Opinion Paper
Human Genetic Engineering
Links To Articles About Human Genetic Engineering:
- Children To Order: The Ethics of 'Designer Babies'
- Designer Babies Are an Unregulated Reality
- Genetic Engineering In Science Fiction
- Pros and Cons of Genetic Engineering
- The Threat of Human Genetic Engineering
- Will Genetic Engineering Lead to A Breed of Super Humans/Mutants As Seen In Marvel Comic Books and Movies?
- World's First Genetically Modified Human Embryo Raises Ethical Concerns
Videos About HGE:
Opinion Paper Grading Rubric
Final Draft Formatting: /20
Works Cited Page: /15
Visual Aids: /15
Content: /50
Total: /100__
Final Draft Formatting: /20
- Name, date, class, title
- No spelling or grammatical errors
- 12 point font, double spaced, readable font
- At least five paragraphs
- Citations included within paragraphs
Works Cited Page: /15
- At least three citations
- Alphabetical order
- Proper MLA formatting
Visual Aids: /15
- At least one picture
- At least one graph, chart, or infographic
- Citation of visuals
Content: /50
- Is the opinion obvious and well informed?
- Explanation of topic
- At least three main points
- Facts to back up argument
- The other side of the argument
- Introduction and conclusion
- Overall originality
Total: /100__
*Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
*Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
*Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
*By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
*By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.
*Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
*Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
*Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
*Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience
*Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
*Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
*Draw evidence from literary or informational texts to support analysis, reflection, and research
*Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
*Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
*Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
*Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
*Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
*Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
*Use knowledge of language and its conventions when writing, speaking, reading, or listening.
*Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
*Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
*Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
*By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
*By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.
*Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
*Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
*Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
*Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience
*Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
*Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
*Draw evidence from literary or informational texts to support analysis, reflection, and research
*Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
*Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
*Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
*Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
*Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
*Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
*Use knowledge of language and its conventions when writing, speaking, reading, or listening.
*Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.