Physical Therapy Definition.

docx
by Lindsey Juniper

Submission date: 24-Sep-2018 06:30PM (UT C-0700)

Submission ID: 1007787471
File name: Physical_T herapy_Def inition.docx
Word count: 1186
Character count: 7306
 Two Successes: You've written a very accessible definition, and your organization is
sensible; also very clearly written at the sentence level. Two Challenges: Develop
the sophistication and variety of your definition by consulting peer-reviewed sources.
Cite the sources of your information everywhere. Remember, ideas need citation too.

Def Design

good intro

try connecting these old meanings with the current one.

 citation needed

"Above" is enough
Which sources did you use to write this
paragraph?
try finding graphics that add meaning to your
definition, like a graph showing the increase
of PTs over time.
Peer Reviewed
Physical Therapy Definition.docx
GRADEMARK REPORT

FINAL GRADE GENERAL COMMENTS

Instructor

82
PAGE 1
/100

Text Comment. T wo Successes: You've written a very accessible def inition, and your
organization is sensible; also very clearly written at the sentence level. T wo Challenges:
Develop the sophistication and variety of your def inition by consulting peer-reviewed sources.
Cite the sources of your inf ormation everywhere. Remember, ideas need citation too.

QM Def Design
Our prompt asks you to create a Wikipedia-style def inition. When we studied the conventions
of Wiki def initions, students discussed topic headings, a table of contents, helpf ul
graphics/illustrations, and a graphic on the f irst page to help introduce the term. If you decide
to revise this f or your portf olio, be sure you've included all of these conventional design
f eatures of a Wikipedia def inition.

Text Comment. good intro

Text Comment. try connecting these old meanings with the current one.

PAGE 2

Text Comment. citation needed

Text Comment. "Above" is enough

PAGE 3

Text Comment. Which sources did you use to write this paragraph?
PAGE 4

Text Comment. try f inding graphics that add meaning to your def inition, like a graph
showing the increase of PT s over time.

PAGE 5

PAGE 6

QM Peer Reviewed
Our prompt specif ies a certain number of peer reviewed sources, and you have not met that
requirement. Read here if you need to review what counts as a peer reviewed source.

PAGE 7
RUBRIC: 30 1 DEFINITION RUBRIC

RHET . FOCUS Prof icient

SLO #1: Write f ormally and inf ormally, in-class and out-of -class, f or a variety of audiences and purposes.

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 def ine or term or
concept)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 def ine or term or
concept) may be unclear at times, and it may not be achieved convincingly.

PROFICIENT Shows attention to audience's needs, def ining necessary terms and ideas and using
audience-appropriate language. Purpose (to def ine or term or concept) 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 def ine a term or
concept) is clear and achieved with style.

ET HIC RESRCH Absent or

Below Basic
SLO #2: 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 incorrectly quotation marks and/or MLA-, APA-, or Wikipedia-style
BASIC (number system) parenthetical citations and works cited list. Many citation errors.
Does not cite f rom a variety of discipline-appropriate sources. May be over-reliant on
a single source.

DEVELOPING A f ew errors in quotation marks, MLA-, APA-, or Wikipedia-style (number system)

parenthetical citations and works cited list. May cite superf icially f rom sources. May
be over-reliant on a single source.

PROFICIENT Correctly uses quotation marks and MLA-, APA-, or Wikipedia-style (number system)
parenthetical citations and works cited list. May have 1-2 citation errors. Cites f rom a
variety of discipline-appropriate sources.

ADVANCED Consistently and correctly uses quotation marks and MLA-, APA-, or Wikipedia-style
(number system) in-text (parenthetical) and end-of -text (ref erence list) citations f or
all sources, whether quoted directly or paraphrased. Cites f rom a variety of discipline-
appropriate sources. Never over-reliant on a single source.

PERS/SUPPORT Developing
SLO #3: Compare, evaluate, synthesize, and communicate caref ully, objectively, and persuasively the
relative merits of alternative or opposing arguments, assumptions, and cultural values.

ABSENT OR BELOW Fails to support claims with specif ic explanations, examples, etc.. Objectivity may be
BASIC
 lacking.

DEVELOPING Attempts to support claims with explanations, examples, etc., but specif icity and/or
objectivity may be lacking.

PROFICIENT Usually supports the def inition's claims with relevant, thorough, and specif ic
explanations, examples, etc.. Usually maintains objectivity.

ADVANCED Supports the def inition's claims with relevant, thorough, and specif ic explanations,
examples, etc.. Maintains objectivity.

ORGANIZ AT ION Advanced

SLO #4: Organize, f ocus, and communicate one’s thoughts clearly and ef f ectively to address a rhetorical
situation.

ABSENT OR BELOW Organizational devices (one-sentence def inition; introduction; logical partitioning;
BASIC topic sentences, headings, transitions) may be absent, unrelated to the prompt, or
illogically connected. Ps contain multiple topics or are disorganized.

DEVELOPING Organizational devices (one-sentence def inition; introduction; logical partitioning;

topic sentences, headings, 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 (one-sentence def inition; introduction; logical

partitioning; topic sentences, headings, transitions) f it the prompt and tie ideas and
topics together adequately. Ps are usually unif ied.

ADVANCED Clear, specif ic organizational devices (one-sentence def inition; introduction; logical
partitioning; topic sentences, headings, transitions) f it the prompt and tie ideas and
topics together logically and seamlessly. Paragraphs are unif ied.

LANG & DESIGN Advanced

SLO # 5: 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. Language may
BASIC ref lect a gender or cultural bias or be too high or too low. 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. Style may be either too high or too low. Language 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. Middle-level-style. Language respects gender and cultural dif f erences.
Design is conventional and ef f ective.

ADVANCED Outstanding control of language, with middle-level style, including ef f ective diction
and sentence variety. Language respects gender and cultural dif f erences. Design is
 conventional and ef f ective.

COLLABORAT ION
SLO 6: Improve one’s own and others’ writing skills through the assessment and critique of written works.

ABSENT OR BELOW No ef f ort appears to have been made to unif y the def inition's style and substance. It
BASIC looks like multiple writers pasted their work together.

DEVELOPING Some ef f ort to unif y the def inition's style and substance is evident, although it is
clear that multiple people composed it.

PROFICIENT Def inition's style and substance are usually unif ied. It usually appears as though one
writer composed it.

ADVANCED Def inition's style and substance are unif ied. It appears as though one writer
composed it.