Annotated bibliographyMLA.
docx
by Abel Jesus
Submission date: 18-Mar-2019 08:47PM (UT C-0700)
Submission ID: 1095781115
File name: Annotated_bibliographyMLA.docx (18K)
Word count: 793
Character count: 4270
A Review of research on ...
good
good intro. try
adding a little
more specific
history (like,
what were the
original
temps?
vigorous verb:
where? cause stress =
stress.
explain who
lives in the reef.
please double space so I can add comments in a specific
spot.
Excellent research, sources, and citations. Summaries are good. All would benefit from closer
proofreading (maybe aloud), vigorous verbs, and more specificity. Also, add how these sources
relate to each other.
Frag.
what causes the coral to lose its color?
Frag.
how temp ... Frag.
who claims?
Annotated [Link]
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 [Link]
GRADEMARK REPORT
FINAL GRADE GENERAL COMMENTS
Instructor
78
PAGE 1
/100
Text Comment. A Review of research on ...
Text Comment. good
Text Comment. good intro. try adding a little more specif ic history (like, what were the
original temps?
Text Comment. vigorous verb: cause stress = stress.
Text Comment. where?
Text Comment. explain who lives in the reef .
Text Comment. please double space so I can add comments in a specif ic spot.
Text Comment. Excellent research, sources, and citations. Summaries are good. All would
benef it f rom closer proof reading (maybe aloud), vigorous verbs, and more specif icity. Also, add
how these sources relate to each other.
QM Frag.
Fragment:
A sentence f ragment is a phrase or clause that is in some way incomplete. Such f ragments
become problematic when they attempt to stand alone as a complete sentence. T he most
common version of this mistake occurs when a writer mistakes a gerund (a verb that acts like a
noun) f or a main verb, as in the f ollowing sentence: "In bed reading Shakespeare f rom dusk to
dawn."
Text Comment. what causes the coral to lose its color?
QM Frag.
Fragment:
A sentence f ragment is a phrase or clause that is in some way incomplete. Such f ragments
become problematic when they attempt to stand alone as a complete sentence. T he most
common version of this mistake occurs when a writer mistakes a gerund (a verb that acts like a
noun) f or a main verb, as in the f ollowing sentence: "In bed reading Shakespeare f rom dusk to
dawn."
Text Comment. how temp ...
QM Frag.
Fragment:
A sentence f ragment is a phrase or clause that is in some way incomplete. Such f ragments
become problematic when they attempt to stand alone as a complete sentence. T he most
common version of this mistake occurs when a writer mistakes a gerund (a verb that acts like a
noun) f or a main verb, as in the f ollowing sentence: "In bed reading Shakespeare f rom dusk to
dawn."
PAGE 2
Text Comment. who claims?
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 Developing
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 Advanced
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 Developing
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.