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Mrs.Housepian
English2HPeriod2
22January2015
TrustEachOther
Thereisnolawthatrequiresonebystandertohelpinacrisis,howeverinfact,itshould
beanethicalresponsibilitytohelpsomeoneinatimeofneed.Whendescribinghowsomeone
shouldactinacrisis,dependsonwhothebystanderisandwhattheyarecapableofdoing.
Onesethicalresponsibilityshouldbetohelpthoseindistressandindanger.
Tostartwith,abystandershouldhelpapersoninneedeveniftheydontknowthe
personorknowshowtohelpinthebestwaypossible.InthearticleIfDecencyDoesnt,the
authorsAllredandBloomdescribeasituationthatcould'vebeenpreventedifsomeonehad
helped.Inthequote,Renderatleastminimalassistancewherepossibletothoseatriskof
sufferinggrievousinjuryordeath,(Allred/Bloom,2).,theydescribehowitisimportanttoatleast
tryandhelpinanywaypossibleandtodemonstrateacaring,selflessactofintegrity.Therefore,
alawshouldbeputinplaceforasamaritantohelpevenintheleastpurposefulway.Thisquote
alsodemonstrateshowonebystandercanhelpeveniftheydontknowhow.Intheotherarticle,
ManinTheWater,byRosenblatt,hedescribesingreatdetailaboutamanwhoputshimself
lasttosaveothers.Rosenbeltdescribedthemansintentionsanddeterminationtosavethe
othersinthequote,Tochallengedeathonbehalfoftheirfellowsisnotpeculiartothem,
(Rosenblatt,3).
Next,somebystanderswonthelpinacrisisduetothefearofbeinginjuredorsued.In
thearticle,GoodSamaritans,bySjoerdsma,theydescribeatragedybyusingasenseofpity
anddeceitfultonetocallattentiontothewaymanybystandersdontgetinvolvedinatimeof

distress.Inthequote,Adutytoassistprovidedwedontputourselvesatrisk,(Sjoerdsma,1).
shedescribestheperspectivemanyhaveabouthelpinginasituation.Manypeoplearescared
orfearfulofhelpingoneanotheroutinastickysituation,duetothefearofgettingthemselves
hurtorbadlyinjured.Itisalogicalinstincttobeafraidofgettinghurt,butitdoesntsetagood
exampleforeveryoneelsewhenitcomestohelpingoutanotherpersoninatimeofneed.Inthe
article,CantheLawMakeUsBeDecent,byJaysterlingSilver,heexplainsalsohowonecan
beafraidtogetinvolved.Inthequote,GoodSamaritansareprotectedfromliabilityiftheir
wellintentionedeffortsinadvertentlyresultinharm,(Silver,1).,Silversdescribesthatinmany
statesthereisalawthatprotectsaGoodSamaritanfrombeingsuedorblamedforan
accidentalinjury,eveniftheGoodSamaritandidnotintentionallyharmthepersonindistress.
Lastly,evenifabystanderdoesnotwanttogetinvolvedphysicallywithasituation,they
cancallforhelporevendonatetoacharitythatasksfordonationstohelpthoseinneed.Singer
says,Getalotofmoney,givealotofmoney.Hedescribeshowabystandertodonateorhelp
inlittlewaystohelpsupportthoseinneed.Thisquoteconcludeshowtherearedifferentwaysto
helpinginatimeofneed.
Inconclusion,thereshouldbemorelawsthathelpprotectagoodsamaritanwhen
helpingthoseindistress.Also,itshouldbeanethicalresponsibilitytohelpthoseindangerof
gettinginjuredorinevenmoredrasticsituations,killed.

Rubricratingsubmittedon:1/23/2016,10:11:02AMbyc.smart@ggusd.net

Overall
Descriptionof
whateach
scorelooks
likethisrowis

A5essay
demonstrates
aclear
competencein
writing.Itmay

A4essay
demonstrates
proficient
writing.Itmay
havesome

A3essay
demonstrates
developing
competence,
butisflawedin

A2essayis
seriously
flawed.

A1essay
demonstrates
fundamental
deficienciesin
writingskills.

for
informational
purposesonly.
SeeYOUR
scorebelow.
Yourscore:

havesome
errors,butthey
arenotserious
enoughto
distractor
confusethe
reader.(A6
essayis
superiorwriting
whichmeets
thecriteriaofa
Scoreof5,and
isespecially
distinctiveinits
exceptionally
coherentand
welldeveloped
argument,
thorough
developmentof
analysisof
specifics
relatedtothe
promptand
text(s),and
impressive
controlof
language.)

errorsthat
distractthe
reader,but
theydonot
significantly
obscure
meaning.

some
significant
way(s).

Statementof
Purpose/Focus
(ab)
Yourscore:2

(a)Claimis
clear,focused,
and
maintained.[if
applicable:(b)
Alternateor
opposing
claim(s)are
adequately
addressed.]

(a)Claimis
clear,andfor
themostpart
maintained,
thoughsome
loosely
relevant
materialmay
bepresent.[if
applicable:
(b)Alternateor
opposing
claim(s)are
introduced.]

(a)Claimmay
beclearly
focused,butis
flawedinsome
significant
way(s).[if
applicable:(b)
Alternateor
opposing
claim(s)are
unclearor
unfocused.]

Organization
(ce)
Yourscore:3

(c)Consistent
useof
transitional

(c)Adequate
useof
transitional

(c)Inconsistent (c)Limiteduse
useofbasic
ofbasic
transitional
transitional

(a)Claimis
unfocused
and/or
insufficiently
sustained.[if
applicable:
(b)Alternateor
opposing
claim(s)are
unclearornot
present.]

(a)Claimmay
beconfusingor
ambiguous.[if
applicable:(b)
Alternateor
opposing
claim(s)are
notpresent.]

(c)Feworno
transitional
strategiesare

strategies.(d)
Logical
progressionof
ideasfrom
beginningto
end.(e)
Effective
introduction
andconclusion
foraudience
andpurpose.

strategieswith
somevariety.
(d)Adequate
progressionof
ideasfrom
beginningto
end.(e)
Adequate
introduction
and
conclusion.

strategieswith
littlevariety.
(d)Uneven
progressionof
ideasfrom
beginningto
end.(e)
Introduction
andconclusion
arepresent.

strategieswith
littleorno
variety.(d)
Unclear
progressionof
ideasfrom
beginningto
end.(e)
Introduction
andconclusion
areattempted
butinsufficient.

evident.(d)
Hasamajor
driftinthe
progressionof
ideas/complete
lyofftopic.(e)
Introduction
and/or
conclusion
maynotbe
present.

Elaborationof
Evidence(fg)
Yourscore:3

(f)Relevant
evidencefrom
asufficient
amountof
sourcesis
effectively
integratedwith
appopriate
citation.(g)
Effectiveuseof
elaborative
techniques
("means/matter
s").

(f)Relevant
evidencefrom
asufficent
amountof
sourcesis
integrated,
though
integrationmay
beslightly
awkward,
general,or
imprecise.(g)
Adequateuse
ofsome
elaborative
techniques.
("means/matter
s")

(f)Evidence
fromsourcesis
weaklyand
awkwardly
integratedand
citations,if
present,are
inconsistent.
(g)Marginalor
inconsistent
useof
elabortive
techniques
("means/matter
s").

(f)Evidence
fromsources,
although
included,is
insufficientand
inappropriately
integratedor
cited.(g)
Elaborative
techniquesare
weak.

(f)Useof
evidencefrom
sourcesis
minimal,
absent,in
error,or
irrelevant.(g)
Elaborative
techniquesare
absent.

Language,
Vocabulary(h)
&Style
Yourscore:4

(h)Properuse
ofacademic
and
domainspecifi
cvocabularyis
appropriatefor
theaudience
andpurpose.
Propervoice,
tone,and
perspectiveis
used.Distinct
writingstyleis
used.

(h)Useof
academicand
domainspecifi
cvocabularyis
generally
appropriatefor
theaudience
andpurpose.
Mostlythe
propervoice,
tone,and
perspectiveis
used.A
distinctwriting
styleis

(h)Useof
academicand
domainspecifi
cvocabulary
mayattimes
be
inappropriate
forthe
audienceand
purpose.
Voice,tone,
and
perspective
maybe
inappropriate

(h)Useof
academicand
domainspecifi
cvocabularyis
largely
inappropriate
forthe
audienceand
purpose.
Voice,tone,
and
perspectiveis
inappropriate
orcauses
major

(h)Uses
limited
academic
languageor
domainspecifi
cvocabulary
andhaslittle
senseof
audienceand
purpose.
Voice,tone,
and/or
perspectiveis
confusingly
inconsistentor

Conventions
(ij)
Yourscore:4

Comments:
3

(i)
Demonstrates
some
syntatical
variety,and
haslimitedor
noerrorsin
grammar,
usage,and
sentence
formation.(j)
Standarduse
ofpunctuation,
capitalization,
andspelling.

attempted.

orinconsistent.
Writingstyleis
vagueoroverly
simplistic.

inconsistencies
inthepaper.
Simplistic
writingstyle
limits
effectiveness
ofpaper.

inappropriate.
Writingstyleis
unrecognizable
.

(i)Someerrors
ingrammar,
usage,and
sentence
formationmay
bepresent,but
nosystematic
patternof
errorsis
displayed.(j)
Someerrorsin
punctuation,
capitalization,
andspelling.

(i)Frequent
errorsin
grammarand
usagemay
obscure
meaning.(j)
Frequent
errorsin
punctuation,
capitalization,
andspelling.

(i)Frequent
errorsin
grammar,
usage,and
sentence
formation
obscure
meaning.(j)
Frequent
errorsand/or
limiteduseof
punctuation,
capitalization,
andspelling.

(i)Errorsin
grammar,
usage,and
sentence
formationare
frequentand
severe,and
meaningis
often
obscured.(j)
Inappropriate
orincorrect
useof
punctuation,
capitalization,
andspelling.

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