MM_Review_Article

by Maedeh Mousavi

FILE

MM_AT T RACT IVENESSREVIEW_S16.DOCX (120.56K)

T IME SUBMIT T ED

23-APR-2016 11:20PM

WORD COUNT

1868

SUBMISSION ID

664201326

CHARACT ER COUNT

11099

Ties? Keep working on title

add an abstract
only align your left margin

a
percept
ion of ?

goo
d-cle
ar
con
nec
tion

good statement of purpose, although I'm worried

you have too many topics.

OK, better
this intro blends a "rationale" with some research--choose
one type of intro to condense.
wrong word

meaning, no TV, magazines, etc.?

certain

that

thought to be

wait--this is highly
speculative, need to
indicate that.
Averageness and
symmetry don't seem
related
to health--do you have
research to strengthen
this
hypothesis?

also

OK, good
explanation
here

unclear

good
idea to
include
this
assumpti
on

wait--you didn't say "shown" above, you

said the "notion" "might be" true.

again--it's "apparent"

solid research! Just practice expressing the degree

of certainty--it's OK to say something is speculated
or hypothesized, etch.

MM_Review_Article
GRADEMARK REPORT
FINAL GRADE

GENERAL COMMENTS

88

Instructor

/200

PAGE 1

Text Comment.

T ies? Keep working on title

Text Comment.

a perception of ?

Text Comment.

add an abstract

Text Comment.

only align your lef t margin

Text Comment.

good--clear connection

Text Comment.

good statement of purpose, although I'm worried

you have too many topics.
PAGE 2

Text Comment.

OK, better

Text Comment.

this intro blends a "rationale" with some research--choose

one type of intro to condense.

Text Comment.

wrong word

Text Comment.

meaning, no T V, magazines, etc.?

PAGE 3

Text Comment.

certain

Text Comment.

that

Text Comment.

also

Text Comment.

thought to be

Text Comment.

wait--this is highly speculative, need to indicate that.

Averageness and symmetry don't seem related

to health--do you have research to strengthen this
hypothesis?
PAGE 4

Text Comment.

OK, good explanation here

Text Comment.

unclear

Text Comment.

good idea to include this assumption

Text Comment.

wait--you didn't say "shown" above, you

PAGE 5

said the "notion" "might be" true.

Text Comment.

again--it's "apparent"

PAGE 6

Text Comment.

solid research! Just practice expressing the degree of certainty--it's OK to

say something is speculated or hypothesized, etch.
PAGE 7
PAGE 8

RUBRIC: REVIEW ARTICLE RUBRIC 2

AUD. & PURP.

Advanced

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

Audience's needs are of ten not recognized: terms and ideas either need explanation
or are over explained and language needs adjustment f or the journal's audience.
Purpose (to f amiliarize readers with research regarding a contemporary subject of
interest) 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 f amiliarize readers with
research regarding a contemporary subject of interest) 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
and using audience-appropriate language. Purpose (to f amiliarize readers with
research regarding a contemporary subject of interest) 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 f amiliarize readers with
research regarding a contemporary subject of interest) is clear and achieved with
style.

SOURCES

Advanced

SLO #2: Find, evaluate, select, synthesize, organize, ethically cite, and present inf ormation f rom a variety
of sources appropriate to their disciplines.
ABSENT/BELOW
BASIC

Fails to use MLA- or APA-style parenthetical citations, quotation marks, and works
cited list as specif ied by journal. Frequently uses irrelevant or unpersuasive sources.

DEVELOPING

A f ew errors in MLA- or APA-style parenthetical citations, quotation marks, and works

cited list. Sometimes uses irrelevant or unpersuasive sources.

PROFICIENT

Almost always uses MLA- or APA-style parenthetical citations, quotation marks, and
works cited list as specif ied by journal. Use of sources is usually relevant and
persuasive.

ADVANCED

Correctly uses MLA- or APA-style parenthetical citations, quotation marks, and works
cited list as specif ied by journal. Use of sources is always relevant and persuasive.

PERSUASION

Prof icient

SLO #3: Compare, contrast, and synthesize caref ully and objectively the relative merits of alternative or
opposing arguments, assumptions, and cultural values.
ABSENT/BELOW
BASIC

Fails to demonstrate similarities and dif f erences between research of dif f erent
scholars. May be biased in presentation of research. Descriptions of research may be
unclear.

DEVELOPING

Sometimes demonstrates similarities and dif f erences between research of dif f erent
scholars. Attempts to synthesize this research caref ully and objectively. Some
descriptions may be unclear.

PROFICIENT

Usually demonstrates similarities and dif f erences between research of dif f erent
scholars with clarity. Synthesizes this research caref ully and objectively. Describes
the research, usually noting objectively merits of various procedures.

ADVANCED

Demonstrates similarities and dif f erences between research of dif f erent scholars
with clarity and sophistication. Synthesizes this research caref ully and objectively.
Describes the research, noting objectively merits of various procedures.

ORGANIZ AT ION

Prof icient

SLO #4: Organize ones thoughts and communicate them clearly to address a rhetorical situation. Employs
IMRAD structure where appropriate.
ABSENT/BELOW
BASIC

Organizational devices (statement of purpose, headings, topic sentences,

transitions) may be absent, unrelated to the prompt, or illogically connected. Ps are
usually not unif ied or organized.

DEVELOPING

Organizational devices (statement of purpose, headings, topic sentences,

transitions) f it the prompt, but may be vague, too broad, or inconsistenly or illogically
linked. Ps may not be unif ied.

PROFICIENT

Clear, specif ic organizational devices (statement of purpose, headings, topic

sentences, transitions) f it the prompt and tie ideas together adequately.

ADVANCED

Clear, specif ic organizational devices (statement of purpose, headings, topic

sentences, transitions) f it the prompt and tie ideas together logically and seamlessly.

LANG & DESIGN

Prof icient

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/BELOW
BASIC

T one and/or design usually suggest/s an absence of awareness of audience and/or

generic conventions. Spelling, syntax, diction, or punctuation errors impede
readability.

DEVELOPING

T one and/or design are/is sometimes inappropriate or unconventional. Spelling,

syntax, diction, or punctuation errors impede readability or otherwise distract f rom
meaning.

PROFICIENT

Appropriate tone and design conf orm to assigned audience and genre. Spelling,
syntax, diction, or punctuation errors are f ew and do not distract f rom meaning.

ADVANCED

Sophisticated tone and design engage reader and conf orm to assigned audience and
genre. Outstanding control of language, including ef f ective diction and sentence
variety.