Académique Documents
Professionnel Documents
Culture Documents
by Alexander Berglund
FILE
T IME SUBMIT T ED
04-APR-2016 03:24PM
WORD COUNT
220
SUBMISSION ID
654338499
CHARACT ER COUNT
1155
Alex,
The first two sources are peer reviewed, I'm not
sure about the last two. If you decide to revise
this for your portfolio, be sure to consult the
prompt for instructions. Your entries need to
include both a summary and an explanation of
how you'll use or respond to the source.
missing working thesis/statement of purpose
A
Revie
w of . .
.?
start a new line here--this isn't part of the citation
missing summary.
Untitled
GRADEMARK REPORT
FINAL GRADE
GENERAL COMMENTS
72
Instructor
/100
PAGE 1
Text Comment.
Alex,
T he f irst two sources are peer reviewed, I'm not sure about the last two. If you decide to revise
this f or your portf olio, be sure to consult the prompt f or instructions. Your entries need to
include both a summary and an explanation of how you'll use or respond to the source.
Text Comment.
Text Comment.
A Review of . . .?
Text Comment.
Text Comment.
missing summary.
Text Comment.
Text Comment.
74.50 / 9 5
75 / 95
Shows some attention to audience's needs, sometimes def ining necessary terms and
ideas and using audience-appropriate language. Purpose (to persuade reader that
sources are appropriate f or your review) may be unclear at times, and it may not be
achieved convincingly.
PROFICIENT
(85)
Usually shows attention to audience's needs, def ining necessary terms and ideas
and using audience-appropriate language. Purpose (to persuade reader that sources
are appropriate f or your review) may be implied, but it's clear and achieved.
ADVANCED
(95)
Shows sophisticated attention to audience's needs, def ining necessary terms and
ideas and using audience-appropriate language. Purpose (to persuade reader that
sources are appropriate f or your review) is clear and achieved with style.
75 / 95
Using the appropriate majors customary citation style, ethically cite and communicate inf ormation f rom a
variety of discipline-appropriate sources.
ABSENT OR BELOW Omits or uses discipline-appropriate in-text and end-of -text citations and quotation
BASIC
marks incorrectly. Drops quotations and ideas into text without introducing source.
(60)
Frequently uses irrelevant or unpersuasive sources or relies exclusively on one
source.
DEVELOPING
(75)
PROFICIENT
(85)
Correctly uses discipline-appropriate in-text and end-of -text citations and quotation
marks. Usually introduces each source f ully (as necessary and discipline-appropriate)
reader knows who did the research or communicating, f or whom, and why. Use of
sources is usually diverse, relevant and persuasive.
ADVANCED
(95)
Correctly uses discipline-appropriate in-text and end-of -text citations and quotation
marks. Introduces each source f ully (as necessary and discipline-appropriate)
reader knows who did the research or communicating, f or whom, and why. Use of
sources is always diverse, relevant and persuasive.
PERSUASION (30%)
75 / 95
Compare, evaluate, synthesize, and communicate caref ully, 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 thesis are unclear, and their relevance,
BASIC
timeliness, balance, and authority may be questionable or unclear. Alternately, the
(60)
writer may not have written the required sentences f or each source.
DEVELOPING
(75)
Annotations are related to the working title and thesis, but their relevance, timeliness,
balance, and authority may be questionable or unclear.
PROFICIENT
(85)
Annotations usually persuade reader that the listed sources support the working title
and thesis and are relevant, timely, balanced, and authoritative.
ADVANCED
(95)
Annotations persuade reader that the listed sources support the working title and
thesis and are relevant, timely, balanced, and authoritative.
60 / 95
Organize, f ocus, and communicate ones thoughts clearly and ef f ectively to address a rhetorical situation.
ABSENT OR BELOW Organizational devices (working title and thesis, summary sentences, headings) are
BASIC
missing or unclear. T wo- to three-sentence annotations are incoherent.
(60)
DEVELOPING
(75)
PROFICIENT
(85)
Clear, specif ic organizational devices (working title and thesis, summary sentences,
headings) f it the prompt and tie ideas and topics together. T wo- to three-sentence
annotations are coherent.
ADVANCED
(95)
Clear, specif ic organizational devices (working title and thesis, summary sentences,
headings) f it the prompt and tie ideas and topics together logically and seamlessly.
T wo- to three-sentence annotations f low logically and seamlessly.
95 / 95
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. Lanuage may ref lect
BASIC
a gender or cultural bias. Design may be unconventional and inef f ective.
(60)
DEVELOPING
(75)
PROFICIENT
(85)
Spelling, syntax, diction, or punctuation errors are f ew and do not distract f rom
meaning. Lanuage respects gender and cultural dif f erences. Design is conventional
and ef f ective.
ADVANCED
(95)
Lanuage respects gender and cultural dif f erences. Design is conventional and
ef f ective.