writing - essay

01.01 Getting to Know You (Earth Systems)

Assignment 1.1
“Getting to Know You”

Hi! Your first assignment is to introduce yourself to me I want to know who you are and what you like. But wait!! I don’t want you to tell me. I want to hear what your pet would say about you. Introduce yourself through the eyes of your pet. That's right! Give voice to your pet and let him/her introduce you to me. If your pet could talk, what would it say about you? Tell me! If you do not have a pet, let your room introduce you. You can include information about where you live, your school and schooling, and what your personal interests and hobbies are.

Let me introduce myself through the eyes of my chickens.
01.1 Introduction01.1 Introduction
There you have it: Mrs. Hislop as seen through the eyes of her chickens. I taught high school biology for five years. Now I teach this online Earth Systems course. I love to run, read, and haul hot water to the chickens. Most of all I love my adorable husband and four charming children.

Now it is your turn. Introduce yourself to me through the eyes of a pet or through the eyes of your bedroom if you don't have a pet. Go to Topic 3, Assignment 1.1 for more details about the assignment. You will also submit your assignment in Topic 3.

I look forward to working with you.

Scoring Method: 
teacher-scored
Approximate Student Minutes Needed to Complete: 
20 minutes
Approximate Teacher Minutes Needed to Complete: 
5 minutes
Total Points Possible: 
10 points possible
Credit Type: 
required activity

01.1.4 Injury Research (Fitness for Life)

Introduction: The purpose of this assignment is to help you learn more about injuries and injury prevention.

Tasks: Students will:
• Choose a sport/exercise related injury such as: an anterior cruciate ligament (ACL) tear, achilles tendonitis, tennis elbow, ankle sprain, or rotator cuff (shoulder) injury. You can choose any sport related injury, be creative. Conduct some research on the internet or in the library to answer the five questions below.

• This should be submitted as a 1 page double spaced (typed) research paper (diagrams do not count as part of the 1 page). Do not just answer the questions below without putting it in written (research paper) format. Be specific and explain your answers in full sentences. Include a diagram of the injury for full credit.

1) What happens when a person gets this injury? What body parts are affected and how? (Include diagrams)
2) What population is most likely to be affected by this injury? Who most commonly has this injury? What sports or activities are most likely to cause this injury?
3) How is this injury typically treated?
4) How is this injury typically prevented?
5) Where did you find your information? (HINT: Carefully document where you found your information and double-check that the sources are reliable and valid. Make sure that you list more than one source.)

Evaluation: This assignment is worth 50 points. Ten (10) points are awarded for answering each of the above 5 questions.

Scoring Method: 
teacher-scored
Approximate Student Minutes Needed to Complete: 
60 minutes
Approximate Teacher Minutes Needed to Complete: 
5 minutes
Total Points Possible: 
50 points possible
Credit Type: 
required activity

15.3 Animal welfare/animal rights issues paper (Horse Mgt)

A) Answer the following questions. Consider what you know about horse psychology and health. After your initial "gut reaction", think carefully about why you believe what you do. You may want to do a little research, but what I am looking for is an informed but personal response:
1) Define "neglect" as it applies to horses.
2) Define "abuse" as it applies to horses.
3) Discuss the question of whether or not it is ethical for people to own and ride (or drive) horses, giving reasons for your beliefs.
4) What should be the role of government in protecting animals, and why?
5) What rights - if any - should horses have? How - if at all - should horses' rights differ from dogs' and cats'? How - if at all - should horses' rights differ from those of cattle or chickens?
6) Should an owner have the right to decide whether or not to put a horse down? What if the horse is old or in pain? What if the horse is young and healthy? Who should decide?
7) What should happen to horses that nobody wants? Is it acceptable for people to eat horse meat? Why or why not? Would your opinion be different for someone who was starving than for someone who just liked it?
8) Is it ethical to spend money feeding unwanted horses when there are people starving? why or why not?

B) Choose ONE controversial issue related to animal rights or animal welfare, as it applies to horses, to research - for instance, should it be legal to sell and transport horses for meat? Should any particular horse activity or practice - for instance, rodeo, competitions or races for two-year-olds, showing horses with heavy, built-up shoes, showing horses under the influence of tranquilizers or painkillers or steroids, driving carriages in downtown areas, using mares to produce hormones for human medical purposes, breeding a horse who carries a genetic disease - be illegal, or considered immoral? It must be an issue that people disagree about. Nobody thinks it is ethical to deliberately starve or beat a horse to death - but there are many issues that are not as clear-cut, or at least, that there is not a clear consensus on. Write a four paragraph essay, IN YOUR OWN WORDS, on the issue you choose:
In the first paragraph, explain the basic issue and why it is important.
In the second paragraph, give reasons you found in your research why this activity or practice should be considered wrong or even made illegal.
In the third paragraph, give reasons you found in your research why this activity or practice should NOT be considered wrong, or made illegal.
In the fourth paragraph, explain your position on this issue, giving specific, personal reasons or examples to support your position. Don't just repeat the reasons from paragraphs two or three, and if you are ambivalent, explain why.

Scoring Method: 
teacher-scored
Approximate Student Minutes Needed to Complete: 
150 minutes
Approximate Teacher Minutes Needed to Complete: 
10 minutes
Total Points Possible: 
30 points possible
Credit Type: 
required activity

11.2.2 Comparing different training methods (Horse Mgt)

Comparing different training methods

Choose something you would like to train a horse to do, and read, view or interview three trainers about methods of training for that purpose or movement. Briefly describe each approach, and tell which you would probably use, and why.

2-3 pages, identify sources; clear explanations and well-thought-out reasons.

Scoring Method: 
teacher-scored
Approximate Student Minutes Needed to Complete: 
45 minutes
Approximate Teacher Minutes Needed to Complete: 
5 minutes
Total Points Possible: 
10 points possible
Credit Type: 
required activity

10.3.1 Riding and horse psychology (Horse Mgt)

Give at least three examples of how understanding horse psychology can be important to a rider.

One to two pages, well-thought-out and showing understanding of horse psychology

Scoring Method: 
teacher-scored
Approximate Student Minutes Needed to Complete: 
30 minutes
Approximate Teacher Minutes Needed to Complete: 
5 minutes
Total Points Possible: 
10 points possible
Credit Type: 
required activity

04.4 Genetic Alteration on Living Things (Biology)

Fourth Term Assignment 4 - Genetic Alteration on Living Things

Have you read the papers lately? What is going on with genetics and human manipulation of genes? Have you heard about the Human Genome Project? Wow, we are exploring our very own DNA! We are learning more about human development and discovering more about genetic diseases. We are learning where the genes are that cause diseases, disorders and mutations throughout our bodies.

The cells in our bodies are not invincible. Environmental, chemical and genetic mutations can occur in our cells. These mutations cause things to go wrong. If it were possible to pull all of the DNA out of your cells, from end to end it would measure 200 billion kilometers long. Wow, hard to believe, huh? Well, when all this DNA is being made, errors in replication can occur. Luckily we have what I like to call "proof-readers". However, not all mistakes are corrected. When these mistakes occur, we call them mutations. There are different types of mutations. Let's cover a few of these:

1. Point mutations - these errors occur because of a change in one or a few nucleotides in a gene.

A. One type of point mutation is called a substitution. This is where one nucleotide is replaced with a different nucleotide. For example, the codon UGU becomes UGC. Sometimes substitutions have little or no effect. In this case, the correct codon, UGU, and the mutated codon, UGC, both translate into the same amino acid-- cysteine. However, if UGU changed into UGA, the codon would become a stop codon, and translation would end prematurely. As a result, the protein that the gene codes for would be shortened and incomplete.

B. Insertions or deletions are other types of point mutations. They occur when one or more nucleotides are added to or deleted from a gene. Because the genetic message is read as a series of triplet codons, insertions and deletions can upset the triplet groupings.

Not all mutations are genetic; some are caused by exposure to environmental agents called mutagens. These are things like UV rays from the sun, chemicals, X-rays...... Chemicals that cause mutations are referred to as carcinogens and you guessed it, they affect our health in the form of cancer. Cancer comes in many shapes and forms, but its main characteristic is the abnormal growth of cells. When cancerous cells form together to create a mass, we call this a tumor.

Cancer, disease and suffering are the main reasons why scientists are working together on the Human Genome Project. What would it be like to be able to manipulate our genes so that people would not have to suffer from genetic illnesses?

Assignment #1: Many people think that deciphering the human genetic code is a large waste of money at best and ethically immoral at worst. Others believe that the advances made possible by a knowledge of the human genetic code are priceless. What do you think? Using at least three sources on the Human Genome Project, write a persuasive essay supporting your own view of the genome project.
(See supporting sites in the URL's.)

I'm sure you heard talk about cloning when Dolly, Molly or Polly (the cloned sheep) were in the news. Have you heard of gene therapy? How about genetic screening? These topics are hot mostly because they also deal with societal issues. Do you know what kinds of laws we have about cloning? Did you know that cloning is being done in labs around the world, including the United States?

Different laws and moratoriums are set up according to types of organisms. No, we are not cloning human beings. That is illegal in the United States, but what about Switzerland??? Could our Dr. Seed (creator of Dolly) go to another country and perform his studies? How much do you know about this, and how much do you care? Our world is changing, and with those changes comes power. Biotechnology will give us powers we never had before. These powers can be used for both good and evil. How do we regulate that? Or better yet, who regulates that? What about all the benefits that could come from this technology?

Assignment #2: I want you to find something in biotechnology that interests you, something that you have feelings about, and research it. Write a paper that covers the following:

Explain first of all what the process or technology involves
List benefits and risks
Explain how its power is being regulated and who iss regulating it.
Also find out what some influential scientists' and/or politicians' views are on the subject

This needs to be a three page research paper using your own words. Double space the paper and include references.
Possible subjects could include:

Gene Therapy
Genetic Screening
Cloning
Recombinant organisms
Genetically engineered crops
Biological weapons
Transgenic organisms

Scoring Method: 
teacher-scored
Approximate Student Minutes Needed to Complete: 
120 minutes
Approximate Teacher Minutes Needed to Complete: 
10 minutes
Total Points Possible: 
10 points possible
Credit Type: 
required activity

10.8.1 Write second news story (Journalism)

Write and edit carefully your conflict news story. Make sure you show both sides of the conflict, and includes quotes to develop your ideas.

Scoring Method: 
teacher-scored
Approximate Student Minutes Needed to Complete: 
60 minutes
Approximate Teacher Minutes Needed to Complete: 
10 minutes
Total Points Possible: 
30 points possible
Credit Type: 
required activity

07.4 Write another feature or editorial (Journalism)

Your assignment this week will be to write a 2nd feature story or editorial and include a visual element to accompany the story. This means you will "apply" all the skills you learned in previous weeks: interviewing, writing, and revising, as well as either drawing or using a camera. (Hopefully, you can do this digitally, and it speeds up delivery time.)
Collect information for your story, organize facts, and write and revise it. Take photo or draw pictures to accompany the story. (If you can't do either of these, then you can utilize a chart or map.)

Scoring Method: 
teacher-scored
Approximate Student Minutes Needed to Complete: 
60 minutes
Approximate Teacher Minutes Needed to Complete: 
10 minutes
Total Points Possible: 
25 points possible
Credit Type: 
required activity

06.5 Write a feature story (Journalism)

Find an interesting person to interview, prepare questions which will help you in writing a feature story about the business, person, or activity. Conduct the interview, take good notes, and then write a feature story using that information, then edit and revise . Include clip art, or other visuals to go with the story.

Scoring Method: 
teacher-scored
Approximate Student Minutes Needed to Complete: 
70 minutes
Approximate Teacher Minutes Needed to Complete: 
10 minutes
Total Points Possible: 
20 points possible
Credit Type: 
required activity

05.1.2 Write Your Own Review (Journalism)

Write a review of 200 words or more and post it on the discussion board for peer evaluation for Week #7. (Additional reviews can be done for extra credit.)
You can write reviews on any of the following topics: Movie, TV show, Concert, Book, Restaurant, Album, or Stage play. However, it needs to be something you have personally experienced (seen the movie, eaten at the restaurant, listened to the album, etc).

Scoring Method: 
teacher-scored
Approximate Student Minutes Needed to Complete: 
45 minutes
Approximate Teacher Minutes Needed to Complete: 
10 minutes
Total Points Possible: 
15 points possible
Credit Type: 
required activity

04.2.1 Write an Online Column (Journalism)

After reading the writing tips site in the URL's, write a carefully crafted column (hopefully with some hyperbole and humor), spell check it, and have someone in your family give you suggestions. Revise, and post a copy on the week #6 discussion board, for peer editing. Have some fun on this one, as I am sure there is a creative writer down in the heart of your soul. Once you have gotten suggestions for improving the column, make your revisions, do a spell and grammar check again, and submit to the teacher for a final grade.

Scoring Method: 
teacher-scored
Approximate Student Minutes Needed to Complete: 
45 minutes
Approximate Teacher Minutes Needed to Complete: 
10 minutes
Total Points Possible: 
10 points possible
Credit Type: 
required activity

03.5.2 Editorial #2 (Journalism)

Read different types of editorials. Editorials are written for a number of reasons. One is a call to action, another reason is to pay tribute. Two examples are listed in the URL's. Read each of them.
Sometimes opinion writers use satire to poke fun of issues, such as the one about Utah drivers.

Write an editorial on any topic of your choice, using one of the purposes above: Satire, tribute or call to action. Remember to use the same strategies you did last week.

Scoring Method: 
teacher-scored
Approximate Student Minutes Needed to Complete: 
45 minutes
Approximate Teacher Minutes Needed to Complete: 
10 minutes
Total Points Possible: 
15 points possible
Credit Type: 
extra credit activity

03.2 - Article - Topics affecting students editorial (Journalism)

Read the article on the URL site. It introduces three topics that affect students.

Write an editorial on one of these topics: drug testing in schools, pledge of allegiance, or the war in Iraq.

Before you submit your editorial make sure your do the following:
--Include name of writer
--Include date
--Write a headline (the title)
--Spell check article.
--Read it out loud, making sure it makes sense!!!!
--Save it in your EHS journalism folder (home).
--Submit to your teacher. (worth 15 pts.)

Scoring Method: 
teacher-scored
Approximate Student Minutes Needed to Complete: 
40 minutes
Approximate Teacher Minutes Needed to Complete: 
10 minutes
Total Points Possible: 
15 points possible
Credit Type: 
required activity

01.1.1 Introducing Yourself (Horse Mgt)

Write a paper introducing yourself to me (the instructor) and the other students. Include at least your first name, age, the county you live in (if you are from Utah) or your state (if you are from outside of Utah), a summary of your experiences with horses, and why you are taking this class (what do you hope to gain?). Also, if you have a horse (either owned or borrowed), describe the horse and what you do with it (or them). Tell us if you are (or have been) a member of 4-H, pony club or other horse organization. If you have space, tell us about your other interests and hobbies.

200-400 words

Follows directions

Supplies requested information

Scoring Method: 
teacher-scored
Approximate Student Minutes Needed to Complete: 
10 minutes
Approximate Teacher Minutes Needed to Complete: 
5 minutes
Total Points Possible: 
10 points possible
Credit Type: 
required activity

16.1 Final paper: Annotated bibliography (English 11)

Annotated Bibliography

Section 1: First, write a paragraph describing the topic you have chosen and why you have chosen it. Explain what you already know about the subject, what you think you know, what you assume, or what you imagine. (10 points)

Section 2: You need to find five sources on your chosen topic (you can only have 2 Internet sources). You are going to complete an annotation for each of the sources you have found. To do an annotation, first put the bibliographic information and then write a complete paragraph discussing the information in the source. Do not simply copy and paste information- it must be in your own words. (50 Points)

Example:

(Bibliography) McPherson, James. To the Best of My Ability: The American Presidents. Dorling- Kindersley: New York, 2001.

(Descriptive Paragraph) This book is an excellent look at the highlight of each President. It contain nearly 500 pages of amazing information that is detailed enough to avoid triviality yet is simple and easy to read. To the Best of My Ability is an outstanding reference book but also includes little known facts about each president. One of my favorite features of this book is the use of specific quotations stated by each president. This book also contains some great pictures of each president. Another handy feature are the side bars which includes tidbits of information such as date of birth, party affiliation, and the major events of the presidency. Each president’s section details their presidency from beginning to end. I choose to look specifically at Richard Nixon for my report. One interesting thing I learned about Nixon was that “in spite of his known flaws, a lot of Americans obviously did like him (267). I was also surprised to read a remark by Adlai Stevenson that “this is a man of many masks… who can say they have seen his real face” (269).

Section 3: This section should be between two and three paragraphs. You need to compare what you originally thought about your subject with what you have learned. Include personal commentary and draw conclusions. You should use the information you found in your research. (40 Points)

Scoring Method: 
teacher-scored
Approximate Student Minutes Needed to Complete: 
150 minutes
Approximate Teacher Minutes Needed to Complete: 
10 minutes
Total Points Possible: 
100 points possible
Credit Type: 
required activity

12.1 Final paper (English 11)

Compare/ Contrast

1. Please choose two colleges you are interested in attending.
2. Find their sites on the internet by doing a search (example: Utah State University homepage)
3. After you have located each site, determine your criteria for comparing the two colleges (you need at least three). You can compare the program you are interested in, the athletics, the cost, the location, scholarships, etc- basically anything you choose.
4. When you have finished your research, you are to write a two-page comparison paper on the colleges you have researched. The paper needs to be 12 point Times New Roman font with standard margins and DOUBLE SPACED.
5. The first paragraph or section should introduce the two colleges and then you should list your criteria for comparing the two. The three body paragraphs should focus on your criteria for comparison. Your last paragraph should indicate which college you would prefer attending and why.
6. NOTE: If you don’t want to compare colleges, you can choose two other things to compare, but the grading criteria will be the same.

Scoring Method: 
teacher-scored
Approximate Student Minutes Needed to Complete: 
120 minutes
Approximate Teacher Minutes Needed to Complete: 
10 minutes
Total Points Possible: 
100 points possible
Credit Type: 
required activity

09.01.4 Log 4 (English 11)

Remembrance of Things Present: In twenty years you will have forgotten most of the things that fill your life now.
(A) To preserve these memories, write a thorough reflection about what you enjoy and value. What you do with your time? What music do you listen to? Who are your friends? What is your relationship with your significant others: parents, siblings, relatives, close friends?
(B) What do you hope to remember twenty years from now? Imagine what will be important to your memory of yourself later on. Write these things down, so your children will know what a great writer you were in the 11th grade!

Scoring Method: 
teacher-scored
Approximate Student Minutes Needed to Complete: 
45 minutes
Approximate Teacher Minutes Needed to Complete: 
5 minutes
Total Points Possible: 
25 points possible
Credit Type: 
required activity

09.01.3 Log 3 (English 11)

The five senses allow us to perceive whatever is tangible, or concrete. A sensory experience is something we can taste, touch, smell, see, or hear. For example, ice-cold watermelon, hot dogs sizzling over a charcoal fire, mosquitoes hovering for a blood strike, fireworks blazing in the sky, and the beat of a big bass drum at a parade are sensory experiences I associate with a Fourth of July picnic.
(A) and (B) Describe two specific times and places which recall rich sensory experiences for you. Include at least TWO details that appeal to each of the FIVE senses in each description.

Scoring Method: 
teacher-scored
Approximate Student Minutes Needed to Complete: 
45 minutes
Approximate Teacher Minutes Needed to Complete: 
5 minutes
Total Points Possible: 
25 points possible
Credit Type: 
required activity

09.01.2 Log 2 (English 11)

Likes / Dislikes List:
Make TWO columns, one titled (A)Likes, the other (B)Dislikes. List FIFTEEN items in each column. Avoid naming specific classmates and teachers by generalizing. Explain your choices.
For example, You would write under LIKES, of course: Mrs. S. is my wonderful, charming, teacher who makes me write these autobiographical essays--rather than just writing Mrs. Springer. Under DISLIKES, you might write: Liver is not only gross to smell, but when I bite into it, the texture of the meat makes me gag--rather than just writing liver. Here's a splendid example from Kali Sadler 2/8 (edited a bit to protect her privacy.)

Likes

I love that funny boy who buys me flowers and loves me so very much.

I love those cute green reptiles with the sticky feet.

I love the place where I sit and do homework and still get paid.

I love those funny, cute, but sometimes annoying little children I call family.

I love that bright color that shares the name of a citrus fruit.

I love the woman who constantly sacrifices so much for the sake of my brother and me.

I love that scrumptious meal of beans, ground beef, cheese, lettuce, tomato and sour cream all wrapped in a soft blanket of goodness.

I love the books that tell the story of the charming detective with red, curly hair.

I love those long scaly critters with no legs and no eyelids.

I love that fuzzy red monster who has a goldfish named Dorothy

I love the blue and white football team that finally made it to the Superbowl.

I love that chubby two-year-old with blond hair, blue eyes and a smile that emits rays of sunshine into every room.

I love those little balls of fluff with beety eyes and pink rope-like tails that live in my bedroom with me.

I love the amazingly giving, selfless woman I am lucky to call meine Ur Omi.

I love those waddling birds with spoon-like beaks that crowd the pond by my grandma’s house.

Dislikes

I hate the policy that disallows any absence from high school regardless of the cause.

I hate the kid who hurt my friend.

I hate the crayon that is the color of the sun.

I hate those long, brown sticks of mystery meat.

I hate the heap of garbage I have to drive to school everyday.

I hate the type of weather that makes me shiver, cough, and feel miserable.

I hate people who claim to be my friend but aren't there when I need them the most.

I hate the sport that involves using a bat, a mitt, and has nine innings.

I hate the food that comes in a shell and is eaten alive!

I hate the way a guy acted when his truck caught on fire.

I hate the process of stop and go, forward and reverse, left and right, red light and green light, blah, blah, blah…

I hate the thing I do with the washing machine, the dryer and worst of all, the folding.

I hate the brown stuff with the yellow fat around it that is made of duck liver.

I hate the arduous process of creating a meal.

I hate the disorganized stores who have no clue about customer service.

Scoring Method: 
teacher-scored
Approximate Student Minutes Needed to Complete: 
40 minutes
Approximate Teacher Minutes Needed to Complete: 
5 minutes
Total Points Possible: 
25 points possible
Credit Type: 
required activity

09.01.1 Log 1 (English 11)

What's in a name? Remember when Juliet says a rose by any other name would smell as sweet? Names are an integral part of who we are because they shape our sense of who we are. Explore your feelings about the unity between yourself and your name. (A) Would you have chosen your surname, middle name, or first name? Is there a story behind your name: Someone famous, a family member, weird initials? Does your name have symbolic meaning? Is it ethnic or historic or literary? Did your parents consider other names? (B)In short, how do you live with your name? For fun, tell me what you'd name five children--if you were asked to do the honor, and why.

Scoring Method: 
teacher-scored
Approximate Student Minutes Needed to Complete: 
30 minutes
Approximate Teacher Minutes Needed to Complete: 
5 minutes
Total Points Possible: 
25 points possible
Credit Type: 
required activity

05.2.4 Essay 4 (English 11)

Problem: State leaders are afraid that students in high school are not showing adequate progress in reading, writing, speaking, listening, and problem-solving. As a result, they are seeking to pass legislation that would force high school students to repeat a grade if they have failed two or more classes in required courses.
08.208.2
Position: Write a 5-paragraph essay discussing whether or not you believe high school students should be held back if they cannot achieve state-imposed academic standards.

Scoring Method: 
teacher-scored
Approximate Student Minutes Needed to Complete: 
60 minutes
Approximate Teacher Minutes Needed to Complete: 
10 minutes
Total Points Possible: 
50 points possible
Credit Type: 
required activity

08.1 Final paper: Editorial (English 11)

Choose a topic of significance to you personally. Think of something for which you have strong feelings that could be sent to a newspaper for publication on their editorial page. Begin the piece with "Dear Editor." Write at least 2 pages, typed and double-spaced. Be persuasive and don’t hesitate to do a bit of research to support your position. Consider everything from a 4-day school week to a skateboard park for your community. Your ORGANIZATION should include: a paragraph stating your position, 3 reasons supporting your position (stated in three separate paragraphs), and a conclusion where you tie your thoughts together. Sign your name.

Scoring Method: 
teacher-scored
Approximate Student Minutes Needed to Complete: 
90 minutes
Approximate Teacher Minutes Needed to Complete: 
10 minutes
Total Points Possible: 
100 points possible
Credit Type: 
required activity

05.2.3 Essay 3 (English 11)

Problem: Parents are concerned that too many students are eating candy and drinking soda for lunch rather than eating a healthy hot lunch. They propose removing all candy and soda machines in the school in an effort to encourage students to eliminate junk food from their diets.
Position: Write a 5-paragraph essay stating whether you believe the removal of vending machines will help students eat healthier lunches.07.207.2

Scoring Method: 
teacher-scored
Approximate Student Minutes Needed to Complete: 
60 minutes
Approximate Teacher Minutes Needed to Complete: 
10 minutes
Total Points Possible: 
50 points possible
Credit Type: 
required activity

05.2.2 Essay 2 (English 11)

Problem: A major nuclear plant in Ohio has negotiated a contract to bring toxic waste to Utah by rail. Opponents fear the hazardous material could eventually contaminate ground water putting residents of our state at risk for radiation poisoning. Proponents point out that the depository is in a desolate area so there is little or no chance that residents will be harmed. They also point out that the money Ohio will have to pay us will provide a tremendous economic benefit for Utah taxpayers.

Position: Write a 5-paragraph essay discussing whether or not you think storing Ohio's nuclear waste in Utah is a good idea.06.206.2

Scoring Method: 
teacher-scored
Approximate Student Minutes Needed to Complete: 
60 minutes
Approximate Teacher Minutes Needed to Complete: 
10 minutes
Total Points Possible: 
50 points possible
Credit Type: 
required activity

05.3 Poetry/responding to literature (English 11)

Find two poems by any two famous/published American poets. You can find your poems from any source, but www.emule.com is a great source. When you get to the bunny, look on the right side of your screen, and click on "poetry." You can also search the web for other poems that you like. If you choose, song lyrics can also be considered poetry.
Your assignment is to copy the poems and tell me why you like each. Cutting and pasting the poem is fine, but be sure you choose poems you really enjoy.

No credit will be given without a paragraph response to each poem.

Scoring Method: 
teacher-scored
Approximate Student Minutes Needed to Complete: 
45 minutes
Approximate Teacher Minutes Needed to Complete: 
5 minutes
Total Points Possible: 
50 points possible
Credit Type: 
required activity

05.2.1 Essay 1(English 11)

Problem: Gary Nelson's father, John, is 86 years old and dying of cancer. He has told his son since the condition is terminal he wants no intervention nor life-support to keep him alive. John's doctors are prepared to give him significant doses of morphine that will keep John comfortable. Gary has given his word to obey his father's wishes. Gary's sister, Marilyn, however, thinks everything possible should be done to keep her father alive. She suggests the family override her father's wishes with instructions to the doctors to do whatever is necessary to prolong John's life.
Position: Choose a position that supports either Gary or Marilyn, and write a 5-paragraph essay explaining why you feel as you do.

Scoring Method: 
teacher-scored
Approximate Student Minutes Needed to Complete: 
60 minutes
Approximate Teacher Minutes Needed to Complete: 
10 minutes
Total Points Possible: 
50 points possible
Credit Type: 
required activity

05.1.1 Learning log 1 (English 11)

Your assignment is to make an A to Z list of words describing yourself. You need to write the word and then write at least one sentence explaining your reason for choosing that particular word for describing your. You might need to use a dictionary and thesaurus.

Scoring Method: 
teacher-scored
Approximate Student Minutes Needed to Complete: 
45 minutes
Approximate Teacher Minutes Needed to Complete: 
5 minutes
Total Points Possible: 
25 points possible
Credit Type: 
required activity

03.4.2 Narrative Essay (Sports Literature)

4. Write a Narrative Essay (200 words) and talk about a powerful experience (like the one in this story) that changed you. Essentially, reflect on the significance of an experience and the difference between how you were before this experience and how you were afterwards. Tell the reader what you learned about yourself and about life in general from this sport experience. If taking a karate class gave you self-confidence and a sense of identity, tell me this and how it happened. You will do well with this. If you have any questions, they should be answered in the section below. Best of luck.

In a Narrative Essay one can use dialogue. People write autobiographical narratives to share their experiences and life lessons with others. What kind of experience do you have to share? You will tell an experience that shaped who you are. Frankly, the reader here wants to know who you were before, what the experience was, and then how it changed you. You can use a FLASHBACK to recall the events in your life and list them chronologically (in time order) if you would like. In the introduction, start with an interesting opener, provide some good background information, and tell of the significance of the experience. Then, in the body, organize events so that they are easy to follow. Include details about people, places, thoughts, ands feelings. Lastly, use figurative language and precision ACTION verbs. In the conclusion, reflect on what the experience meant to you and its significance in your life.

Evaluate and Revise Your Draft

Use a Checklist of Your paper

• Is the introduction interesting and informative?

• Have I used the first-person point of view consistently?

• Is the language clear, precise, and vivid?

• Is the dialogue realistic and natural?

• Is the sequence of events clear?

• Have I made the significance of the experience for me clear?

Proofread and Publish Your Essay

Break Down the Task Read over your paper several times, focusing on a different kind of problem during each reading. The first time, you might check for grammar and usage; the second time, for capitalization and punctuation; and the third time, for spelling errors.

Scoring Method: 
teacher-scored
Approximate Student Minutes Needed to Complete: 
45 minutes
Approximate Teacher Minutes Needed to Complete: 
10 minutes
Total Points Possible: 
25 points possible
Credit Type: 
required activity

03.3.1 Reader response to "Mark Fidrych" (Sports Literature)

ANSWER THE QUESTIONS BELOW ON "Mark Fidrych"

1. What characteristic of Mark Fidrych does poet Tom Clark celebrate in this poem?
2. Fidrych is a rare professional athlete. He started an All-Star game as a rookie and then never made it through his second season. According to Tom Clark, Mark Fidrych was rare as an ex-athlete, too. Do you agree? Explain your view.
3. For the writing portion of this assignment, select a sports character from your life (either close to you or a professional athlete whom you admire). Tell me how this person has helped to inspire in you a sports truth. In other words, a rule of sports participation that holds true to you in any situation. In other words, a truth like "The harder I work, the luckier I get." Something about sports that you believe just IS! That is how it works and it was taught to me by ______. I want you to formulate the truth and to show me how it has been tested and proven throughout your life as a person or an athlete. As a hint, take a quality or value that you feel you gain from sport and call that your truth.

Scoring Method: 
teacher-scored
Approximate Student Minutes Needed to Complete: 
45 minutes
Approximate Teacher Minutes Needed to Complete: 
10 minutes
Total Points Possible: 
25 points possible
Credit Type: 
required activity

03.1.5 Journal: The Comeback with Commitment (Sports Literature)

Tell me about a time when everything seemed hopeless in game you either participated in or watched... and describe the comeback. Give me details about the situation, why it seemed so hopeless, and how the other team came back. Describe the emotional commitment that is required to come back in a game or in a season that seems lost. Describe the feelings that must exist in order to complete the comeback. Why does the level of the commitment of the participants play a role in whether or not we are able to come back from a deficit or bounce back from disappointment?

There are only two options regarding commitment. You're either IN or you're OUT. There is no such thing as life in-between.
-Pat Riley

The game isn't over till it's over.
-Yogi Berra

Scoring Method: 
teacher-scored
Approximate Student Minutes Needed to Complete: 
30 minutes
Approximate Teacher Minutes Needed to Complete: 
5 minutes
Total Points Possible: 
10 points possible
Credit Type: 
required activity
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