BCS_Tim

8/16/13 should our use of paper or plastic be an idavidual choice people just throw them out windows and it kills the enviroment and it dont help to keep throwing it out. i think it should be regulated by the govt

Eleventh grade expectations include writing multiple paragraphs comprised of 6-8 sentences each. This is much too simple for the expectations of this course in 45 minutes. ~ Ms. Oren 5/20 = 20

Value ||  Points Earned  ||
 * **SEBHS Essay Rubric (aligned with GHSWT Rubric)** ||
 * || ** 5 **  ||  ** 4 **  ||  ** 3 **  ||  ** 2 **  ||  ** 1 **  ||  Weighted
 * ** IDEAS **
 * ** Controlling idea **
 * ** Supporting ideas **
 * ** Use of details **
 * ** Awareness of purpose **
 * ** Sense of completeness ** ||  || The essay is consistently focused and contains ample ideas and examples. The writer may employ rhetorical strategies or address counterarguments. || The essay is sufficiently focused and contains some ideas and examples. The response is generally appropriate to the persuasive purpose. || The essay is minimally focused. The provided examples are vague or general and the response demonstrates minimal awareness. || The essay shows little or no focus and the ideas are unclear, irrelevant, or repetitive. The response is incomplete or too brief. ||  X2  || 2 ||
 * ** ORGANIZATION **
 * ** Introduction/body/conclusion **
 * ** Sequence of ideas **
 * ** Grouping of ideas **
 * ** Effective transitions **
 * ** Awareness of purpose ** ||  || The organization is appropriate and the sequencing of ideas is logical. Varied transitions are used. || The organization is generally appropriate and the ideas are clearly sequenced, but may be repetitive. Transitions are used || The organization is formulaic or inappropriate. The response may lack a clear introduction or conclusion. Transitions are rare. || The essay shows little evidence of organization or sequencing. Transitions are not used. The response is incomplete or too brief. ||  X1  || 1 ||
 * ** STYLE **
 * ** Sentence variety **
 * ** Word choice **
 * ** Audience awareness **
 * ** Personal voice ** ||  || The language and tone of the essay enhance the persuasive purpose. Word choice is appropriate. Sentences are varied. || The language and tone are appropriate. Word choice is adequate, but may be simple or ordinary. Some sentence variety is evident. || The language and tone are uneven. Word choice is simple, ordinary, or repetitive. There is minimal variation in sentence length and structure. || The language and tone are inappropriate. Word choice is incorrect or confusing. The response is incomplete or too brief. ||  X1  || 1 ||
 * ** CONVENTIONS **
 * ** Sentence formation **
 * ** Subject-verb agreement **
 * ** Standard word forms **
 * ** Punctuation, spelling, and capitalization ** ||  || The writer demonstrates knowledge of the conventions of written English. Errors are minor and do not interfere with meaning. || The writer demonstrates sufficient control of the conventions of written English. Errors may interfere with meaning, but are not distracting. || The writer demonstrates minimal control of the conventions of written English. Errors are frequent and interfere with meaning. || The writer lacks understanding of the conventions of written English. Errors are pervasive. The response is incomplete or too brief. ||  X1  || 1 ||

8/9/1school should be able to have debate in different classes in the end of the day and to study or debating skills

Value ||  Points Earned  || Much too Brief || T his is MUCH too brief. The required length was to be a minimum of 2 paragraphs. one sentence just isn't enough for 11th grade work. 5 points = 50
 * **SEBHS Essay Rubric (aligned with GHSWT Rubric)** ||
 * || ** 5 **  ||  ** 4 **  ||  ** 3 **  ||  ** 2 **  ||  ** 1 **  ||  Weighted
 * ** IDEAS **
 * ** Controlling idea **
 * ** Supporting ideas **
 * ** Use of details **
 * ** Awareness of purpose **
 * ** Sense of completeness ** ||  ||   ||   ||   || The essay shows little or no focus and the ideas are unclear, irrelevant, or repetitive. The response is incomplete or too brief. ||  X2  || 2
 * ** ORGANIZATION **
 * ** Introduction/body/conclusion **
 * ** Sequence of ideas **
 * ** Grouping of ideas **
 * ** Effective transitions **
 * ** Awareness of purpose ** ||  ||   ||   ||   || The essay shows little evidence of organization or sequencing. Transitions are not used. The response is incomplete or too brief. ||  X1  || 1 ||
 * ** STYLE **
 * ** Sentence variety **
 * ** Word choice **
 * ** Audience awareness **
 * ** Personal voice ** ||  ||   ||   ||   || The language and tone are inappropriate. Word choice is incorrect or confusing. The response is incomplete or too brief. ||  X1  || 1 ||
 * ** CONVENTIONS **
 * ** Sentence formation **
 * ** Subject-verb agreement **
 * ** Standard word forms **
 * ** Punctuation, spelling, and capitalization ** ||  ||   ||   ||   || The writer lacks understanding of the conventions of written English. Errors are pervasive. The response is incomplete or too brief. ||  X1  || 1 ||

8/7/13

god made heven hell and the world with his power and his knolege im not as smart as god but im still living he

aint that stink s

Your Creation myth should explain HOW heaven/hell, living things, male/female, etc. were created. You may make up these details; they do not have to be your real opinion. You must, however, include elements of geography, culture, dialogue, and sensory details in your writing. None of these are present in the myth here. Please compose and resubmit no later than 8/17/13. Grade 20 ~Ms. Oren

should debate

Welcome to your webpage,

After you begin, delete these instructions.


 * Become** familiar with the toolbar at the top of the page. First **highlight** the text, **then** click on the tool at the top to alter it (bold, italics, underline, color, size, create a link, insert an image or file. Go ahead, try it! Each entry in your journal should then be separated by a horizontal line and new date. Enjoy!