Annotated Bibliography

by Kayla Mcgrif f

Submission date: 22-Oct-2018 11:22PM (UT C-0700)

Submission ID: 1025135708
File name: annotated_bib_corrected.docx
Word count: 649
Character count: 3761
 up to what standard?

Good starting point, but you'll want to finesse this thesis--I'm not
really sure what you're saying we should do.

use a colon for a list

best
 and

Good context. Now, narrow your intro's

focus to just physician's role in Diabetes
prevention (if that's your topic). Exclude
Solid research! the other things, like other diseases.

explains? these affect?

Proof read
Annotated Bibliography
GRADEMARK REPORT

FINAL GRADE GENERAL COMMENTS

Instructor

85
PAGE 1
/100

Text Comment. up to what standard?

Text Comment. Good starting point, but you'll want to f inesse this thesis--I'm not really
sure what you're saying we should do.

Text Comment. use a colon f or a list

Text Comment. best

PAGE 2

Text Comment. and

Text Comment. Good context. Now, narrow your intro's f ocus to just physician's role in
Diabetes prevention (if that's your topic). Exclude the other things, like other diseases.

Text Comment. Solid research!

Text Comment. explains?

Text Comment. these af f ect?

QM Proof read
Proof read caref ully to identif y and correct simple errors like those in this sentence.
PAGE 3

PAGE 4
RUBRIC: 30 1 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 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 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 Relationships between annotations and the working title and thesis may be unclear,
BASIC and their relevance, timeliness, balance, and authority may be questionable or unclear.
T he writer may have summarized the sources, rather than explaining how they'll be
used.

DEVELOPING Annotations are related to the working title and thesis, but their relevance, timeliness,
balance, and authority may be questionable or unclear. Annotations of ten summarize
the sources, rather than explaining *how* they will be used.

PROFICIENT Concise annotations usually persuade reader that the listed sources support the
working title and thesis and are relevant, timely, balanced, and authoritative.
Annotations usually explain *how* sources will be used, rather than only summarizing
them.

ADVANCED Concise annotations persuade reader that the listed sources support the working
title and thesis and are relevant, timely, balanced, and authoritative. Annotations
explain *how* sources will be used, rather than only summarizing them.

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 thesis, intro, summary sentences, headings)
BASIC are missing or unclear. 100-word annotations may not connect clearly to each other
or their headings, titles, etc. incoherent.

DEVELOPING Organizational devices (working title and thesis, 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 thesis, 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 thesis, 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.