Representative weaver claims that his bill is motivated by "safety." "nearly half of all accidents involve people under the age of 21," representative weaver claims. "raising the driving age," he adds, "would mean raising the level of safety on america's roads." but i would ask representative weaver the following questions: do not "nearly half" of all accidents involve men? wouldn’t the streets be safer, then, if male drivers were abolished? and what about the percentage of accidents occur on paved roads? should we do away with paved roads, too?
here are some more questions i would like to ask representative weaver: if the driving age is raised to 21, what will happen to all the afternoon jobs, the sports, and programs that require some sort of transportation? what will happen to america's economy (and its spirit) when high schooler students can no longer work at restaurants? "a teenager behind the wheel is the symbol of american youth," writes author peter chacha. what will happen to this symbol if representative weaver's plan is approved? weaver also claims that "a majority of seat belt violations" are the fault of the under-21 crowd. but let me ask you this: do people under the age of 21 really wear their seat belts less often than older people, or are they just caught more often? we know the police have their eyes on the teenagers, but are they looking at the adults as well?

4
select the correct answer.

which supporting claim does the author offer to support the argument?

a.
teenagers need to drive to participate in activities and jobs.
b.
teenagers are better drivers than most adults.
c.
teenagers can learn more rules about driving safety.
d.
teenagers learn to drive better later by starting young.

Read the following passage: sari couldn't believe her bad luck. she had locked her keys in the car. to add fuel to the fire, her cell phone was in the locked car, and she was late for a very important meeting. she knocked on her neighbor's door so that she could ask to use his phone, but he was not not home. what was she to do? what role does the idiom in the passage serve? a. it shows that sari has incredibly bad luck when it comes to work.b. it shows that sari's neighbor was not home either.c. it shows that sari locked her keys in the car.d. it shows that sari's situation was worse than it seemed at first.

Which of the following components of information literacy relates the most to purpose of information? a. information creation as a process b. authority is constructed and contextual c. research as inquiry

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