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by Cameron Marzvaan
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ANNOTATED_BIBLIOGRAPHY.DOCX (16.05K)

TIME SUBMITTED
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alphabetize entries.
better to say "supports Luscher, et. al's
conclusions . . ."
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GRADEMARK REPORT

FINAL GRADE GENERAL COMMENTS

94 /100 Instructor

PAGE 1

QM hanging indent

good APA or MLA f ormat, but use "hanging" indent f or all lines af ter 1st.

Text Comment. alphabetize entries.

PAGE 2
Text Comment. better to say "supports Luscher, et. al's conclusions . . ."
RUBRIC: 363 ANNOT BIBLIO RUBRIC 3

94 / 95

RHET FOCUS (5%)

95 / 95
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
(60)

sources are appropriate f or your review) isn't clear or achieved.

DEVELOPING

Shows some attention to audience's needs, sometimes def ining necessary terms and
(75)

ideas and using audience-appropriate language. Purpose (to persuade reader that

sources are appropriate f or your review) 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
(85)

and using audience-appropriate language. Purpose (to persuade reader that sources

are appropriate f or your review) may be implied, but it's clear and achieved.
ADVANCED

Shows sophisticated attention to audience's needs, def ining necessary terms and
(95)

ideas and using audience-appropriate language. Purpose (to persuade reader that

sources are appropriate f or your review) is clear and achieved with style.

ETHICAL RES (10%)

85 / 95

Using the appropriate majors customary citation style, ethically cite and communicate inf ormation f rom a
variety of discipline-appropriate sources.
(60)

ABSENT OR BELOW
BASIC
Omits or uses discipline-appropriate in-text and end-of -text citations and quotation 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

(75) 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

(85) 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

(95) 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 (30%) 95 / 95

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 purpose are unclear, and their relevance,

BASIC

timeliness, balance, and authority may be questionable or unclear. Alternately, the

(60)

writer may not have written the required sentences f or each source.

DEVELOPING

Annotations are related to the working title and purpose, but their relevance,

(75)

timeliness, balance, and authority may be questionable or unclear.

PROFICIENT

Annotations usually persuade reader that the listed sources support the working title
(85)

and purpose and are relevant, timely, balanced, and authoritative.

ADVANCED

Annotations persuade reader that the listed sources support the working title and
(95)

purpose and are relevant, timely, balanced, and authoritative.

ORGANIZATION (25%)
95 / 95

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 purpose, intro, summary sentences,

BASIC

headings) are missing or unclear. 100-word annotations are incoherent.

(60)

DEVELOPING

Organizational devices (working title and purpose, intro, summary sentences,

(75)

headings) f it the prompt, but may be vague, too broad, or inconsistently or illogically

linked. 100-word annotations may not be coherent.

PROFICIENT

Clear, specif ic organizational devices (working title and purpose, intro, summary
(85)

sentences, headings) f it the prompt and tie ideas and topics together. 100-word

annotations are coherent.

ADVANCED

Clear, specif ic organizational devices (working title and purpose, intro, summary
(95)

sentences, headings, etc.) f it the prompt and tie ideas and topics together logically

and seamlessly. 100-word annotations f low logically and seamlessly.

LANG & DESIGN (30%)

95 / 95
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.

(60)
DEVELOPING

Spelling, syntax, diction, or punctuation errors of ten impede readability or otherwise

(75)

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
(85)

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.

(95)

Lanuage respects gender and cultural dif f erences. Design is conventional and

ef f ective.