Paper, plastic or neither?

by Temma Haywood

FILE

PAPER_OR_PLAST IC.DOCX (144.71K)

T IME SUBMIT T ED

18-NOV-2015 06:48PM

WORD COUNT

1933

SUBMISSION ID

602691492

CHARACT ER COUNT

10713

maybe combine these two sentence?

Try a onesentence
thesis with a
qualifying
clause.

is

the cleanup resulted in?

and this is bad because . . .

delet
e
extra
word
s
here
and
else
wher
e

strange counterargument-they can use *reusable*

plastic bags, right, so that
solves this
counterargument. Is the real
issue "free bag"? Maybe try
that in revision?

great closing line!

Paper, plastic or neither?

GRADEMARK REPORT
FINAL GRADE

GENERAL COMMENTS

88

Instructor

/100

PAGE 1
PAGE 2

QM

Run-on
Run-on sentence:
T he sentence contains two or more independent clauses. Separate the clauses with a period or
semicolon.

QM

Text Comment.

maybe combine these two sentence?

Text Comment.

T ry a one-sentence thesis with a qualif ying clause.

Text Comment.

is

Text Comment.

split P
T his is at least two Ps. Each P should have a single topic. Split this P up and develop each topic
in its own P.
Additional Comment one f or plastics, one f or animals?

PAGE 3

Text Comment.

the cleanup resulted in?

Text Comment.

and this is bad because . . .

QM

citation add
You need a citation here.

PAGE 4
PAGE 5

Text Comment.

Text Comment.

delete extra words here and elsewhere

PAGE 6

Text Comment.

strange counterargument--they can use *reusable* plastic bags, right, so

that solves this counterargument. Is the real issue "f ree bag"? Maybe try that in revision?
PAGE 7

Text Comment.
PAGE 8

great closing line!

RUBRIC: EDITORIAL RUBRIC

RHET ORIC (10%)

87 / 95

95 / 95

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 argue a position
(65)
persuasively) isn't clear or achieved.
DEVELOPING
(75)

Shows some attention to audience's needs, sometimes def ining necessary terms and
ideas and using audience-appropriate language. Purpose (to argue a position
persuasively) may be unclear at times, and it may not be achieved convincingly.

PROFICIENT
(85)

Usually shows attention to audience's needs, def ining necessary terms and ideas
and using audience-appropriate language. Purpose may be implied, but it's clear and
achieved.

ADVANCED
(95)

Shows sophisticated attention to audience's needs, def ining necessary terms and
ideas and using audience-appropriate language. Purpose (to argue a position
persuasively) is clear and achieved with style.

ET HICAL RES (10%)

85 / 95

Find, evaluate, select, synthesize, organize, ethically cite, and present inf ormation f rom a variety of
sources appropriate to their disciplines.
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.
(65)
Frequently uses irrelevant or unpersuasive sources or relies exclusively on one

source.
DEVELOPING
(75)

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 sources.

PROFICIENT
(85)

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 and relevant.

ADVANCED
(95)

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 and relevant.

PERSUASION (30%)

95 / 95

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 Fails to support claims with relevant reasoning and/or specif ic evidence. Objectivity,
BASIC
balance, and a controlling idea may be lacking.
(65)
DEVELOPING
(75)

Attempts to support claims with reasoning and evidence, but specif icity and/or
objectivity may be lacking. A controlling idea may be missing or implied. Objectivity and
balance may be weak or f lawed.

PROFICIENT
(85)

Usually supports the controlling idea and paragraph claims with relevant, thorough,
and insightf ul reasoning and specif ic evidence. Usually maintains objectivity and
balance in argumentation.

ADVANCED
(95)

Supports the controlling idea and paragraph claims with relevant, thorough, and
insightf ul reasoning and specif ic evidence. Maintains objectivity and balance in
argumentation.

ORGANIZ AT ION (30%)

85 / 95

Organize, f ocus, and communicate ones thoughts clearly and ef f ectively to address a rhetorical situation.
ABSENT OR BELOW Organizational devices (controlling idea, headings, subheadings, topic sentences,
BASIC
transitions) may be absent, unrelated to the prompt, or illogically connected. Ps
(65)
contain multiple topics or are disorganized.
DEVELOPING
(75)

Organizational devices (controlling idea, headings, subheadings, 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
(85)

Clear organizational devices (controlling idea, headings, subheadings, topic

sentences, transitions) f it the prompt and tie ideas and topics together adequately.
Ps are usually unif ied.

ADVANCED
(95)

Clear, specif ic organizational devices (thesis, topic sentences, headings, transitions)

f it the prompt and tie ideas and topics together logically and seamlessly. Paragraphs
are unif ied.

LANG & DESIGN (20%)

75 / 95

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.
(65)
DEVELOPING
(75)

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
(85)

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
(95)

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.