Definitions Assignment (Climate

Change).pdf
by Matthew Kim

Submission date: 24-Feb-2020 09:33PM (UTC-0800)

Submission ID: 1263704668
File name: Definitions_Assignment_Climate_Change_.pdf (1.83M)
Word count: 1857
Character count: 10021
 Two Successes: 1) You've organized your paper in a sensible way that will help readers
understand, 2) You've done a really compreshensive job of showing the variety of ways
we're destroying the climate, and thus the planet. Two Challenges: 1) This is sad for me.
You've plagiarised (usually as "patchwriting," where you just change a few words and move
phrases around) in many places here. The highlighted places indicate plagiarism.
Fortunately, I have a heart, and *teaching* students is important to me. Therefore, you can
change this zero to a 75 by correcting the plagiarized areas--paraphrase. When you're done,
email me your paper. Due by April 20.

good 1-sent. def.

put quotation marks around here to mean, "the term now"

resulting?

good
negation/contrast.

place period
after citation.

try vigorous
verbs...

good intro!
 Plagiarism

||

good
graphic

Plagiarism

Plagiarism

Oh that's depressing
 Plagiarism

I am more
lenient on
lists, but you
can
paraphrase
Plagiarism some of this.

for relatability, give example sources.

define the
acroynym

Plagiarism

I will stop marking plagiarism now. Please paraphrase the

highlighted areas to receive a passing grade.
 OK, I agree, but you should address doubters in a short "controversy " section that notes a scientific
"consensus" that agrees with you.

can you link warming and

acidity?
cite some sources here, since this is supposedly
"controversial"
good
Definitions Assignment (Climate Change).pdf
ORIGINALITY REPORT

30 %
SIMILARITY INDEX
18%
INTERNET SOURCES
6%
PUBLICATIONS
27%
STUDENT PAPERS

PRIMARY SOURCES

1
Submitted to University of London External
System
4%
Student Paper

2
Submitted to Florida International University
Student Paper 2%
3
Submitted to Florida Virtual School
Student Paper 2%
4
Submitted to University of St Andrews
Student Paper 2%
5
openpario.mime.oregonstate.edu
Internet Source 2%
6
www.tapatalk.com
Internet Source 2%
7
Submitted to Edison High School
Student Paper 2%
8
Submitted to University of Ulster
Student Paper 1%
9
thenaturalistscorner.com
 Internet Source

1%
10
Submitted to Santa Barbara City College
Student Paper 1%
11
Submitted to Quincy University
Student Paper 1%
12
Submitted to University of Greenwich
Student Paper 1%
13
Submitted to University of Bedfordshire
Student Paper 1%
14
Submitted to Runshaw College, Lancashire
Student Paper 1%
15
Submitted to Louisiana College
Student Paper 1%
16
Submitted to City University
Student Paper 1%
17
hubpages.com
Internet Source 1%
18
iris.wpro.who.int
Internet Source 1%
19
dailytimes.com.pk
Internet Source 1%
20
quizlet.com
Internet Source 1%
21
Submitted to Nottingham Trent University
Student Paper 1%
22
www.forestsontario.ca
Internet Source 1%
23
geologycafe.com
Internet Source 1%
24
Submitted to Heriot-Watt University
Student Paper 1%
25
Submitted to University of West London
Student Paper 1%
26
Submitted to University of Central Lancashire
Student Paper <1%

Exclude quotes On Exclude matches < 4 words

Exclude bibliography On
Definitions Assignment (Climate Change).pdf
GRADEMARK REPORT

FINAL GRADE GENERAL COMMENTS

Instructor

75
PAGE 1
/100

Text Comment. Two Successes: 1) You've organized your paper in a sensible way that will
help readers understand, 2) You've done a really compreshensive job of showing the variety of ways
we're destroying the climate, and thus the planet. Two Challenges: 1) This is sad for me. You've
plagiarised (usually as "patchwriting," where you just change a few words and move phrases around)
in many places here. The highlighted places indicate plagiarism. Fortunately, I have a heart, and
*teaching* students is important to me. Therefore, you can change this zero to a 75 by correcting the
plagiarized areas--paraphrase. When you're done, email me your paper. Due by April 20.

Text Comment. good 1-sent. def.

Text Comment. put quotation marks around here to mean, "the term now"

Text Comment. resulting?

Text Comment. good negation/contrast.

Text Comment. place period after citation.

Text Comment. try vigorous verbs...

Text Comment. good intro!

PAGE 2

QM Plagiarism
 This sentence contains text copied verbatim from a source (whether acknowledged in parentheses or
not) without quotation marks. This makes it look like you wrote this text, chose these words, when
you did not.

QM ||
Problem in Parallel Form:
Coordinate ideas should be expressed in parallel form. All expressions that are similar in content and
function should be expressed similarly.

Text Comment. good graphic

QM Plagiarism
This sentence contains text copied verbatim from a source (whether acknowledged in parentheses or
not) without quotation marks. This makes it look like you wrote this text, chose these words, when
you did not.

QM Plagiarism
This sentence contains text copied verbatim from a source (whether acknowledged in parentheses or
not) without quotation marks. This makes it look like you wrote this text, chose these words, when
you did not.

Text Comment. Oh that's depressing

PAGE 3

QM Plagiarism
This sentence contains text copied verbatim from a source (whether acknowledged in parentheses or
not) without quotation marks. This makes it look like you wrote this text, chose these words, when
you did not.

Text Comment. I am more lenient on lists, but you can paraphrase some of this.

QM Plagiarism
This sentence contains text copied verbatim from a source (whether acknowledged in parentheses or
not) without quotation marks. This makes it look like you wrote this text, chose these words, when
you did not.

Text Comment. for relatability, give example sources.

Text Comment. define the acroynym

QM Plagiarism
This sentence contains text copied verbatim from a source (whether acknowledged in parentheses or
not) without quotation marks. This makes it look like you wrote this text, chose these words, when
you did not.
 Text Comment. I will stop marking plagiarism now. Please paraphrase the highlighted areas to
receive a passing grade.

PAGE 4

PAGE 5

Text Comment. OK, I agree, but you should address doubters in a short "controversy " section
that notes a scientific "consensus" that agrees with you.

Text Comment. can you link warming and acidity?

PAGE 6

Text Comment. cite some sources here, since this is supposedly "controversial"

PAGE 7

PAGE 8

Text Comment. good

RUBRIC: 363 DEFINITION RUBRIC

RHET. FOCUS Advanced

SLO #1: Write formally and informally, in-class and out-of-class, for a variety of audiences and purposes.

ABSENT OR BELOW Audience's needs are often not recognized: terms and ideas need explanation and
BASIC language needs adjustment for the audience. Purpose (to define or term or concept)isn't
clear or achieved.

DEVELOPING Shows some attention to audience's needs, sometimes defining necessary terms and
ideas and using audience-appropriate language. Purpose (to define or term or concept)
may be unclear at times, and it may not be achieved convincingly.

PROFICIENT Shows attention to audience's needs, defining necessary terms and ideas and using
audience-appropriate language. Purpose (to define or term or concept) may be implied,
but it's clear and achieved.

ADVANCED Shows sophisticated attention to audience's needs, defining necessary terms and ideas
and using audience-appropriate language. Purpose (to define a term or concept) is clear
and achieved with style.

ETHIC RESRCH Absent or

Below Basic
SLO #2: Using the appropriate major’s customary citation style, ethically cite and communicate information from
a variety of discipline-appropriate sources.

ABSENT OR BELOW Omits or uses incorrectly quotation marks and/or MLA-, APA-, or Wikipedia-style (number
BASIC system) parenthetical citations and works cited list. Many citation errors. Does not cite
from a variety of discipline-appropriate sources. May be over-reliant on a single source.

DEVELOPING A few errors in quotation marks, MLA-, APA-, or Wikipedia-style (number system)
parenthetical citations and works cited list. May cite superficially from sources. May be
over-reliant on a single source.

PROFICIENT Correctly uses quotation marks and MLA-, APA-, or Wikipedia-style (number system)
parenthetical citations and works cited list. May have 1-2 citation errors. Cites from a
variety of discipline-appropriate sources.

ADVANCED Consistently and correctly uses quotation marks and MLA-, APA-, or Wikipedia-style
(number system) in-text (parenthetical) and end-of-text (reference list) citations for all
sources, whether quoted directly or paraphrased. Cites from a variety of discipline-
appropriate sources. Never over-reliant on a single source.

PERS/SUPPORT Proficient
SLO #3: Compare, evaluate, synthesize, and communicate carefully, objectively, and persuasively the relative
merits of alternative or opposing arguments, assumptions, and cultural values.

ABSENT OR BELOW Fails to support claims with specific explanations, examples, etc.. Objectivity may be
BASIC lacking.
DEVELOPING Attempts to support claims with explanations, examples, etc., but specificity and/or
objectivity may be lacking.

PROFICIENT Usually supports the definition's claims with relevant, thorough, and specific explanations,
examples, etc.. Usually maintains objectivity.

ADVANCED Supports the definition's claims with relevant, thorough, and specific explanations,
examples, etc.. Maintains objectivity.

ORGANIZATION Advanced
SLO #4: Organize, focus, and communicate one’s thoughts clearly and effectively to address a rhetorical
situation.

ABSENT OR BELOW Organizational devices (one-sentence definition; introduction; logical partitioning; topic
BASIC sentences, headings, transitions) may be absent, unrelated to the prompt, or illogically
connected. Ps contain multiple topics or are disorganized.

DEVELOPING Organizational devices (one-sentence definition; introduction; logical partitioning; topic

sentences, headings, transitions) fit the prompt, but may be vague, too broad, or
inconsistenly or illogically linked. Ps may not be unified.

PROFICIENT Clear organizational devices (one-sentence definition; introduction; logical partitioning;

topic sentences, headings, transitions) fit the prompt and tie ideas and topics together
adequately. Ps are usually unified.

ADVANCED Clear, specific organizational devices (one-sentence definition; introduction; logical

partitioning; topic sentences, headings, transitions) fit the prompt and tie ideas and topics
together logically and seamlessly. Paragraphs are unified.

LANG & DESIGN Proficient

SLO # 5: Recognize, evaluate, and employ the features and contexts of language and design that express and
influence meaning and that demonstrate sensitivity to gender and cultural differences.

ABSENT OR BELOW Spelling, syntax, diction, or punctuation errors impede readability. Language may reflect a
BASIC gender or cultural bias or be too high or too low. Design may be unconventional and
ineffective.

DEVELOPING Spelling, syntax, diction, or punctuation errors often impede readability or otherwise
distract from meaning. Style may be either too high or too low. Language may occasionally
suggest a gender or cultural bias. Design may be inconventional or ineffective.

PROFICIENT Spelling, syntax, diction, or punctuation errors are few and do not distract from meaning.
Middle-level-style. Language respects gender and cultural differences. Design is
conventional and effective.

ADVANCED Outstanding control of language, with middle-level style, including effective diction and
sentence variety. Language respects gender and cultural differences. Design is
conventional and effective.