Sci-Fi Definition.

docx
by Zachary Morrison

Submission date: 30-Sep-2019 11:51PM (UTC-0700)

Submission ID: 1183720124
File name: Sci-Fi_Definition.docx (341.96K)
Word count: 1379
Character count: 7969
Two Successes: 1) I love that you wrote about how this genre speaks to current dangers of science, and especially how
those dangers often affect poor people the most, which you were able to do because of your … 2) great research! reading
these expert texts gave you some great ideas. Two Challenges: 1) To build the "definition" aspect of the paper, try adding
and discussing at least one example of a famous science fiction, 2) keep working to find the right words for your context
(see below)
good

do you mean "fantasy"? not all "fiction" is

"fantastic"...

is dystopian fiction always scientific? is it a sub-genre of sci-

fi?

and actions?

great intro content--keep working to get your distinctions a little

clearer
 a little awkward (through)

clarify "advance the

limitations"

need new headers: usually "construction" means structure

such as?
word choice

elicit
good research
Sci-Fi Definition.docx
ORIGINALITY REPORT

1 %
SIMILARITY INDEX
1%
INTERNET SOURCES
0%
PUBLICATIONS
1%
STUDENT PAPERS

PRIMARY SOURCES

1
en.wikipedia.org
Internet Source 1%

Exclude quotes On Exclude matches < 4 words

Exclude bibliography On
Sci-Fi Definition.docx
GRADEMARK REPORT

FINAL GRADE GENERAL COMMENTS

Instructor

88
PAGE 1
/100

Text Comment. Two Successes: 1) I love that you wrote about how this genre speaks to
current dangers of science, and especially how those dangers often affect poor people the most,
which you were able to do because of your … 2) great research! reading these expert texts gave you
some great ideas. Two Challenges: 1) To build the "definition" aspect of the paper, try adding and
discussing at least one example of a famous science fiction, 2) keep working to find the right words
for your context (see below)

PAGE 2

Text Comment. good

Text Comment. do you mean "fantasy"? not all "fiction" is "fantastic"...

Text Comment. is dystopian fiction always scientific? is it a sub-genre of sci-fi?

Text Comment. and actions?

Text Comment. great intro content--keep working to get your distinctions a little clearer

PAGE 3

Text Comment. a little awkward (through)

Text Comment. clarify "advance the limitations"

 Text Comment. need new headers: usually "construction" means structure

Text Comment. such as?

PAGE 4

QM word choice
Look up this word, you'll find it doesn't mean what you--or spell check--did.

Text Comment. elicit

PAGE 5

PAGE 6

PAGE 7

Text Comment. good research

PAGE 8
RUBRIC: 363 DEFINITION RUBRIC

RHET. FOCUS Proficient

SLO #1: Write formally and informally, in-class and out-of-class, for a variety of audiences and purposes.

ABSENT OR BELOW Audience's needs are often not recognized: terms and ideas need explanation and
BASIC language needs adjustment for the audience. Purpose (to define or term or concept)isn't
clear or achieved.

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

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

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

ETHIC RESRCH Advanced

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

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

DEVELOPING A few errors in quotation marks, MLA-, APA-, or Wikipedia-style (number system)
parenthetical citations and works cited list. May cite superficially from 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 from 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 (reference list) citations for all
sources, whether quoted directly or paraphrased. Cites from a variety of discipline-
appropriate sources. Never over-reliant on a single source.

PERS/SUPPORT Advanced
SLO #3: Compare, evaluate, synthesize, and communicate carefully, objectively, and persuasively the relative
merits of alternative or opposing arguments, assumptions, and cultural values.

ABSENT OR BELOW Fails to support claims with specific explanations, examples, etc.. Objectivity may be
BASIC lacking.

DEVELOPING Attempts to support claims with explanations, examples, etc., but specificity and/or
 objectivity may be lacking.

PROFICIENT Usually supports the definition's claims with relevant, thorough, and specific explanations,
examples, etc.. Usually maintains objectivity.

ADVANCED Supports the definition's claims with relevant, thorough, and specific explanations,
examples, etc.. Maintains objectivity.

ORGANIZATION Proficient
SLO #4: Organize, focus, and communicate one’s thoughts clearly and effectively to address a rhetorical
situation.

ABSENT OR BELOW Organizational devices (one-sentence definition; introduction; logical partitioning; topic
BASIC 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 definition; introduction; logical partitioning; topic

sentences, headings, transitions) fit the prompt, but may be vague, too broad, or
inconsistenly or illogically linked. Ps may not be unified.

PROFICIENT Clear organizational devices (one-sentence definition; introduction; logical partitioning;

topic sentences, headings, transitions) fit the prompt and tie ideas and topics together
adequately. Ps are usually unified.

ADVANCED Clear, specific organizational devices (one-sentence definition; introduction; logical

partitioning; topic sentences, headings, transitions) fit the prompt and tie ideas and topics
together logically and seamlessly. Paragraphs are unified.

LANG & DESIGN Developing

SLO # 5: Recognize, evaluate, and employ the features and contexts of language and design that express and
influence meaning and that demonstrate sensitivity to gender and cultural differences.

ABSENT OR BELOW Spelling, syntax, diction, or punctuation errors impede readability. Language may reflect a
BASIC gender or cultural bias or be too high or too low. Design may be unconventional and
ineffective.

DEVELOPING Spelling, syntax, diction, or punctuation errors often impede readability or otherwise
distract from meaning. Style may be either too high or too low. Language may occasionally
suggest a gender or cultural bias. Design may be inconventional or ineffective.

PROFICIENT Spelling, syntax, diction, or punctuation errors are few and do not distract from meaning.
Middle-level-style. Language respects gender and cultural differences. Design is
conventional and effective.

ADVANCED Outstanding control of language, with middle-level style, including effective diction and
sentence variety. Language respects gender and cultural differences. Design is
conventional and effective.