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by Benjamin Arvizu

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Great research, just avoid "writer based prose"
(see comment below) by adding plenty of details
for readers unfamiliar with this field.

we?
or
they
?

Add specificity (for example, what kind of "ethical


issues" are you thinking of? What are the "steps" you
mention?

can you relate this sentence to your


argument more clearly?
Without knowledge of your "ethical
issues" or "steps," I really can't tell
you if your sources will help you write
your paper.

good
citation
formatti
es
ng

better specificity, but I don't know what these mean in your


context.

repetitive
great source

March explains
Untitled
GRADEMARK REPORT

FINAL GRADE GENERAL COMMENTS

Instructor

84
PAGE 1
/100

Text Comment. Great research, just avoid "writer based prose" (see comment below) by
adding plenty of details f or readers unf amiliar with this f ield.

Text Comment. we? or they?

Text Comment. Add specif icity (f or example, what kind of "ethical issues" are you thinking
of ? What are the "steps" you mention?

QM Proof read
Proof read caref ully to identif y and correct simple errors like those in this sentence.

QM specif ics add


sentences are always helped by specif ic details. replace general terms with specif ics.

QM specif ics add


sentences are always helped by specif ic details. replace general terms with specif ics.

Text Comment. can you relate this sentence to your argument more clearly?

PAGE 2

Text Comment. Without knowledge of your "ethical issues" or "steps," I really can't tell you
if your sources will help you write your paper.

Text Comment. good citation f ormatting


Text Comment. es

Text Comment. better specif icity, but I don't know what these mean in your context.

QM writer-based prose
"Writer-based" prose is writing that makes sense to the writer (because he/she is "in the know"
about a subject/idea/argument), but doesn't make sense to the reader, who is missing some
necessary inf ormation. T his missing inf ormation could be background, context, adjectives, or
more specif ic pronouns and ref erents, etc. T his is hard f or writers to detect. T he best way to
"see" it is to have someone else read your paper.

Text Comment. repetitive

PAGE 3

Text Comment. great source

Text Comment. March explains

PAGE 4
RUBRIC: ANNOT BIBLIO RUBRIC

RHET FOCUS Prof icient


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 persuade reader that
sources are appropriate f or this editorial) 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 persuade reader that
sources are appropriate f or this editorial) 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 persuade reader that sources
are appropriate f or this editorial) 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 persuade reader that
sources are appropriate f or this editorial) 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 Developing
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
writer may not have written the three required sentences f or each source.

DEVELOPING Annotations are related to the working title and thesis, 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 thesis and are relevant, timely, balanced, and authoritative.

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

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 (working title and thesis, summary sentences, headings) are
BASIC missing or unclear. T hree-sentence annotations are not coherent.

DEVELOPING Organizational devices (working title and thesis, summary sentences, headings) f it
the prompt, but may be vague, too broad, or inconsistenly or illogically linked. T hree-
sentence annotations may not be coherent.

PROFICIENT Clear, specif ic organizational devices (working title and thesis, summary sentences,
headings) f it the prompt and tie ideas and topics together. T hree-sentence
annotations are coherent.

ADVANCED 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 hree-sentence annotations f low logically and seamlessly.

LANG & DESIGN Prof icient


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.