Annotated biblography.

pdf
by Jose Moscaira

Submission date: 18-Mar-2019 04:31PM (UT C-0700)

Submission ID: 1095620812
File name: Annotated_biblography.pdf (99.76K)
Word count: 1071
Character count: 5778
Excellent research and citations. Summaries and annotations are mixed--some are excellent, others hint at a
little over-zealousness as you reached for concision. Don't give up! You'll find the right balance in cutting vs.
keeping words with practice.
 prevention of ?

Whit e Space
Proof read

comma

resistance can happen not just through... (concise)

I'd start with this sentence and merge these two paragraphs.

Concise

reread prompt--you need a shorter intro

add some dates throughout for a timeline (context) proofread
 Excellent annotation

Whit e Space

you lost some meaning here as you tried to be

concise. For example, production of what?
Annotated biblography.pdf
ORIGINALITY REPORT

0 %
SIMILARIT Y INDEX
0%
INT ERNET SOURCES
0%
PUBLICAT IONS
0%
ST UDENT PAPERS

PRIMARY SOURCES

Exclude quotes On Exclude matches < 4 words

Exclude bibliography On
Annotated biblography.pdf
GRADEMARK REPORT

FINAL GRADE GENERAL COMMENTS

Instructor

85
PAGE 1
/100

Text Comment. Excellent research and citations. Summaries and annotations are mixed--
some are excellent, others hint at a little over-zealousness as you reached f or concision. Don't
give up! You'll f ind the right balance in cutting vs. keeping words with practice.

PAGE 2

Text Comment. prevention of ?

QM White Space
White space is used to set sections apart. Avoid cramming headings and paragraphs together
and f ollow this common rule f or headings:

two white lines bef ore a heading, one white line af ter the heading. When creating columns
(which are vertical), separate them with vertical white space.

QM Proof read
Proof read caref ully to identif y and correct simple errors like those in this sentence.

Text Comment. comma

Text Comment. resistance can happen not just through... (concise)

Text Comment. I'd start with this sentence and merge these two paragraphs.

QM Concise
Practice our sentence revision techniques here and throughout your report (e.g., reduce
 prepositional phrases, use vigorous verbs, etc.).

Text Comment. reread prompt--you need a shorter intro

PAGE 3

Text Comment. add some dates throughout f or a timeline (context)

Text Comment. proof read

PAGE 4

Text Comment. Excellent annotation

QM White Space
White space is used to set sections apart. Avoid cramming headings and paragraphs together
and f ollow this common rule f or headings:

two white lines bef ore a heading, one white line af ter the heading. When creating columns
(which are vertical), separate them with vertical white space.

Text Comment. you lost some meaning here as you tried to be concise. For example,
production of what?

PAGE 5
RUBRIC: 36 3 ANNOT BIBLIO RUBRIC 4

RHET FOCUS Prof icient

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 persuade reader that
sources are appropriate f or your review) isn't clear or achieved.

DEVELOPING Shows some attention to audience's needs, sometimes def ining necessary terms and
ideas and using audience-appropriate language. Purpose (to persuade reader that
sources are appropriate f or your review) may be unclear at times, and it may not be
achieved convincingly.

PROFICIENT Usually shows attention to audience's needs, def ining necessary terms and ideas
and using audience-appropriate language. Purpose (to persuade reader that sources
are appropriate f or your review) may be implied, but it's clear and achieved.

ADVANCED Shows sophisticated attention to audience's needs, def ining necessary terms and
ideas and using audience-appropriate language. Purpose (to persuade reader that
sources are appropriate f or your review) is clear and achieved with style.

ET HICAL RES Advanced

Using the appropriate major’s customary citation style, ethically cite and communicate inf ormation f rom a
variety of discipline-appropriate sources.

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.
Frequently uses irrelevant or unpersuasive sources or relies exclusively on one
source.

DEVELOPING 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 or unpersuasive sources.

PROFICIENT 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, relevant and persuasive.

ADVANCED 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, relevant and persuasive.

PERSUASION Prof icient

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 Annotations to the working title and purpose are unclear, and their relevance,
BASIC timeliness, balance, and authority may be questionable or unclear. Alternately, the
writer may not have written the required sentences f or each source.

DEVELOPING Annotations are related to the working title and purpose, but their relevance,
timeliness, balance, and authority may be questionable or unclear.

PROFICIENT Annotations usually persuade reader that the listed sources support the working title
and purpose and are relevant, timely, balanced, and authoritative.

ADVANCED Annotations persuade reader that the listed sources support the working title and
purpose and are relevant, timely, balanced, and authoritative.

ORGANIZ AT ION Prof icient

Organize, f ocus, and communicate one’s thoughts clearly and ef f ectively to address a rhetorical situation.

ABSENT OR BELOW Organizational devices (working title and purpose, intro, summary sentences,
BASIC headings) are missing or unclear. 100-word annotations are incoherent.

DEVELOPING Organizational devices (working title and purpose, intro, summary sentences,
headings) f it the prompt, but may be vague, too broad, or inconsistently or illogically
linked. 100-word annotations may not be coherent.

PROFICIENT Clear, specif ic organizational devices (working title and purpose, intro, summary
sentences, headings) f it the prompt and tie ideas and topics together. 100-word
annotations are coherent.

ADVANCED Clear, specif ic organizational devices (working title and purpose, intro, summary
sentences, headings, etc.) f it the prompt and tie ideas and topics together logically
and seamlessly. 100-word annotations f low logically and seamlessly.

LANG & DESIGN Prof icient

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.

DEVELOPING 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 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 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.