Refutation Essay - Cardenas,

Jessica.docx
by Jessica Cardenas

Submission date: 16-Apr-2019 11:39PM (UT C-0700)

Submission ID: 1114146515
File name: Ref utation_Essay_-_Cardenas_Jessica.docx (25.66K)
Word count: 1765
Character count: 9929
Good
 While you are summarizing this argument, which is good, you still want to
avoid ending a paragraph with evidence.

Good but
be more
specific
about why
this is
important.
Did you
google
You need a better transition here. them? Who
are these
authors
specifically?
 good
discussion
here.

good, but explain

how this is the
case. Use specific
evidence to justify
this claim.
 You need a
better transitional
topic sentence
here. One that
connects to the
prior paragraph
while also
asserting a
claim.
Remember that
the evidence is
meant to support
your claim, not
be the claim.

Good but
explain this
quote.

Transition
Refutation Essay - Cardenas, Jessica.docx
ORIGINALITY REPORT

4 %
SIMILARIT Y INDEX
2%
INT ERNET SOURCES
3%
PUBLICAT IONS
2%
ST UDENT PAPERS

PRIMARY SOURCES

1
Reza Baledi, Farzad Mohammadi, Arash
Asefirad. "Social Development in Contact and
1%
Non-Contact Sports", Procedia - Social and
Behavioral Sciences, 2012
Publicat ion

2
Submitted to Rancho Santiago Community
College District
1%
St udent Paper

3
Submitted to Texas A&M International
University
1%
St udent Paper

4
S. Origua Rios, J. Marks, I. Estevan, L. Barnett.
"Health benefits of participation in selected
1%
‘hard’ martial arts for adults: A systematic
review", Journal of Science and Medicine in
Sport, 2017
Publicat ion

5
research2013.uct.ac.za
Int ernet Source <1%
Exclude quotes On Exclude matches Of f
Exclude bibliography On
Refutation Essay - Cardenas, Jessica.docx
GRADEMARK REPORT

FINAL GRADE GENERAL COMMENTS

Instructor

90
Jessica,

Nice work overall. I like that you did a deep dive into
the logical f allacies inherent to the argument. T hat
said, there were a f ew places that I have noted

/100
where you needed to be more specif ic in your
evidence. For example, you talk about f aulty
causality, but you need to provide specif ic proof
about HOW they do this, point to textual evidence.
Overall though, nice work, and I look f orward to your
f inal paper.

PAGE 1

Missing "," You may need to place a comma af ter this word.

Text Comment. Good

Compound T hese two words should be written as one compound word.

Conf used You have used were in this sentence. You may need to use where instead.

PAGE 2

Missing "," You may need to place a comma af ter this word.

Text Comment. While you are summarizing this argument, which is good, you still want to
avoid ending a paragraph with evidence.

P/V You have used the passive voice in this sentence. Depending upon what you wish to
emphasize in the sentence, you may want to revise it using the active voice.

Sentence Cap. Remember to capitalize the f irst word of each sentence.

 Frag. T his sentence may be a f ragment or may have incorrect punctuation. Proof read the
sentence to be sure that it has correct punctuation and that it has an independent clause with a
complete subject and predicate.

Text Comment. Good but be more specif ic about why this is important. Did you google
them? Who are these authors specif ically?

Article Error You may need to remove this article.

Text Comment. You need a better transition here.

PAGE 3

Text Comment. good discussion here.

Text Comment. good, but explain how this is the case. Use specif ic evidence to justif y this
claim.

Conf used You have used its in this sentence. You may need to use it's instead.

Article Error You may need to remove this article.

P/V You have used the passive voice in this sentence. Depending upon what you wish to
emphasize in the sentence, you may want to revise it using the active voice.

Verb T his verb may be incorrect. Proof read the sentence to make sure you have used the correct
f orm of the verb.

PAGE 4

Article Error You may need to remove this article.

Text Comment. You need a better transitional topic sentence here. One that connects to
the prior paragraph while also asserting a claim. Remember that the evidence is meant to
support your claim, not be the claim.

Text Comment. Good but explain this quote.

Text Comment. T ransition

Article Error You may need to remove this article.

PAGE 5

P/V You have used the passive voice in this sentence. Depending upon what you wish to
emphasize in the sentence, you may want to revise it using the active voice.

Possessive You may need to use an apostrophe to show possession.

Article Error You may need to remove this article.

Article Error You may need to remove this article.

PAGE 6

Article Error You may need to use an article bef ore this word. Consider using the article the

Hyph. You may need to add a hyphen between these two words.

Verb T his verb may be incorrect. Proof read the sentence to make sure you have used the correct
f orm of the verb.

Article Error You may need to use an article bef ore this word.

P/V You have used the passive voice in this sentence. Depending upon what you wish to
emphasize in the sentence, you may want to revise it using the active voice.

PAGE 7
RUBRIC: WRITING ASSIGNMENT RUBRIC

UNIT Y Scale 5

SCALE 6 presents a cogent, thesis-driven analysis of or response to the text

SCALE 5 presents a thoughtf ul, thesis-centered analysis of or response to the text

SCALE 4 presents an appropriate, thesis-based analysis of or response to the text

SCALE 3 presents an inconsistent or illogical thesis-related analysis of or response to the text

which ref lects an incomplete understanding of the text or topic

SCALE 2 presents a simplistic, inappropriate, or incoherent thesis-tangential analysis of or

response to the text, one that may suggest some signif icant misunderstanding of the
text or the topic;

SCALE 1 presents an inadequate, thesis-irrelevant analysis of or response to the text,

ignoring the topic’s demands, unacceptable

DEV/SUP Scale 6

SCALE 6 elaborates that response with well-chosen examples and persuasive reasoning,
excellent

SCALE 5 elaborates that response with appropriate examples and logical reasoning

SCALE 4 elaborates that response with acceptable examples and sensible reasoning

SCALE 3 lacks elaboration with appropriate examples , lacking

SCALE 2 lacks elaboration with appropriate examples or elaborates with inappropriate

examples

SCALE 1 lacks any appropriate pattern of development; may be inappropriately brief ,

unacceptable

ORGANIZ AT ION Scale 5

SCALE 6 conf orms to an organizational pattern that f acilitates reader understanding, using
organizational patterns to demonstrate the relatedness of ideas and enhances the
power of the argument

SCALE 5 conf orms to an organizational pattern that f acilitates reader understanding, using
organizational patterns to convey the argument

SCALE 4 conf orms to an organizational pattern that f acilitates reader understanding, using
organizational patterns to illustrate the argument, f its

SCALE 3 deviates f rom an organizational pattern that f acilitates reader understanding, so that
organizational structures may detract f rom the argument
SCALE 2 lacks an organizational pattern which f acilitates reader understanding, lacking

SCALE 1 lacks any appropriate organizational pattern, unacceptable

ST YLE Scale 6

SCALE 6 displays a sophisticated style that ref lects aptly chosen words and rhetorically
ef f ective sentence variety

SCALE 5 displays a readable style that ref lects well-chosen words and ef f ective sentences

SCALE 4 displays a style that ref lects appropriate words and sentence variety

SCALE 3 displays a style that ref lects imprecise word choice and little sentence variety

SCALE 2 displays a style that ref lects at least one of the f ollowing: simplistic or inaccurate
word choice; monotonous or f ragmented sentence structure, inappropriate

SCALE 1 displays a style which creates a disconnect between sound and sense, one in which
language word choice and syntax obscure meaning, unacceptable

SWE CONV Scale 5

SCALE 6 exhibits mastery of the conventions of Standard Written English, masterf ul

SCALE 5 demonstrates competence in the conventions of Standard Written English,

competent

SCALE 4 observes conventions of Standard Written English, acceptable

SCALE 3 may deviate f rom the conventions of Standard Written English by displaying
occasional major errors in grammar and usage or f requent minor errors

SCALE 2 repeatedly deviates f rom the conventions of Standard Written English by displaying
many repeated errors in grammar and usage

SCALE 1 consistently deviates f rom the conventions of Standard Written English., displaying a
pervasive pattern of errors in word choice, sentence structure, grammar and usage,
unacceptable

FORMAT Scale 6

SCALE 6 exhibits mastery of the conventions of manuscript citation and f ormat. masterf ul

SCALE 5 demonstrates competence in the conventions of manuscript citation and f ormat.

competent

SCALE 4 observes conventions of manuscript citation and f ormat. acceptable

SCALE 3 may deviate f rom the conventions of manuscript citation manuscript citation and
f ormat.
SCALE 2 repeatedly deviates f rom the conventions of manuscript citation and f ormat.

SCALE 1 consistently deviates f rom the conventions of manuscript citation and f ormat.
unacceptable