Guardado.

BIB
by Analy Guardado

FILE ANNOT AT EDBIB.301.DOCX (99.26K)

T IME SUBMIT T ED 20-MAR-2017 11:10PM WORD COUNT 627
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 You need peer-reviewed sources, which you
can find by searching CSUF's library
databases and clicking the peer reviewed
only box.

good Q

a thesis is 1-2 sentences, not a paragraph. :)

sexual orientation =
which sex you prefer

romantically.

so, statistics prove the wage gap, or no?

wordy, just say "is" (is the creation and maintenance of . . .)

wrong word--a
d publicity
can't "practice"
 which turns out

to be "79 cents . . ."

Sounds like useful information!

this is a claim, or is it backed up with evidence?

Guardado.BIB
GRADEMARK REPORT

FINAL GRADE GENERAL COMMENTS

Instructor

78
PAGE 1
/100

Text Comment. You need peer-reviewed sources, which you can f ind by searching CSUF's
library databases and clicking the peer reviewed only box.

QM S/V Agreement
Subject-verb agreement:
Subjects and verbs should match in number and person. Singular subjects require singular
verbs; plural subjects require plural verbs.

Text Comment. good Q

Text Comment. a thesis is 1-2 sentences, not a paragraph. :)

Text Comment. sexual orientation = which sex you pref er

romantically.

Text Comment. so, statistics prove the wage gap, or no?

QM Editorial Thesis
For an editorial, you need a thesis statement that 1) limits and predicts the rest of the paper, 2)
includes a debatable claim, 3) acknowledges prominent counterarguments, and 4) provides a
major reason to support its debatable claim. A thesis should answer a question, rather than ask
one. T ry using the Sheridan Baker thesis machine, which I've posted on T itanium.

Text Comment. wordy, just say "is" (is the creation and maintenance of . . .)
 Text Comment. wrong word--a publicity can't "practice"

Text Comment. d

PAGE 2

Text Comment. which turns out

to be "79 cents . . ."

Text Comment. Sounds like usef ul inf ormation!

Text Comment. this is a claim, or is it backed up with evidence?

PAGE 3
RUBRIC: ANNOT BIBLIO 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 persuade reader that
sources are appropriate f or this editorial) 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 this editorial) 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 this editorial) 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 this editorial) is clear and achieved with style.

ET HICAL RES Developing

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 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 thesis are unclear, and their relevance,
BASIC timeliness, balance, and authority may be questionable or unclear. Alternately, the
writer may not have written the three required sentences f or each source.

DEVELOPING Annotations are related to the working title and thesis, 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 thesis and are relevant, timely, balanced, and authoritative.

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

ORGANIZ AT ION Developing

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

ABSENT OR BELOW Organizational devices (working title and thesis, summary sentences, headings) are
BASIC missing or unclear. T hree-sentence annotations are not coherent.

DEVELOPING Organizational devices (working title and thesis, summary sentences, headings) f it
the prompt, but may be vague, too broad, or inconsistenly or illogically linked. T hree-
sentence annotations may not be coherent.

PROFICIENT Clear, specif ic organizational devices (working title and thesis, summary sentences,
headings) f it the prompt and tie ideas and topics together. T hree-sentence
annotations are coherent.

ADVANCED Clear, specif ic organizational devices (working title and thesis, summary sentences,
headings) f it the prompt and tie ideas and topics together logically and seamlessly.
T hree-sentence 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.