Untitled

by Michael Jara-Heiser

Submission date: 15-Oct-2017 09:08PM (UT C-0700)

Submission ID: 863331743
File name: FInal_annotated_bib.pdf (138.58K)
Word count: 764
Character count: 3882
 Hi Michael, Looks like
you've found some
strong sources--good!
To improve your
editorial and/or revise
this bibliography for
your portfolio, read the
comments below.

OK,
good
start, but
you
need to
narrow
your
focus
do you mean recently? and state
your
position
clearly.
Use the Good start. Try
Thesis building with ideas
Machine from JTC or our online
to add readings about intros.
an
"Althoug
h
clause,"
then say
"The US
should
____ the
death
penalty
because
Explain how you will use these sources.
Untitled
GRADEMARK REPORT

FINAL GRADE GENERAL COMMENTS

Instructor

80
PAGE 1
/100

Text Comment. Hi Michael, Looks like you've f ound some strong sources--good! T o
improve your editorial and/or revise this bibliography f or your portf olio, read the comments
below.

Text Comment. OK, good start, but you need to narrow your f ocus and state your
position clearly. Use the T hesis Machine to add an "Although clause," then say "T he US should
____ the death penalty because ____." T hat's the thesis machine f ormat.

Text Comment. do you mean recently?

Text Comment. Good start. T ry building with ideas f rom JT C or our online readings about
intros.

PAGE 2

Text Comment. Explain how you will use these sources.

PAGE 3

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 Developing

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 Developing

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.
Untitled
ORIGINALITY REPORT

17 %
SIMILARIT Y INDEX
11%
INT ERNET SOURCES
0%
PUBLICAT IONS
16%
ST UDENT PAPERS

PRIMARY SOURCES

1
Submitted to Pennsylvania State System of
Higher Education
9%
St udent Paper

2
Submitted to Western Governors University
St udent Paper 3%
3
Submitted to Mountain View High School
St udent Paper 3%
4
nicic.gov
Int ernet Source 1%

Exclude quotes On Exclude matches Of f

Exclude bibliography On