together about one habit your family kept from the pandemic years — and why some habits stayed while others disappeared.

Essay · Toulmin-simplified

How does one outbreak keep changing a society long after it ends?

Claim → Grounds → Warrant

Claim: your main idea. Grounds: the evidence. Warrant: why the evidence proves the claim.

Get Ready for Session 6 · brainstorm at home this week

Why the Gap Grows — Why can the gap between rich and poor widen even while an economy grows?

Next week's structure: Toulmin-simplified. Read first: Toulmin-simplified · Examples 1–2 (Writing Examples section at the back).

Vocab test next week — review the Sessions 3–6 words.

Idea map: the main word sits in the middle — fill ALL six branches with your own ideas (words, reasons, examples). More branches welcome.

Why the GapGrows
6

Why the Gap Grows

Why can the gap between rich and poor widen even while an economy grows?

Linking evidence to a claim with clear logic

This week's 10 words

inequalityan unfair difference between groupswealththe money and things a person ownswagemoney paid for workassetsomething valuable that a person ownsopportunitya chance to do or get somethingmobilitythe ability to move up to a better positioninheritto receive something from familyconcentrateto gather tightly in one place or grouptaxmoney people must pay to the governmentgapthe space or difference between two things

Essay — Toulmin-simplified

Write your essay on the next two pages →

At home (optional, 10 min): Ask your child: if two people earn the same wage but one owns a home, what happens to the gap between them over ten years? Talk it through.

Essay · Toulmin-simplified

Why can the gap between rich and poor widen even while an economy grows?

Claim → Grounds → Warrant

Claim: your main idea. Grounds: the evidence. Warrant: why the evidence proves the claim.

Session 6 Vocabulary Test

Sessions 3–6 · 40 words

Find the meaning on the right that matches each word on the left. Write its letter in the blank.

Word

1. population
2. birth rate
3. life expectancy
4. pension
5. retire
6. labor shortage
7. generation
8. welfare
9. demographic
10. caregiving
11. extinct
12. dialect
13. heritage
14. dominant
15. preserve
16. fluent
17. mother tongue
18. identity
19. record
20. revive

Meaning

A. how long people are expected to live
B. a form of a language spoken in one region
C. to bring something back to life
D. all the people born around the same time
E. who a person or group understands themselves to be
F. traditions and culture passed down
G. the first language a person learns
H. to stop working because of age
I. able to speak a language easily
J. stronger or more common than others
K. to keep something from being lost
L. money paid to people after they retire
M. no longer existing
N. all the people living in a place
O. related to the structure of a population
P. support a government gives people in need
Q. to capture something so it is not lost
R. looking after people who cannot care for themselves
S. not enough workers to fill the jobs
T. how many babies are born compared to the population

Word

21. outbreak
22. quarantine
23. immunity
24. remote
25. public health
26. vaccine
27. lockdown
28. hygiene
29. normalize
30. resilience
31. inequality
32. wealth
33. wage
34. asset
35. opportunity
36. mobility
37. inherit
38. concentrate
39. tax
40. gap

Meaning

A. the ability to recover from hard times
B. the space or difference between two things
C. money paid for work
D. to receive something from family
E. the ability to move up to a better position
F. money people must pay to the government
G. something valuable that a person owns
H. a medicine that trains the body to fight a disease
I. a sudden start of disease spreading
J. to gather tightly in one place or group
K. a chance to do or get something
L. the health of a whole population
M. a rule keeping people at home to stop spread
N. an unfair difference between groups
O. the money and things a person owns
P. to make something feel usual and accepted
Q. keeping people apart to stop disease spreading
R. done from a distance, not in person
S. the body's ability to resist a disease
T. habits that keep things clean and healthy

Get Ready for Session 7 · brainstorm at home this week

Leaving Home — Why do people leave their home countries, and what happens to the places they leave?

Next week's structure: Toulmin-simplified. Read first: Toulmin-simplified · Examples 1–2 (Writing Examples section at the back).

Idea map: the main word sits in the middle — fill ALL six branches with your own ideas (words, reasons, examples). More branches welcome.

Leaving Home
7

Leaving Home

Why do people leave their home countries, and what happens to the places they leave?

Making a claim and showing the logic behind it

This week's 10 words

migrationpeople moving from one place to live in anotheremigrateto leave your country to live elsewhereremittancemoney sent home by someone working abroadbrain drainskilled people leaving a countryvisaofficial permission to enter a countrysettleto make a new place your homeintegrationbecoming part of a new communityhomelandthe country someone comes fromlaborwork, especially physical workdepopulationa place losing its people over time

Essay — Toulmin-simplified

Write your essay on the next two pages →

At home (optional, 10 min): Ask your child what they think would be hardest about moving to another country — and what the town they left behind would miss about them.

Essay · Toulmin-simplified

Why do people leave their home countries, and what happens to the places they leave?

Claim → Grounds → Warrant

Claim: your main idea. Grounds: the evidence. Warrant: why the evidence proves the claim.

Get Ready for Session 8 · brainstorm at home this week

The Cost of Convenience — PRESENTATION WEEK — What hidden costs sit behind the cheapest and fastest choice?

Next week's structure: Presentation (no essay). Read first: your own Session 7 essay — it becomes your 6 slides.

Idea map: the main word sits in the middle — fill ALL six branches with your own ideas (words, reasons, examples). More branches welcome.

The Cost ofConvenience
8

The Cost of ConveniencePresentation

What hidden costs sit behind the cheapest and fastest choice?

Presenting an explanation and answering questions

This week's 10 words

conveniencesomething that makes life easierdisposablemade to be thrown away after usepackagingthe material wrapped around a productdeliverybringing goods to the buyerhidden costa price you pay without noticinginstanthappening immediatelydurablelasting a long time without breakinglandfilla place where waste is buriedsingle-usemade to be used once onlyethicalmorally right and fair

No essay this week — presentation prep instead

Turn your Session 7 essay into a 4-minute presentation — then 3 minutes of questions from the class (not a debate)

At home: No task this week — just enjoy the presentation. It gets compared with Session 1 in the report we send you; this is the first progress check-in.

Get Ready for Session 9 · brainstorm at home this week

Lowering the Voting Age — Should sixteen-year-olds be allowed to vote?

Next week's structure: Signpost Sequencing — a NEW framework starts next week. Read first: Signpost Sequencing · Examples 1–2 (Writing Examples section at the back).

Idea map: the main word sits in the middle — fill ALL six branches with your own ideas (words, reasons, examples). More branches welcome.

Lowering theVoting Age
Signpost Sequencing · Sessions 9–12 · Discussion Essay
9

Lowering the Voting Age

Should sixteen-year-olds be allowed to vote?

Walking through both sides in a clear order

This week's 10 words

democracya system where people choose their leadersballotthe paper or screen used to votecandidatea person trying to be electedcitizenan official member of a countrymaturefully developed in judgmenteligibleallowed by the rules to do somethingturnouthow many people actually voterepresentationhaving someone speak for your interestscivicrelated to citizens and public lifeinformedhaving enough knowledge to decide

Essay — Signpost Sequencing

Write your essay on the next two pages →

At home (optional, 10 min): Ask your child: what is the strongest reason FOR letting sixteen-year-olds vote, and the strongest reason AGAINST? One each, out loud.

Essay · Signpost Sequencing

Should sixteen-year-olds be allowed to vote?

First → Next → Then → Finally

Walk through both sides in a clear order with signpost words. You don't have to pick a side.

Get Ready for Session 10 · brainstorm at home this week

Free University — Should university education be free for everyone?

Next week's structure: Signpost Sequencing. Read first: Signpost Sequencing · Examples 1–2 (Writing Examples section at the back).

Vocab test next week — review the Sessions 7–10 words.

Idea map: the main word sits in the middle — fill ALL six branches with your own ideas (words, reasons, examples). More branches welcome.

Free University
10

Free University

Should university education be free for everyone?

Organizing a longer explanation with signposts

This week's 10 words

tuitionmoney paid for teachingdegreethe qualification a university givesdebtmoney that must be paid backscholarshipmoney given to help a student studyfundingmoney provided for a purposeaccessthe ability to reach or use somethingmeritdeserving something through skill or efforttaxpayera person who pays taxesenrollmentofficially joining a school or courseinvestmentspending now to gain more later

Essay — Signpost Sequencing

Write your essay on the next two pages →

At home (optional, 10 min): Talk through together: if university were free, who would actually be paying for it — and is that fair? Let your child walk both sides.

Essay · Signpost Sequencing

Should university education be free for everyone?

First → Next → Then → Finally

Walk through both sides in a clear order with signpost words. You don't have to pick a side.

Session 10 Vocabulary Test

Sessions 7–10 · 40 words

Find the meaning on the right that matches each word on the left. Write its letter in the blank.

Word

1. migration
2. emigrate
3. remittance
4. brain drain
5. visa
6. settle
7. integration
8. homeland
9. labor
10. depopulation
11. convenience
12. disposable
13. packaging
14. delivery
15. hidden cost
16. instant
17. durable
18. landfill
19. single-use
20. ethical

Meaning

A. happening immediately
B. bringing goods to the buyer
C. made to be used once only
D. official permission to enter a country
E. skilled people leaving a country
F. to make a new place your home
G. the material wrapped around a product
H. morally right and fair
I. a place where waste is buried
J. money sent home by someone working abroad
K. made to be thrown away after use
L. a place losing its people over time
M. something that makes life easier
N. a price you pay without noticing
O. becoming part of a new community
P. to leave your country to live elsewhere
Q. work, especially physical work
R. the country someone comes from
S. people moving from one place to live in another
T. lasting a long time without breaking

Word

21. democracy
22. ballot
23. candidate
24. citizen
25. mature
26. eligible
27. turnout
28. representation
29. civic
30. informed
31. tuition
32. degree
33. debt
34. scholarship
35. funding
36. access
37. merit
38. taxpayer
39. enrollment
40. investment

Meaning

A. spending now to gain more later
B. money that must be paid back
C. the paper or screen used to vote
D. the ability to reach or use something
E. deserving something through skill or effort
F. money paid for teaching
G. a system where people choose their leaders
H. having enough knowledge to decide
I. a person trying to be elected
J. an official member of a country
K. the qualification a university gives
L. money given to help a student study
M. money provided for a purpose
N. related to citizens and public life
O. allowed by the rules to do something
P. a person who pays taxes
Q. having someone speak for your interests
R. fully developed in judgment
S. officially joining a school or course
T. how many people actually vote

Get Ready for Session 11 · brainstorm at home this week

The Sugar Tax — Should governments tax unhealthy food and drinks?

Next week's structure: Signpost Sequencing. Read first: Signpost Sequencing · Examples 1–2 (Writing Examples section at the back).

Idea map: the main word sits in the middle — fill ALL six branches with your own ideas (words, reasons, examples). More branches welcome.

The Sugar Tax
11

The Sugar Tax

Should governments tax unhealthy food and drinks?

Sequencing both sides before judging

This week's 10 words

obesitybeing heavily overweight in an unhealthy waynutritionthe food the body needs to stay healthyregulationan official rule that controls how something is doneincentivea reward that encourages an actionconsumptionthe act of using or eating somethingaddictivemaking you want more and morelabelprinted information on a productmanufacturera company that makes goodspaternalismwhen authority limits choices for people's own goodlevyan extra charge or tax placed on something

Essay — Signpost Sequencing

Write your essay on the next two pages →

At home (optional, 10 min): Next time you shop together, find one product that would get more expensive under a sugar tax. Ask your child whether they'd still buy it.

Essay · Signpost Sequencing

Should governments tax unhealthy food and drinks?

First → Next → Then → Finally

Walk through both sides in a clear order with signpost words. You don't have to pick a side.

Get Ready for Session 12 · brainstorm at home this week

Green Reports — Should companies be required to reveal their full environmental impact?

Next week's structure: Signpost Sequencing. Read first: Signpost Sequencing · Examples 1–2 (Writing Examples section at the back).

Idea map: the main word sits in the middle — fill ALL six branches with your own ideas (words, reasons, examples). More branches welcome.

Green Reports
12

Green Reports

Should companies be required to reveal their full environmental impact?

Signposting a balanced case

This week's 10 words

transparencybeing open about what you doauditan official check of recordsgreenwashingmaking something seem more eco-friendly than it ispollutanta substance that makes air, water, or land dirtycompliancefollowing rules and lawscarbonthe chemical element at the center of climate-warming gasesinvestora person who puts money into a businessreputationwhat people generally think of someonemandatoryrequired by rule or lawvoluntarydone by choice, not required

Essay — Signpost Sequencing

Write your essay on the next two pages →

At home (optional, 10 min): Ask your child what they think changes in their writing or speaking since Session 4 or 8 — building their own awareness of progress. There's no wrong answer.

Essay · Signpost Sequencing

Should companies be required to reveal their full environmental impact?

First → Next → Then → Finally

Walk through both sides in a clear order with signpost words. You don't have to pick a side.

Get Ready for Session 13 · brainstorm at home this week

Censorship in a Crisis — Should news ever be held back to prevent panic?

Next week's structure: Both-Sides Frame — a NEW framework starts next week. Read first: Both-Sides Frame · Examples 1–2 (Writing Examples section at the back).

Idea map: the main word sits in the middle — fill ALL six branches with your own ideas (words, reasons, examples). More branches welcome.

Censorship in aCrisis
Both-Sides Frame · Sessions 13–16 · Discussion Essay · Session 16 Presentation
13

Censorship in a Crisis

Should news ever be held back to prevent panic?

Giving both sides their strongest reason

This week's 10 words

censorshipblocking information from being publishedpanicsudden uncontrolled fear in many peoplesuppressto stop something from being known or seenfree pressnews media that government does not controldistortto twist something away from the truthauthoritythe power or people in chargewithholdto keep back information or thingspublishto make information publicstabilitythe state of being steady and securetrustworthydeserving of trust

Essay — Both-Sides Frame

Write your essay on the next two pages →

At home (optional, 10 min): Ask your child: if bad news were coming, would they rather know everything immediately, or be told once a plan exists? Why?

Essay · Both-Sides Frame

Should news ever be held back to prevent panic?

Side A → Side B → My Balanced View

Give Side A its strongest reason, then Side B its strongest reason, then your balanced view.

Get Ready for Session 14 · brainstorm at home this week

Growth and the Planet — Is economic growth worth its environmental cost?

Next week's structure: Both-Sides Frame. Read first: Both-Sides Frame · Examples 1–2 (Writing Examples section at the back).

Vocab test next week — review the Sessions 11–14 words.

Idea map: the main word sits in the middle — fill ALL six branches with your own ideas (words, reasons, examples). More branches welcome.

Growth and thePlanet
14

Growth and the Planet

Is economic growth worth its environmental cost?

Holding two views fairly before your own

This week's 10 words

growthan increase in size or amount, especially of an economydegradationthe process of becoming worse or damagedfinitehaving a limit; able to run outprosperitywealth and successconservationprotecting nature from harmextractiontaking natural materials out of the earthrenewableable to be replaced naturallystandard of livingthe level of comfort people haveoverconsumptionusing more than is needed or sustainableirreversibleimpossible to undo

Essay — Both-Sides Frame

Write your essay on the next two pages →

At home (optional, 10 min): Pick one thing your family bought this month. Talk through what it cost the planet to make — and whether a greener version was possible.

Essay · Both-Sides Frame

Is economic growth worth its environmental cost?

Side A → Side B → My Balanced View

Give Side A its strongest reason, then Side B its strongest reason, then your balanced view.

Session 14 Vocabulary Test

Sessions 11–14 · 40 words

Find the meaning on the right that matches each word on the left. Write its letter in the blank.

Word

1. obesity
2. nutrition
3. regulation
4. incentive
5. consumption
6. addictive
7. label
8. manufacturer
9. paternalism
10. levy
11. transparency
12. audit
13. greenwashing
14. pollutant
15. compliance
16. carbon
17. investor
18. reputation
19. mandatory
20. voluntary

Meaning

A. the act of using or eating something
B. making something seem more eco-friendly than it is
C. following rules and laws
D. required by rule or law
E. an official rule that controls how something is done
F. a reward that encourages an action
G. being heavily overweight in an unhealthy way
H. the food the body needs to stay healthy
I. what people generally think of someone
J. an official check of records
K. being open about what you do
L. a substance that makes air, water, or land dirty
M. an extra charge or tax placed on something
N. printed information on a product
O. the chemical element at the center of climate-warming gases
P. when authority limits choices for people's own good
Q. a company that makes goods
R. making you want more and more
S. done by choice, not required
T. a person who puts money into a business

Word

21. censorship
22. panic
23. suppress
24. free press
25. distort
26. authority
27. withhold
28. publish
29. stability
30. trustworthy
31. growth
32. degradation
33. finite
34. prosperity
35. conservation
36. extraction
37. renewable
38. standard of living
39. overconsumption
40. irreversible

Meaning

A. to stop something from being known or seen
B. to twist something away from the truth
C. deserving of trust
D. wealth and success
E. impossible to undo
F. using more than is needed or sustainable
G. having a limit; able to run out
H. the state of being steady and secure
I. protecting nature from harm
J. to keep back information or things
K. able to be replaced naturally
L. the power or people in charge
M. news media that government does not control
N. sudden uncontrolled fear in many people
O. the level of comfort people have
P. the process of becoming worse or damaged
Q. taking natural materials out of the earth
R. to make information public
S. blocking information from being published
T. an increase in size or amount, especially of an economy

Get Ready for Session 15 · brainstorm at home this week

The Right to Be Forgotten — Should people be able to erase their past from the internet?

Next week's structure: Both-Sides Frame. Read first: Both-Sides Frame · Examples 1–2 (Writing Examples section at the back).

Idea map: the main word sits in the middle — fill ALL six branches with your own ideas (words, reasons, examples). More branches welcome.

The Right to BeForgotten
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The Right to Be Forgotten

Should people be able to erase their past from the internet?

Weighing both sides to a balanced view

This week's 10 words

privacythe right to keep your life to yourselfpermanentlasting forevereraseto remove completelyarchivea stored collection of recordssearch enginea tool that finds information onlineredemptionbeing freed from the weight of past mistakesconsentagreeing to something freelyresurfaceto appear again after disappearinganonymitythe state of not being named or identifieddatainformation stored about people or things

Essay — Both-Sides Frame

Write your essay on the next two pages →

At home (optional, 10 min): Ask your child: should an embarrassing post from age 13 still be findable at age 30? Let them argue both sides before deciding.

Essay · Both-Sides Frame

Should people be able to erase their past from the internet?

Side A → Side B → My Balanced View

Give Side A its strongest reason, then Side B its strongest reason, then your balanced view.

Get Ready for Session 16 · brainstorm at home this week

A Question That Divides — FINAL PRESENTATION WEEK — Which question divides people most fairly — where both sides have a real point?

Next week's structure: Presentation (no essay). Read first: your own Session 15 essay — it becomes your 6 slides.

Idea map: the main word sits in the middle — fill ALL six branches with your own ideas (words, reasons, examples). More branches welcome.

A Question ThatDivides
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A Question That DividesPresentation

Which question divides people most fairly — where both sides have a real point?

Bringing ideas together to present and answer questions

This week's 10 words

controversya public disagreement many people care aboutnuancea small difference that changes meaningpolarizeto split people into opposing groupscommon groundthings both sides can agree onconcedeto admit the other side has a pointempathyunderstanding how another person feelsrespectfulshowing care for others' viewsopen-mindedwilling to consider new ideasneutralnot taking a sidereasonedbased on careful thinking

No essay this week — final presentation prep instead

Turn your Session 15 essay into a 4-minute presentation — then 3 minutes of questions from the class (not a debate)

At home: Hear today's presentation side by side with Session 1 — the final check-in. Certificate comes with it.

Writing Examples

Two full example essays for each structure

These use different topics than your own essays, just to show how a complete essay sounds in each structure — every paragraph written out in full.

PEEL · Example 1

Point → Evidence → Explain → Link

Why do big cities keep getting more expensive to live in?

Intro — Big cities keep getting more expensive to live in mainly because far more people want to live in them than the cities can hold. Understanding why that happens takes more than one step, so this essay explains the two biggest forces behind rising city prices.

Point 1 — The first force is that jobs, universities, and opportunities gather in cities, which pulls in a constant stream of new residents. Every company that opens an office and every university that grows brings people who all need somewhere to live. When thousands of people compete for the same apartments, landlords and sellers can charge more — and they do. This explains why prices rise fastest in exactly the neighborhoods closest to jobs and transport.

Point 2 — The second force is that cities cannot build new homes as fast as people arrive. Land in a city is limited, construction takes years, and existing residents often resist new tall buildings in their neighborhoods. Because the supply of homes grows slowly while demand grows quickly, the gap between the two keeps pushing prices upward year after year.

Conclusion — Linked together, these two forces — opportunity pulling people in, and slow building keeping homes scarce — explain why city prices climb even when nothing dramatic seems to happen. Any real solution has to work on both sides: spreading opportunity beyond the biggest cities, and building homes faster inside them.

PEEL · Example 2

Point → Evidence → Explain → Link

Why does fast fashion stay so cheap?

Intro — A t-shirt can travel across the world and still cost less than a lunch. Fast fashion stays cheap not by magic but by moving its real costs somewhere shoppers cannot see them. This essay explains the two main places those costs go.

Point 1 — The first hidden place is the factory. Fast fashion brands produce clothes in countries where wages are very low and safety rules are weak, which keeps the price of making each item tiny. A shirt that sells for ten thousand won may have paid its sewer only a few hundred. The low price tag is possible because someone else's working conditions absorbed the difference.

Point 2 — The second hidden place is the environment. Cheap clothes are made from cheap materials, dyed with chemicals, and shipped across oceans — and because they wear out quickly, most end up as waste within a year or two. None of that damage appears on the receipt. The land, water, and air where the clothes are made and dumped pay the part of the price the shopper never sees.

Conclusion — Linking these together, fast fashion is not actually cheap — its full price is simply split between the people who make it and the places that absorb its waste. Once you see where the costs went, the question changes from "why is this so cheap?" to "who paid the rest of the price?"

Toulmin-simplified · Example 1

Claim → Grounds → Warrant

Does tourism do more harm than good to the world's most visited places?

Intro — In the world's most visited places, tourism often does more harm than good once visitor numbers pass what the place can absorb. That claim sounds harsh for an industry that brings money and jobs, so it needs real grounds and a clear warrant.

Point 1 (Grounds) — The grounds are what over-visited places actually experience. Historic city centers see rents rise until local families move out and only souvenir shops remain. Natural sites suffer eroded trails, littered beaches, and stressed wildlife. Meanwhile, much of the money tourists spend flows to international hotel chains and booking platforms rather than to the neighborhood absorbing the crowds.

Point 2 (Warrant) — This matters because of what it shows: when the costs of tourism land on locals while the profits leave, the place is being used up rather than supported. The evidence connects to the claim precisely — harm that accumulates (lost communities, damaged nature) outweighs benefits that don't stay (tourist spending that exits the local economy). Growth in visitors past a place's capacity makes this imbalance worse, not better.

Conclusion — For these reasons, the claim holds for the most visited places specifically: beyond a certain point, tourism consumes what people came to see. The answer is not ending tourism but capping and managing it — because the harm comes from the volume, not the visiting.

Toulmin-simplified · Example 2

Claim → Grounds → Warrant

Is recycling enough to solve the waste problem?

Intro — Recycling, on its own, is not enough to solve the waste problem. Recycling is genuinely useful, so this claim needs careful grounds — and a warrant that shows why "useful" is still not "enough."

Point 1 (Grounds) — The grounds come from how recycling actually works. Only some materials can be recycled at all, and many of those can only be recycled a few times before the quality drops too far. Mixed or dirty items often get rejected and buried anyway. And every year, the total amount of waste produced grows faster than recycling systems expand — so even a well-run system is chasing a target that keeps moving away.

Point 2 (Warrant) — This matters because it reveals where the real problem sits: at the start of the chain, not the end. If waste grows faster than recycling can process it, then no improvement in processing can ever catch up — the warrant connecting the evidence to the claim. A system that only cleans up after consumption, without reducing consumption itself, is bailing water out of a boat without fixing the hole.

Conclusion — That is why recycling should be treated as one tool, not the solution. Reducing what gets made and designing products to last attack the hole in the boat; recycling only manages the water that already got in.

Signpost Sequencing · Example 1

First → Next → Then → Finally

Should remote work become the normal way of working?

First — First, the case for making remote work normal. Workers save hours of commuting every week, which becomes time for family, rest, or actual work. Companies can hire talented people regardless of where they live, and people outside big cities can reach good jobs without moving. For many office tasks, the work itself is identical at home — only the chair is different.

Next — Next, the case against. Offices do more than hold desks: new employees learn by watching experienced ones, ideas spark in unplanned conversations, and teams build trust faster face to face. At home, the line between work and rest blurs, and some people feel isolated rather than free. Not every home has a quiet room, a good connection, or space to think.

Then — Then, where the two sides actually clash. The disagreement is not about whether remote work functions — it clearly can — but about what is quietly lost over months and years: training, belonging, and the accidental conversations that never get scheduled. Supporters count the visible gains; critics count the invisible costs.

Finally — Finally, taking both sides seriously points away from an all-or-nothing answer. Remote work deserves to be a normal option, but not the single standard — because the strongest arguments on each side describe different people, different jobs, and different homes.

Signpost Sequencing · Example 2

First → Next → Then → Finally

Should advertising aimed at children be banned?

First — First, the case for a ban. Young children cannot yet tell the difference between a program and a sales pitch — to them, an ad is simply information from a friendly voice. Advertisers know this and design characters, songs, and toys to reach children directly, past their parents. A ban protects people who cannot yet protect themselves.

Next — Next, the case against. Deciding what children see is a parent's job, not a government's, and a ban hands that judgment to the state. Children's television and free games are often paid for by exactly these ads — remove the ads and some of that content disappears or moves behind a paywall. And children will still see advertising everywhere else: on streets, in shops, on the sides of buses.

Then — Then, where the sides truly clash: whether protection or freedom should win when they point in opposite directions. Both sides actually agree that small children are easily influenced — they disagree about who should respond to that fact, families or the law.

Finally — Finally, walking through both sides shows the real question is not "ban or allow" but "where exactly is the line?" The strongest version of each side accepts part of the other: protection matters most for the youngest children, and freedom matters more as they grow.

Both-Sides Frame · Example 1

Side A → Side B → My Balanced View

Should museums return artifacts taken from other countries?

Intro — Great museums are full of objects that came from somewhere else — some bought, some gifted, and some taken during times of empire and war. Whether those artifacts should go home is a question where both sides carry real weight.

Side A — The side for returning them says the strongest thing first: many of these objects were never fairly acquired. A sacred object taken during an occupation was not a purchase, and time does not turn taking into owning. For the countries asking, these artifacts are not just displays — they are missing pieces of identity and history that belong where that history happened.

Side B — The side against immediate return has its own strongest reason: the great museums make these objects visible to the whole world, preserved by experts, seen by millions who could never travel to every country of origin. Some origin regions face war or instability, where a returned object could be damaged or lost. And untangling what was truly taken, versus traded or gifted centuries ago, is genuinely hard.

My Balanced View — Holding both fairly: the case for return is strongest where the taking was clearly unjust and a safe home is waiting — and the case for keeping is really a case for care, not for ownership. Returns, long-term loans, and shared exhibitions can honor both at once. The balanced view is that the burden of proof now sits with the museums, not with the countries asking.

Both-Sides Frame · Example 2

Side A → Side B → My Balanced View

Should organ donation be automatic unless a person opts out?

Intro — In some countries you are an organ donor unless you sign up; in others, unless you sign out. Switching to the automatic version — donation unless you opt out — saves lives but changes what consent means, and both sides deserve their strongest form.

Side A — The side for automatic donation points to the waiting lists: thousands of people die each year waiting for an organ that never arrives, while usable organs are buried because the person simply never filled in a form. Most people say they support donation — opt-out systems just close the gap between what people believe and what the paperwork says. One changed default can save lives without costing anyone anything.

Side B — The side against says consent is not consent if it was never actually given. Silence can mean agreement, but it can also mean the person never knew, never understood, or quietly objected — and the state should not presume permission over something as personal as a body. Families may also carry beliefs about burial and the body that an automatic system steamrolls at the worst possible moment of their lives.

My Balanced View — Both sides protect something real: one protects lives, the other protects the meaning of consent. A balanced position takes the opt-out default for its lifesaving power, but earns it — with public awareness campaigns so no one's silence is ignorance, an effortless opt-out, and a family's voice at the bedside. The default can change; the respect cannot.

Answer Key

Vocabulary Test Answer Key

For teachers and parents. Keep this page away from students.

Sessions 1–2 test

Session 1: misinformation-C, viral-E, source-P, verify-S, bias-B, headline-H, credible-L, amplify-O, rumor-M, fact-check-I

Session 2: supply chain-D, manufacture-Q, raw material-R, emission-T, component-G, assemble-N, outsource-A, lifecycle-F, footprint-J, ship-K

Sessions 3–6 test

Session 3: population-N, birth rate-T, life expectancy-A, pension-L, retire-H, labor shortage-S, generation-D, welfare-P, demographic-O, caregiving-R

Session 4: extinct-M, dialect-B, heritage-F, dominant-J, preserve-K, fluent-I, mother tongue-G, identity-E, record-Q, revive-C

Session 5: outbreak-I, quarantine-Q, immunity-S, remote-R, public health-L, vaccine-H, lockdown-M, hygiene-T, normalize-P, resilience-A

Session 6: inequality-N, wealth-O, wage-C, asset-G, opportunity-K, mobility-E, inherit-D, concentrate-J, tax-F, gap-B

Sessions 7–10 test

Session 7: migration-S, emigrate-P, remittance-J, brain drain-E, visa-D, settle-F, integration-O, homeland-R, labor-Q, depopulation-L

Session 8: convenience-M, disposable-K, packaging-G, delivery-B, hidden cost-N, instant-A, durable-T, landfill-I, single-use-C, ethical-H

Session 9: democracy-G, ballot-C, candidate-I, citizen-J, mature-R, eligible-O, turnout-T, representation-Q, civic-N, informed-H

Session 10: tuition-F, degree-K, debt-B, scholarship-L, funding-M, access-D, merit-E, taxpayer-P, enrollment-S, investment-A

Sessions 11–14 test

Session 11: obesity-G, nutrition-H, regulation-E, incentive-F, consumption-A, addictive-R, label-N, manufacturer-Q, paternalism-P, levy-M

Session 12: transparency-K, audit-J, greenwashing-B, pollutant-L, compliance-C, carbon-O, investor-T, reputation-I, mandatory-D, voluntary-S

Session 13: censorship-S, panic-N, suppress-A, free press-M, distort-B, authority-L, withhold-J, publish-R, stability-H, trustworthy-C

Session 14: growth-T, degradation-P, finite-G, prosperity-D, conservation-I, extraction-Q, renewable-K, standard of living-O, overconsumption-F, irreversible-E

Teacher page. Use only when grading.