Wednesday, September 30, 2015

Prewriting and Organizing Classical Arguments

~How do you establish your position?
  • stake holders: Who is impacted by this question and why does it matter to them? What might they say?
  • Personal perspective
~How do you articulate and support a thesis?
  • Explain the conclusion of insight you have read. 
  • Identify the reasons why.  
~How do you identify supporting evidence or/and reasoning?
  • Anecdote/ case studies 
  • Current events 
  • History 
  • Groups?individual society 
  • Literature/film 
  • Hypothetical Examples
~How do you organize and draft the argument?
  • Identify and articulate: Claims, stake holders, evidence, contentions, and refutations 


Tuesday, September 29, 2015

Prompt for First Classical Argument

Consider the distinct perspectives expressed in the following statements. 

If you develop the absolute sense of certainty that powerful beliefs provide, then you can get yourself to accomplish virtually anything, including those things that other people are certain are impossible. 
--William Lyon Phelps, American educator, journalist, and professor (1865–1943) 

I think we ought always to entertain our opinions with some measure of doubt. I shouldn’t wish people dogmatically to believe any philosophy, not even mine. 
--Bertrand Russell, British author, mathematician, and philosopher (1872–1970) 

In a well-organized essay, take a position on the relationship between certainty and doubt. Support your argument with appropriate evidence and examples. 

Tuesday, September 22, 2015

Areas of Focus for Close Reading Assignment

Mastery of Concepts:
1. Identification of nonfiction element is inaccurate or needs clarification and development
2. Clarify connection between the text you identified and your characterization of the element
3. Explain relevance of this element to the meaning/message/purpose of the whole text.

Completion / Attention to Detail
1. All elements need full discussion and analysis.
2. Complete your ideas -- don't force the reader to make assumptions or draw conclusions about missing ideas /support
3. Make sure you are showing analysis and understanding of the author's writing choices; don't just summarize literal meaning.

Quality of Writing
1. Vague word choice can lead to lack of clarity or generalization. Please clarify description
2. Brevity of writing leaves ideas unclear or incomplete. Please develop detail and explanation
3. Use transition phrases to clarify relationships between ideas -- what are you referring to at each point in the response, and why is your comment relevant?

Daily Work Scoring Rubric


Insufficient 1
Developing 2
Proficient 3
Exemplary 4
Mastery of Skills
Student has not demonstrated the required knowledge and skills. Extensive practice or study needed for mastery
Student shows limited knowledge and skills; some elements require additional study or practice

Demonstrates required knowledge and skills with a considerable degree of effectiveness;  insight and application may be inconsistent
Demonstrates required knowledge and skills with a high degree of understanding, insight, and application
Completion/
Attention to Detail
Responses consistently show lack of detail and development; elements may be incomplete.
All elements of response are complete, but response frequently needs clarification and/or development
All elements of response are complete, but some elements of the response may be less full, detailed, or insightful
All elements of response show mastery of skills full development of ideas, and attention to detail
Quality of Writing
Use of incomplete sentences, brief phrases, or vague wording significantly hinder understanding of responses
Responses frequently include incomplete sentences or vague wording, but the writer manages to communicate  his/her meaning
Sentences are clear, but may occasionally show lapses in diction or awkward constructions. Writing doesn’t hinder ideas – but doesn’t actively support clarity
Consistent use of well developed sentences and accurate, effective word choice actively support the meaning of responses

Monday, September 21, 2015

Summative Assessment: Close Reading of Declaration

Part 1:
Identify and discuss several of the common traits of nonfiction writing.
Identify:
Purpose
Question at Issue
3 Others (including 1 of the argumentative appeals -- ethos, pathos, logos, or kairos)
For each
a. Provide a general characterization in your own words
b. Provide specific quoted text that supports your characterization
c. Explain how this evidence leads you to the conclusion you presented in a. What about the meaning and context of these words informs the reader?

Part 2:
In paragraph form, explain how the inclusion of your 3 nonfiction traits was used to support the purpose of the piece. As always, write in clear, well-developed sentences and explain your ideas as fully as possible.

Friday, September 18, 2015

Text for Sandel: Last Rights

Last rights
Michael J SandelThe New RepublicWashington: Apr 14, 1997.Vol.216, Iss. 15;  pg. 27, 1 pgs
The Supreme Court will soon decide whether terminally ill patients have a constitutional right to physician-assisted suicide. Most likely, the Court will say no. Almost every state prohibits suicide, and in oral arguments earlier this year the justices voiced doubts about striking down so many state laws on so wrenching a moral issue.

If the Court rules as expected, it will not simply be overruling the two federal courts that declared suicide a constitutional right. It will also be rejecting the advice of six distinguished moral philosophers who filed a friend of the court brief. The authors of the brief comprise the Dream Team of liberal political philosophy-Ronald Dworkin (Oxford and NYU), Thomas Nagel (NYU), Robert Nozick (Harvard), John Rawls (Harvard), Thomas Scanlon (Harvard) and Judith Jarvis Thomson (MIT) .

At the heart of the philosophers' argument is the attractive but mistaken principle that government should be neutral on controversial moral and religious questions. Since people disagree about what gives meaning and value to life, the philosophers argue, government should not impose through law any particular answer to such questions. Instead, it should respect a person's right to live (and die) according to his own convictions about what makes life worth living.

Mindful that judges are reluctant to venture onto morally contested terrain, the philosophers insist that the Court can affirm a right to assisted suicide without passing judgment on the moral status of suicide itself. "These cases do not invite or require the Court to make moral, ethical, or religious judgments about how people should approach or confront their death or about when it is ethically appropriate to hasten one's own death or to ask others for help in doing so," they write. Instead, say the philosophers, the Court should accord individuals the right to make these "grave judgments for themselves, free from the imposition of any religious or philosophical orthodoxy by court or legislature."

Despite their claim to neutrality, the philosophers' argument betrays a certain view of what makes life worth living. According to this view, the best way to live and die is to do so deliberately, autonomously, in a way that enables us to view our lives as our own creations. The best lives are led by those who see themselves not as participants in a drama larger than themselves but as authors of the drama itself. "Most of us see death ... as the final act of life's drama," the brief states, "and we want that last act to reflect our own convictions.... The philosophers speak for those who would end their lives upon concluding that living on "would disfigure rather than enhance the lives they had created." Citing the Court's language in a recent abortion case, Planned Parenthood v. Casey (1992), the philosophers stress the individual's right to make "choices central to personal dignity and autonomy." Such freedom includes nothing less than "the right to define one's own concept of existence, of meaning, of the universe, and of the mystery of human life."

The philosophers' emphasis on autonomy and choice implies that life is the possession of the person who lives it. This ethic is at odds with a wide range of moral outlooks that view life as a gift, of which we are custodians with certain duties. Such outlooks reject the idea that a person's life is open to unlimited use, even by the person whose life it is. Far from being neutral, the ethic of autonomy invoked in the brief departs from many religious traditions and also from the views of the founders of liberal political philosophy, John Locke and Immanuel Kant. Both Locke and Kant opposed a right to suicide, and both rejected the notion that our lives are possessions to dispose of as we please.

Locke, the philosopher of consent, argued for limited government on the grounds that certain rights are so profoundly ours that we cannot give them up, even by an act of consent. Since the right to life and liberty is unalienable, he maintained, we cannot sell ourselves into slavery or commit suicide: "No body can give more Power than he has himself; and he that cannot take away his own Life, cannot give another power over it."

For Kant, respect for autonomy entails duties to oneself as well as others, most notably the duty to treat humanity as an end in itself. This duty constrains the way a person can treat himself. According to Kant, murder is wrong because it uses the victim as a means rather than respects him as an end. But the same can be true of suicide. If a person "does away with himself in order to escape from a painful situation," Kant writes, "he is making use of a person merely as a means to maintain a tolerable state of affairs till the end of his life. But man is not a thing-not something to be used as a means: he must always in his actions be regarded as an end in himself." Kant concludes that a person has no more right to kill himself than to kill someone else.

The philosophers' brief assumes, contrary to Kant, that the value of a person's life is the value he or she attributes to it, provided the person is competent and fully informed. "When a competent person does want to die," the philosophers write, "it makes no sense to appeal to the patient's right not to be killed as a reason why an act designed to cause his death is impermissible." Kant would have disagreed. The fact that a person wants to die does not make it morally permissible to kill him, even if his desire is uncoerced and well-informed.

The philosophers might reply that permitting assisted suicide does no harm to those who find it morally objectionable; those who prefer to view their lives as episodes in a larger drama rather than as autonomous creations would remain free to do so.

But this reply overlooks the way that changes in law can bring changes in the way we understand ourselves. The philosophers rightly observe that existing laws against assisted suicide reflect and entrench certain views about what gives life meaning. But the same would be true were the Court to declare, in the name of autonomy, a right to assisted suicide. The new regime would not simply expand the range of options, but would encourage the tendency to view life less as a gift and more as a possession. It might heighten the prestige we accord autonomous, independent lives and depreciate the claims of those seen to be dependent. How this shift would affect policy toward the elderly, the disabled, the poor and the infirm, or reshape the attitudes of doctors toward their ailing patients or children toward their aging parents, remains to be seen.

To reject the autonomy argument is not necessarily to oppose assisted suicide in all cases. Even those who regard life as a sacred trust can admit that the claims of compassion may sometimes override the duty to preserve life. The challenge is to find a way to honor these claims that preserves the moral burden of hastening death, and that retains the reverence for life as something we cherish, not something we choose.

Text for Walzer: Feed the Face

Feed the face
Michael WalzerThe New RepublicWashington: Jun 9, 1997.Vol.216, Iss. 23;  pg. 29, 1 pgs
The debate over assisted suicide reached this page eight weeks ago, when Michael J. Sandel criticized the philosophers' brief, in which six leading liberal philosophers urged the Supreme Court to overturn state laws prohibiting doctors (or anyone else) from helping terminally ill patients kill themselves. Suicide, the philosophers said, is a "liberty right," and assistance is morally legitimate and should be legally permitted whenever it is requested by competent persons exercising that right. Our lives are our own, and we can choose and arrange our own deaths. Sandel, however, pointed out that there is another understanding of human life, which denies the individual's absolute ownership and asserts instead a larger, divine or communal, interest: we are not the sole authors of our life drama. He urged the Court not to be too quick to choose between these radically different understandings.

I am not going to choose between them either: they are each partly right. But, even if the philosophers have the better case, there are still very strong arguments against the legalization of assisted suicide in this country, here and now. These have to do with another right that men and women hold: not to be killed, or pressed to kill themselves, or quietly hustled off in any way before their time. The relevance of this right, given the radical inequities of health care in the United States, is forcefully argued in a book-length report published by the New York State Task Force on Life and the Law, When Death Is Sought. Consider some of its arguments.

Advocates of assisted suicide recognize that legalization would require a regime of restraint and precaution. No assistance without second opinions, psychiatric consultations, strenuous efforts to relieve the pain and provision of hospice services: that is the maximal program, and all of it is morally necessary.

Only after everything else has been tried, and the patient's intentions repeatedly queried, could the lethal pill or injection be allowed. But who would pay for all these services? And how is it possible, without a national health care system, to guarantee that they will in fact be provided for all patients, rich or poor, young or old, majority or minority, with familial support or isolated and alone?

The philosophers' brief argues that if suicide is a right, then the state is obligated to protect its exercise-and thus ensure the necessary safeguards. And the philosophers seem to assume that, once the Court recognizes this right, the legislative and executive branches of government will see to it that what is necessary in principle is provided in practice. They write as if philosophical argument and judicial decision can generate an equality of treatment that doesn't exist and has never existed in American medicine.

Of course, it's not out of the question that state governments or the federal government would require expensive consultations and therapies for patients who threaten to kill themselves. As in the case of hospitalization after childbirth, governments might step in to mandate the extra care, and also to force insurance companies to pay for it-especially if there were highly publicized stories about people dispatched in a hurry, without the consultations and therapies. But this seems a terribly uncertain way of forcing health care provision, and the victory, if it were won, would benefit only an oddly restricted group. Terminally ill patients who don't threaten to kill themselves, because they have moral or religious objections to suicide, would not benefit at all. Still, why not allow assisted suicide, and try to guarantee the necessary safeguards, for those without objections? The point of the safeguards, after all, is not to provide suicidal patients with free care but only to make sure that they really want to die.

But the question of how many people really want to die doesn't depend only on the treatment provided to those who announce that they want to die. As the Task Force report argues, the number of people who consider suicide, and the number who choose suicide, is largely determined by the quality of care provided to the whole cohort of very sick people, before the thoughts occur and the choices are made. And the quality of care actually provided right now to poor people (many of them members of minority groups) ought to worry the defenders of assisted suicide. There probably are a lot more suffering and suicidal people in this country than they imagine, and it isn't likely that all or even most of them would suddenly receive, after a Court decision, the care they require.

According to the Task Force report, "advances in pain control have rendered cases of intolerable and untreatable pain extremely rare." But cases of untreated pain are not rare at all, and statistical studies of the available data on who gets palliative care are depressingly familiar. Patients at clinics and hospitals that serve minority populations, for example, are three times more likely to receive inadequate pain relief than those treated elsewhere. I suspect that a study of hospice care would show even greater disparities. There are problems for the middle class also: many insurance policies don't cover expensive forms of pain relief (while some cover only the most expensive technological interventions but not more ordinary medication). And, then again, there are millions of Americans with no insurance at all, and this number seems to be growing.

Ironically, the chief problem with assisted suicide may not be moral or legal so much as financial: it is just too cheap relative to the available medical alternatives. And, in a world of market medicine and tightening government budgets, cheap is all too likely to mean attractive. Once again, the money needed to care for those who threaten suicide, and even for all terminally ill men and women, including the very old and very poor, might be forthcoming. The equal protection clause would seem to require it, and our collective uneasiness with suicide might help to loosen the national purse strings. But I doubt it.

The vulnerable population is just too large for this particular social experiment. I don't mean that people would be assisted against their will (though there would probably be cases like that), but rather that the suffering that leads them to seek assistance in dying will often be avoidable suffering, and that it will be distributed, as it is now, in morally unacceptable ways.


Reading the arguments about assisted suicide reminded me of a line from Bertolt Brecht's The Three-Penny Opera: "First feed the face, and then talk right and wrong." As a general rule, that statement is itself wrong, of course, but it can sometimes serve as a salutary warning. First, provide decent health care for the living; then, we can have a proper debate about the moral problems of death and dying.

Thursday, September 17, 2015

Discussion and Concepts for "A Crime of Compassion" Per. 6

ACOC
QaI
Mankind does not have the right to die
 “meddling in God’s work was our duty” -- Should we be?
Why is mankind so afraid of death?
Should doctors be able to “force life on a suffering man?”
Purpose
Feel like letting the person die was the right thing to do…in this kind of specific circumstance
Comment on Mankind’s tendency to hold on to moral absolutes when discussing obscure / complicated / ambiguous
Defend herself from accusations – and reassure herself that what she did was right
Scope
Leaves out the reactions of the other medics and family members to her actions
*Mentions – if a doctor had written a no code order, would he have felt any less guilty?”
You see one family member action – begging for the doctors to stop the code
Includes religious references “illustion of salvation through science” “meddling with God’s work” “Spiritual judge”
Evidence
“resuscitated him 52 times in one month”
Mac – quotes him begging for mercy and asking to “let me go” – addresses the question of being a “murderer” and indicates that it was with consent
Timeline – within 6 mo. He is ready to die
Juxtaposition of descriptions of Mac before and after the cancer treatment
Concepts
Judging the meaning of quality of life,
Death is necessary
Humans have assumed the role of God
Implications
“life” implies that there is a different meaning of life than the literal definition
“60 pound skeleton” uses imagery / metaphor to imply that he is already really dead”
Inferences
“When he was still lucid enough” Implies that Mac will never get better, and that this opinion wouldn’t change later, even though he loses the ability to communicate with this level of clarity.
Assumptions
Uses examples of what the patient was going through – assumes audience will feel pity for him, and less antagonistic towards her

POV
Written from the perspective of a medic – experiences with PAS and the choices involved, more real to her – actual experiences instead of an intellectual exercise
*Possibly biased on the issue due to personal relationship



EXTENDED RESPONSE:
EVALUATE: Compare the writing style / rhetorical elements of this piece with one of the others, commenting on what makes this article a more or less effective way of addressing the issue.
*keep in mind that the different authors have different purposes.
*write in complete paragraphs, and support your characterizations with specific (quoted) evidence from the passages.




Discussion and Concepts for A Crime of Compassion: Per. 2

ACOC
QaI
Dealt with the morality of preserving human life
Personal impact of the current legal situation
The fact that we don’t have the right to die – and the implications of this
Dealt with the concepts of justice and propriety – and who can determine this
Scope
Juxtaposes Para 5,6 the description of Mac before and after – with vivid description to show the changes that had happened
Deals with personal experience, not economics or philosophy – deals with the impact on an individual
Entire piece seems to focus on anecdotes – lots of information, but not much analysis
Evidence
Seems to contradict claims/evidence from Walzer article re. pain treatment
Anecdotes – one series of personal events
Concepts
Human ability to play God – the decision to live or die – and just what “playing God” means.
Who makes the decisions about end of life?
How to define “quality of life”
Implications
That the government should permit people to choose end-of-life care
That medics might be forced into – or willingly do –
something wrong
Inferences
POV
Someone in the health care field
Religious person, someone who is close to the patient in question (personal relationship)
*Call into question the credibility of people who have not personally dealt with this situation
Assumptions
That the audience shares her beliefs regarding the response to pain and what to do in this situation
Audience is religious (?)
Purpose
Provide a point of view that uses emotions to justify.
Make reader reconsider how they view PAS
“Until there is legislation, it is illegal to help a patient die” – to push for this legislation?
Make the audience feel pity for patients in this position – and for the health care workers who are legally prevented from taking this action

EXTENDED RESPONSE:
EVALUATE: Compare the writing style / rhetorical elements of this piece with one of the others, commenting on what makes this article a more or less effective way of addressing the issue.
*keep in mind that the different authors have different purposes.
*write in complete paragraphs, and support your characterizations with specific (quoted) evidence from the passages.




Wednesday, September 16, 2015

Creating and Using Your Turnitin Account


Most of our word-processed assignments will be submitted to turnitin, a portfolio-building, grading, peer-editing, and plagiarism-checking resource available to our school. Turnitin also prevents problems with printing, computer malfunction, and confusion about deadlines.

Part One: Creating an Account

1. Go to the turnitin website. You may use the link on my homepage, the link on this blog's front page, this link right HERE, or simply type turnitin.com into your navigation bar.

2. Click "Create Account"

3. If you already have a turnitin account (from Ms Hummel's class, for example), enter your email address and password and log into your account. You will need to add this class using the information in step #5

4. If you do not have an account, look under the "Create a New Account" heading and click on the "Student" link.

5. Enter the required information into the text fields.
The class ID for AP Comp Period 2 is 10627874 and your password is wolfpack2
The class ID for AP Comp Period 6 is 10627891 and your password is wolfpack6


PLEASE make your turnitin password the same as the password for your skyward login or your email login. Later, you should send yourself an email with your login information.

Part Two: Submitting an Assignment

1. You should see the class title on your home page under the heading AG West Black Hills High School. Click on the name of the course to see assignments and other information for the course.

2. Find the appropriate assignment in the assignment inbox. If the assignment is open for submission of papers, the "SUBMIT" button will be blue. To submit your paper click "SUBMIT".

3. You will now see box that says "Submit Paper: by File Upload (Step 1 of 3)
a. You want to leave the first box set on "Single File Upload"
b. Leave your name alone.
c. Enter the title of your paper into the "Submission title" box
d. Click the "Choose File" button. Use the dialog box that shows up to find the file on your computer
e. Click on the file and then click the "Open" box. It also works to double click the file.
f. You should then be returned to the paper submission dialogue box. Click "Upload".

3. After a few seconds, you will see a preview of your paper -- check and make sure it's the right one, and that it's all there. If everything's OK, click "Submit".

4. After a few more seconds, you should see a confirmation of receipt of your paper. it will have an ID number for the document, title, name, and the first page of the paper. This digital receipt will be emailed to the address you provided when you signed up for the account.

We will be truing this out on the first day we use computers, so we will have an opportunity to check for any problems.

Good luck!

Tuesday, September 15, 2015

Peer Editing: Sandel and Walzer


1.     The response should provide a coherent discussion of the topic, purpose, and content of the piece.
a.      In what ways is this effectively done? Provide specific examples and explain
b.     In what ways should this be improved? Provide examples and provide specific suggestions
2.     The characterization of the question at issue and author’s purpose needs to be clear, accurate, and well-developed
a.      What accurate, reasonable ideas are presented ? Provide specific examples and explain
b.     Identify something that may be inaccurate, vague, or limited and provide a specific suggestion. If not – how could these ideas supplement or support yours?
3.     The description of the supporting strategies used by the author needs to be specific, supported with evidence, and clearly tied to the subject or purpose of the piece.
a.      Find an example of one of these things being done well.  Explain why it is effective
b.     Find a place where this could be developed, clarified, or improved. Provide a specific suggestion
 

Friday, September 11, 2015

Sandel / Walzer Writing Assignment

We will be using out class discussion and notes from today to complete a writing task for the Sandel OR Walzer column.

The purpose of this piece is to clearly, coherently describe the topic, purpose, and style of the author's writing. Use your annotations from Friday to write an extended response (a couple of paragraphs)


Explain the specific aspect of the issue the author is discussing and describe what the author seeks to accomplish

Identify TWO of the elements of writing we discussed and explain where the author uses these elements and how they clarify the topic or support the purpose. Possible elements for discussion include
the SCOPE of the discussion
concrete EVIDENCE used to support claims
abstract CONCEPTS raised to support the argument
ASSUMPTIONS made by the author about the topic or audience
INFERENCES you can make about unspoken claims or ideas
IMPLICATIONS of the author's claims or reasoning
the POINT OF VIEW from which the author addresses the issue.

Sandel / Walzer Annotation Assignment

Read the two columns. then, use the space provided in the margins or your own paper to identify each of the elements or nonfiction writing we have discussed: 
Question at Issue
Purpose
Scope
Evidence
Concepts
Assumptions
Inferences
Implications / Consequences
Point Of View

You need to find one example or make one characterization OF EACH for EACH of the two articles. When you identify the elements,
a. identify the passage you are referring to & what it is about the passage that leads you to your characterization
b. explain how this supports the author's message.


Thursday, September 10, 2015

Intro to Close Reading Vocab


Purpose: What does the author hope to accomplish with this rhetoric? This is NOT necessarily the topic or the thesis of the piece.


Scope: What does the author choose to include or exclude from the discussion? What issues are fully addressed, and which are neglected?


Question at Issue: The specific aspect of the issue currently under consideration.


Evidence: Concrete facts, statistics, examples, and comparisons that show why a claim should be believed.


Concepts: Abstract ideas used to describe, clarify, or support a position on the question at issue


Inferences:Judgments based on reasoning rather than on a direct or explicit statement; understanding gained by "reading between the lines."


Assumptions: Beliefs held by the author about the subject or the audience of the piece


Implications: Possible consequences or outcomes resulting from the ideas, attitudes, or actions raised by the writing


Point of View: The perspective or frame of reference held by the author of the piece


Audience: the intended reader or listener for the piece. There may be BOTH a primary and one or more secondary audiences for the piece


Primary Audience: the people most likely to immediately hear the speech or read the text firsthand


Secondary Audience: Others who are intended to read or hear the remarks and be persuaded.


Argument To Dominate: Arguing to win agreement with your point at the cost of another


Argument To Assert: Arguing to present a possible solution, approach, or answer to a question


Argument To Negotiate: Presentation of ideas in order to reach a solution by consensus


Argument To Inquire: Presenting the process of discovery that leads to a conclusion


Biased Audience: Those who have formed tightly held opinions


Opinionated Audience: Those who have formed opinions, but realize that another view may be valid


Uninformed Audience: Those who have not formed opinions, but are interested in learning


Disengaged Audience: Those who have not formed opinions because they are uninterested in the issue


Didactic: Writing intended to teach or inform


Aesthetic: Writing concerned with sensory or emotional expression


Rhetorical: Writing intended to express opinions and/or convince the audience that the writer is believable


Rhetorical analysis: The focused study of strategies and techniques used by an author to convince the audience


Subject: The general topic addressed by the piece

Ethos: Appeals to an audience's sense of morality/trust; Achieved by projecting an image of credibility which supports the speaker's position


Pathos: Appeals to an audience's emotions


Logos: Appealing to reason; achieved by supporting claims with credible evidence clearly relevant to the claims being made


Kairos: Appealing the the specific occasion or circumstances of the discussion; crafting the argument to seize the conditions, or attitudes of the moment

Paul's Wheel -- Critical Thinking and Close Reading Strategies


Wednesday, September 9, 2015

Gmail Account Login Instructions

Go to internet explorer (or whatever browser your home computer runs).

Go to the google home page:  http://www.google.com

Click on the "Sign In" text at the top right of the page.

You google account ID is:

firstname.lastname.year of graduation@stu.tumwater.k12.wa.us  For example, aaron.street.89@stu.tumwater.k12.wa.us.

Your initial passowrd will be "googleapps". Please change this as soon as you log on.