LeggisS - Refutation Final

Draft.pdf
by Samantha Leggis

Submission date: 17-Apr-2019 02:25PM (UT C-0700)

Submission ID: 1114520131
File name: LeggisS_-_Ref utation_Final_Draf t.pdf (88.94K)
Word count: 1629
Character count: 8665
 VERY GOOD

Before you refute the argument, you should make sure that your present a summary of the argument in an unbiased
way.
 good

This is a strong transition

You need a better transition here.

This is a
good
identification
of a logical
Explain
fallacy, but
explain
HOW she is
stacking the
deck and
why that
matters.
Very good
discussion
here.
LeggisS - Refutation Final Draft.pdf
ORIGINALITY REPORT

3 %
SIMILARIT Y INDEX
2%
INT ERNET SOURCES
1%
PUBLICAT IONS
2%
ST UDENT PAPERS

PRIMARY SOURCES

1
www.autismspeaks.org
Int ernet Source 2%
2
Submitted to El Rancho High School
St udent Paper 1%

Exclude quotes On Exclude matches Of f

Exclude bibliography On
LeggisS - Refutation Final Draft.pdf
GRADEMARK REPORT

FINAL GRADE GENERAL COMMENTS

Instructor

88
Samantha,

Overall, this is a strong ref utation of this argument.

I think that you have taken the time to look at the
counter and examine point by point why it's wrong.

/100
T hat said, bef ore you did this, you should have
included an unbiased summary f o the argument itself
in order to not only contextualize the argument, but
also provide us with a better understanding of the
debate here. Furthermore, there are a f ew points
when you need to transition in a more clear way. I
look f orward to your f inal paper.

PAGE 1

Sp. T his word is misspelled. Use a dictionary or spellchecker when you proof read your work.

Text Comment. VERY GOOD

Text Comment. Bef ore you ref ute the argument, you should make sure that your present
a summary of the argument in an unbiased way.

Sp. T his word is misspelled. Use a dictionary or spellchecker when you proof read your work.

PAGE 2

Text Comment. good

Text Comment. T his is a strong transition

Article Error You may need to use an article bef ore this word.

P/V You have used the passive voice in this sentence. Depending upon what you wish to
emphasize in the sentence, you may want to revise it using the active voice.
PAGE 3

Text Comment. You need a better transition here.

Wrong Article You may have used the wrong article or pronoun. Proof read the sentence to
make sure that the article or pronoun agrees with the word it describes.

Wrong Form You may have used the wrong f orm of this word.

Article Error You may need to use an article bef ore this word.

Article Error You may need to remove this article.

Article Error You may need to use an article bef ore this word.

Text Comment. T his is a good identif ication of a logical f allacy, but explain HOW she is
stacking the deck and why that matters.

QM Explain
You need to take the time to unpack/explain this evidence bef ore you move f orward. Make sure
that you provide your audience with a clear understanding of the evidence you have cited.

Sp. T his word is misspelled. Use a dictionary or spellchecker when you proof read your work.

Sp. T his word is misspelled. Use a dictionary or spellchecker when you proof read your work.

PAGE 4

Verb T his verb may be incorrect. Proof read the sentence to make sure you have used the correct
f orm of the verb.

Text Comment. Very good discussion here.

Article Error You may need to use an article bef ore this word. Consider using the article the

Wrong Article You may have used the wrong article or pronoun. Proof read the sentence to
make sure that the article or pronoun agrees with the word it describes.

Sp. T his word is misspelled. Use a dictionary or spellchecker when you proof read your work.

PAGE 5
PAGE 6

PAGE 7
RUBRIC: WRITING ASSIGNMENT RUBRIC

UNIT Y Scale 5

SCALE 6 presents a cogent, thesis-driven analysis of or response to the text

SCALE 5 presents a thoughtf ul, thesis-centered analysis of or response to the text

SCALE 4 presents an appropriate, thesis-based analysis of or response to the text

SCALE 3 presents an inconsistent or illogical thesis-related analysis of or response to the text

which ref lects an incomplete understanding of the text or topic

SCALE 2 presents a simplistic, inappropriate, or incoherent thesis-tangential analysis of or

response to the text, one that may suggest some signif icant misunderstanding of the
text or the topic;

SCALE 1 presents an inadequate, thesis-irrelevant analysis of or response to the text,

ignoring the topic’s demands, unacceptable

DEV/SUP Scale 6

SCALE 6 elaborates that response with well-chosen examples and persuasive reasoning,
excellent

SCALE 5 elaborates that response with appropriate examples and logical reasoning

SCALE 4 elaborates that response with acceptable examples and sensible reasoning

SCALE 3 lacks elaboration with appropriate examples , lacking

SCALE 2 lacks elaboration with appropriate examples or elaborates with inappropriate

examples

SCALE 1 lacks any appropriate pattern of development; may be inappropriately brief ,

unacceptable

ORGANIZ AT ION Scale 5

SCALE 6 conf orms to an organizational pattern that f acilitates reader understanding, using
organizational patterns to demonstrate the relatedness of ideas and enhances the
power of the argument

SCALE 5 conf orms to an organizational pattern that f acilitates reader understanding, using
organizational patterns to convey the argument

SCALE 4 conf orms to an organizational pattern that f acilitates reader understanding, using
organizational patterns to illustrate the argument, f its

SCALE 3 deviates f rom an organizational pattern that f acilitates reader understanding, so that
organizational structures may detract f rom the argument
SCALE 2 lacks an organizational pattern which f acilitates reader understanding, lacking

SCALE 1 lacks any appropriate organizational pattern, unacceptable

ST YLE Scale 4

SCALE 6 displays a sophisticated style that ref lects aptly chosen words and rhetorically
ef f ective sentence variety

SCALE 5 displays a readable style that ref lects well-chosen words and ef f ective sentences

SCALE 4 displays a style that ref lects appropriate words and sentence variety

SCALE 3 displays a style that ref lects imprecise word choice and little sentence variety

SCALE 2 displays a style that ref lects at least one of the f ollowing: simplistic or inaccurate
word choice; monotonous or f ragmented sentence structure, inappropriate

SCALE 1 displays a style which creates a disconnect between sound and sense, one in which
language word choice and syntax obscure meaning, unacceptable

SWE CONV Scale 5

SCALE 6 exhibits mastery of the conventions of Standard Written English, masterf ul

SCALE 5 demonstrates competence in the conventions of Standard Written English,

competent

SCALE 4 observes conventions of Standard Written English, acceptable

SCALE 3 may deviate f rom the conventions of Standard Written English by displaying
occasional major errors in grammar and usage or f requent minor errors

SCALE 2 repeatedly deviates f rom the conventions of Standard Written English by displaying
many repeated errors in grammar and usage

SCALE 1 consistently deviates f rom the conventions of Standard Written English., displaying a
pervasive pattern of errors in word choice, sentence structure, grammar and usage,
unacceptable

FORMAT Scale 6

SCALE 6 exhibits mastery of the conventions of manuscript citation and f ormat. masterf ul

SCALE 5 demonstrates competence in the conventions of manuscript citation and f ormat.

competent

SCALE 4 observes conventions of manuscript citation and f ormat. acceptable

SCALE 3 may deviate f rom the conventions of manuscript citation manuscript citation and
f ormat.
SCALE 2 repeatedly deviates f rom the conventions of manuscript citation and f ormat.

SCALE 1 consistently deviates f rom the conventions of manuscript citation and f ormat.
unacceptable