Year 7 Independent Workbook

Adventure Fiction

There are a variety of activities in this work book, each designed to support your learning in the

following key areas.

Vocabulary

These activities will introduce important vocabulary for this particular unit, helping you to develop an understanding of key concepts in English.

Wider reading

These activities will encourage you to read and to research more widely around a topic, developing your independence and building cultural capital.

Memory

These activities are designed to test your recall of key facts, developing memory skills which you will need for assessments and GCSE examinations.

Technical accuracy

These activities will focus on the accuracy of your spelling, punctuation and grammar, helping you to develop crucial literacy skills.

Creativity

These activities will prompt you to engage creatively with a task, demonstrating an independent approach.

Personal response

These activities will encourage you to respond to a given text or task, supporting you to develop your evaluation and critical thinking skills.

Task 1.

Vocabulary

These activities will introduce important vocabulary for this particular unit, helping you to develop an understanding of key concepts in English.

1. Using a wide vocabulary can really improve your writing. Find 10 synonyms* for the word

‘said’.

*Synonyms are words that have a similar meaning to other words eg happy, cheerful, pleased,

delighted, joyful

2. Find 5 synonyms for the word ‘nice’

said

1

2

3

4

5

6

7

8

9

10

nice

1

2

3

4

5

3

3. Find 5 synonyms for ‘big’

4. Find 5 synonyms for ‘small’.

5. Find 5 synonyms for ‘walk’.

big

1

2

3

4

5

small

1

2

3

4

5

walk

1

2

3

4

5

Task 2.

Wider reading

These activities will encourage you to read and to research more widely around a topic, developing your independence and building cultural capital.

Here are some extracts from best selling Adventure Fiction for Young Adults. Read each extract and, for each one, state whether you think it is effective as adventure fiction and why/why not. Try to use a quotation from the extract to support your viewpoint. The first one has been done for you.

a. Extract from ‘Aurora Rising’ by by Amie Kaufman and Jay Kristoff. Four hours later, I’m pounding those same fists on the cryopod’s seal. The chamber around me is filled with a hundred pods just like it, all rimed with a layer of pale frost. The ice cracks a little under my blows, but the seal isn’t opening. My uniglass is running a wireless hack on the lock, but it’s too slow. If I don’t get out of here soon, I’m dead. Another shock wave hits the Hadfield, shaking the whole ship. There’s no gravity in the derelict, so I can’t fall. But I’m hanging on to the cryopod, which means I still get whipped around like a kid’s toy, smashing my spacesuit’s helmet into another pod and adding one more alarm to the seventeen already blaring in my ears. Warning: suit integrity breach. H2o reservoir compromised. Uh-oh . . . The girl in the cryopod frowns in her sleep like she’s having a bad dream. For a moment, I consider what it’s gonna mean for her if we make it out of this alive. And then I feel something wet at the base of my skull. Inside my helmet. I twist my head and try to spot the problem, and the wetness sloshes across the back of my neck, surface tension gluing it to my skin. I realize my drinking tube has ruptured. That my hydration tanks are emptying into my helmet. That even if this FoldStorm doesn’t kill me, in about seven minutes, my helmet is gonna fill with water and I’m gonna be the first human I’ve ever heard of to drown in space. If we make it out of this alive? “No chance,” I mutter.

I think piece of writing is exciting. It is clear that the genre is science fiction from the

references to ‘cryopods’ and ‘FoldStorm’. The use of repeated short sentences eg “Inside my

helmet” particularly towards the climax of the piece make it feel tense. Also the use of first

person ‘I’ makes the action seem very immediate.

b. Extract from ‘La Belle Sauvage’ by Philp Pullman

Eleven-year-old Malcolm lives with his parents at the Trout Inn near Oxford, across the river Thames from Godstow Priory, where the nuns are looking after a special guest. One night his father comes to Malcolm’s bedroom.

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Malcolm moved away to the corner of the building. From there he could see the bridge and most of the garden, and watched as Lord Asriel leaned towards the shutter and spoke quietly. It was a whisper; Malcolm could hear nothing at all. How long Asriel and Sister Fenella spoke he couldn’t have guessed, but it was a long time, and he was shivering hard when he saw, to his amazement, the heavy shutter move slowly. Lord Asriel stood back to let it open, and then stepped in again, showing his open, weapon-less hands, turning his head a little to let the moonlight fall clearly on his face. He whispered again. Then there was a minute—two minutes, perhaps—in which nothing happened; and then Sister Fenella’s thin arms held out the little bundle, and Asriel took it with infinite delicacy. His leopard dæmon stood up to put her forepaws on his waist, and Asriel held the baby down so she could whisper to Lyra’s dæmon. How had he persuaded Sister Fenella? Malcolm could only wonder. He watched the man lift the baby again and walk along the grass between one bare flower bed and the next, holding the bundle high so he could whisper to her, rocking her gently, strolling along slowly in the brilliant moonlight. At one point he seemed to be showing the moon to Lyra, pointing up at it and holding her so she could see, or perhaps he was showing Lyra to the moon; at any rate he looked like a lord in his own domain, with nothing to fear and all the silvery night to enjoy. Up and down he strolled with his child. Malcolm thought of Sister Fenella waiting in fear—in case Lord Asriel didn’t bring her back, in case his enemies attacked, in case Sister Benedicta suspected something was up. But there was no sound from the priory, no sound from the road, no sound from the man and his baby daughter in the moonlight. At one point the leopard dæmon seemed to hear something. Her tail lashed once, her ears pricked, her head turned to face the bridge. Malcolm and Asta turned immediately, ears and eyes tightly focused on the bridge, every separate stone of which was clearly outlined in black and silver; but nothing moved, and there was no sound but the call of a hunting owl half a mile away. Presently the leopard dæmon’s statue-like stillness melted, and she moved away once more, lithe and silent. Malcolm realized that that was true of the man as well—during their journey over the river and through the meadow, into the orchard and up to the priory wall, he had not heard the slightest sound of footsteps. Asriel might as well have been a ghost, for all the sound he made. He was turning now at the end of the walk and making for Sister Fenella’s window again. Malcolm watched the bridge, the garden, what he could see of the road, and saw nothing wrong; and when he turned, Asriel was handing the little bundle up through the window, whispering a word or two, and silently swinging the shutter closed. Then he beckoned, and Malcolm joined him. It was very difficult to make no noise at all, even on grass, and Malcolm watched to see how the man set his feet down: there was something leopardlike about it—something to practice himself, anyway. Back through the orchard, back to the hedge, through the brambles, into the meadow, across to the willow stump— Then a stronger, yellower light than the moon stabbed the sky. Someone on the bridge had a searchlight, and Malcolm heard the sound of a gas engine. “There they are,” said Asriel quietly. “Leave me here, Malcolm.”

c. Extract from ‘The Explorer’ by Katherine Rundell The airfield they had just left had been dusty and almost deserted, just a strip of tarmac under the ferocious Brazilian sun. Fred’s cousin had insisted that he wear his school uniform and cricket jumper, and now, inside the hot, airless cabin, he felt like he was being gently cooked inside his own skin. The engine gave a whine, and the pilot frowned and tapped the joystick. He was old and soldierly, with brisk nostril hair and a grey waxed moustache which seemed to reject the usual laws of gravity. He touched the throttle and the plane soared upwards, higher into the clouds. It was almost dark when Fred began to worry. The pilot began to belch, first quietly, then violently and repeatedly. His hand jerked, and the plane dipped suddenly to the left. Someone screamed behind Fred. The plane lurched away from the river and over the canopy. The pilot grunted, gasped and wound back the throttle, slowing the engine. He gave a cough that sounded like a choke. Fred stared at the man – he was turning the same shade of grey as his moustache. ‘Are you all right, sir?’ he asked. ‘Is there something I can do?’ Fighting for breath, the pilot shook his head. He reached over to the control panel and cut the engine. The roar ceased. The nose of the plane dipped downwards. The trees rose up. ‘ What’s happening?’ asked the blonde girl sharply. ‘ What’s he doing? Make him stop!’

Do you think it is effective as adventure fiction and why/why not? Try to use a quotation from the extract to support your viewpoint.

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The little boy in the back began to shriek. The pilot grasped Fred’s wrist hard for a single moment, then his head slumped against the dashboard. And the sky, which had seconds before seemed so reliable, gave way.

Do you think it is effective as adventure fiction and why/why not? Try to use a quotation from the extract to support your viewpoint.

Task 3.

Memory

These activities are designed to test your recall of key facts, developing memory skills which you will need for assessments and GCSE examinations.

You have been looking at narrative terms and definitions. Your teacher will test you on these in

class, so try to learn these.

First person narrative The story is told from the point of view of the

main character who is directly involved in the

action. “I” and “we” are used.

Present tense The story is told as though it is happening now

e.g. A crowd of onlookers has gathered on the

platform. The lost child sobs loudly.

Narrative voice How the “speaker” of the story sounds; the

distinctive tone of the storytelling.

Narrative viewpoint The “eyes” and “voice” through which the

story is told. This can change as the story goes

along.

Dual or multiple narrative More than one person is telling the story. The

different narrators might see the same event

in different ways.

Third person narrative The story is told from the point of view of

someone who is not immediately involved but

who is observing the action. “He”, “she” and

“they” are used.

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Chronological or linear

narrative

Events are told in the order in which they

happen.

Flashbacks The narrative moves back in time to tell about

something that happened before.

Past tense The story is told as though it has already

happened e.g. A crowd of onlookers gathered

on the platform while the lost child sobbed

loudly.

Top tips for learning definitons:

- Make flashcards and ask someone at home to test you

- Make a quiz to test yourself

- Make a gap fill task to test yourself

- Make a card sort and match the key terms with the definitions

Task 4.

Technical accuracy

These activities will focus on the accuracy of your spelling, punctuation and grammar, helping you to develop crucial literacy skills.

You will have done a similar exercise in lesson, so now is your chance to practise the same

independently. You are trying to build interest in to a simple sentence.

1. The girl walked.

Use an adverb to show how she walked:

Eg The girl walked slowly.

2. Use an adverbial phrase to show where she ran.

Eg The girl walked slowly around the corner.

3. Use adjectives to show what the corner was like:

Eg The girl walked slowly around the dark, gloomy corner.

4. Experiment by changing the order of words for emphasis:

Slowly, the girl walked around the dark, gloomy corner.

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Task 5.

Creativity

These activities will prompt you to engage creatively

Design a front cover for your adventure fiction story. Try to make the front cover as appealing as you

can whilst mkaing the genre of your story clear to the reader. You can draw it by hand or use IT. If

you use a computer, stick it in the box below.

Task 6.

Personal response

These activities will help you to develop your own ideas.

Task: Write a review of your own adventure fiction story, or an adventure story written by

another member of your class, or an adventure stiory that you have recently read.

Below is a series of questions about your chosen story. If you answer them carefully and in detail you

can use your answers to form a detailed review which gives your opinion of the story.

Answer in sentences to form paragraphs under the following headings rather than numbering your

answers or using bullet points. Use a separate picece of paper to make your notes before writing it

up here.

Plot

What happened in the story? What was it about?

Was what happened unusual? Ordinary?

What was the opening like? Exciting? Slow? Dramatic? Dull?

How did the events of the story follow on from each other?

Character

Who were the main characters?

What were they like?

Were they decribed in much detail?

Which character did you find most interesting? Most sympathetic?( That means you can understand

their feelings/experiences)

Comments on style

Was the story written in first or third person?

How important was this to the story?

Was the setiing described in detail? Were feelings and attitudes described in depth?

What was your favourite moment? Why?

Were there any moments when the characters could have been improved? What changes would you

make?

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General

Did you enjoy the story/ Why/Why not?

How did you feel during and after reading it?

What else do you think is important to say about it?

Would you recommend this book?

Plot

Character

Style

General

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Protest and Persuasion

There are a variety of activities in this work book, each designed to support your learning in the

following key areas.

Vocabulary

These activities will introduce important vocabulary for this particular unit, helping you to develop an understanding of key concepts in English.

Wider reading

These activities will encourage you to read and to research more widely around a topic, developing your independence and building cultural capital.

Memory

These activities are designed to test your recall of key facts, developing memory skills which you will need for assessments and GCSE examinations.

Technical accuracy

These activities will focus on the accuracy of your spelling, punctuation and grammar, helping you to develop crucial literacy skills.

Creativity

These activities will prompt you to engage creatively with a task, demonstrating an independent approach.

Personal response

These activities will encourage you to respond to a given text or task, supporting you to develop your evaluation and critical thinking skills.

Task 1.

Vocabulary

These activities will introduce important vocabulary for this particular unit, helping you to develop an understanding of key concepts in English.

Task 1: Look up the following underlined key words for persuading an audience in a dictionary and

a) identify the type of word it is: noun, verb, adjective, adverb and then b) write down the definition

for each one in the gap provided below;

Extension- thesaurus work: find and select 2 synonyms (words with a similar meaning) for each

underlined word below;

1. I urge…

Type of word:

Dictionary definition:

Extension: Find 2 synonyms found in a thesaurus:

2. It was shocking to discover that…

Type of word:

Dictionary definition:

Extension-find 2 synonyms for this word in a thesaurus:

3. We find it absolutely unfair that…

Type of word:

Dictionary definition:

Extension-find 2 synonyms for this word in a thesaurus:

4. The devastation this will cause to the community is strongly felt.

Type of word:

Dictionary definition:

Extension-find 2 synonyms for this word in a thesaurus:

5. This is a very inconsiderate choice.

Type of word:

Dictionary definition:

Extension- find 2 synonyms for this word in a thesaurus:

Task 2. Due in………………………………………………………………………………………………………………………………………

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Wider reading

These activities will encourage you to read and to research more widely around a topic, developing your independence and building cultural capital.

Task 2:

EITHER

Choose 1 of the statements below that you agree with on the subject of about being persuasive and explain what you think it means- why do you agree with it?

OR watch 1 of the following persuasive speeches using the link and a) identify 4-7 persuasive techniques that the speaker usesand b) what makes the speech successful for its intended audience?

The girl who silenced the world at the U.N for 5 minutes; https://www.youtube.com/watch?v=d1I6ljzaY9k

Barack Obama’s political speech on reform https://www.youtube.com/watch?v=kVyDi-iwuNY

Dragons’ Den Magic whiteboards! https://www.youtube.com/watch?v=_QvguJJNilA

Identified persuasive features used in the speech:

Why is it a successful speech for its intended audience?

Task 3. Due in………………………………………………………………………………………………………………………………………

Memory

These activities are designed to test your recall of key facts, developing memory skills which you will need for assessments and GCSE examinations.

Task 3:

Either

Look, say, cover, write, check! Learn the following persuasive bingo mini grid so that you are able to fill in a

blank version of the grid for the agreed due date. There are couple of blank grids provided for you to practice

below. The 2nd grid has a little help, but the third does not!

Clusters of three (tripartite structure)

Emotive language Facts

Opinions Quoting a reliable source Statistics

Forceful phrases Sentence variation Personal pronouns

C E F

O Q S

F S P

Or

Learn your class speech contribution for the agreed date. Remember to use cue cards and don’t overly rely on

any powerpoint information you have. Factor in the success criteria for a successful speaker and get help from

someone at home to act as your audience and offer you any advice.

Extension for Task 3: When you want to persuade, go through AFOREST!

Can you remember the acronym? Write out the techniques in the gap below, next to each letter;

A

F

O

R

E

S

T

Task 4.

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Technical accuracy

These activities will focus on the accuracy of your spelling, punctuation and grammar, helping you to develop crucial literacy skills.

Task 4: a) Read the following part of a persuasive speech on the subject of recyling- notice the

technical inaccuracies (spelling, punctuation and grammar, as well the incorrect use of paragraphs).

Im sure you all agree that super markets need to start taking responsibility for the

enviroment, and stop over packaging goods.

Recycling and the conservation of our planets natural resources are key worries to many

responsible citizens, yet the supermarkets ignore this. They need to stop wrapping goods

in multiple layers of unnecesary polythene, plastik and card board. How many of you like

me have done your bit for the environment diligently, but found yourself in the situation

where you made to throw recyclable products into the non-recyclable bin, because you

have simply run out of space in your recycling bin.

Firthermore, more than 77% of consummers qestioned said that they were upset by the

amount of wasteful packaging they had get rid of, while 52% of shopers try to avoid bying

over-packaged goods.

So, why then do supermarkets insist on continuing this pointless practice?

Since when has an apple pie been such a perishable product that it needs four layers of

packaging to protect it. Last night, fancying one such sweet pie, I made the mistake of

popping to the shops and buying a box of pastries by a well-known brand.

By the time I had helped my pitiful apple pie from it’s foil, plastic, polythene and card board

prison, I had lost all appetite for the thing. Additionaly, two of the ‘protective’ elements

weren’t even recyclable.

Task 4: b) Using a green pen, correct the piece above by showing your knowledge of how to use

accurate spelling, punctuation and grammar, as well as where the correct paragraph changes should

be. Use // to change paragraph, or a simple arrow to move 2 sentences together in order to keep

them in the same paragraph.

Extension task: Are there any words that you could upgrade or add into the speech to make it more

emotive, powerful, or revealing? Could you add 2 more persuasive devices- if so, where?

Task 5.

Creativity

These activities will prompt you to engage creatively with a task, demonstrating an independent approach.

EITHER

Design a persuasive poster with the title/opening… ‘Successful group work means….’ Remember to consider all aspects of group work that we have

explored and discussed in relation to this unit. Include a mixture of images, key words and

persuasive techniques!

OR

Design a persuasive poster to show what makes an effective speaker. Remember to consider all the

aspects of successful speaking that we have explored in class for this unit of work. Include a mixture

of images, keywords and persuasive techniques!

Planning for Task 5 if needed;

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Task 6.

Personal response

These activities will encourage you to respond to a given text or task, supporting you to develop your evaluation and critical thinking skills.

Task 6: ‘School uniform promotes equality and makes us proud of our school.’ Do you agree

or disagree with this statement?

Plan parts of a formal speech to be delivered in your House assembly in the grid below. Use your

choice of persuasive techniques to effectively show which side of the above statement you support.

You must use 2 examples of Promote, Oppose, Question and 1 example of Explore. Remember to

consider your audience carefully.

Planning grid with examples

Promote your side! Oppose the other side Question the ideas of others

Explore viewpoints further

Statistics

e.g. studies have shown

that a fast road to a

hospital means that

patients with life

threatening injuries are

87% more likely to

survive.

List of three

e.g. the proposed road

through Chipley will be

dangerous, unsightly

and damaging to our

economy.

Emotive questioning

e.g. are you seriously

suggesting that the

children should lose

their playground, a

source of so much

happiness for them?

Opinions

e.g. I understand that

many people feel

appauled, shocked and

ignored as a result of

the propsed new road

though our beloved

village.

Extension (1 more for ‘Explore’):

Planning for Task 6 if needed;

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Writing the World

There are a variety of activities in this work book, each designed to support your learning in the

following key areas.

Vocabulary

These activities will introduce important vocabulary for this particular unit, helping you to develop an understanding of key concepts in English.

Wider reading

These activities will encourage you to read and to research more widely around a topic, developing your independence and building cultural capital.

Memory

These activities are designed to test your recall of key facts, developing memory skills which you will need for assessments and GCSE examinations.

Technical accuracy

These activities will focus on the accuracy of your spelling, punctuation and grammar, helping you to develop crucial literacy skills.

Creativity

These activities will prompt you to engage creatively with a task, demonstrating an independent approach.

Personal response

These activities will encourage you to respond to a given text or task, supporting you to develop your evaluation and critical thinking skills.

Task 1.

25

Vocabulary

These activities will introduce important vocabulary for this particular unit, helping you to develop an understanding of key concepts in English.

Pastoral

Rural

Urban

.

Nouns

Adjectives

Verbs

Rural

Trees

Green

Relax

Urban

Pastoral

Task: Create a word bank

for each idea. Aim for at

least nine words per

column, starting with

nouns.

9 = Bronze

18 = Silver

27 = Gold

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Task 2.

Wider reading

These activities will encourage you to read and to research more widely around a topic, developing your independence and building cultural capital.

Peril Sonnet BY DAVID BAKER

Where do you suppose they’ve gone the bees now

that you don’t see them anymore four-winged

among flowers low sparks in the clover

even at nightfall are they fanning have

they gone another place blued with pollen

stuck to their bristles waiting beyond us

spring dwindle is what we call it collapsing

neonicotinoids “high levels in pneu-

matic corn exhaust” loss of habitat

or disappearing disease in the way

of our kind so to speak what do you think

they would call it language older than

our ears were they saying it all along

even at daybreak —

Research the meaning of the following words and phrases from the poem: Spring dwindle Neonicotinoids pneumatic corn exhaust loss of habitat In your own words, what are the problems currently faced by the bee population which are being described in the poem?

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Task 3.

Memory

These activities are designed to test your recall of key facts, developing memory skills which you will need for assessments and GCSE examinations.

Refer to the copy of the poem in your exercise book and complete the missing words for each line.

‘Wind’ by Ted Hughes

This house has been ………………………………………………………………………………………..

The tent of the hills ………………………………………………………………………………………….

The wind flung …………………………………………………………………………………………………

The house rang like ………………………………………………………………………………………….

The stones cry …………………………………………………………………………………………………..

Now learn as many of these lines as you can. Can you remember all five?

Task 4.

Technical accuracy

These activities will focus on the accuracy of your spelling, punctuation and grammar, helping you to develop crucial literacy skills.

Now add at least four sentences to this image, to create an environmental

poster. You must use each sentence type at least once. Remember to think

about creating an effective layout. Use colours to make your poster even more

appealing.

Types of Sentence

A sentence may be one of four types:

1. A declarative sentence makes a statement. It ends with a

full stop.

e.g. My children love playing football.

2. An interrogative sentence asks a question. It ends with a

question mark.

e.g. Did you finish your homework?

3. An imperative sentence gives an order or asks someone

to do something. It ends with a full stop.

e.g. Please answer the phone.

4. An exclamatory sentence shows strong emotion. It ends

with an exclamation mark.

e.g. Watch out!

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Task 5.

Creativity

These activities will prompt you to engage creatively with a task, demonstrating an independent approach.

10 Wild words to describe the natural world

1. Gussock

An East Anglian word for a sudden, powerful rush of wind: “That gussock just took my hat off.”

2. Wolf-light

This one comes from the French, whose poetic name for twilight is ‘l'heure entre chien et loup’, or

‘the hour between the dog and the wolf’. The phrase presents the approaching dark as a time when

things move from familiar to wild, or when the failing light means it’s hard to distinguish between a

dog and a wolf.

3. Ootrogue

It may look like outrage with its vowels confused, but an ootrogue is actually a sea undercurrent that

pulls sand away from the shore. If you ever find your favourite beach stripped of sand, you can at least

salvage a bit of fun by exclaiming: "I’m outraged by this ootrogue!”

4. Hot-spong

If you leave your coat at home on a spring day, you might find yourself longing for a hot-spong. This

evocative East Anglian word describes the rush of heat one feels when the sun emerges from under a

cloud.

5. Conkerbell

If this Dorset word for an icicle feels a bit unwieldy, other counties offer plenty of alternatives,

including: daggler (Hampshire), shuckle (Cumbria), and aquabob (Kent).

6. Murmuration

Say ‘murmuration’ out loud and you’ll come close to creating the sound of the swooping, humming

throng of starlings it describes. (You’ll also need to explain to others why you’re murmering to

yourself.) This onomatopoeic term for a group of starlings comes from the striking phenomenon seen

most often at dusk when thousands of them take to the air, wheeling and swooping in unison before

stopping to roost for the night. Similarly, the Exmoor word ‘zwer’ describes the whirring noise made

when a group of partridges or other birds takes flight.

7. Smeuse

The Sussex dialect gives us the fantastically specific ‘smeuse’: a hole in a hedge created by small

animals frequently scampering through it.

8. Hell-kettle

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As well as being an over-the-top insult for a poorly performing kitchen appliance, hell-kettle also refers

to a deep, dark abyss. The phrase comes from Northern England, where certain local pools and holes

were rumoured to be infinitely deep.

9. Zawn

Like a yawning mouth in the rock, zawn describes a gap in a cliff that’s lashed by the sea. It’s thought

to come from a Cornish word for chasm, but also relates to an old Welsh term meaning jaws. As for

the waves, choppy waters are described as ‘hob gob’ in Suffolk.

10. Gall-shíon

Irish in origin, this word relates to weather so extreme or unfamiliar it feels like it’s come from another

country. You might use it to describe a 30-degree heatwave in the Hebrides, a cold snap in Dubai or a

week without rain in Wales.

https://www.bbc.co.uk/programmes/articles/5n0zhRVYtF61k1wCFRmL7Yd/15-wild-words-to-

describe-the-natural-world

Now sketch your favourite.

Task 6.

Personal response

These activities These activities will encourage you to respond to a given text or task, supporting you to develop your evaluation and critical thinking skills.

There are lots of books about the relationship between the writer and the

natural world. A recent example is ‘Wild’ by Cheryl Strayed.

What do you think? Is it important for people to

spend time outdoors, experiencing nature? Or is

it simply a waste of time? Explain your view,

supporting it with reasons.

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