How do these excerpts work together to develop a central idea?
Read the excerpt from "Remembering to Never Forget:
Dominican Republic's 'Parsley Massacre" by Mark
Memmott.
Passage A:
This week, people from around the world are expected to
gather in the Dominican Republic for a "Border of Lights"
commemoration that aims to "honor a tragedy long
forgotten, and unknown to many people."
Passage B:
Trujillo, as the Border of Lights website explains, fed and
nurtured anti-Haitian sentiment and created an
atmosphere that still excludes ethnic Haitians from
becoming part of "the Dominican melting pot."
The method his soldiers used in 1937 to try to identify
those who would be killed was cruelly unique. When
confronting someone in the lands along the border with
O Memmott uses a specific example to describe
Trujillo's cruelty.
Memmott argues that all memories should be
commemorated.
O Memmott explains that the Border of Lights
commemoration is an adequate way of honoring
victims.
O Memmott explains that the tragedy is not well known
today and then shows why it is worth remembering.

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