BCS_Anderson

**8/23/13**
===**Adoption information should be kept private, but not as private as they have it. I mean they have it were nobody can get the information when they really need it. The information really should be like two doors, if the birth mom opens one door then the kid can get the information if they open their door, and also work the other way around. Sometime things should stay very private when it comes to protecting the kid, but if everything is safe then yes that kid should have information about his/her parents or his/her parents have information about the kid.**===

**8/16/13** Great start with an excellent thesis!!
=== Our use of paper or plastic should be an individual choice. **I think that because the government controls already to much stuff in our life. We should be able to go to the grocery store and hear then cashier say, "paper or plastic." The government says that plastic bags is bad for the environment, but there is really no proof that paper bags are good for the environment too. The government could enforce people to recycle more to help out the environment, but they shouldn't just take our freedom to chose paper or plastic away.**=== ===**The government is at least trying to protect us and our environment. They are doing this by trying to pass a law saying that we have to use paper bags, because paper is good for the environment. If they do that** tho **, it would be like taking our freedom away from us, and freedom is what this country is all about. So over all I think we should keep our freedom, and have the choice to chose paper or plastic at the store.**===

Your first paragraph is clear, well-stated, and provides the support you need for your argument. Your second paragraph acknowledges the other point of view, yet is a little rambling. You need to work your way up to multiple paragraphs; this is a great start! 17 points = 81 Value ||  Points Earned  || choose better words than "stuff" || 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 ||
 * **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  || 3 ||
 * ** STYLE **
 * ** Sentence variety **
 * ** Word choice **
 * ** Audience awareness **
 * ** Personal voice **
 * ** 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. || The writer demonstrates minimal control of the conventions of written English. Errors are frequent and interfere with meaning. ||  ||  X1  || 3 ||

**8/9/13**
===**I think debate is** ok **in school.** Like **students should learn how to think on their own, and not just by facts all the time. Debate will also help students learn how to listen to each othe** rs opion. **Then when they listen to each othe** rs opion **, it might help them make better choices in their life. It also might make them have bad choices, but tha** ts probly **because they are with the wrong group of people.**=== ===**The bad thing about having debate in school is not knowing all the facts. It would be hard for teachers to grade students on test. Also students would have a hard time stud** ing **for test because it all would be o** pions **. Another bad thing is that** opoins **are not always right. That** s y **we need facts in school so we will know the right from wrong. So that** s **what i think about debate in school, and it's ok to do it a little in school.**=== Value ||  Points Earned  ||
 * **SEBHS Essay Rubric (aligned with GHSWT Rubric)** ||
 * ||  ||   ||  ** 3 **  ||  ** 2 **  ||   ||  Weighted
 * ** IDEAS **
 * ** Controlling idea **
 * ** Supporting ideas **
 * ** Use of details **
 * ** Awareness of purpose **
 * ** Sense of completeness ** ||  ||   || 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 is generally appropriate and the ideas are clearly sequenced, but may be repetitive. Transitions are used ||   ||   ||  X1  || 3 ||
 * ** STYLE **
 * ** Sentence variety **
 * ** Word choice **
 * ** Audience awareness **
 * ** Personal voice ** ||  ||   ||   || The language and tone are uneven. Word choice is **simple, ordinary,** or repetitive. There is minimal variation in sentence length and structure. ||   ||  X1  || 2 ||
 * ** 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 ||
 * This essay is well-organized in two paragraphs. Your second paragraph should still clearly present your point of view, however. For a first draft, this is acceptable. You would want to go back and revise grammar and spelling after completing this. Grade 14 x5= 70**

This is an opinion. You need to write a myth which is also a creation story. Include elements of geography and culture, dialogue and sensory details. Your attempt earns 20 points. Compose a myth and resubmit by no later than 8/17/13. ~Ms. Oren

Welcome to your webpage, Anderson!

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!