Annotated Bibliography

by Jessa Whitley

Submission date: 15-Oct-2017 07:47PM (UT C-0700)

Submission ID: 863248226
File name: Annotated_Bib..docx (83K)
Word count: 669
Character count: 3580
Great research! Be sure, however, to find a
source to use to define the
counterargument to your case. Read the
comments below to discover ways to
improve this annotated bibliography if you
decide to revise it for your portfolio.

a
l
l
?
This will be a great
q
thesis once you
u
refine its details. For
a
example, you
mention plagiarists l
are "seen as . . . i
dishonest," but then f
you oppose that latery
with "however, . . .
plagiarisim . . .is due
to . . . the pressure
put on students to
excel." When
students plagiarize
because of pressure,
isn't that dishonesty?
Try examining both
halves of your thesis
to refine this
opposition you're
creating.
very good introduction.
Annotated Bibliography
GRADEMARK REPORT

FINAL GRADE GENERAL COMMENTS

Instructor

88
PAGE 1
/100

Text Comment. Great research! Be sure, however, to f ind a source to use to def ine the
counterargument to your case. Read the comments below to discover ways to improve this
annotated bibliography if you decide to revise it f or your portf olio.

Text Comment. all? qualif y

Text Comment. T his will be a great thesis once you ref ine its details. For example, you
mention plagiarists are "seen as . . . dishonest," but then you oppose that later with "however, . .
. plagiarisim . . .is due to . . . the pressure put on students to excel." When students plagiarize
because of pressure, isn't that dishonesty? T ry examining both halves of your thesis to ref ine
this opposition you're creating.

PAGE 2

Text Comment. very good introduction.

PAGE 3
RUBRIC: ANNOT BIBLIO RUBRIC

RHET FOCUS Advanced

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 Prof icient

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 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 Advanced

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 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.
Annotated Bibliography
ORIGINALITY REPORT

6 %
SIMILARIT Y INDEX
4%
INT ERNET SOURCES
0%
PUBLICAT IONS
5%
ST UDENT PAPERS

PRIMARY SOURCES

1
Submitted to CSU, Hayward
St udent Paper 3%
2
www.cluteinstitute.com
Int ernet Source 1%
3
Submitted to Webster University
St udent Paper 1%

Exclude quotes On Exclude matches Of f

Exclude bibliography On