In 2008, more than one million american students gave nearly 20 million service hours to their communities. they made a difference in people’s lives and learned some important life lessons in the process. organizations, including schools, are actively promoting service for all citizens as a way to be involved, others, and improve themselves. service is other people and being active in your community. for example, one group of teens planted a community garden with their friends. they grow a variety of vegetables. the garden requires regular care. the teens donate the produce to a local soup kitchen. workers there use the produce to feed people in the community. by tending the garden and donating their produce, the teens are actively make life a bit better for others in their community. service is valuable in ways that cannot be measured in dollars. people volunteer or serve others without expecting money or gifts in return. service is not about earning money. it is not just collecting money to give to a group. it is about action and contributing to the common good. the people who serve as well as those who receive benefit in many ways that are more important than money or gifts. for example, a soup kitchen provides essential food to people who may otherwise go hungry. the soup kitchen is extremely valuable for those struggling to get enough to eat. those serving learn about compassion and how others can improve life for all. millions of americans are making society better for themselves and for others. they are participating citizens in their community, raising up those who are less fortunate. in return, they become better people who can understand the perspectives and needs of others, which are invaluable and important qualities of good citizens. which sentence is a support detail for paragraph two?

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