Review Paper

by Michael Ko
FILE
TIME SUBMITTED 21-APR-2014 08:37PM
SUBMISSION ID 419194094
WORD COUNT 1606
CHARACTER COUNT 9098
MOODLE_TEMP_TURNITINTOOL_527243520._17253_1398137816_99600.
DOCX (181.18K)
nice!
that
d
are ideal for synthesizing? style: aim for direct
and vigorous
a
studi
es?
rese
arch
ers?
check this
sentence for
missing and
unnecessary
words. read
aloud.
style
to be?
I'd make this the first sentence of the next P to avoid repetition.
again, move this to next P (last time I'll write this)
as the previous
. . .
style
sp
nice transition here.
style
move citation next
to title
wait, you
have a 3
and a 2
for
citations
here--
confusing.
style
style
QM
FINAL GRADE
83/100
Review Paper
GRADEMARK REPORT
GENERAL COMMENTS
Instructor
Good job reporting on a complex subject, Michael. If you
revise this, focus on style (direct, vigorous, and
academic) and on your figures. Many of these are
grouped too closely together and have confusing or
missing citations.
PAGE 1
PAGE 2
Text Comment. nice!
Text Comment. that
Text Comment. d
Text Comment. are ideal for synthesizing? style: aim for direct and vigorous
Vigorous Verb
Can you find the real/vigorous verb for this sentence? Using that verb will make the sentence more
direct and effective.
Text Comment. a
Text Comment. studies? researchers?
Text Comment. check this sentence for missing and unnecessary words. read aloud.
PAGE 3
Text Comment. style
Text Comment. to be?
QM
QM
QM
QM
QM
QM
Text Comment. I'd make this the first sentence of the next P to avoid repetition.
Text Comment. again, move this to next P (last time I'll write this)
Text Comment. as the previous . . .
Text Comment. style
PAGE 4
Text Comment. sp
Text Comment. nice transition here.
PAGE 5
Citation Needed
Cite Source:
Please use the link below to find links to information regarding specific citation styles:
http://www.plagiarism.org/plag_article_citation_styles.html
Design prob
Can you apply more effective design principles?
Additional Comment Design 1 should come first on the page (top)
Design prob
Can you apply more effective design principles?
Design prob
Can you apply more effective design principles?
Additional Comment figure should be next to sentence.
Citation Needed
Cite Source:
Please use the link below to find links to information regarding specific citation styles:
http://www.plagiarism.org/plag_article_citation_styles.html
Design prob
Can you apply more effective design principles?
Additional Comment figures confusingly close together
PAGE 6
Text Comment. style
Text Comment. move citation next to title
Text Comment. wait, you have a 3 and a 2 for citations here--confusing.
PAGE 7
Text Comment. style
Text Comment. style
PAGE 8
RUBRIC: REVIEW ARTICLE RUBRIC
AUD. & PURP.
ABSENT/BELOW
BASIC
DEVELOPING
PROFICIENT
ADVANCED
SOURCES
ABSENT/BELOW
BASIC
DEVELOPING
PROFICIENT
ADVANCED
BALANCED ARG.
ABSENT/BELOW
BASIC
DEVELOPING

Proficient
SLO #1: Write formally and informally, in-class and out-of-class, for a variety of audiences and purposes.
Audience's needs are often not recognized: terms and ideas either need explanation or are
over explained and language needs adjustment for the journal's audience. Purpose (to
familiarize readers with research regarding a contemporary subject of interest) isn't clear or
achieved.
Shows some attention to audience's needs, sometimes defining necessary terms and ideas
and using audience-appropriate language. Purpose (to familiarize readers with research
regarding a contemporary subject of interest) may be unclear at times, and it may not be
achieved convincingly.
Usually shows attention to audience's needs, defining necessary terms and ideas and using
audience-appropriate language. Purpose (to familiarize readers with research regarding a
contemporary subject of interest) may be implied, but it's clear and achieved.
Shows sophisticated attention to audience's needs, defining necessary terms and ideas and
using audience-appropriate language. Purpose (to familiarize readers with research
regarding a contemporary subject of interest) is clear and achieved with style.
Developing
SLO #2: Find, evaluate, select, synthesize, organize, ethically cite, and present information from a variety of
sources appropriate to their disciplines.
Fails to use MLA- or APA-style parenthetical citations, quotation marks, and works cited list
as specified by journal. Frequently uses irrelevant or unpersuasive sources.
A few errors in MLA- or APA-style parenthetical citations, quotation marks, and works cited
list. Sometimes uses irrelevant or unpersuasive sources.
Almost always uses MLA- or APA-style parenthetical citations, quotation marks, and works
cited list as specified by journal. Use of sources is usually relevant and persuasive.
Correctly uses MLA- or APA-style parenthetical citations, quotation marks, and works cited
list as specified by journal. Use of sources is always relevant and persuasive.
Advanced
SLO #3: Compare, contrast, and synthesize carefully and objectively the relative merits of alternative or opposing
arguments, assumptions, and cultural values.
Fails to demonstrate similarities and differences between research of different scholars. May
be biased in presentation of research. Descriptions of research may be unclear.
Sometimes demonstrates similarities and differences between research of different
scholars. Attempts to synthesize this research carefully and objectively. Some descriptions
may be unclear.
PROFICIENT
ADVANCED
ORGANIZATION
ABSENT/BELOW
BASIC
DEVELOPING
PROFICIENT
ADVANCED
PERSUASION
ABSENT/BELOW
BASIC
DEVELOPING
PROFICIENT
ADVANCED
DESIGN
ABSENT/BELOW
BASIC
DEVELOPING
PROFICIENT
Usually demonstrates similarities and differences between research of different scholars
with clarity. Synthesizes this research carefully and objectively. Describes the research,
usually noting objectively merits of various procedures.
Demonstrates similarities and differences between research of different scholars with clarity
and sophistication. Synthesizes this research carefully and objectively. Describes the
research, noting objectively merits of various procedures.
Advanced
SLO #4: Organize ones thoughts and communicate them clearly to address a rhetorical situation. Employs IMRAD
structure where appropriate.
Organizational devices (headings, topic sentences, transitions) may be absent, unrelated to
the prompt, or illogically connected. Ps are usually not unified or organized.
Organizational devices (headings, topic sentences, transitions) fit the prompt, but may be
vague, too broad, or inconsistenly or illogically linked. Ps may not be unified.
Clear, specific organizational devices (headings, topic sentences, transitions) fit the prompt
and tie ideas together adequately.
Clear, specific organizational devices (headings, topic sentences, transitions) fit the prompt
and tie ideas together logically and seamlessly.
Advanced
SLO #4: Communicate clearly and persuasively to address a rhetorical situation.
Inadequate, inappropriate, or irrelevant reasoning and evidence.
Over uses or under-analyzes evidence. May omit reasoning and include some irrelevant or
unpersuasive evidence.
Usually supports paragraph claims with persuasive reasoning and credible, relevant,
analyzed evidence.
Supports paragraph claims with relevant, thorough, and insightful reasoning and analyzed
evidence.
Developing
SLO #5: Recognize, evaluate, and employ the features and contexts of design that express and influence meaning
and that demonstrate sensitivity to gender and cultural differences.
Tone and/or design usually suggest/s an absence of awareness of audience and/or generic
conventions.
Tone and/or design are/is sometimes inappropriate or unconventional.
Appropriate tone and design conform to assigned audience and genre.
ADVANCED
LANGUAGE
ABSENT/BELOW
BASIC
DEVELOPING
PROFICIENT
ADVANCED
COLLABORATION
ABSENT/BELOW
BASIC
DEVELOPING
PROFICIENT
ADVANCED
Sophisticated tone and design engage reader and conform to assigned audience and genre.
Proficient
SLO #5: Recognize, evaluate, and employ the features and contexts of language that express and influence
meaning and that demonstrate sensitivity to gender and cultural differences.
Spelling, syntax, diction, or punctuation errors impede readability.
Spelling, syntax, diction, or punctuation errors impede readability or otherwise distract from
meaning.
Spelling, syntax, diction, or punctuation errors are few and do not distract from meaning.
Outstanding control of language, including effective diction and sentence variety.
SLO #6: Improve ones own and others writing skills through the assessment and critique of written works.
Team's work seems to have been cobbled together: there may be rough transitions or
repetition among sections. Language often shifts from paragraph to paragraph. No evidence
of collaboration at the revision stage.
Team's work seems to have been cobbled together without a smoothing of transitions.
Language often shifts from paragraph to paragraph. Collaboration may have been minimal at
the revision stage.
Team's work is usually effectively meshed. Language is usually similar throughout
document. Collaboration has occurred at the revision stage.
Team's work is clearly and effectively meshed. Language is similar throughout document.
Collaboration is obvious and effective.