Omnivore's Dilemma Book

Review
by Maureen Kelley

FILE

OMNOM_BOOK_REVIEW.DOCX (681.93K)

T IME SUBMIT T ED

14-MAR-2016 11:50PM

WORD COUNT

1302

SUBMISSION ID

645588357

CHARACT ER COUNT

6741

define/explain

italicize
from a X perspective?

OM
G-anecdote

about

Gre
at
intr
odu
should mention your criteria here or at the start of relevant ctio
paragraphs?
n!
Jus
t
sm

need a caption--what is this, and why should we care?

great counterargument!

I or we?

as "organic."

great style
risk taking-sounds
great.

oooooo, extend caption--what is this place called?

of what?

and in human food choices, no? He makes clear that

there isn't enough land to grow enough grass to support
enough livestock to support our current middle-class
meat-eating habits. He says we'd need to reduce (not
eliminate) the meat and animal products in our diet, I
think?

indeed. you might want to add that he SAVES money on

seed, fertilizer, etc.

did he talk about "Ag-gag" laws? this

would give you evidence for this last
claim.

Oh no, you've
veered into
summary and
persuasion
here, and
away from
"evaluation."
Your thesis

Omnivore's Dilemma Book Review

GRADEMARK REPORT
FINAL GRADE

GENERAL COMMENTS

81

Instructor

/100

PAGE 1

QM

citation add
You need a citation here.

Text Comment.

def ine/explain

Text Comment.

italicize

Text Comment.

f rom a X perspective?

Text Comment.

OMG--Great introduction! Just smooth out the beginning!

Text Comment.

anecdote

Text Comment.

about

Text Comment.

should mention your criteria here or at the start of relevant paragraphs?

PAGE 2

QM

Audience's needs
Always consider the education and experience of your readers when you write. If you are writing
to general audience, you will need to def ine scientif ic words or terms and concepts that are
specif ic to your f ield. Likewise, you will need to explain any background to which you ref er. On
the other hand, a specialized audience may f ind such def initions and explanations unnecessary.

Text Comment.

need a caption--what is this, and why should we care?

Text Comment.

great counterargument!

Text Comment.

I or we?

Text Comment.

as "organic."

Text Comment.

great style risk taking--sounds great.

Text Comment.

oooooo, extend caption--what is this place called?

Text Comment.

of what?

PAGE 3

PAGE 4

Text Comment.

and in human f ood choices, no? He makes clear that there isn't enough
land to grow enough grass to support enough livestock to support our current middle-class
meat-eating habits. He says we'd need to reduce (not eliminate) the meat and animal products in
our diet, I think?
QM

example--good
T his is a great example of what you're trying to illustrate.

PAGE 5

Text Comment.

indeed. you might want to add that he SAVES money on seed, f ertilizer,

etc.

Text Comment.

did he talk about "Ag-gag" laws? this would give you evidence f or this last

claim.

Text Comment.

Oh no, you've veered into summary and persuasion here, and away f rom
"evaluation." Your thesis made me think that your criteria were credibility, scope, and style, but
you don't say much about the f irst or the last. If you revise this, be sure to organize your paper
around proving the book satisf ies your criteria.
PAGE 6

QM

apa mla ref list

Use Purdue OWL to discover the proper content and f ormatting of these entries.

RUBRIC: 36 3 BOOK REVIEW RUBRIC

8 0 .50 / 10 0

RHET ORIC (5%)

85 / 100

Write f ormally and inf ormally, in-class and out-of -class, f or a variety of audiences and purposes.
ABSENT OR BELOW Audience's needs are of ten not recognized: terms and ideas need explanation and
BASIC
language needs adjustment f or the audience. Purpose (to evaluate a book) isn't clear
(60)
or achieved.
DEVELOPING
(70)

Shows some attention to audience's needs, sometimes def ining necessary terms and
ideas and using audience-appropriate language. Purpose (to evaluate a book) may be
unclear at times, and it may not be achieved convincingly.

PROFICIENT
(85)

Shows attention to audience's needs, def ining necessary terms and ideas and using
audience-appropriate language. Purpose (to evaluate a book) may be implied, but it's
clear and achieved.

ADVANCED
(100)

Shows sophisticated attention to audience's needs, def ining necessary terms and
ideas and using audience-appropriate language. Purpose (to evaluate a book) is clear
and achieved with style.

CIT AT IONS (5%)

85 / 100

Using the appropriate majors customary citation style, ethically cite and communicate inf ormation f rom a
variety of discipline-appropriate sources.
ABSENT OR BELOW Audience's needs are of ten not recognized: terms and ideas need explanation and
BASIC
language needs adjustment f or the audience. Purpose (to evaluate a book) isn't clear
(60)
or achieved.
DEVELOPING
(70)

A f ew errors in MLA- or APA-style parenthetical citations, quotation marks, and works

cited list. Sometimes introduces sources in the text (MLA only). May cite superf icially
f rom sources. May be over-reliant on a single source.

PROFICIENT
(85)

Correctly uses MLA- or APA-style parenthetical citations, quotation marks, and works
cited list. May have 1-2 citation errors. Usually introduces sources in the text (MLA
only). Cites f rom a variety of discipline-appropriate sources.

ADVANCED
(100)

Consistently and correctly uses quotation marks and MLA- or APA-style in-text
(parenthetical) and end-of -text (ref erence list) citations f or all sources, whether
quoted directly or paraphrased. Always introduces sources in the text (MLA only).
Cites f rom a variety of discipline-appropriate sources. Never over-reliant on a single
source.

PERSUASION (35%)

85 / 100

Compare, evaluate, synthesize, and communicate caref ully, objectively, and persuasively the relative merits
of alternative or opposing arguments, assumptions, and cultural values.
ABSENT OR BELOW Fails to support claims with specif ic evidence. Objectivity and a controlling idea may
BASIC
be lacking.
(60)

DEVELOPING
(70)

Attempts to support claims with evidence, but specif icity and/or objectivity may be
lacking. A controlling idea may be missing or implied.

PROFICIENT
(85)

Usually supports the controlling idea and paragraph claims with relevant, thorough,
and specif ic evidence. Usually maintains objectivity.

ADVANCED
(100)

Supports a clear controlling idea and paragraph claims with relevant, thorough, and
specif ic evidence. Maintains objectivity.

ORGANIZ AT ION (35%)

70 / 100

Organize, f ocus, and communicate ones thoughts clearly and ef f ectively to address a rhetorical situation.
ABSENT OR BELOW Organizational devices (controlling idea/thesis, headings, subheadings, topic
BASIC
sentences, transitions) may be absent, unrelated to the prompt, or illogically
(60)
connected. Criteria may be absent. Ps contain multiple topics or are disorganized.
DEVELOPING
(70)

Organizational devices (controlling idea or thesis, headings, subheadings, topic

sentences, transitions) f it the prompt, but may be vague, too broad, or inconsistenly
or illogically linked. Criteria may be vague, too broad, or too narrow. Ps may not be
unif ied.

PROFICIENT
(85)

Clear organizational devices (thesis or controlling idea, topic sentences, headings,

transitions) f it the prompt and tie ideas and topics together logically. T wo to three
relevant criteria are clearly articulated and organize the text. Paragraphs are usually
unif ied.

ADVANCED
(100)

Clear, specif ic organizational devices (thesis or controlling idea, topic sentences,

headings, transitions) f it the prompt and tie ideas and topics together logically and
seamlessly. T wo to three salient criteria are clearly articulated and organize the text.
Paragraphs are unif ied.

LANG & DESIGN (15%)

85 / 100

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. Language may
BASIC
ref lect a gender or cultural bias. Design does not conf orm to the chosen publication,
(60)
or a publication may not be specif ied. T he design may be inef f ective.
DEVELOPING
(70)

Spelling, syntax, diction, or punctuation errors of ten impede readability or otherwise

distract f rom meaning. Language may occasionally suggest a gender or cultural bias.
Design may not conf orm to the chosen publication or may be inef f ective.

PROFICIENT
(85)

Spelling, syntax, diction, or punctuation errors are f ew and do not distract f rom
meaning. Language respects gender and cultural dif f erences. Design conf orms to the
chosen publication and is ef f ective.

ADVANCED
(100)

Outstanding control of language, including ef f ective diction and sentence variety.

Language respects gender and cultural dif f erences. Design conf orms to the chosen

publication and is ef f ective.

COLLABORAT ION (5%)

100 / 100

Improve ones own and others writing skills through the assessment and critique of written works.
ABSENT OR BELOW No ef f ort appears to have been made to unif y the review's style and substance. It
BASIC
looks like multiple writers pasted their work together.
(60)
DEVELOPING
(70)

Some ef f ort to unif y the review's style and substance is evident, although it is clear
that multiple people composed it.

PROFICIENT
(85)

Review's style and substance are usually unif ied. It usually appears as though one
writer composed it.

ADVANCED
(100)

Review's style and substance are unif ied. It appears as though one writer composed
it.