ENGL 360 Definition_Final

by Alyssa Nalapo

Submission date: 28-Sep-2020 01:12PM (UTC-0700)

Submission ID: 1399594020
File name: ENGL_360_FInal.pdf (264.83K)
Word count: 1403
Character count: 7922
Two Successes: Lots of successes here! Great sentence-level writing (clear, concise), clear examples and helpful graphics!
Two Challenges: Really I only noticed one: the repetition at the beginning (see notes below). Just combine and condense
some parts. Maybe you could add a history? Just curious? How long have people been thinking about and trying to address
this?

to

great 1- sent def!

maybe a quick "such as" will help readers

visualize.

I really like your intro! from narrow to broad to public health. great
work

This paragraph kind of repeats the intro. In a section called "Examples," give readers concrete
examples, like, "how close is a grocery store with fresh produce," or whatever examples are real
in your field.
 Repetitive

EXCELLENT paragraph! This is what I mean by specific or concrete

examples.
this is SYNTHESIS--two sources in one sentence. You've got this--show this
sentence to your biblio team--it's what you need to do in your biblio's introduction. :)
excellent research!
ENGL 360 Definition_Final
ORIGINALITY REPORT

2 %
SIMILARITY INDEX
1%
INTERNET SOURCES
1%
PUBLICATIONS
1%
STUDENT PAPERS

PRIMARY SOURCES

1
Submitted to Edgewood High School
Student Paper 1%
2
journals.plos.org
Internet Source 1%

Exclude quotes On Exclude matches < 4 words

Exclude bibliography On
ENGL 360 Definition_Final
GRADEMARK REPORT

FINAL GRADE GENERAL COMMENTS

Instructor

95
PAGE 1
/100

Text Comment. Two Successes: Lots of successes here! Great sentence-level writing (clear,
concise), clear examples and helpful graphics! Two Challenges: Really I only noticed one: the
repetition at the beginning (see notes below). Just combine and condense some parts. Maybe you
could add a history? Just curious? How long have people been thinking about and trying to address
this?

Text Comment. to

Text Comment. great 1- sent def!

Text Comment. maybe a quick "such as" will help readers visualize.

Text Comment. I really like your intro! from narrow to broad to public health. great work

Text Comment. This paragraph kind of repeats the intro. In a section called "Examples," give
readers concrete examples, like, "how close is a grocery store with fresh produce," or whatever
examples are real in your field.

PAGE 2

QM Repetitive
See if you can combine and condense these sentences or ideas, as they are repetitive or redundant.

Text Comment. EXCELLENT paragraph! This is what I mean by specific or concrete

examples.
PAGE 3

Text Comment. this is SYNTHESIS--two sources in one sentence. You've got this--show this
sentence to your biblio team--it's what you need to do in your biblio's introduction. :)

PAGE 4

PAGE 5

PAGE 6

Text Comment. excellent research!

PAGE 7
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 Advanced

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 Advanced
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 Proficient
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 Advanced

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.