annotated bibs (1).

pdf
by Natalia Canello

Submission date: 21-Mar-2020 05:15PM (UTC-0700)

Submission ID: 1279430721
File name: annotated_bibs_1_.pdf (78.77K)
Word count: 472
Character count: 2300
wo Successes: 1) Some clear, concise summaries here--good! 2) Clear writing at the sentence level--good! Two Challenges:
1) Build your "Use Statement" section (see blue boxes, below). 2) Synthesize your sources (see blue boxes, below).

Develop

Use the required Headings and Bold or Bigger Font to "Cue" your reader to what they're looking
at.

of what?

Use statement synth

sources

Frag.

better use statement--good.

synth
sources
annotated bibs (1).pdf
ORIGINALITY REPORT

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

PRIMARY SOURCES

Exclude quotes On Exclude matches < 4 words

Exclude bibliography On
annotated bibs (1).pdf
GRADEMARK REPORT

FINAL GRADE GENERAL COMMENTS

Instructor

80
PAGE 1
/100

Text Comment. wo Successes: 1) Some clear, concise summaries here--good! 2) Clear writing
at the sentence level--good! Two Challenges: 1) Build your "Use Statement" section (see blue boxes,
below). 2) Synthesize your sources (see blue boxes, below).

QM Develop
Can you develop this claim or idea? Build it with more explanation, examples, or details.

Text Comment. Use the required Headings and Bold or Bigger Font to "Cue" your reader to
what they're looking at.

Text Comment. of what?

QM synth sources
Synthesize this source with your other sources. For example, does it share methodology or a
research question with another source? Or does it contrast with another source? Explain the
connections.

QM Use statement
Use the "Use Statement" section to explain specifically how your team will use a source. For
example, you might say you're using X data to support your claim that Y, or that you're using W
graphic to illustrate M. Avoid simply expanding your summary.

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

Text Comment. better use statement--good.

QM synth sources
Synthesize this source with your other sources. For example, does it share methodology or a
research question with another source? Or does it contrast with another source? Explain the
connections.

PAGE 2
RUBRIC: 363 ANNOT BIBLIO RUBRIC 4

RHET FOCUS
Write for a specific audience and purpose.

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 persuade reader that sources
are appropriate for your review) 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 persuade reader that
sources are appropriate for your review) may be unclear at times, and it may not be
achieved convincingly.

PROFICIENT Usually shows attention to audience's needs, defining necessary terms and ideas and
using audience-appropriate language. Purpose (to persuade reader that sources are
appropriate for your review) 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 persuade reader that sources are
appropriate for your review) is clear and achieved with style.

ETHICAL RES Advanced

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 discipline-appropriate in-text and end-of-text citations and quotation marks
BASIC incorrectly. Drops quotations and ideas into text without introducing source. Frequently
uses irrelevant or unpersuasive sources or relies exclusively on one source.

DEVELOPING A few errors in discipline-appropriate in-text and end-of-text citations and quotation marks.
Often includes sources without introduction in cases when introduction is necessary and
discipline appropriate. Sometimes relies too heavily on a single source or uses irrelevant
or unpersuasive sources.

PROFICIENT Correctly uses discipline-appropriate in-text and end-of-text citations and quotation marks.
Usually introduces each source fully (as necessary and discipline-appropriate)—reader
knows who did the research or communicating, for whom, and why. Use of sources is
usually diverse, relevant and persuasive.

ADVANCED Correctly uses discipline-appropriate in-text and end-of-text citations and quotation marks.
Introduces each source fully (as necessary and discipline-appropriate)—reader knows
who did the research or communicating, for whom, and why. Use of sources is always
diverse, relevant and persuasive.

PERSUASION Developing
Compare, evaluate, synthesize, and communicate carefully, 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 Annotations to the working title and purpose are unclear, and their relevance, timeliness,
BASIC balance, and authority may be questionable or unclear. Alternately, the writer may not
have written the required sentences for each source.

DEVELOPING Annotations are related to the working title and purpose, but their relevance, timeliness,
balance, and authority may be questionable or unclear.

PROFICIENT Annotations usually persuade reader that the listed sources support the working title and
purpose and are relevant, timely, balanced, and authoritative.

ADVANCED Annotations persuade reader that the listed sources support the working title and purpose
and are relevant, timely, balanced, and authoritative.

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

ABSENT OR BELOW Organizational devices (working title and purpose, intro, summary sentences, headings)
BASIC are missing or unclear. 100-word annotations are incoherent.

DEVELOPING Organizational devices (working title and purpose, intro, summary sentences, headings) fit
the prompt, but may be vague, too broad, or inconsistently or illogically linked. 100-word
annotations may not be coherent.

PROFICIENT Clear, specific organizational devices (working title and purpose, intro, summary
sentences, headings) fit the prompt and tie ideas and topics together. 100-word
annotations are coherent.

ADVANCED Clear, specific organizational devices (working title and purpose, intro, summary
sentences, headings, etc.) fit the prompt and tie ideas and topics together logically and
seamlessly. 100-word annotations flow logically and seamlessly.

LANG & DESIGN Proficient

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. Lanuage may reflect a
BASIC gender or cultural bias. Design may be unconventional and ineffective.

DEVELOPING Spelling, syntax, diction, or punctuation errors often impede readability or otherwise
distract from meaning. Lanuage 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.
Lanuage respects gender and cultural differences. Design is conventional and effective.

ADVANCED Outstanding control of language, including effective diction and sentence variety. Lanuage
respects gender and cultural differences. Design is conventional and effective.