Editorial
by Diana Roman
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T IME SUBMIT T ED
09-NOV-2016 06:44PM
WORD COUNT
1477
SUBMISSION ID
734938222
CHARACT ER COUNT
7757
good thesis
with some
tweaks.
generate?
overly?
unnecessary?
its
good context
good sum of
bill
among teens, or
everyone?
for driving?
specify
add some outside sources here for authority.
repetitive
I hope you'll be addressing these
counterarguments later in the paper?
Amazing!
When you
revise, use this
info to address
the economic
counterargument
you mentioned,
above.
good
cohesion here
well,not a stop, but decrease?
repetitive, that means you can
synthesize here. :)
need qualifiers: some, sometimes?
medical?
more likely thank whom?
This is a really solid start, Diana! When you revise, try adding
statistics and other facts to buttress your research. Also, add
research about the counterarguments--some sources say DUIs
will increase--that's a public safety issue, for example.
Editorial
GRADEMARK REPORT
FINAL GRADE
GENERAL COMMENTS
88
Instructor
/150
PAGE 1
Text Comment.
good thesis with some tweaks.
Text Comment.
generate?
Text Comment.
overly? unnecessary?
Text Comment.
its
Text Comment.
good context
PAGE 2
QM
||
Problem in Parallel Form:
Coordinate ideas should be expressed in parallel f orm. All expressions that are similar in
content and f unction should be expressed similarly.
Text Comment.
good sum of
bill
Text Comment.
among teens, or everyone?
Text Comment.
f or driving? specif y
Text Comment.
add some outside sources here f or authority.
PAGE 3
Text Comment.
repetitive
Text Comment.
Amazing!
Text Comment.
When you revise, use this inf o to address the economic counterargument
you mentioned, above.
Text Comment.
I hope you'll be addressing these
counterarguments later in the paper?
PAGE 4
Text Comment.
good cohesion here
Text Comment.
well,not a stop, but decrease?
Text Comment.
repetitive, that means you can
synthesize here. :)
Text Comment.
need qualif iers: some, sometimes?
Text Comment.
medical?
Text Comment.
more likely thank whom?
PAGE 5
Text Comment.
T his is a really solid start, Diana! When you revise, try adding statistics
and other f acts to buttress your research. Also, add research about the counterarguments-some sources say DUIs will increase--that's a public saf ety issue, f or example.
PAGE 6
PAGE 7
RUBRIC: EDITORIALS RUBRIC
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 argue a position
persuasively) 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 argue a position
persuasively) 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 argue a position persuasively)
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 argue a position
persuasively) is clear and achieved with style.
ET HICAL RES
Advanced
Using the appropriate majors 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 Fails to support claims with relevant reasoning and/or specif ic evidence. Objectivity,
BASIC
balance, and a controlling idea may be lacking.
DEVELOPING
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
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
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
Prof icient
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
contain multiple topics or are disorganized.
DEVELOPING
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
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
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
Advanced
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.