Академический Документы
Профессиональный Документы
Культура Документы
by Maricarmen Zambrano
FILE
FINAL_ENGLISH_PAPER_.DOCX (119.14K)
T IME SUBMIT T ED
18-NOV-2015 11:49PM
WORD COUNT
1862
SUBMISSION ID
602862677
CHARACT ER COUNT
8895
unclear
sentence
keep
working to
be concise
using the
strategies
we learned
in class.
wait, when
did you
switch to a
fence on
land?
Ask yourself
what this P is
contributing to
your argument?
I'm not sure.
English Paper!
GRADEMARK REPORT
FINAL GRADE
GENERAL COMMENTS
Instructor
You are receiving a zero on this paper, as too much
of it is plagiarized. You can use T urn it in to see
which parts are copied without quotation marks. I'll
leave comments so you can revise f or your
portf olio.
/100
PAGE 1
QM
Concise
Practice our sentence revision techniques here and throughout your report (e.g., reduce
prepositional phrases, use vigorous verbs, etc.).
QM
Run-on
Run-on sentence:
T he sentence contains two or more independent clauses. Separate the clauses with a period or
semicolon.
Text Comment.
unclear sentence
Text Comment.
PAGE 2
QM
Thesis
T hesis needs work:
T he thesis is the central idea of your paper around which all your evidence and claims are
organized. Every single paragraph should be dedicated in a clear way to proving your thesis. In
your essay, the thesis should be stated as quickly and as clearly as possible. In f act, many
teachers will expect your thesis statement to appear in the last sentence of your essay's f irst
paragraph. A vivid thesis statement will announce the steps of its argument, not just provide a
f lat statement of the essay's ultimate goal. T hink of the thesis as a roadmap that gives
directions to your reader rather than as a picture of your f inal destination.
Text Comment.
Text Comment.
Text Comment.
Text Comment.
Text Comment.
Text Comment.
PAGE 3
PAGE 4
strengthen.
QM
Repetitive
See if you can combine and condense these sentences or ideas, as they are repetitive or
redundant.
PAGE 5
Text Comment.
Ask yourself what this P is contributing to your argument? I'm not sure.
PAGE 6
QM
74 / 9 5
75 / 95
Shows some attention to audience's needs, sometimes def ining necessary terms and
ideas and using audience-appropriate language. Purpose (to argue a position
persuasively) may be unclear at times, and it may not be achieved convincingly.
PROFICIENT
(85)
Usually shows attention to audience's needs, def ining necessary terms and ideas
and using audience-appropriate language. Purpose may be implied, but it's clear and
achieved.
ADVANCED
(95)
Shows sophisticated attention to audience's needs, def ining necessary terms and
ideas and using audience-appropriate language. Purpose (to argue a position
persuasively) is clear and achieved with style.
65 / 95
Find, evaluate, select, synthesize, organize, ethically cite, and present inf ormation f rom a variety of
sources appropriate to their disciplines.
ABSENT OR BELOW Omits or uses discipline-appropriate in-text and end-of -text citations and quotation
BASIC
marks incorrectly. Drops quotations and ideas into text without introducing source.
(65)
Frequently uses irrelevant or unpersuasive sources or relies exclusively on one
source.
DEVELOPING
(75)
PROFICIENT
(85)
Correctly uses discipline-appropriate in-text and end-of -text citations and quotation
marks. Usually introduces each source f ully (as necessary and discipline-appropriate)
reader knows who did the research or communicating, f or whom, and why. Use of
sources is usually diverse and relevant.
ADVANCED
(95)
Correctly uses discipline-appropriate in-text and end-of -text citations and quotation
marks. Introduces each source f ully (as necessary and discipline-appropriate)
reader knows who did the research or communicating, f or whom, and why. Use of
sources is always diverse and relevant.
PERSUASION (30%)
75 / 95
Compare, evaluate, synthesize, and communicate caref ully, objectively, and persuasively the relative merits
of alternative or opposing arguments, assumptions, and cultural values. Integrate this evaluative work into
a persuasive argument.
ABSENT OR BELOW Fails to support claims with relevant reasoning and/or specif ic evidence. Objectivity,
BASIC
balance, and a controlling idea may be lacking.
(65)
DEVELOPING
(75)
Attempts to support claims with reasoning and evidence, but specif icity and/or
objectivity may be lacking. A controlling idea may be missing or implied. Objectivity and
balance may be weak or f lawed.
PROFICIENT
(85)
Usually supports the controlling idea and paragraph claims with relevant, thorough,
and insightf ul reasoning and specif ic evidence. Usually maintains objectivity and
balance in argumentation.
ADVANCED
(95)
Supports the controlling idea and paragraph claims with relevant, thorough, and
insightf ul reasoning and specif ic evidence. Maintains objectivity and balance in
argumentation.
75 / 95
Organize, f ocus, and communicate ones thoughts clearly and ef f ectively to address a rhetorical situation.
ABSENT OR BELOW Organizational devices (controlling idea, headings, subheadings, topic sentences,
BASIC
transitions) may be absent, unrelated to the prompt, or illogically connected. Ps
(65)
contain multiple topics or are disorganized.
DEVELOPING
(75)
PROFICIENT
(85)
ADVANCED
(95)
75 / 95
Recognize, evaluate, and employ the f eatures and contexts of language and design that express and
inf luence meaning and that demonstrate sensitivity to gender and cultural dif f erences.
ABSENT OR BELOW Spelling, syntax, diction, or punctuation errors impede readability. Lanuage may ref lect
BASIC
a gender or cultural bias. Design may be unconventional and inef f ective.
(65)
DEVELOPING
(75)
PROFICIENT
(85)
Spelling, syntax, diction, or punctuation errors are f ew and do not distract f rom
meaning. Lanuage respects gender and cultural dif f erences. Design is conventional
and ef f ective.
ADVANCED
(95)