James Eugenio Extended

Definition.docx
by James Eugenio

Submission date: 25-Feb-2019 09:44PM (UT C-0800)

Submission ID: 1083967836
File name: James_Eugenio_Extended_Def inition.docx (374.25K)
Word count: 865
Character count: 4628
Two Successes: 1. Great intro and one sentence definition to orient reader. 2. Appropriate language for this
audience. Two Challenges: Finding research sources sophisticated enough for your paper (and peer-reviewed). 2)
Developing your history, disadvantages and advantages sections to inform this audience beyond a basic level--mine
your peer-reviewed sources for interesting details with which to build these sections.

great one sent. def.

always?

a graphic here would help illustrate

why "too"?
 This section also includes "types" or "examples," so try a new heading.

||
replacement?

specify the kind of task

which?

contrast retractors and dilators--what distinguishes them?

move this near the description for "proximity"

Frag.
 maybe explain sterilization options?
and recovery?

stick to appendicitis, or use transition

build this
explanation/description
James Eugenio Extended Definition.docx
ORIGINALITY REPORT

0 %
SIMILARIT Y INDEX
0%
INT ERNET SOURCES
0%
PUBLICAT IONS
0%
ST UDENT PAPERS

PRIMARY SOURCES

Exclude quotes On Exclude matches < 4 words

Exclude bibliography On
James Eugenio Extended Definition.docx
GRADEMARK REPORT

FINAL GRADE GENERAL COMMENTS

Instructor

117
PAGE 1
/150

Text Comment. T wo Successes: 1. Great intro and one sentence def inition to orient
reader. 2. Appropriate language f or this audience. T wo Challenges: Finding research sources
sophisticated enough f or your paper (and peer-reviewed). 2) Developing your history,
disadvantages and advantages sections to inf orm this audience beyond a basic level--mine
your peer-reviewed sources f or interesting details with which to build these sections.

Text Comment. great one sent. def .

Text Comment. always?

Text Comment. a graphic here would help illustrate

Text Comment. why "too"?

PAGE 2

Text Comment. T his section also includes "types" or "examples," so try a new heading.

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. replacement?

 Text Comment. specif y the kind of task

Text Comment. which?

Text Comment. contrast retractors and dilators--what distinguishes them?

Text Comment. move this near the description f or "proximity"

PAGE 3

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."

PAGE 4

Text Comment. maybe explain sterilization options?

Text Comment. and recovery?

Text Comment. stick to appendicitis, or use transition

Text Comment. build this explanation/description

PAGE 5
RUBRIC: 36 3 DEFINITION RUBRIC

RHET . FOCUS Prof icient

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 Developing
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 Developing

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.