Espinoza Castro: Definition of

Catalyst
by Victor Espinoza

FILE DEFINIT ION_OF_CAT ALYST .DOCX (945.97K)

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 spen
t? or
confusing (enzymes
chanis
plural, but "a ged
biological" ?

signals something
singular--I didn't see
you were

defining
Just say, "Because a catalyst remains unchanged at theenzymes
end . . ." at
first.

Aside from some wording

issues, you intro familiarizes
readers with your subject--good.
 very clear! I
understand.
:) Now, can
you say
something
about the
graphic on
page 1?

yes
!
this
is
ho
w to
brin
g
gra
phi
cs
this doesn't seem like "common knowledge": cite!
You can't just cite the last sentence. Cite everything that's not
common knowledge.
Espinoza Castro: Definition of Catalyst
GRADEMARK REPORT

FINAL GRADE GENERAL COMMENTS

Instructor

88
PAGE 1
/150

Text Comment. spent? or changed?

Text Comment. conf using (enzymes is plural, but "a biological"

signals something singular--I didn't see you were

def ining enzymes at f irst.

Text Comment. Just say, "Because a catalyst remains unchanged at the end . . ."

Text Comment. Aside f rom some wording issues, you intro f amiliarizes readers with your
subject--good.

QM Repetitive
See if you can combine and condense these sentences or ideas, as they are repetitive or
redundant.

PAGE 2

Text Comment. very clear! I understand. :) Now, can you say something about the graphic
on page 1?

QM missing words
Some of your sentences omit words that are necessary to communicate their meaning. Be sure
to proof read caref ully--maybe even aloud.
 Text Comment. yes! this is how to bring graphics into your text. Now, where does it say
"Figure 2"?

PAGE 3

QM Articles
Include an article bef ore a noun (the, a/an)

QM missing words
Some of your sentences omit words that are necessary to communicate their meaning. Be sure
to proof read caref ully--maybe even aloud.

QM White Space
White space is used to set sections apart. Avoid cramming headings and paragraphs together
and f ollow this common rule f or headings:
two white lines bef ore a heading, one white line af ter the heading. When creating columns
(which are vertical), separate them with vertical white space.

PAGE 4

QM citation add
You need a citation here.

Text Comment. this doesn't seem like "common knowledge": cite!

PAGE 5

Text Comment. You can't just cite the last sentence. Cite everything that's not common
knowledge.

QM apa mla ref list

Use Purdue OWL to discover the proper content and f ormatting of these entries.

PAGE 6
RUBRIC: 36 3 DEFINITION RUBRIC

RHET . FOCUS Advanced

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 Prof icient

SLO #2: 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 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 Prof icient

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 ones 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 Prof icient

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.