Darian Referente- Annotated

Bibliography ENG 301

by Darian Ref erente

Submission date: 22-Oct-2018 04:29PM (UT C-0700)

Submission ID: 1024856651
File name: ENG301_Annotated_Bibliography.docx
Word count: 700
Character count: 3711
great! controversial! might want to say who should hold them more responsible though.

rates are

a semicolon separates two complete clauses; you second half here isn't a complete
clause, as it's missing a subject (who's the buyer?).
intro provides good context.

excellent research!

all foods, or just vending machines? What does "competitive food" mean?

good

more white space to separate entries, please

always? sometimes?

good
walk to school every day! :) within reason, of course.
Darian Referente- Annotated Bibliography ENG 301
GRADEMARK REPORT

FINAL GRADE GENERAL COMMENTS

Instructor

88
PAGE 1
/100

Text Comment. great! controversial! might want to say who should hold them more
responsible though.

Text Comment. rates are

Text Comment. a semicolon separates two complete clauses; you second half here isn't a
complete clause, as it's missing a subject (who's the buyer?).

PAGE 2

Text Comment. intro provides good context.

Text Comment. excellent research!

Text Comment. all f oods, or just vending machines? What does "competitive f ood" mean?

Text Comment. good

Text Comment. more white space to separate entries, please

Text Comment. always? sometimes?

Text Comment. good

PAGE 3

Text Comment. walk to school every day! :) within reason, of course.

RUBRIC: 30 1 ANNOT BIBLIO RUBRIC

RHET FOCUS
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
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
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
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
ideas and using audience-appropriate language. Purpose (to persuade reader that
sources are appropriate f or your review) is clear and achieved with style.

ET HICAL RES
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 discipline-appropriate in-text and end-of -text citations and quotation
BASIC 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
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
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
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
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 Relationships between annotations and the working title and thesis may be unclear,
BASIC and their relevance, timeliness, balance, and authority may be questionable or unclear.
T he writer may have summarized the sources, rather than explaining how they'll be
used.

DEVELOPING Annotations are related to the working title and thesis, but their relevance, timeliness,
balance, and authority may be questionable or unclear. Annotations of ten summarize
the sources, rather than explaining *how* they will be used.

PROFICIENT Concise annotations usually persuade reader that the listed sources support the
working title and thesis and are relevant, timely, balanced, and authoritative.
Annotations usually explain *how* sources will be used, rather than only summarizing
them.

ADVANCED Concise annotations persuade reader that the listed sources support the working
title and thesis and are relevant, timely, balanced, and authoritative. Annotations
explain *how* sources will be used, rather than only summarizing them.

ORGANIZ AT ION
Organize, f ocus, and communicate one’s thoughts clearly and ef f ectively to address a rhetorical situation.

ABSENT OR BELOW Organizational devices (working title and thesis, intro, summary sentences, headings)
BASIC are missing or unclear. 100-word annotations may not connect clearly to each other
or their headings, titles, etc. incoherent.

DEVELOPING Organizational devices (working title and thesis, intro, summary sentences, 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 thesis, intro, summary
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 thesis, intro, summary
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

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.

DEVELOPING Spelling, syntax, diction, or punctuation errors of ten impede readability or otherwise
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
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.
Lanuage respects gender and cultural dif f erences. Design is conventional and
ef f ective.