Untitled

by Alexandre Woodward

Submission date: 25-Feb-2018 12:11PM (UT C-0800)

Submission ID: 921045275
File name: ENG_363_Def inition_Assignment_Final_Draf t_Alexandre_Woodward.docx (133.12K)
Word count: 845
Character count: 4285
Alex, Your organization is clear, and your language is typically
straightforward and accessible for a novice reader--good! Read
on to find more comments, below, and be sure to check the
rubric I've marked for you by clicking on the blue and white box
under the pencil icon.

good one
sentence
definition
 great history

will you explain

this last bit ("cut
across" =
younger) for
novices?

Fascinating--I
never even
thought of this.
 apost rophes

Develop

This caption
is surprising--
it seems to
question the
validity of the
geologic time
Develop
scale using
Christian
beliefs. I don't
think that was

your
intention?
which organisms are going extinct
isn't clear in this chart.
 good choice of concluding section
missing postwrite

apa mla ref list

I'm confused--Is "Books" part of the title? Also,

this looks like two books?
Untitled
ORIGINALITY REPORT

2 %
SIMILARIT Y INDEX
2%
INT ERNET SOURCES
1%
PUBLICAT IONS
0%
ST UDENT PAPERS

PRIMARY SOURCES

1
research.omicsgroup.org
Int ernet Source 2%
2
geolmag.geoscienceworld.org
Int ernet Source 1%

Exclude quotes On Exclude matches Of f

Exclude bibliography On
Untitled
GRADEMARK REPORT

FINAL GRADE GENERAL COMMENTS

Instructor

128
PAGE 1
/150

Text Comment. Alex, Your organization is clear, and your language is typically
straightf orward and accessible f or a novice reader--good! Read on to f ind more comments,
below, and be sure to check the rubric I've marked f or you by clicking on the blue and white box
under the pencil icon.

Text Comment. good one sentence def inition

PAGE 2

Text Comment. great history

Text Comment. will you explain this last bit ("cut across" = younger) f or novices?

Text Comment. Fascinating--I never even thought of this.

PAGE 3

QM apostrophes
use a website like chompchomp.com to review proper apostrophe use. remember that
apostrophes can be used to show possession (the author's books) or contraction (don't,
won't). It's = It is.

QM Develop
Can you develop this claim or idea? Build it with more explanation, examples, or details.

Text Comment. T his caption is surprising--it seems to question the validity of the
 geologic time scale using Christian belief s. I don't think that was your intention?

QM Develop
Can you develop this claim or idea? Build it with more explanation, examples, or details.

Text Comment. which organisms are going extinct isn't clear in this chart.

PAGE 4

Text Comment. good choice of concluding section

Text Comment. missing postwrite

QM apa mla ref list

Use Purdue OWL to discover the proper content and f ormatting of these entries.

Text Comment. I'm conf used--Is "Books" part of the title? Also, this looks like two books?
RUBRIC: 36 3 DEFINITION RUBRIC

RHET . FOCUS Advanced

SLO #1: Write f ormally and inf ormally, in-class and out-of -class, f or a variety of audiences and purposes.

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 def ine or term or
concept)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 def ine or term or
concept) may be unclear at times, and it may not be achieved convincingly.

PROFICIENT Shows attention to audience's needs, def ining necessary terms and ideas and using
audience-appropriate language. Purpose (to def ine or term or concept) 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 def ine a term or
concept) is clear and achieved with style.

ET HIC RESRCH Prof icient

SLO #2: Using the appropriate major’s customary citation style, ethically cite and communicate inf ormation
f rom a variety of discipline-appropriate sources.

ABSENT OR BELOW Omits or uses incorrectly quotation marks and/or MLA-, APA-, or Wikipedia-style
BASIC (number system) parenthetical citations and works cited list. Many citation errors.
Does not cite f rom a variety of discipline-appropriate sources. May be over-reliant on
a single source.

DEVELOPING A f ew errors in quotation marks, MLA-, APA-, or Wikipedia-style (number system)

parenthetical citations and works cited list. May cite superf icially f rom sources. May
be over-reliant on a single source.

PROFICIENT Correctly uses quotation marks and MLA-, APA-, or Wikipedia-style (number system)
parenthetical citations and works cited list. May have 1-2 citation errors. Cites f rom a
variety of discipline-appropriate sources.

ADVANCED Consistently and correctly uses quotation marks and MLA-, APA-, or Wikipedia-style
(number system) in-text (parenthetical) and end-of -text (ref erence list) citations f or
all sources, whether quoted directly or paraphrased. Cites f rom a variety of discipline-
appropriate sources. Never over-reliant on a single source.

PERS/SUPPORT Prof icient

SLO #3: Compare, evaluate, synthesize, and communicate caref ully, objectively, and persuasively the
relative merits of alternative or opposing arguments, assumptions, and cultural values.

ABSENT OR BELOW Fails to support claims with specif ic explanations, examples, etc.. Objectivity may be
BASIC lacking.
DEVELOPING Attempts to support claims with explanations, examples, etc., but specif icity and/or
objectivity may be lacking.

PROFICIENT Usually supports the def inition's claims with relevant, thorough, and specif ic
explanations, examples, etc.. Usually maintains objectivity.

ADVANCED Supports the def inition's claims with relevant, thorough, and specif ic explanations,
examples, etc.. Maintains objectivity.

ORGANIZ AT ION Advanced

SLO #4: Organize, f ocus, and communicate one’s thoughts clearly and ef f ectively to address a rhetorical
situation.

ABSENT OR BELOW Organizational devices (one-sentence def inition; introduction; logical partitioning;
BASIC topic sentences, headings, transitions) may be absent, unrelated to the prompt, or
illogically connected. Ps contain multiple topics or are disorganized.

DEVELOPING Organizational devices (one-sentence def inition; introduction; logical partitioning;

topic sentences, headings, 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 (one-sentence def inition; introduction; logical

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

ADVANCED Clear, specif ic organizational devices (one-sentence def inition; introduction; logical
partitioning; topic sentences, headings, transitions) f it the prompt and tie ideas and
topics together logically and seamlessly. Paragraphs are unif ied.

LANG & DESIGN Advanced

SLO # 5: 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. Language may
BASIC ref lect a gender or cultural bias or be too high or too low. 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. Style may be either too high or too low. Language 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. Middle-level-style. Language respects gender and cultural dif f erences.
Design is conventional and ef f ective.

ADVANCED Outstanding control of language, with middle-level style, including ef f ective diction
and sentence variety. Language respects gender and cultural dif f erences. Design is
conventional and ef f ective.