BCS_Cole

Should adoption information be kept private or shared to the public. I think it should be made public, because everyone has the right to know who there real parents are

August 16, 2013 Paper or plastic? Many have asked this question, but the real question is should this be government mandated, or should the individual person make this decision. i personaly think that the grocery store should give the customer the option of paper or plastic. Although, it may make the store spend a little more money and it could result in the price of groceries to rise.

Studies have shown that there is not any data to prove that plastic is better than paper or vise-versa. Paper may break down in the enviroment better, but neither one is good for the enviroment. Paper and plastic both cause harm to the enviroment because, when the timber company cut down trees to make the paper bags it takes away oxygen we could be breathing. I dont know about you but i like my oxygen, Plastic causes harm to the enviroment because it is made from patrolem bypass products, it does not break down in the enviroment very well so when they get thrown in the thrash they fill up the landfil.

Now that you have heard the facts what do you think. Should our use of paper or plastic be a personal choice or regulated by the government, or should the store owner provide the option of useing both paper and plastic?

Very good introductory paragraph! You state your opinion clearly = controlling idea, and support it well. Your final sentence, however, leaves your reader hanging since you don't complete the idea. 19 points = 88

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 fully focused and contains a wealth of ideas and examples. The writer uses rhetorical strategies and addresses counterarguments. || 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. ||  ||   ||  X2  || 8 ||
 * ** ORGANIZATION **
 * ** Introduction/body/conclusion **
 * ** Sequence of ideas **
 * ** Grouping of ideas **
 * ** Effective transitions **
 * ** Awareness of purpose ** || The organization of ideas supports the writer’s focus. Ideas are grouped in a logical manner. Effective and varied transitions are used. || 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. ||  ||  X1  || 4 ||
 * ** STYLE **
 * ** Sentence variety **
 * ** Word choice **
 * ** Audience awareness **
 * ** Personal voice ** || The writer utilizes carefully crafted phrases to create a sustained tone and an authoritative voice. Word choice reflects an advanced vocabulary. || 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. ||  ||  X1  || 3 ||
 * ** CONVENTIONS **
 * ** Sentence formation **
 * ** Subject-verb agreement **
 * ** Standard word forms **
 * ** Punctuation, spelling, and capitalization ** || The writer demonstrates full command of the conventions of written English language. No errors are evident. || 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. ||  ||   ||  X1  || 4 ||

A. ugust 9, 2013 Should school be allowed to have debate in class? I think that they should be able to because the other students have their own opion. Other students may not like the idea of being able to debate about topic of the c orriculem. I think they should because the kids will be able to express their point of veiws on the topic they are discusing. The students will be able to practice there debating skills. Other students may not like the idea of debating in class because they may learn better by keeping to the facts and the books. By keeping to the books the students will not be able to express their feelings and beliefs on the topics. They will have to learn a subject where they might not be able to interact with the other kids and inquire there opions, instead of doing that the students will learn the lesson and then be tested on i.

Value ||  Points Earned  || You have two clear perspectives on debate in schools, however, tend to flop back and forth between them which is confusing. It would be better to present your perspective in the first paragraph and discuss what "Other people" view in your second paragraph, explaining why you do not agree. 12 points = 70
 * **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 minimally focused. The provided examples are vague or general and the response demonstrates minimal awareness. ||   ||  X2  || 4 ||
 * ** ORGANIZATION **
 * ** Introduction/body/conclusion **
 * ** Sequence of ideas **
 * ** Grouping of ideas **
 * ** Effective transitions **
 * ** Awareness of purpose ** ||  ||   ||   || The organization is formulaic or inappropriate. The response may lack a clear introduction or conclusion. Transitions are rare. ||   ||  X1  || 2 ||
 * ** STYLE **
 * ** Sentence variety **
 * ** Word choice **
 * ** Audience awareness **
 * ** Personal voice ** ||  ||   || The language and tone are appropriate. Word choice is adequate, but may be simple or ordinary. Some sentence variety is evident. ||   ||   ||  X1  || 3 ||
 * ** CONVENTIONS **
 * ** Sentence formation **
 * ** Subject-verb agreement **
 * ** Standard word forms **
 * ** Punctuation, spelling, and capitalization ** ||  ||   || The writer demonstrates sufficient control of the conventions of written English. Errors may interfere with meaning, but are not distracting. ||   ||   ||  X1  || 3 ||

Welcome to your webpage, Cole!

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!