Ryan Quinlan Vaccination

Mandate Editorial
by Ryan Quinlan

FILE

RYAN_ENG_301_EDIT ORIAL_FINAL.PDF (550.82K)

T IME SUBMIT T ED

10-NOV-2016 01:21AM

WORD COUNT

1896

SUBMISSION ID

735057011

CHARACT ER COUNT

10282

A vaccine's
less (of course,
someone can visit
the US with
the disease and
contact the
immune-deficient
person). Even
"much less" or
"almost zero" is
fine.

herd

good attention to audience!

continued

awesome thesis!!!!

like . . . list
some
examples

excellent "glue" between cited sentences!

I think you should

mention Wakefield's
small sample
when you first discuss his
debunked work.

there are
psychological
studies now
about *why*
people believe
despite the
debunking.
Try finding
and citing one
to build your
authority.

Such a great paragraph!

excellent

Ryan Quinlan Vaccination Mandate Editorial

GRADEMARK REPORT
FINAL GRADE

GENERAL COMMENTS

95

Instructor

/150

PAGE 1

Text Comment.

A vaccine's

Text Comment.

less (of course, someone can visit the US with

the disease and contact the immune-def icient person). Even "much less" or "almost zero" is
f ine.

Text Comment.

herd

Text Comment.

good attention to audience!

Text Comment.

continued

Text Comment.

like . . . list some examples

Text Comment.

awesome thesis!!!!

Text Comment.

excellent "glue" between cited sentences!

Text Comment.

I think you should mention Wakef ield's small sample

PAGE 2

PAGE 3

when you f irst discuss his debunked work.

Text Comment.

there are psychological studies now about *why* people believe despite
the debunking. T ry f inding and citing one to build your authority.
PAGE 4
PAGE 5
PAGE 6

Text Comment.

Such a great paragraph!

Text Comment.

excellent

PAGE 7

RUBRIC: EDITORIALS RUBRIC

RHET FOCUS

Advanced

Write f or a specif ic audience and purpose.

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 argue a position

persuasively) 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 argue a position
persuasively) may be unclear at times, and it may not be achieved convincingly.

PROFICIENT

Usually shows attention to audience's needs, def ining necessary terms and ideas
and using audience-appropriate language. Purpose (to argue a position persuasively)
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 argue a position
persuasively) is clear and achieved with style.

ET HICAL RES

Advanced

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.

Frequently uses irrelevant or unpersuasive sources or relies exclusively on one

source.
DEVELOPING

A f ew errors in discipline-appropriate in-text and end-of -text citations and quotation

marks. Of ten 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 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

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

Advanced

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 Fails to support claims with relevant reasoning and/or specif ic evidence. Objectivity,
BASIC
balance, and a controlling idea may be lacking.
DEVELOPING

Attempts to support claims with reasoning and evidence, but specif icity and/or
objectivity may be lacking. A controlling idea may be missing or implied. Objectivity and
balance may be weak or f lawed.

PROFICIENT

Usually supports the controlling idea and paragraph claims with relevant, thorough,
and insightf ul reasoning and specif ic evidence. Usually maintains objectivity and
balance in argumentation.

ADVANCED

Supports the controlling idea and paragraph claims with relevant, thorough, and
insightf ul reasoning and specif ic evidence. Maintains objectivity and balance in
argumentation.

ORGANIZ AT ION

Advanced

Organize, f ocus, and communicate ones thoughts clearly and ef f ectively to address a rhetorical situation.
ABSENT OR BELOW Organizational devices (controlling idea, headings, subheadings, topic sentences,
BASIC
transitions) may be absent, unrelated to the prompt, or illogically connected. Ps

contain multiple topics or are disorganized.

DEVELOPING

Organizational devices (controlling idea, headings, subheadings, topic sentences,

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 (controlling idea, headings, subheadings, topic

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

ADVANCED

Clear, specif ic organizational devices (thesis, topic sentences, headings, transitions)

f it the prompt and tie ideas and topics together logically and seamlessly. Paragraphs
are unif ied.

LANG & DESIGN

Advanced

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.
DEVELOPING

Spelling, syntax, diction, or punctuation errors of ten impede readability or otherwise

distract f rom meaning. Lanuage 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. Lanuage respects gender and cultural dif f erences. Design is conventional
and ef f ective.

ADVANCED

Outstanding control of language, including ef f ective diction and sentence variety.

Lanuage respects gender and cultural dif f erences. Design is conventional and
ef f ective.