Guerena_V

by Vincent Guerena

FILE

EDIT ORIAL_BEAVERS.DOCX (21.7K)

T IME SUBMIT T ED

18-NOV-2015 08:36PM

WORD COUNT

1942

SUBMISSION ID

602769273

CHARACT ER COUNT

10280

move beaver closer to engineers

keep
workin
g to
write a
more
concis
e,
specifi
c
thesis.

These are all lovely benefits,

but what is the water saving
benefit? You need data to
prove this is an effective
alternative to human-made
dams and reservoirs.

for example?

qualify--any place? any fish?

or perhaps others know how to predict impact?

how much
water can it
hold? how
many
households
can it supply?
need
numbers for

cool

need more peer

reviewed
sources

Guerena_V
GRADEMARK REPORT
FINAL GRADE

GENERAL COMMENTS

Instructor
T his paper is receiving a zero, as you have many
sentences and phrases marked as plagiarism here. I
have put comments on it, however, so you can
respond to them and improve the paper f or your
portf olio.

/100

PAGE 1

QM

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

QM

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

QM

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

Text Comment.

move beaver closer to engineers

Text Comment.

keep working to write a more concise, specif ic thesis.

PAGE 2

Text Comment.

T hese are all lovely benef its, but what is the water saving benef it? You
need data to prove this is an ef f ective alternative to human-made dams and reservoirs.

Text Comment.

f or example?

PAGE 3

Text Comment.

qualif y--any place? any f ish?

Text Comment.

or perhaps others know how to predict impact?

Text Comment.

how much water can it hold? how many households can it supply? need
numbers f or comparison to beaver plan.
PAGE 4
PAGE 5

Text Comment.

cool

Text Comment.

need more peer reviewed sources

PAGE 6

QM

apa mla ref list

Use Purdue OWL to discover the proper content and f ormatting of these entries.

PAGE 7

RUBRIC: EDITORIAL RUBRIC

RHET ORIC (10%)

80 / 95

85 / 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%)

65 / 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%)

75 / 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%)

85 / 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.