Posted: 2/9/2006, 3:16 pm
aaaaah, who wants to write an easy 400-word essay for me on the retarded high-school topic that is "taking advantage of opportunities can be beneficial"?! i have no time for stupid shit like this.
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Posted: 2/9/2006, 6:01 pm
i need some sleeeeeeeep
Posted: 2/9/2006, 6:11 pm
Sonya - Give them the answer key lol
Taking advantage of opportunities can be beneficial.
SCORING GUIDE FOR ORIGINAL COMPOSITION (PART D)
A composition may apply any effective and appropriate method of development which includes any
combination of exposition, persuasion, description, and narration. No one form of writing should be
considered superior to another. Compositions that are not multi-paragraph will be deducted one
scale point.
6
The 6 paper meets all the criteria for a 5 paper, and it is superior and/or exceptionally engaging. In
addition, the paper may draw upon any number of factors: maturity of style, effectiveness of argument,
use of literary and/or rhetorical devices, depth of discussion, sophistication of wit, or quality of
imagination.
5
The 5 paper is an example of proficient writing. It displays some manipulation of language to achieve a
desired effect. It exhibits a strong voice and clear sense of audience. Content is thoughtful and
interesting. Any errors which are present do not detract from the reader’s understanding. Vocabulary and
sentence structure are varied and serve the author’s purpose successfully.
4
The 4 paper is clearly adequate. The prose is able to convey the writer’s ideas, but without flair or strong
control. Diction and syntax are usually appropriate, but lack variety. Structure, regardless of type, is
predictable and relatively mechanical. The reader has a clear sense of the writer’s purpose, but is not
engaged by the prose. Conventions of language are usually followed, but the reader is aware of errors.
3
The 3 paper is barely adequate. The paper features underdeveloped paragraphs. Transition may be weak
or absent. Support for obvious and simplistic ideas is frequently in the form of listed details. Little
variety in diction and sentence structure is discernible. Although the reader may be aware of some
purpose, errors impede the fluency of the paper.
2
The 2 paper shows familiarity with common spoken language in casual conversation or in the writing of
one not fully conversant with the language. It sustains a subject focus with some unity of direction.
Underdeveloped ideas are simply and/or awkwardly expressed, as they might be in casual conversation.
The paper reflects little knowledge of the conventions of language; errors are frequent and rudimentary.
The reader can perceive meaning and detect a purpose emerging.
1
The 1 paper is so compromised by its brevity and its deficiency of composition, content, diction, syntax,
structure, voice and conventions of language as to render its meaning/purpose almost unintelligible.
0
A paper with less than a complete sentence, or written in verse, or a paper manifesting an achievement
less than outlined in scale point 1.
NR
A blank paper with no response given.
END OF KEY
Taking advantage of opportunities can be beneficial.
SCORING GUIDE FOR ORIGINAL COMPOSITION (PART D)
A composition may apply any effective and appropriate method of development which includes any
combination of exposition, persuasion, description, and narration. No one form of writing should be
considered superior to another. Compositions that are not multi-paragraph will be deducted one
scale point.
6
The 6 paper meets all the criteria for a 5 paper, and it is superior and/or exceptionally engaging. In
addition, the paper may draw upon any number of factors: maturity of style, effectiveness of argument,
use of literary and/or rhetorical devices, depth of discussion, sophistication of wit, or quality of
imagination.
5
The 5 paper is an example of proficient writing. It displays some manipulation of language to achieve a
desired effect. It exhibits a strong voice and clear sense of audience. Content is thoughtful and
interesting. Any errors which are present do not detract from the reader’s understanding. Vocabulary and
sentence structure are varied and serve the author’s purpose successfully.
4
The 4 paper is clearly adequate. The prose is able to convey the writer’s ideas, but without flair or strong
control. Diction and syntax are usually appropriate, but lack variety. Structure, regardless of type, is
predictable and relatively mechanical. The reader has a clear sense of the writer’s purpose, but is not
engaged by the prose. Conventions of language are usually followed, but the reader is aware of errors.
3
The 3 paper is barely adequate. The paper features underdeveloped paragraphs. Transition may be weak
or absent. Support for obvious and simplistic ideas is frequently in the form of listed details. Little
variety in diction and sentence structure is discernible. Although the reader may be aware of some
purpose, errors impede the fluency of the paper.
2
The 2 paper shows familiarity with common spoken language in casual conversation or in the writing of
one not fully conversant with the language. It sustains a subject focus with some unity of direction.
Underdeveloped ideas are simply and/or awkwardly expressed, as they might be in casual conversation.
The paper reflects little knowledge of the conventions of language; errors are frequent and rudimentary.
The reader can perceive meaning and detect a purpose emerging.
1
The 1 paper is so compromised by its brevity and its deficiency of composition, content, diction, syntax,
structure, voice and conventions of language as to render its meaning/purpose almost unintelligible.
0
A paper with less than a complete sentence, or written in verse, or a paper manifesting an achievement
less than outlined in scale point 1.
NR
A blank paper with no response given.
END OF KEY
Posted: 2/9/2006, 6:54 pm
Kicker774 wrote:2
The 2 paper shows familiarity with common spoken language in casual conversation or in the writing of
one not fully conversant with the language. It sustains a subject focus with some unity of direction.
Underdeveloped ideas are simply and/or awkwardly expressed, as they might be in casual conversation.
The paper reflects little knowledge of the conventions of language; errors are frequent and rudimentary.
The reader can perceive meaning and detect a purpose emerging.
1
The 1 paper is so compromised by its brevity and its deficiency of composition, content, diction, syntax,
structure, voice and conventions of language as to render its meaning/purpose almost unintelligible.
0
A paper with less than a complete sentence, or written in verse, or a paper manifesting an achievement
less than outlined in scale point 1.
NR
A blank paper with no response given.
END OF KEY
As a teaching assistant for a couple of years I graded a lot of papers and the most memorable were the ones that fell into the 1/0 categories. Some times they were awful, and sometimes they were so awful that they were funny.
Posted: 2/9/2006, 8:33 pm
OH IT'S SO DEAF SCREAM!
Posted: 2/9/2006, 9:30 pm
T-R-O-U-B-B-B-L-E
Posted: 2/10/2006, 8:45 pm
I'm cold. 
Posted: 2/10/2006, 8:49 pm
well, get frolicing! it will warm you up!
speaking of which...my feet are cold
*frolics*
speaking of which...my feet are cold
*frolics*
Posted: 2/10/2006, 8:54 pm
*frolics* I think i'm getting sick, and people are getting mono. How does one get mono anyway?
Posted: 2/10/2006, 8:55 pm
kissing?
Posted: 2/10/2006, 8:58 pm
You can get it other ways! Me so sleepy.
Posted: 2/10/2006, 9:00 pm
my friend has mono
well he had mono
then it turned in to cbv, or cmv, or ebv or somehtin like that
i dunno
but he hasn't been to school for like, ever. like, the last 4 months or something.
the poor duck
rusty, i hope you dont have mono
well he had mono
then it turned in to cbv, or cmv, or ebv or somehtin like that
i dunno
but he hasn't been to school for like, ever. like, the last 4 months or something.
the poor duck
rusty, i hope you dont have mono
Posted: 2/10/2006, 9:03 pm
I highly doubt I do. It's just that everyone seems to be getting it latley. What is cbv or cmv or ebv or whatever? I've never heard of it before. All I know is that if i did have mono or had to miss a month of school or more, I would fail all my classes, without a doubt.
Posted: 2/10/2006, 9:08 pm
i dunno what any of thsoe things are, except that they're similar to a severe form of mono or pnumonia or something like that
i just know he's really sick! haha, and he's stayed home for so long, everyone thought he'd died or somethign. i know it makes his immune system really weak and he gets tired allll the time. *shrug*
i just know he's really sick! haha, and he's stayed home for so long, everyone thought he'd died or somethign. i know it makes his immune system really weak and he gets tired allll the time. *shrug*
Posted: 2/10/2006, 9:37 pm
Poor guy.
Posted: 2/11/2006, 2:17 am
doodoodoo we're onto you
see she is happy you wanna break it
see she is happy you wanna break it
Posted: 2/11/2006, 7:55 am
If you have to miss that much school, Rusty, they should send you someone with your assignments/tests/etc. and to tutor you. At least my school did for me when I was absent for like 2-3 months.
Posted: 2/12/2006, 12:27 am
Why did you have to miss that much school?
Anyway it appears, I'm not getting sick, yesterday's ailments seem to have been caused from a lack of sleep. Of course this lack of sleep is caused by school but whatever. And no my late night cming does not count, so its all schools fault!
Anyway it appears, I'm not getting sick, yesterday's ailments seem to have been caused from a lack of sleep. Of course this lack of sleep is caused by school but whatever. And no my late night cming does not count, so its all schools fault!
Posted: 2/12/2006, 6:39 am
Yes... evil school.
I was absent for so long because I had a mystery illness. It was back in 7th grade, and I got mono-type symptoms, but it wasn't mono. I lost the ability to walk cos I was so weak, my parents held my hands and walked me around everywhere (even in the house). Eventually it kinda went away on its own (though I did take a ton of really horrible medicine... I can still taste the liquid stuff and the giant smelly pills just thinking about them
). I went to a bunch of doctors and specialists for it, but nobody could diagnose me. I even got an MRI and went to a doctor that attached electrodes to my body and shocked me through them to check my muscles. It was crazy.Posted: 2/12/2006, 8:18 am
woah, that does sound crazy! I'm sorry that little Nikki had to go through that. Thank goodness it went away!