Rehabilitation

by Sopaul Ung

Submission date: 24-Sep-2018 10:01PM (UT C-0700)

Submission ID: 1007944124
File name: Rehabilitation.docx
Word count: 1342
Character count: 7982
 Two Successes: Good choice of organizational pattern. Some good details explain what
each of these workers do to help people--good. Two Challenges: Keep working to
identify and fix sentences that don't communicate their meaning clearly. Reading aloud
sometimes helps. Choose and use a single citation style.

act is too broad, can you be more specific?

that

||

Try, "However a victim of a life changing experience may have lost bodily functions ..."

be

great sentence!

delet e

Try "rehab is a practice that aids those in need..."

 good

use a consistent citation style (APA or number system, not

both).
sounds like there's a psychological component, too?

Frag.

Repet it ive

rehabilitation

what does this mean?

I thought chemotherapy is cancer treatment. Isn't cancer rehab
the work you do after chemotherapy?
Rehabilitation
GRADEMARK REPORT

FINAL GRADE GENERAL COMMENTS

Instructor

85
PAGE 1
/100

Text Comment. T wo Successes: Good choice of organizational pattern. Some good

details explain what each of these workers do to help people--good. T wo Challenges: Keep
working to identif y and f ix sentences that don't communicate their meaning clearly. Reading
aloud sometimes helps. Choose and use a single citation style.

Text Comment. act is too broad, can you be more specif ic?

Text Comment. that

QM ||
Problem in Parallel Form:
Coordinate ideas should be expressed in parallel f orm. All expressions that are similar in
content and f unction should be expressed similarly.

Text Comment. T ry, "However a victim of a lif e changing experience may have lost bodily
f unctions ..."

Text Comment. be

Text Comment. great sentence!

QM delete
some words or phrases here are unnecessary; they may even cloud your meaing.

Text Comment. T ry "rehab is a practice that aids those in need..."

PAGE 2

Text Comment. good

Text Comment. use a consistent citation style (APA or number system, not both).

PAGE 3

Text Comment. sounds like there's a psychological component, too?

QM Frag.
Fragment:
A sentence f ragment is a phrase or clause that is in some way incomplete. Such f ragments
become problematic when they attempt to stand alone as a complete sentence. T he most
common version of this mistake occurs when a writer mistakes a gerund (a verb that acts like a
noun) f or a main verb, as in the f ollowing sentence: "In bed reading Shakespeare f rom dusk to
dawn."

QM Repetitive
See if you can combine and condense these sentences or ideas, as they are repetitive or
redundant.

Text Comment. rehabilitation

Text Comment. what does this mean?

PAGE 4

PAGE 5

Text Comment. I thought chemotherapy is cancer treatment. Isn't cancer rehab the work
you do af ter chemotherapy?

PAGE 6

PAGE 7
RUBRIC: 30 1 DEFINITION RUBRIC

RHET . FOCUS Advanced

SLO #1: 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 def ine or term or
concept)isn't clear or achieved.

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

PROFICIENT Shows attention to audience's needs, def ining necessary terms and ideas and using
audience-appropriate language. Purpose (to def ine or term or concept) may be
implied, but it's clear and achieved.

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

ET HIC RESRCH Developing

SLO #2: Using the appropriate major’s customary citation style, ethically cite and communicate inf ormation
f rom a variety of discipline-appropriate sources.

ABSENT OR BELOW Omits or uses incorrectly quotation marks and/or MLA-, APA-, or Wikipedia-style
BASIC (number system) parenthetical citations and works cited list. Many citation errors.
Does not cite f rom a variety of discipline-appropriate sources. May be over-reliant on
a single source.

DEVELOPING A f ew errors in quotation marks, MLA-, APA-, or Wikipedia-style (number system)

parenthetical citations and works cited list. May cite superf icially f rom sources. May
be over-reliant on a single source.

PROFICIENT Correctly uses quotation marks and MLA-, APA-, or Wikipedia-style (number system)
parenthetical citations and works cited list. May have 1-2 citation errors. Cites f rom a
variety of discipline-appropriate sources.

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

PERS/SUPPORT Prof icient

SLO #3: 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 explanations, examples, etc.. Objectivity may be
BASIC lacking.
DEVELOPING Attempts to support claims with explanations, examples, etc., but specif icity and/or
objectivity may be lacking.

PROFICIENT Usually supports the def inition's claims with relevant, thorough, and specif ic
explanations, examples, etc.. Usually maintains objectivity.

ADVANCED Supports the def inition's claims with relevant, thorough, and specif ic explanations,
examples, etc.. Maintains objectivity.

ORGANIZ AT ION Advanced

SLO #4: Organize, f ocus, and communicate one’s thoughts clearly and ef f ectively to address a rhetorical
situation.

ABSENT OR BELOW Organizational devices (one-sentence def inition; introduction; logical partitioning;
BASIC topic sentences, headings, transitions) may be absent, unrelated to the prompt, or
illogically connected. Ps contain multiple topics or are disorganized.

DEVELOPING Organizational devices (one-sentence def inition; introduction; logical partitioning;

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

PROFICIENT Clear organizational devices (one-sentence def inition; introduction; logical

partitioning; topic sentences, headings, transitions) f it the prompt and tie ideas and
topics together adequately. Ps are usually unif ied.

ADVANCED Clear, specif ic organizational devices (one-sentence def inition; introduction; logical
partitioning; topic sentences, headings, transitions) f it the prompt and tie ideas and
topics together logically and seamlessly. Paragraphs are unif ied.

LANG & DESIGN Developing

SLO # 5: 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 or be too high or too low. Design may be
unconventional and inef f ective.

DEVELOPING Spelling, syntax, diction, or punctuation errors of ten impede readability or otherwise
distract f rom meaning. Style may be either too high or too low. Language may
occasionally suggest a gender or cultural bias. Design may be inconventional or
inef f ective.

PROFICIENT Spelling, syntax, diction, or punctuation errors are f ew and do not distract f rom
meaning. Middle-level-style. Language respects gender and cultural dif f erences.
Design is conventional and ef f ective.

ADVANCED Outstanding control of language, with middle-level style, including ef f ective diction
and sentence variety. Language respects gender and cultural dif f erences. Design is
conventional and ef f ective.
COLLABORAT ION
SLO 6: Improve one’s 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 def inition's style and substance. It
BASIC looks like multiple writers pasted their work together.

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

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

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