240
File Name A 11-12R The Day Dreamers
Opinion Argument
Grade 12
Range of Writing
1 Tbe Day Dreamers
vI~1 1pound2~ou ever wondered why so many students at ___ are sluggish and lethargic Are they
just lazy and unmotivated No most of them probably suffer from lack of sleep caused by biological
clocks that are set to a different schedule than their classes Teenagers have a physiological need to
stay up later and sleep longer than pre-ad01escents yet the daily schedul7 the school runs oblivious
to this f-ests ~~jy ~5V~ t- At students usually have to get up a little before 630 yet it is only natural for
f - ltj teenagers to get up later in the mornings According to Mark Mahowald(Mg director of the ~ ~~k~k Cl~tw~lt Minnesota Regional Sleep Disorders Center (Adolescents) biological clocks program them to go to oJ
sleep late--too late to get an adequate amount of sleep before the next school day begins (qtd i
binbecir) Because he believes that most high schools open too early he is leading a campaign 0 loo r move the start of high school to 9 am in Minneapolis Puberty causes teenagers to go to sleep an UIJ~_~
later than when they were younger according to Dr Mary Caraskadon director of chronobiology and
sleep research at Bradlet Hospital in Rhode lsI iC1(L~ In contrast to this law of nature U-32
students have to go to school about an hour earlier than elementary school students in the same school
district Because of her research Dr Caraskadon agrees with Dr Mahowalds opinions The practice
of ringing the opening bell earlier in high school than in ele -~hool
to childrens biological needs (qtd In Sleeping until ) r~k r~ +0 Dr Caraskadon supports her argument to change the starting time of schools with studies
showing that adolescents need an hour more sleep every day to achieve the same level of alertness
they experienced when younger although they rarely get Lamberg) Most teenagers need about
nine hours of sleep every night but only get about seve ---shy
may run precisely counter
Teena
241
sleep later but are forced t rJjer they dont get nearly as much sleep as they should This
could be remedied by h ldiniir~er WhifiJUld al~ studerls to get much closer to the
amount of sleep they need VA M S 1keurot)1 S
~ s early start every morning causes students to suffer academically Students are so
qci) tired in school that many of them drift off during class falling into a semi-conscious state I fell
asleep once in my first band class for twenty minutes I didnt ~~ ue until the band ended says
~athan who is one ofthe top students in the junior cla s (Bowles interview) Teenagers lack of sleep
causes them to be cranky and prevents them from thinking as well as they could if they werent tired elJcIc- According to Dr William Derment sleep expert from Stanford University the effects of sleep loss ~~~ loss of initiative loss of energy lapse of attention dis~ibj d that overwhelming agony of ~~I wanting to go to sleep no matter what youre doi (qtd in Gofen 8) f they got an extra hour of s J
____--~ I sleep in the morning students would be much more capable of learning and have a much more
enthusiastic attitude towards learning Most adolescents are sub-optimally alert in the morning says
~owald If we as a society are sending our kids to school to learn it would be wise to send I them in a condition that fosters learning (qtd in Lamberg) Lois I) ( Ih~ Itv
Sometimes students skip school and often come in late because they dread waking up so early
in the morning Its just too hard to get up early in the morning says Tom a junior Ive bee late
to school so many times this year because I couldnt force myself to get up that early with su~a 1 le amount of sleep (White interview) This is another way __s early start lowers grades Less
motivated students find it challenging to go to school anyway and the early start is another reason not
to ~ II- i
~ In addition 0 damaging students academic performance waking up early also harms stude ts
V phy~ica any students try to sleep as late as possible in the mornings and skip breakfast to get ~ J
another ten m utes of sleep Lack of sleep also causes fatigue especially because many teenager
prove heir b t
are
Ousy WI sports and other activities that require them to get a good night of sleep Extended I
V sleep han s th Immune system -hampering its ability to fight sickness and repair injuries
rs would ge c -mUcmnft~ ~ha ~t which WOUld t o~
t Ct111l Vshy
10
-------
242
Lo)o5 Sleep deprivation caused by an early sche~_middot___ not only academically harmful but also )
dangerous Sixteen to twenty-five year-aids ca se 55 a sleep-related automobile accidents
according to a 1990-92 North Carolina study (Lamberg) Many students drive to school in the
morning and administrators should consider how many lives are jeopardized by holdinl sc~ol so bull ~ --- - S~yen I~$~
early Solv11 0
~ Moving the start of s middotttle as an hour could help students get a lot more slee -Students ge 0 hrltedonwekdays~that they sleep in extra late on the weekends to catch up on sl ep
While this works by the time Sunday night rolls around they are well rested and cant get to sle p unti ~
after midnight This causes them to be extra tired Monday morning and for the rest of the wee WhenV
people go to sleep and wake up at around the same ti~ j very day they get used to this sleeping VY1111yJf
pattern Once this healthy sleeping pattern is establis~y do not have to catch up on theit eep c4~ Jwithout enough rest because they can t get to sleep If teenagers were able to get up later on eek ftl~if)) Cdays they would get up earlier on weekends and fonn better sleeping habits This would a ow them to
I UJtore than an extra hour of sleep even though schoo would st rtc nly an hour later tJL-t--PJgtlt Other than the reasons ~d to get up later t elementary school students because Je - I
they stay up later Pla~ practice athletic competitions newspaper production night and concerts all t5~lt run until nine o clock which is close to when students should be going to sleep Often thOUgh~Ch
ers have to do homework after these activities and stay up much too late Homework II+7 __
_~-~ ~orts all steal time from teens sleep according to Dr Mahowald
(Lamberg) The elevision shows a d movies teenagers like to see also run well into the hours when
they should be sleepmg Somebigh school students also work late into the night Younger children
hardly ever have a reason to stay up after nine oclock yet they have from then until seven-thirty in the
morning to sleep whereas high school students go to sleep much later and get up an hour earlier
Hold ing school an hou~~ater ~eea~for our schoo I to do Currently buses pi ck up high fiJf)c school stu en ap t e m off early in the morning and then take elementary school students t~A I school Although the bus schedule could be reversed allowing high school students to go to scho~n--- t4
hour later __s principal J says administrators would probably be against this He sa~~if
there is a concern that parents would not be awake to feed elementary school students and help them
get ready for school ifthe students had to get up an hour earlier He offered the solution that hiring a
di ~f~~~nt brS company to transport the elementary school students would allow them t sctl651
C OVI TV C ~I vsI
lt)-AJi-CS
kl~ gt ~d4$t cj oJshy -
r
tl(S
I - tt~ dt~-JL gt
tV
me while high school students could use the current bus ~~~Q9
243
1 a ter
However this would probably cost more money than the school district is currently paying for busing f ] s main concern with delaying the start of school is that if school started and endedvnl
hour later practices and game~ would run an hour later also He thought that many teams would not
have enough light after school to make a long road trip and then playa whole game These students
would have to get out of school early for many games and this would cause them to miss a lot of
school He also feared that sometimes teams would not have enough light to practice However the
only team this would really affect would be the cross country skiing
(f)J~Thbare ~~ms to t pro~ems even though they would require some rescheduling of
ractice and games Sports teams could save their long road trips for Saturdays and play nearby teams
n weekdays The only team at that couldnt do this would be the track team because track q 4shymeets have to start early However there are just two away meets this year which would require the ~ ~t
team to leave school early so these athletes wouldnt miss many classes The ski team could deal with ~ f ~ a later schedule by training immediately after school ends This would give them at least an hour of
outdoor training and any skiers wanting more training could do it in the morning before school
Moving s start back an hour would be beneficial to the sch 01 Students would be
healthier and d etter academically and as surprising as it seems there would be no major drawshy
backs Admini trators should ask themselves why this isnt happening already
244
Works Cited
~wles Nathan Personal interview on sleeping in school East Montpelier Yennont 26 March 1995
Coolidge John Personal interview on starting school later East Montpelier Yennont 14 April 1995
Gofen Ethel Sleep More Than Meets the (Shut-) Eye Current Health 2 Jan 1991 5 - II
Lamberg Lynne Teens arent lying - they really need to sleep later Unknown source
Sleeping until the crack of noon Technology Review Aug 1993 80
White Tom Personal interview on school starting time East Montpelier Yennont 26 March 1995
--Cl
1( e~-~ I TiL~ ~ I ytJJr ~r
( ~ Mo5r pef jwe ) ARGUMENT COMMON CORE STATE STANDARDS WRITING RUB RICS (G
Description
Claim
The text introduces a clear arguable
claim that can be supported by
reasons and evidence
Development
counterclaim The text provides a
conclusion that supports the
argumenl
Audience
The text anticipates the audiences
knowledge level concerns values
and possible biases about the claim
The text addresses the specific
needs of the audience
Cohesion
The text uses words phrases and
clauses as well as varied synlax to
link the major sections of the text
creates cohesion and clarifies the
relationship between tile claim and
reasons between reasons and
evidence and beLween claims and
counterclaims
English conventions of usage and
mechanics while attending to the
norms of tile discipline (ie
APA etc)
phrases and clauses as well as
varied syntax to link the major
sections of the text The texl explains
the relationships between tile claim
and reasons as well as the evidence
The text introduces a precise claim
that is clearly arguable and takes
an identifiable position on an issue
The text has an effective structure
and organization that is aligned with
the claim
ences knowledge level concerns
values and possible biases about
Ihe claim The text addresses the
specific needs of the audience
The text skillfully uses words
phrases and clauses as well as
varied syntax to link the major
sections of the lext The text
identifies the relationship between
the claim and reasons as well as the
evidence The text effectively links
the counterclaims to the claim
The text presents a formal
objective tone The text demonshy
strates standard English convenshy
tions of usage and mechanics
while attending to the norms of the
diSCipline (ieIv1LA APA etc)
3 Proficient
The text introduces a claim that
is arguable and takes a position
The text has a struclure and
organization Ihat is aligned with
the claim
The text considers the audiences
knowledge level concerns values
and possible biases about the
claim The text addresses the needs
of the audience
The text uses words phrases and
clauses as well as varied syntax to
link the major sections of the text
The lexl connects Ihe claim and
I reasons The lext links the
counterclaims to the claim
The text presents a formal tone
The text demonstrates standard
English conventions of usage and
mechanics while attending to the
norms of Ihe discipline (ie MLA
APA etc)
The text conlains an unclear or
emerging claim thai suggests a vague
position The text allempts a structure
and organization to support the posishy
tion
The text provides data and evidence
that allempt 10 back up the claim and
unclearly addresses counterclaims or
lacks counterclaims The conclusion
merely reslates the posilion
The text illustrates an inconsistent
I awareness of the audiences
knowledge level and needs
The text contains limiled words
phrases and clauses to link the major
sections of the text The text attempts
10 connect Ihe claim and reasons
The text illustrates a limited awareness
of formal tone The text demonstrates
some accuracy in standard English
conventions of usage and mechanics
The text contains an unidentifiable
claim or vague posilion The lex I has
limited structure and organization
The text contains limited data and
evidence relaled to tile claim and
counterclaims or lacks counterclaims
The texl may fail to conclude Ihe
argument or position
Tile texl lacks an awareness of the
audiences knowledge level and
needs
The text contains few if any words
phrases and clauses to link the major
sections of the text The text does not
connect the claims and reasons
I Tile text illustrates a limited awareshy
ness of or inconsistent tone The text
demonstrates inaccuracy in standard
English conventions of usage and
mechanics
turnirin ~ 0 2012 iParadigms LLC This work is made available umier the terms ot the Creative Commons Attribution-NonCommercial 30 Unpolied License 0812
CCSS WRITING RUBRICS 2
CCR English 12 Spring 2015
Argument
a compelling and
arguable claim that is supported by reasons and evidence
This will be typed and in MLA format with a Works
1 Write a page (not including Works that
as the last (also in
MLA format)
3 essay should have a clear intro with thesis body with evidence and conclusion
that finalizes your
4 The essay should clearly address the needs of the audience in terms of definitions
knowledge level bias
must be strategically linked together including some mention of a
counterclaim
6 The essay should carefully proofread use sentence variation written a formal
and objective tone and adhere to conventions of English usage and mechanics
7 Due
5
Teena
241
sleep later but are forced t rJjer they dont get nearly as much sleep as they should This
could be remedied by h ldiniir~er WhifiJUld al~ studerls to get much closer to the
amount of sleep they need VA M S 1keurot)1 S
~ s early start every morning causes students to suffer academically Students are so
qci) tired in school that many of them drift off during class falling into a semi-conscious state I fell
asleep once in my first band class for twenty minutes I didnt ~~ ue until the band ended says
~athan who is one ofthe top students in the junior cla s (Bowles interview) Teenagers lack of sleep
causes them to be cranky and prevents them from thinking as well as they could if they werent tired elJcIc- According to Dr William Derment sleep expert from Stanford University the effects of sleep loss ~~~ loss of initiative loss of energy lapse of attention dis~ibj d that overwhelming agony of ~~I wanting to go to sleep no matter what youre doi (qtd in Gofen 8) f they got an extra hour of s J
____--~ I sleep in the morning students would be much more capable of learning and have a much more
enthusiastic attitude towards learning Most adolescents are sub-optimally alert in the morning says
~owald If we as a society are sending our kids to school to learn it would be wise to send I them in a condition that fosters learning (qtd in Lamberg) Lois I) ( Ih~ Itv
Sometimes students skip school and often come in late because they dread waking up so early
in the morning Its just too hard to get up early in the morning says Tom a junior Ive bee late
to school so many times this year because I couldnt force myself to get up that early with su~a 1 le amount of sleep (White interview) This is another way __s early start lowers grades Less
motivated students find it challenging to go to school anyway and the early start is another reason not
to ~ II- i
~ In addition 0 damaging students academic performance waking up early also harms stude ts
V phy~ica any students try to sleep as late as possible in the mornings and skip breakfast to get ~ J
another ten m utes of sleep Lack of sleep also causes fatigue especially because many teenager
prove heir b t
are
Ousy WI sports and other activities that require them to get a good night of sleep Extended I
V sleep han s th Immune system -hampering its ability to fight sickness and repair injuries
rs would ge c -mUcmnft~ ~ha ~t which WOUld t o~
t Ct111l Vshy
10
-------
242
Lo)o5 Sleep deprivation caused by an early sche~_middot___ not only academically harmful but also )
dangerous Sixteen to twenty-five year-aids ca se 55 a sleep-related automobile accidents
according to a 1990-92 North Carolina study (Lamberg) Many students drive to school in the
morning and administrators should consider how many lives are jeopardized by holdinl sc~ol so bull ~ --- - S~yen I~$~
early Solv11 0
~ Moving the start of s middotttle as an hour could help students get a lot more slee -Students ge 0 hrltedonwekdays~that they sleep in extra late on the weekends to catch up on sl ep
While this works by the time Sunday night rolls around they are well rested and cant get to sle p unti ~
after midnight This causes them to be extra tired Monday morning and for the rest of the wee WhenV
people go to sleep and wake up at around the same ti~ j very day they get used to this sleeping VY1111yJf
pattern Once this healthy sleeping pattern is establis~y do not have to catch up on theit eep c4~ Jwithout enough rest because they can t get to sleep If teenagers were able to get up later on eek ftl~if)) Cdays they would get up earlier on weekends and fonn better sleeping habits This would a ow them to
I UJtore than an extra hour of sleep even though schoo would st rtc nly an hour later tJL-t--PJgtlt Other than the reasons ~d to get up later t elementary school students because Je - I
they stay up later Pla~ practice athletic competitions newspaper production night and concerts all t5~lt run until nine o clock which is close to when students should be going to sleep Often thOUgh~Ch
ers have to do homework after these activities and stay up much too late Homework II+7 __
_~-~ ~orts all steal time from teens sleep according to Dr Mahowald
(Lamberg) The elevision shows a d movies teenagers like to see also run well into the hours when
they should be sleepmg Somebigh school students also work late into the night Younger children
hardly ever have a reason to stay up after nine oclock yet they have from then until seven-thirty in the
morning to sleep whereas high school students go to sleep much later and get up an hour earlier
Hold ing school an hou~~ater ~eea~for our schoo I to do Currently buses pi ck up high fiJf)c school stu en ap t e m off early in the morning and then take elementary school students t~A I school Although the bus schedule could be reversed allowing high school students to go to scho~n--- t4
hour later __s principal J says administrators would probably be against this He sa~~if
there is a concern that parents would not be awake to feed elementary school students and help them
get ready for school ifthe students had to get up an hour earlier He offered the solution that hiring a
di ~f~~~nt brS company to transport the elementary school students would allow them t sctl651
C OVI TV C ~I vsI
lt)-AJi-CS
kl~ gt ~d4$t cj oJshy -
r
tl(S
I - tt~ dt~-JL gt
tV
me while high school students could use the current bus ~~~Q9
243
1 a ter
However this would probably cost more money than the school district is currently paying for busing f ] s main concern with delaying the start of school is that if school started and endedvnl
hour later practices and game~ would run an hour later also He thought that many teams would not
have enough light after school to make a long road trip and then playa whole game These students
would have to get out of school early for many games and this would cause them to miss a lot of
school He also feared that sometimes teams would not have enough light to practice However the
only team this would really affect would be the cross country skiing
(f)J~Thbare ~~ms to t pro~ems even though they would require some rescheduling of
ractice and games Sports teams could save their long road trips for Saturdays and play nearby teams
n weekdays The only team at that couldnt do this would be the track team because track q 4shymeets have to start early However there are just two away meets this year which would require the ~ ~t
team to leave school early so these athletes wouldnt miss many classes The ski team could deal with ~ f ~ a later schedule by training immediately after school ends This would give them at least an hour of
outdoor training and any skiers wanting more training could do it in the morning before school
Moving s start back an hour would be beneficial to the sch 01 Students would be
healthier and d etter academically and as surprising as it seems there would be no major drawshy
backs Admini trators should ask themselves why this isnt happening already
244
Works Cited
~wles Nathan Personal interview on sleeping in school East Montpelier Yennont 26 March 1995
Coolidge John Personal interview on starting school later East Montpelier Yennont 14 April 1995
Gofen Ethel Sleep More Than Meets the (Shut-) Eye Current Health 2 Jan 1991 5 - II
Lamberg Lynne Teens arent lying - they really need to sleep later Unknown source
Sleeping until the crack of noon Technology Review Aug 1993 80
White Tom Personal interview on school starting time East Montpelier Yennont 26 March 1995
--Cl
1( e~-~ I TiL~ ~ I ytJJr ~r
( ~ Mo5r pef jwe ) ARGUMENT COMMON CORE STATE STANDARDS WRITING RUB RICS (G
Description
Claim
The text introduces a clear arguable
claim that can be supported by
reasons and evidence
Development
counterclaim The text provides a
conclusion that supports the
argumenl
Audience
The text anticipates the audiences
knowledge level concerns values
and possible biases about the claim
The text addresses the specific
needs of the audience
Cohesion
The text uses words phrases and
clauses as well as varied synlax to
link the major sections of the text
creates cohesion and clarifies the
relationship between tile claim and
reasons between reasons and
evidence and beLween claims and
counterclaims
English conventions of usage and
mechanics while attending to the
norms of tile discipline (ie
APA etc)
phrases and clauses as well as
varied syntax to link the major
sections of the text The texl explains
the relationships between tile claim
and reasons as well as the evidence
The text introduces a precise claim
that is clearly arguable and takes
an identifiable position on an issue
The text has an effective structure
and organization that is aligned with
the claim
ences knowledge level concerns
values and possible biases about
Ihe claim The text addresses the
specific needs of the audience
The text skillfully uses words
phrases and clauses as well as
varied syntax to link the major
sections of the lext The text
identifies the relationship between
the claim and reasons as well as the
evidence The text effectively links
the counterclaims to the claim
The text presents a formal
objective tone The text demonshy
strates standard English convenshy
tions of usage and mechanics
while attending to the norms of the
diSCipline (ieIv1LA APA etc)
3 Proficient
The text introduces a claim that
is arguable and takes a position
The text has a struclure and
organization Ihat is aligned with
the claim
The text considers the audiences
knowledge level concerns values
and possible biases about the
claim The text addresses the needs
of the audience
The text uses words phrases and
clauses as well as varied syntax to
link the major sections of the text
The lexl connects Ihe claim and
I reasons The lext links the
counterclaims to the claim
The text presents a formal tone
The text demonstrates standard
English conventions of usage and
mechanics while attending to the
norms of Ihe discipline (ie MLA
APA etc)
The text conlains an unclear or
emerging claim thai suggests a vague
position The text allempts a structure
and organization to support the posishy
tion
The text provides data and evidence
that allempt 10 back up the claim and
unclearly addresses counterclaims or
lacks counterclaims The conclusion
merely reslates the posilion
The text illustrates an inconsistent
I awareness of the audiences
knowledge level and needs
The text contains limiled words
phrases and clauses to link the major
sections of the text The text attempts
10 connect Ihe claim and reasons
The text illustrates a limited awareness
of formal tone The text demonstrates
some accuracy in standard English
conventions of usage and mechanics
The text contains an unidentifiable
claim or vague posilion The lex I has
limited structure and organization
The text contains limited data and
evidence relaled to tile claim and
counterclaims or lacks counterclaims
The texl may fail to conclude Ihe
argument or position
Tile texl lacks an awareness of the
audiences knowledge level and
needs
The text contains few if any words
phrases and clauses to link the major
sections of the text The text does not
connect the claims and reasons
I Tile text illustrates a limited awareshy
ness of or inconsistent tone The text
demonstrates inaccuracy in standard
English conventions of usage and
mechanics
turnirin ~ 0 2012 iParadigms LLC This work is made available umier the terms ot the Creative Commons Attribution-NonCommercial 30 Unpolied License 0812
CCSS WRITING RUBRICS 2
CCR English 12 Spring 2015
Argument
a compelling and
arguable claim that is supported by reasons and evidence
This will be typed and in MLA format with a Works
1 Write a page (not including Works that
as the last (also in
MLA format)
3 essay should have a clear intro with thesis body with evidence and conclusion
that finalizes your
4 The essay should clearly address the needs of the audience in terms of definitions
knowledge level bias
must be strategically linked together including some mention of a
counterclaim
6 The essay should carefully proofread use sentence variation written a formal
and objective tone and adhere to conventions of English usage and mechanics
7 Due
5
-------
242
Lo)o5 Sleep deprivation caused by an early sche~_middot___ not only academically harmful but also )
dangerous Sixteen to twenty-five year-aids ca se 55 a sleep-related automobile accidents
according to a 1990-92 North Carolina study (Lamberg) Many students drive to school in the
morning and administrators should consider how many lives are jeopardized by holdinl sc~ol so bull ~ --- - S~yen I~$~
early Solv11 0
~ Moving the start of s middotttle as an hour could help students get a lot more slee -Students ge 0 hrltedonwekdays~that they sleep in extra late on the weekends to catch up on sl ep
While this works by the time Sunday night rolls around they are well rested and cant get to sle p unti ~
after midnight This causes them to be extra tired Monday morning and for the rest of the wee WhenV
people go to sleep and wake up at around the same ti~ j very day they get used to this sleeping VY1111yJf
pattern Once this healthy sleeping pattern is establis~y do not have to catch up on theit eep c4~ Jwithout enough rest because they can t get to sleep If teenagers were able to get up later on eek ftl~if)) Cdays they would get up earlier on weekends and fonn better sleeping habits This would a ow them to
I UJtore than an extra hour of sleep even though schoo would st rtc nly an hour later tJL-t--PJgtlt Other than the reasons ~d to get up later t elementary school students because Je - I
they stay up later Pla~ practice athletic competitions newspaper production night and concerts all t5~lt run until nine o clock which is close to when students should be going to sleep Often thOUgh~Ch
ers have to do homework after these activities and stay up much too late Homework II+7 __
_~-~ ~orts all steal time from teens sleep according to Dr Mahowald
(Lamberg) The elevision shows a d movies teenagers like to see also run well into the hours when
they should be sleepmg Somebigh school students also work late into the night Younger children
hardly ever have a reason to stay up after nine oclock yet they have from then until seven-thirty in the
morning to sleep whereas high school students go to sleep much later and get up an hour earlier
Hold ing school an hou~~ater ~eea~for our schoo I to do Currently buses pi ck up high fiJf)c school stu en ap t e m off early in the morning and then take elementary school students t~A I school Although the bus schedule could be reversed allowing high school students to go to scho~n--- t4
hour later __s principal J says administrators would probably be against this He sa~~if
there is a concern that parents would not be awake to feed elementary school students and help them
get ready for school ifthe students had to get up an hour earlier He offered the solution that hiring a
di ~f~~~nt brS company to transport the elementary school students would allow them t sctl651
C OVI TV C ~I vsI
lt)-AJi-CS
kl~ gt ~d4$t cj oJshy -
r
tl(S
I - tt~ dt~-JL gt
tV
me while high school students could use the current bus ~~~Q9
243
1 a ter
However this would probably cost more money than the school district is currently paying for busing f ] s main concern with delaying the start of school is that if school started and endedvnl
hour later practices and game~ would run an hour later also He thought that many teams would not
have enough light after school to make a long road trip and then playa whole game These students
would have to get out of school early for many games and this would cause them to miss a lot of
school He also feared that sometimes teams would not have enough light to practice However the
only team this would really affect would be the cross country skiing
(f)J~Thbare ~~ms to t pro~ems even though they would require some rescheduling of
ractice and games Sports teams could save their long road trips for Saturdays and play nearby teams
n weekdays The only team at that couldnt do this would be the track team because track q 4shymeets have to start early However there are just two away meets this year which would require the ~ ~t
team to leave school early so these athletes wouldnt miss many classes The ski team could deal with ~ f ~ a later schedule by training immediately after school ends This would give them at least an hour of
outdoor training and any skiers wanting more training could do it in the morning before school
Moving s start back an hour would be beneficial to the sch 01 Students would be
healthier and d etter academically and as surprising as it seems there would be no major drawshy
backs Admini trators should ask themselves why this isnt happening already
244
Works Cited
~wles Nathan Personal interview on sleeping in school East Montpelier Yennont 26 March 1995
Coolidge John Personal interview on starting school later East Montpelier Yennont 14 April 1995
Gofen Ethel Sleep More Than Meets the (Shut-) Eye Current Health 2 Jan 1991 5 - II
Lamberg Lynne Teens arent lying - they really need to sleep later Unknown source
Sleeping until the crack of noon Technology Review Aug 1993 80
White Tom Personal interview on school starting time East Montpelier Yennont 26 March 1995
--Cl
1( e~-~ I TiL~ ~ I ytJJr ~r
( ~ Mo5r pef jwe ) ARGUMENT COMMON CORE STATE STANDARDS WRITING RUB RICS (G
Description
Claim
The text introduces a clear arguable
claim that can be supported by
reasons and evidence
Development
counterclaim The text provides a
conclusion that supports the
argumenl
Audience
The text anticipates the audiences
knowledge level concerns values
and possible biases about the claim
The text addresses the specific
needs of the audience
Cohesion
The text uses words phrases and
clauses as well as varied synlax to
link the major sections of the text
creates cohesion and clarifies the
relationship between tile claim and
reasons between reasons and
evidence and beLween claims and
counterclaims
English conventions of usage and
mechanics while attending to the
norms of tile discipline (ie
APA etc)
phrases and clauses as well as
varied syntax to link the major
sections of the text The texl explains
the relationships between tile claim
and reasons as well as the evidence
The text introduces a precise claim
that is clearly arguable and takes
an identifiable position on an issue
The text has an effective structure
and organization that is aligned with
the claim
ences knowledge level concerns
values and possible biases about
Ihe claim The text addresses the
specific needs of the audience
The text skillfully uses words
phrases and clauses as well as
varied syntax to link the major
sections of the lext The text
identifies the relationship between
the claim and reasons as well as the
evidence The text effectively links
the counterclaims to the claim
The text presents a formal
objective tone The text demonshy
strates standard English convenshy
tions of usage and mechanics
while attending to the norms of the
diSCipline (ieIv1LA APA etc)
3 Proficient
The text introduces a claim that
is arguable and takes a position
The text has a struclure and
organization Ihat is aligned with
the claim
The text considers the audiences
knowledge level concerns values
and possible biases about the
claim The text addresses the needs
of the audience
The text uses words phrases and
clauses as well as varied syntax to
link the major sections of the text
The lexl connects Ihe claim and
I reasons The lext links the
counterclaims to the claim
The text presents a formal tone
The text demonstrates standard
English conventions of usage and
mechanics while attending to the
norms of Ihe discipline (ie MLA
APA etc)
The text conlains an unclear or
emerging claim thai suggests a vague
position The text allempts a structure
and organization to support the posishy
tion
The text provides data and evidence
that allempt 10 back up the claim and
unclearly addresses counterclaims or
lacks counterclaims The conclusion
merely reslates the posilion
The text illustrates an inconsistent
I awareness of the audiences
knowledge level and needs
The text contains limiled words
phrases and clauses to link the major
sections of the text The text attempts
10 connect Ihe claim and reasons
The text illustrates a limited awareness
of formal tone The text demonstrates
some accuracy in standard English
conventions of usage and mechanics
The text contains an unidentifiable
claim or vague posilion The lex I has
limited structure and organization
The text contains limited data and
evidence relaled to tile claim and
counterclaims or lacks counterclaims
The texl may fail to conclude Ihe
argument or position
Tile texl lacks an awareness of the
audiences knowledge level and
needs
The text contains few if any words
phrases and clauses to link the major
sections of the text The text does not
connect the claims and reasons
I Tile text illustrates a limited awareshy
ness of or inconsistent tone The text
demonstrates inaccuracy in standard
English conventions of usage and
mechanics
turnirin ~ 0 2012 iParadigms LLC This work is made available umier the terms ot the Creative Commons Attribution-NonCommercial 30 Unpolied License 0812
CCSS WRITING RUBRICS 2
CCR English 12 Spring 2015
Argument
a compelling and
arguable claim that is supported by reasons and evidence
This will be typed and in MLA format with a Works
1 Write a page (not including Works that
as the last (also in
MLA format)
3 essay should have a clear intro with thesis body with evidence and conclusion
that finalizes your
4 The essay should clearly address the needs of the audience in terms of definitions
knowledge level bias
must be strategically linked together including some mention of a
counterclaim
6 The essay should carefully proofread use sentence variation written a formal
and objective tone and adhere to conventions of English usage and mechanics
7 Due
5
kl~ gt ~d4$t cj oJshy -
r
tl(S
I - tt~ dt~-JL gt
tV
me while high school students could use the current bus ~~~Q9
243
1 a ter
However this would probably cost more money than the school district is currently paying for busing f ] s main concern with delaying the start of school is that if school started and endedvnl
hour later practices and game~ would run an hour later also He thought that many teams would not
have enough light after school to make a long road trip and then playa whole game These students
would have to get out of school early for many games and this would cause them to miss a lot of
school He also feared that sometimes teams would not have enough light to practice However the
only team this would really affect would be the cross country skiing
(f)J~Thbare ~~ms to t pro~ems even though they would require some rescheduling of
ractice and games Sports teams could save their long road trips for Saturdays and play nearby teams
n weekdays The only team at that couldnt do this would be the track team because track q 4shymeets have to start early However there are just two away meets this year which would require the ~ ~t
team to leave school early so these athletes wouldnt miss many classes The ski team could deal with ~ f ~ a later schedule by training immediately after school ends This would give them at least an hour of
outdoor training and any skiers wanting more training could do it in the morning before school
Moving s start back an hour would be beneficial to the sch 01 Students would be
healthier and d etter academically and as surprising as it seems there would be no major drawshy
backs Admini trators should ask themselves why this isnt happening already
244
Works Cited
~wles Nathan Personal interview on sleeping in school East Montpelier Yennont 26 March 1995
Coolidge John Personal interview on starting school later East Montpelier Yennont 14 April 1995
Gofen Ethel Sleep More Than Meets the (Shut-) Eye Current Health 2 Jan 1991 5 - II
Lamberg Lynne Teens arent lying - they really need to sleep later Unknown source
Sleeping until the crack of noon Technology Review Aug 1993 80
White Tom Personal interview on school starting time East Montpelier Yennont 26 March 1995
--Cl
1( e~-~ I TiL~ ~ I ytJJr ~r
( ~ Mo5r pef jwe ) ARGUMENT COMMON CORE STATE STANDARDS WRITING RUB RICS (G
Description
Claim
The text introduces a clear arguable
claim that can be supported by
reasons and evidence
Development
counterclaim The text provides a
conclusion that supports the
argumenl
Audience
The text anticipates the audiences
knowledge level concerns values
and possible biases about the claim
The text addresses the specific
needs of the audience
Cohesion
The text uses words phrases and
clauses as well as varied synlax to
link the major sections of the text
creates cohesion and clarifies the
relationship between tile claim and
reasons between reasons and
evidence and beLween claims and
counterclaims
English conventions of usage and
mechanics while attending to the
norms of tile discipline (ie
APA etc)
phrases and clauses as well as
varied syntax to link the major
sections of the text The texl explains
the relationships between tile claim
and reasons as well as the evidence
The text introduces a precise claim
that is clearly arguable and takes
an identifiable position on an issue
The text has an effective structure
and organization that is aligned with
the claim
ences knowledge level concerns
values and possible biases about
Ihe claim The text addresses the
specific needs of the audience
The text skillfully uses words
phrases and clauses as well as
varied syntax to link the major
sections of the lext The text
identifies the relationship between
the claim and reasons as well as the
evidence The text effectively links
the counterclaims to the claim
The text presents a formal
objective tone The text demonshy
strates standard English convenshy
tions of usage and mechanics
while attending to the norms of the
diSCipline (ieIv1LA APA etc)
3 Proficient
The text introduces a claim that
is arguable and takes a position
The text has a struclure and
organization Ihat is aligned with
the claim
The text considers the audiences
knowledge level concerns values
and possible biases about the
claim The text addresses the needs
of the audience
The text uses words phrases and
clauses as well as varied syntax to
link the major sections of the text
The lexl connects Ihe claim and
I reasons The lext links the
counterclaims to the claim
The text presents a formal tone
The text demonstrates standard
English conventions of usage and
mechanics while attending to the
norms of Ihe discipline (ie MLA
APA etc)
The text conlains an unclear or
emerging claim thai suggests a vague
position The text allempts a structure
and organization to support the posishy
tion
The text provides data and evidence
that allempt 10 back up the claim and
unclearly addresses counterclaims or
lacks counterclaims The conclusion
merely reslates the posilion
The text illustrates an inconsistent
I awareness of the audiences
knowledge level and needs
The text contains limiled words
phrases and clauses to link the major
sections of the text The text attempts
10 connect Ihe claim and reasons
The text illustrates a limited awareness
of formal tone The text demonstrates
some accuracy in standard English
conventions of usage and mechanics
The text contains an unidentifiable
claim or vague posilion The lex I has
limited structure and organization
The text contains limited data and
evidence relaled to tile claim and
counterclaims or lacks counterclaims
The texl may fail to conclude Ihe
argument or position
Tile texl lacks an awareness of the
audiences knowledge level and
needs
The text contains few if any words
phrases and clauses to link the major
sections of the text The text does not
connect the claims and reasons
I Tile text illustrates a limited awareshy
ness of or inconsistent tone The text
demonstrates inaccuracy in standard
English conventions of usage and
mechanics
turnirin ~ 0 2012 iParadigms LLC This work is made available umier the terms ot the Creative Commons Attribution-NonCommercial 30 Unpolied License 0812
CCSS WRITING RUBRICS 2
CCR English 12 Spring 2015
Argument
a compelling and
arguable claim that is supported by reasons and evidence
This will be typed and in MLA format with a Works
1 Write a page (not including Works that
as the last (also in
MLA format)
3 essay should have a clear intro with thesis body with evidence and conclusion
that finalizes your
4 The essay should clearly address the needs of the audience in terms of definitions
knowledge level bias
must be strategically linked together including some mention of a
counterclaim
6 The essay should carefully proofread use sentence variation written a formal
and objective tone and adhere to conventions of English usage and mechanics
7 Due
5
244
Works Cited
~wles Nathan Personal interview on sleeping in school East Montpelier Yennont 26 March 1995
Coolidge John Personal interview on starting school later East Montpelier Yennont 14 April 1995
Gofen Ethel Sleep More Than Meets the (Shut-) Eye Current Health 2 Jan 1991 5 - II
Lamberg Lynne Teens arent lying - they really need to sleep later Unknown source
Sleeping until the crack of noon Technology Review Aug 1993 80
White Tom Personal interview on school starting time East Montpelier Yennont 26 March 1995
--Cl
1( e~-~ I TiL~ ~ I ytJJr ~r
( ~ Mo5r pef jwe ) ARGUMENT COMMON CORE STATE STANDARDS WRITING RUB RICS (G
Description
Claim
The text introduces a clear arguable
claim that can be supported by
reasons and evidence
Development
counterclaim The text provides a
conclusion that supports the
argumenl
Audience
The text anticipates the audiences
knowledge level concerns values
and possible biases about the claim
The text addresses the specific
needs of the audience
Cohesion
The text uses words phrases and
clauses as well as varied synlax to
link the major sections of the text
creates cohesion and clarifies the
relationship between tile claim and
reasons between reasons and
evidence and beLween claims and
counterclaims
English conventions of usage and
mechanics while attending to the
norms of tile discipline (ie
APA etc)
phrases and clauses as well as
varied syntax to link the major
sections of the text The texl explains
the relationships between tile claim
and reasons as well as the evidence
The text introduces a precise claim
that is clearly arguable and takes
an identifiable position on an issue
The text has an effective structure
and organization that is aligned with
the claim
ences knowledge level concerns
values and possible biases about
Ihe claim The text addresses the
specific needs of the audience
The text skillfully uses words
phrases and clauses as well as
varied syntax to link the major
sections of the lext The text
identifies the relationship between
the claim and reasons as well as the
evidence The text effectively links
the counterclaims to the claim
The text presents a formal
objective tone The text demonshy
strates standard English convenshy
tions of usage and mechanics
while attending to the norms of the
diSCipline (ieIv1LA APA etc)
3 Proficient
The text introduces a claim that
is arguable and takes a position
The text has a struclure and
organization Ihat is aligned with
the claim
The text considers the audiences
knowledge level concerns values
and possible biases about the
claim The text addresses the needs
of the audience
The text uses words phrases and
clauses as well as varied syntax to
link the major sections of the text
The lexl connects Ihe claim and
I reasons The lext links the
counterclaims to the claim
The text presents a formal tone
The text demonstrates standard
English conventions of usage and
mechanics while attending to the
norms of Ihe discipline (ie MLA
APA etc)
The text conlains an unclear or
emerging claim thai suggests a vague
position The text allempts a structure
and organization to support the posishy
tion
The text provides data and evidence
that allempt 10 back up the claim and
unclearly addresses counterclaims or
lacks counterclaims The conclusion
merely reslates the posilion
The text illustrates an inconsistent
I awareness of the audiences
knowledge level and needs
The text contains limiled words
phrases and clauses to link the major
sections of the text The text attempts
10 connect Ihe claim and reasons
The text illustrates a limited awareness
of formal tone The text demonstrates
some accuracy in standard English
conventions of usage and mechanics
The text contains an unidentifiable
claim or vague posilion The lex I has
limited structure and organization
The text contains limited data and
evidence relaled to tile claim and
counterclaims or lacks counterclaims
The texl may fail to conclude Ihe
argument or position
Tile texl lacks an awareness of the
audiences knowledge level and
needs
The text contains few if any words
phrases and clauses to link the major
sections of the text The text does not
connect the claims and reasons
I Tile text illustrates a limited awareshy
ness of or inconsistent tone The text
demonstrates inaccuracy in standard
English conventions of usage and
mechanics
turnirin ~ 0 2012 iParadigms LLC This work is made available umier the terms ot the Creative Commons Attribution-NonCommercial 30 Unpolied License 0812
CCSS WRITING RUBRICS 2
CCR English 12 Spring 2015
Argument
a compelling and
arguable claim that is supported by reasons and evidence
This will be typed and in MLA format with a Works
1 Write a page (not including Works that
as the last (also in
MLA format)
3 essay should have a clear intro with thesis body with evidence and conclusion
that finalizes your
4 The essay should clearly address the needs of the audience in terms of definitions
knowledge level bias
must be strategically linked together including some mention of a
counterclaim
6 The essay should carefully proofread use sentence variation written a formal
and objective tone and adhere to conventions of English usage and mechanics
7 Due
5
( ~ Mo5r pef jwe ) ARGUMENT COMMON CORE STATE STANDARDS WRITING RUB RICS (G
Description
Claim
The text introduces a clear arguable
claim that can be supported by
reasons and evidence
Development
counterclaim The text provides a
conclusion that supports the
argumenl
Audience
The text anticipates the audiences
knowledge level concerns values
and possible biases about the claim
The text addresses the specific
needs of the audience
Cohesion
The text uses words phrases and
clauses as well as varied synlax to
link the major sections of the text
creates cohesion and clarifies the
relationship between tile claim and
reasons between reasons and
evidence and beLween claims and
counterclaims
English conventions of usage and
mechanics while attending to the
norms of tile discipline (ie
APA etc)
phrases and clauses as well as
varied syntax to link the major
sections of the text The texl explains
the relationships between tile claim
and reasons as well as the evidence
The text introduces a precise claim
that is clearly arguable and takes
an identifiable position on an issue
The text has an effective structure
and organization that is aligned with
the claim
ences knowledge level concerns
values and possible biases about
Ihe claim The text addresses the
specific needs of the audience
The text skillfully uses words
phrases and clauses as well as
varied syntax to link the major
sections of the lext The text
identifies the relationship between
the claim and reasons as well as the
evidence The text effectively links
the counterclaims to the claim
The text presents a formal
objective tone The text demonshy
strates standard English convenshy
tions of usage and mechanics
while attending to the norms of the
diSCipline (ieIv1LA APA etc)
3 Proficient
The text introduces a claim that
is arguable and takes a position
The text has a struclure and
organization Ihat is aligned with
the claim
The text considers the audiences
knowledge level concerns values
and possible biases about the
claim The text addresses the needs
of the audience
The text uses words phrases and
clauses as well as varied syntax to
link the major sections of the text
The lexl connects Ihe claim and
I reasons The lext links the
counterclaims to the claim
The text presents a formal tone
The text demonstrates standard
English conventions of usage and
mechanics while attending to the
norms of Ihe discipline (ie MLA
APA etc)
The text conlains an unclear or
emerging claim thai suggests a vague
position The text allempts a structure
and organization to support the posishy
tion
The text provides data and evidence
that allempt 10 back up the claim and
unclearly addresses counterclaims or
lacks counterclaims The conclusion
merely reslates the posilion
The text illustrates an inconsistent
I awareness of the audiences
knowledge level and needs
The text contains limiled words
phrases and clauses to link the major
sections of the text The text attempts
10 connect Ihe claim and reasons
The text illustrates a limited awareness
of formal tone The text demonstrates
some accuracy in standard English
conventions of usage and mechanics
The text contains an unidentifiable
claim or vague posilion The lex I has
limited structure and organization
The text contains limited data and
evidence relaled to tile claim and
counterclaims or lacks counterclaims
The texl may fail to conclude Ihe
argument or position
Tile texl lacks an awareness of the
audiences knowledge level and
needs
The text contains few if any words
phrases and clauses to link the major
sections of the text The text does not
connect the claims and reasons
I Tile text illustrates a limited awareshy
ness of or inconsistent tone The text
demonstrates inaccuracy in standard
English conventions of usage and
mechanics
turnirin ~ 0 2012 iParadigms LLC This work is made available umier the terms ot the Creative Commons Attribution-NonCommercial 30 Unpolied License 0812
CCSS WRITING RUBRICS 2
CCR English 12 Spring 2015
Argument
a compelling and
arguable claim that is supported by reasons and evidence
This will be typed and in MLA format with a Works
1 Write a page (not including Works that
as the last (also in
MLA format)
3 essay should have a clear intro with thesis body with evidence and conclusion
that finalizes your
4 The essay should clearly address the needs of the audience in terms of definitions
knowledge level bias
must be strategically linked together including some mention of a
counterclaim
6 The essay should carefully proofread use sentence variation written a formal
and objective tone and adhere to conventions of English usage and mechanics
7 Due
5
CCR English 12 Spring 2015
Argument
a compelling and
arguable claim that is supported by reasons and evidence
This will be typed and in MLA format with a Works
1 Write a page (not including Works that
as the last (also in
MLA format)
3 essay should have a clear intro with thesis body with evidence and conclusion
that finalizes your
4 The essay should clearly address the needs of the audience in terms of definitions
knowledge level bias
must be strategically linked together including some mention of a
counterclaim
6 The essay should carefully proofread use sentence variation written a formal
and objective tone and adhere to conventions of English usage and mechanics
7 Due
5