Documente Academic
Documente Profesional
Documente Cultură
by Edgar Luna
FILE
T IME SUBMIT T ED
18-NOV-2015 09:44PM
WORD COUNT
1523
SUBMISSION ID
602263912
CHARACT ER COUNT
8813
at
as context?
different diseases
much stronger
counterargument
again, need a
"safe" number
for comparison,
otherwise this
number is
meaningless.
Swimming in Filth
GRADEMARK REPORT
FINAL GRADE
GENERAL COMMENTS
82
Instructor
/100
PAGE 1
PAGE 2
Text Comment.
at
Text Comment.
as context?
Text Comment.
Pro or Ref
Check all your pronouns and ref erences. If it's not obvious to whom or what they ref er, make it
obvious by using the specif ic noun again.
Text Comment.
PAGE 3
Text Comment.
Yes, there is f ecal matter in the ocean. It comes f rom humans, f ish,
whales, etc. You'll need to prove that the concentration is harmf ul.
Text Comment.
more people swim in summer, more bacteria is theref ore logical. I've never
heard anyone say the sun kills the bacteria.
PAGE 4
Text Comment.
Text Comment.
QM
Run-on
Run-on sentence:
T he sentence contains two or more independent clauses. Separate the clauses with a period or
semicolon.
Text Comment.
None of this is relevant until you tell us what bacterial levels are saf e and
harmf ul.
PAGE 5
Text Comment.
Um, I think the ocean waves and tides deposit the bacteria into the sand,
too.
PAGE 6
Text Comment.
wait, you didn't ever show that it's "signif icant." You need to def ine the
level at which it makes people sick.
Text Comment.
meaningless.
PAGE 7
QM
84 / 95
85 / 95
Shows some attention to audience's needs, sometimes def ining necessary terms and
ideas and using audience-appropriate language. Purpose (to argue a position
persuasively) may be unclear at times, and it may not be achieved convincingly.
PROFICIENT
(85)
Usually shows attention to audience's needs, def ining necessary terms and ideas
and using audience-appropriate language. Purpose may be implied, but it's clear and
achieved.
ADVANCED
(95)
Shows sophisticated attention to audience's needs, def ining necessary terms and
ideas and using audience-appropriate language. Purpose (to argue a position
persuasively) is clear and achieved with style.
75 / 95
Find, evaluate, select, synthesize, organize, ethically cite, and present inf ormation f rom a variety of
sources appropriate to their disciplines.
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.
(65)
Frequently uses irrelevant or unpersuasive sources or relies exclusively on one
source.
DEVELOPING
(75)
PROFICIENT
(85)
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 and relevant.
ADVANCED
(95)
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 and relevant.
PERSUASION (30%)
75 / 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 Fails to support claims with relevant reasoning and/or specif ic evidence. Objectivity,
BASIC
balance, and a controlling idea may be lacking.
(65)
DEVELOPING
(75)
Attempts to support claims with reasoning and evidence, but specif icity and/or
objectivity may be lacking. A controlling idea may be missing or implied. Objectivity and
balance may be weak or f lawed.
PROFICIENT
(85)
Usually supports the controlling idea and paragraph claims with relevant, thorough,
and insightf ul reasoning and specif ic evidence. Usually maintains objectivity and
balance in argumentation.
ADVANCED
(95)
Supports the controlling idea and paragraph claims with relevant, thorough, and
insightf ul reasoning and specif ic evidence. Maintains objectivity and balance in
argumentation.
95 / 95
Organize, f ocus, and communicate ones thoughts clearly and ef f ectively to address a rhetorical situation.
ABSENT OR BELOW Organizational devices (controlling idea, headings, subheadings, topic sentences,
BASIC
transitions) may be absent, unrelated to the prompt, or illogically connected. Ps
(65)
contain multiple topics or are disorganized.
DEVELOPING
(75)
PROFICIENT
(85)
ADVANCED
(95)
85 / 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.
(65)
DEVELOPING
(75)
PROFICIENT
(85)
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
(95)