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For the casual armchair fan to the fan who dreams of a front row seat at the games, The 100 Sporting Events You Must See Live provides invaluable information about tickets and travel as well as the parties and the pageantry for the top games across the sporting landscape. A detailed travel guide from Robert Tuchman, founder and president of the global leader in sports and entertainment promotion, TSE Sports & Entertainment, the book is replete with insider knowledge and expert advice. We are a list-obsessed people and sports-obsessed to boot, so this is a book that quenches our insatiable appetites for both. From the obvious to the obscure, Tuchman's list of must-see events is as thorough as it is controversial. What events made the top 100 and where did they rank? The book is sure to fire up sports fans everywhere. But more than a mere list, for each event the reader learns a detailed history of their favorite contests and all the background information to make a successful pilgrimage. Featuring also a list of honorable mentions that just missed the cut and a list of the top sports cities with arguments for what makes each city the perfect sports mecca, The 100 Sporting Events You Must See Live is a must for every sports fan's library.
The second statewide direct writing assessment was conducted for grade eight by the California Assessment Program (CAP) in the spring of 1988. Each student wrote an essay in response to 1 of 45 prompts (writing tasks) representing 6 types of writing: autobiographical incident, report of information, problem solution, evaluation, story, and firsthand biography. A total of 294,859 essays were scored at 6 regional scoring sites by 384 teachers; this number includes a 5% sample of papers that was double-scored for reliability studies. Approximately 96% of the students who took the essay test comprehended the writing tasks and responded to the topic. Scores were assigned for rhetorical effectiveness, special features (such as coherence or elaboration), and conventions. Results revealed that most students wrote adequate or marginally adequate essays (62%), some wrote exceptionally well (12%), and others wrote poorly (22%). Eighth graders were most competent at reporting information, less competent at writing autobiography and firsthand biography, and least able to write a story and to produce the two kinds of persuasive writing. Also, students exhibited better control of conventions than of rhetorical strategies. Overall, students' scores increased. Recommendations for school administrators, teachers, and parents are included. (KEH)