Read the passage. Gemma spent the entire week digging through garbage cans and scouring the house for reusable materials to construct a model of the human digestive system. Then she organized them by shape, size, and color. She laid them out on the poster board and connected them end-on-end. The plastic cup was a perfect pancreas. The pink kitchen sponge almost looked like a real tongue once she cut it into the correct oval shape. She soaked paper in glue and water and then molded it into the large and small intestines. Through a stroke of luck, she found her brother’s old fish tank in the attic. The hose from the filter became a more than adequate esophagus. Other materials, such as cardboard and plastic wrapping, helped her complete her project. She thought it smelled a little weird, like different kinds of food and moldy old fish, but it looked great! On the morning of the due date, she carefully scooped up the life-size model and gingerly walked down the stairs. Just as she reached the last few steps, Duke (the family’s overly enthusiastic Labrador retriever) came bounding around the corner and galloped straight into her. Gemma fell down the last two stairs. The project toppled onto the floor. Duke didn’t miss a beat. Maybe it was the weird smell of dead fish, or maybe there were remnants of food on the reusable materials, but the dog could not resist. In any case, he just about fell over himself as he began tearing the entire project into pieces and wolfing down bits of paper, plastic, and cardboard. Duke was digesting the digestive system, and Gemma could only watch as she realized that the dog was eating her homework.

How does the descriptive language in this passage help readers imagine the effort Gemma put into her project?

A)Details such as “toppled onto the floor” and “bounding around the corner and galloped straight into her” help readers understand that she put a lot of time into creating this project.

B) Details such as “organized them by shape, size, and color” and “cut it into the
correct oval shape” help readers understand that she put a lot of time and effort
into creating the project.

C) Details such as “through a stroke of luck” and “thought it smelled a little weird”
help readers understand that she put a lot of time into creating this project.

D) Details such as “the family’s overly enthusiastic Labrador retriever” and “weird
smell of dead fish” help readers understand that she put a lot of time into creating
this project.

Read this excerpt from white fang by jack london. the qualities in his kind that in the beginning made it possible for them to come in to the fires of men, were qualities capable of development. they were developing in him, and the camp-life, replete with misery as it was, was secretly endearing itself to him all the time. but white fang was unaware of it. he knew only grief for the loss of kiche, hope for her return, and a hungry yearning for the free life that had been his. which quotation from the paragraph supports the story’s theme of homesickness? “the camp life . . was secretly endearing itself to him all the time.” “but white fang was unaware of it.” “he knew only . . a hungry yearning for the free life that had been his.” “the qualities in his kind . . were qualities capable of development.”

What's my name? if you know you know

Create a well-crafted essay of 1-2 pages outlining a likely theory of king tutankhamun’s death at the age of nineteen. your goal is to convince peers your age that this is the most reasonable theory according to the evidence. incorporate the subjunctive and conditional moods within your writing. use the following rubric to guide your writing. remember to check your spelling (by using a spell checker and also against the original text) to ensure the proper spelling of names and places in king tut’s world. reminder: spell checkers are great, but they’re not always right. think about terms specific to egypt or even tutankhamun’s name. a spell checker won’t know if you’re spelling these correctly, so check with the reading to keep consistent. rubric criterion exceptional capable developing beginning points earned ideas & content main claim supporting details sources are cited clear, focused, interesting ideas with appropriate detail, sources are cited evident main idea with some support which may be general or limited, sources are mentioned main idea may be unclear; supporting detail is vague or off topic, some source information used central idea or theme is not stated; supporting detail may be nonexistent, no sources mentioned organization structure (claim/counterclaim) introduction conclusion strong organization; seamless paragraph transitions; effective and engaging intro and conclusion organization is appropriate but conventional; attempt at introduction and conclusion attempts at organization, inappropriate use of lists or bullets; introduction and conclusion are not developed no introduction or conclusion; no clear organizational framework or transitions voice personality sense of audience appropriate to audience; expressive, engaging, sincere voice is appropriate to topic, but inconsistent or dry voice may be inappropriate; writing may seem mechanical writer’s voice is inappropriate or nonexistent word choice precision effectiveness imagery broad range of descriptive words; creative examples, vivid details and images language is functional and appropriate; descriptions may lack detail or be overdone words may be correct but simplistic; no attempt at detail, description, or examples word choice is limited, words are often misused; supporting detail and examples are nonexistent sentence fluency rhythm, flow variety easy flow and rhythm; good variety in length and structure sentences are appropriate but lack variety and length awkward phrasing and structure, similar patterns and choppy language sentences are incomplete or difficult to follow, language is confusing conventions age appropriate spelling, capitalization, punctuation, grammar strong use of correct conventions; errors are few and minor most writing conventions correct; occasional high profile errors frequent errors; most do not interfere with readability frequent errors interfere with readability