A group of teachers at your school has noticed incidents of students being bullied, so they want to try to stop this phenomenon. They want to know what ideas students have about how to do this. • Write a letter to the teachers to explain your opinion. Give reasons to support your ideas.

• Start your letter, "Dear Teachers."

Opinion:

MAIN BODY para. 1:
para. 2:

(I want an answer for the opinion and the main body)
thanks

Avenn diagram would be best to take notes on which of the following informational passages? a).pet ownership improves life. b).active reading improves test scores. c).will weights or walking keep you fit? d).the day before mount ruapehu erupted.

Read the excerpt from “to one in paradise,” by edgar allan poe. thou wast all that to me, love . . a fountain and a shrine, all wreathed with fairy fruits and flowers, and all the flowers were mine. how does poe use a sound device in the excerpt? he uses assonance to connect the images of architecture. he uses alliteration to draw attention to the images of his love. he uses cacophony to create a discordant sound of loss. he uses internal rhyme to enhance the rhythm of his lyrical poem.

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