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Reading, Writing, and Debate

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Reading, Writing, and Debate

Read the two short opinion pieces about a proposed phone-free lunchtime at a fictional intermediate school. Then analyse the arguments, edit a draft and write a short, evidence-based response. In a debate, challenge ideas respectfully—not people.

Two views on phone-free lunch

TEXT A — A chance to switch off A phone-free lunch would give students time to talk, move and recharge without notifications interrupting them. Some students find it easier to join a game or conversation when everyone is looking up. The school could provide sports gear, board games and a quiet space for students who prefer a calm break. A phone-free rule would need clear exceptions, such as contacting whānau with permission. The aim should not be to punish students; it should be to make lunchtime welcoming and less dominated by screens. TEXT B — Teach balance, not blanket bans A complete phone-free rule may solve one problem by creating another. Students use phones to contact whānau, check travel arrangements or listen to music during a quiet break. Instead of banning them for everyone, the school could set shared expectations: phones away during organised activities and conversations, but available in agreed situations. This approach asks students to practise self-management. A rule is more likely to work when students help shape it and understand why it exists. Lunchtime should offer choice, as long as everyone is considerate.

Read the arguments

Use details from both texts. A strong answer distinguishes a writer’s claim from the reasons or examples used to support it.

1.What decision are both writers discussing? Summarise the issue in one sentence.

2.Which statement best describes Text A’s main claim?

Students should be allowed to use phones whenever they want.
A phone-free lunch could help students connect and take a break from screens.
Schools should remove all quiet spaces at lunchtime.
Students should contact whānau only through social media.

3.Find one reason or example Text B gives for keeping some phone access. Explain how it supports the writer’s claim.

4.Which phrase from the texts signals a qualification or exception to a viewpoint? Choose one and explain what it qualifies.

5.A classmate says, “That idea is ridiculous!” Rewrite the comment as a respectful disagreement that gives a reason or refers to evidence.

Edit for impact

Editing means improving meaning as well as correcting spelling and punctuation. Keep the writer’s intended point clear.

6.Edit this draft for capital letters, spelling, punctuation and grammar: “i beleive a phone free lunch could help students talk to each other however some students need there phones to contact whanau”

7.Improve this repetitive draft by combining ideas and varying the sentence structure: “Phones interrupt people. Phones make people look down. Students should put phones away. Students can talk.”

8.Choose the stronger evidence for the claim “A phone-free lunch could help students connect.” Explain why it is stronger. A. “Phones are annoying.” B. “Some students find it easier to join a game or conversation when everyone is looking up.”

Write a balanced response

Use the texts as your evidence. You may support either view or propose a compromise. Include a clear claim, at least one reason supported by a detail from a text, and a respectful acknowledgement of another viewpoint.

9.Write a short response (about 4–6 sentences): Should lunchtime be phone-free, or should students follow shared phone-use expectations? State your position, use evidence from Text A or Text B, and acknowledge one reasonable opposing point.

10.Re-read your response. Name one specific edit you made or would make to improve its clarity, evidence or respectful tone.