MSND Paper - Switzer

by Caroline Switzer

Submission date: 14-Apr-2019 06:42PM (UT C-0400)

Submission ID: 1112283576
File name: MSND_Paper_-_Final.docx (19.67K)
Word count: 1014
Character count: 4868
C/S
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MSND Paper - Switzer
ORIGINALITY REPORT

21 %
SIMILARIT Y INDEX
18%
INT ERNET SOURCES
10%
PUBLICAT IONS
14%
ST UDENT PAPERS

PRIMARY SOURCES

1
ia600207.us.archive.org
Int ernet Source 4%
2
Submitted to Marquette University
St udent Paper 3%
3
Submitted to University of Wales Swansea
St udent Paper 3%
4
www.studymode.com
Int ernet Source 3%
5
Submitted to Chichester College of Arts,
Science and Technology, West Sussex
2%
St udent Paper

6
Submitted to CSU, Long Beach
St udent Paper 2%
7
web.nicc.edu
Int ernet Source 2%
8
www.columbia.edu
Int ernet Source 1%
9
John Peck, Martin Coyle. "How to Study a
 Shakespeare Play", Springer Nature, 1995
Publicat ion 1%
10
Michael Bryson, Arpi Movsesian. "Love and its
Critics: From the Song of Songs to
1%
Shakespeare and Milton’s Eden", Open Book
Publishers, 2017
Publicat ion

Exclude quotes Of f Exclude matches Of f

Exclude bibliography On
MSND Paper - Switzer
GRADEMARK REPORT

FINAL GRADE GENERAL COMMENTS

Instructor

94
PAGE 1
/100

Strikethrough.

Article Error You may need to remove this article.

QM C/S
Comma splice:
A sentence must have both a subject and a main verb in order to be complete, but it cannot
have more than one subject or main verb. A comma splice is a variety of run-on sentence that
occurs when two complete sentences, each with its own subject and verb, are joined mistakenly
by a comma. T here are generally three methods of correcting this problem: 1) Replace the
comma with a stronger mark of punctuation such as a period or semicolon, 2) use a
coordinating conjunction ("and," "but," "or," "nor") to join the two constructions, or 3) make one
of the two sentences a dependent construction by linking it to the other with a subordinating
conjunction ("if ," "when," "so that," "although," "because") or relative pronoun ("that," "which,"
"who," "whom," "whose").

Comment 2
comma splice.

Comment 3
need a comma here.

Article Error You may need to remove this article.

Comment 4
 interesting thesis, and a valid point. I would caution though that is complex enough in nature
that it would require a deeper study of the Elizabethan era.

Comment 5
no comma with the "but" as it is not f ollowed by an independent clause.

Also, and more importantly, this the the argument that really needs the research to back it up,
esp. since it is the crux of your thesis. And while you are right, to an extent, think of who was
ruling England at that time....it's a f ar more complex issue than this small lit assignment is
capable of . I applaud the complexity of the thesis and idea. But can you support it suf f iciently?

Comment 6
caref ul....are you sure of this? how do you know?

PAGE 2

Comment 7
or was it more ancient Athens?

Comment 8
passive structure.

Missing "," You may need to place a comma af ter this word.

Prep. You may be using the wrong preposition.

Comment 9
but does this not speak more to their lack of education and level of understanding...making it
comedic?

Article Error You may need to remove this article.

Possessive T his word may be a plural noun and may not need an apostrophe.

Prep. You may be using the wrong preposition.

Comment 10
caref ul again....can you support this with evidence? Or is just what you think to be true? OR is
 it more ref lective of ancient Greece? You need to clarif y this.

Comment 11
whose perception?

PAGE 3

Comment 12
good analysis.

Comment 13
evidence?

Article Error You may need to use an article bef ore this word.

Article Error You may need to use an article bef ore this word.

Missing "," You may need to place a comma af ter this word.

Comment 14
how do they translate? you say it's how it was then, but what is the larger point? how does it
juxtapose with today? is there a lesson we can learn? How f ar have we come? f ar enough,
not even close....what's your point?

T he writing is really top notch, as usual. T he thinking is on a deeper level, great work, but this
particular thesis needs more evidence. Maybe something to consider when creating the
portf olio.

PAGE 4
RUBRIC: 9 TH-12TH GRADE ANALYSIS

CLAIM/FOCUS Prof icient

Claim and Focus: Make a clear claim about the text(s) early in the essay and f ocus on proving it.

ADVANCED T he essay makes a clear claim about the purpose, ef f ectiveness, or message of the
text(s) based on the strategies, techniques, or devices of the text(s). T he essay
maintains f ocus on analyzing the text(s), using the whole essay to develop the claim
and thoroughly address the demands of the prompt.

PROFICIENT T he essay makes a clear claim about the purpose, ef f ectiveness, or message of the
text(s). T he essay maintains a f ocus on the text(s), but may stray at times f rom
developing the claim. If more than one text is being analyzed, the essay demonstrates
a good balance between or among the texts and addresses the demands of the
prompt.

DEVELOPING T he essay makes a claim about the text(s), but may not connect the claim to the
strategies, techniques, or devices of the text(s). T he essay may maintain f ocus on
the text(s), but not the analysis (or vice versa). If more than one text is being
analyzed, the writer may neglect one or more and may not f ully address the demands
of the prompt.

EMERGING T he essay does not have a claim about the text or about the strategies, techniques,
or devices of the text(s), but may instead of f er overly general f acts as a claim. T he
essay does not develop a claim throughout the essay and does not address the
demands of the prompt.

ANALYSIS/EVID Prof icient

Analysis and Evidence: Choose the right evidence and analyze the evidence's purpose and ef f ect.

ADVANCED T he essay cites the most appropriate and valid evidence to support its claim and f ully
explains how the evidence cited leads to the message or purpose of the text(s). T he
essay demonstrates insightf ul reasoning and f ull understanding of the strategies of
the text(s).

PROFICIENT T he essay cites appropriate evidence to support its claim and f ollows up evidence
with explanations of how it works to achieve the author's message. Summary, if
present, is balanced with analysis. T he essay demonstrates some reasoning and a
basic understanding of the text's or texts' strategies.

DEVELOPING T he essay relies too heavily on summary and of f ers only vague analysis to support
its claim and evidence is not f ollowed up with analysis. T he essay demonstrates very
little reasoning, and instead includes assertions about the text's or texts' strategies.

EMERGING T he essay does not use evidence f rom the text(s) f or the purpose of analysis. T he
essay may incorporate summary without analysis, neglecting to f ocus on the
f eatures of the text(s).

ORGANIZ AT ION Advanced

Organization: Include an engaging introduction and strong conclusion. Use transitions throughout the
essay to make connections clear.

ADVANCED T he essay incorporates ef f ective transitions and an organizational structure that

enhances the analysis. T he essay includes an ef f ective introductory paragraph and a
concluding paragraph.

PROFICIENT T he essay's transitions and structure make it clear and easy to f ollow. T he essay
includes an introductory paragraph or statement, as well as a concluding paragraph
or statement.

DEVELOPING T he essay's transitions and structure may interf ere with a f ull understanding of the
writer's claim. T he essay includes an attempt at an introduction/introductory
statement and/or conclusion/concluding statement.

EMERGING T he lack of transitions and structure make the essay hard to f ollow. T he essay is
missing an introduction or conclusion of any kind.

LANG/ST YLE Advanced

Language and Style: Use specif ic, interesting language and clear sentence structure to communicate ideas.

ADVANCED T he essay has an established, f ormal style and objective tone that is maintained
throughout. T he essay uses mostly correct, varied sentence structure and uses
precise language and domain-specif ic vocabulary in a way that addresses the
complexity of the topic. Few errors are present, and they do not interf ere with
meaning.

PROFICIENT T he essay has an established, f ormal style that is maintained throughout. T he essay
uses mostly correct, varied sentence structure and generally uses precise language
and domain-specif ic vocabulary in way that generally addresses the complexity of the
topic. T he essay may have some errors, but they do not interf ere with meaning.

DEVELOPING T he essay attempts to establish a f ormal style that may not be maintained
throughout. T he essay attempts to vary sentence structure and uses some precise
language that may be domain-specif ic at times in a way that may address the
complexity of the topic inconsistently. T he essay contains some errors that may, at
times, interf ere with meaning.

EMERGING T he essay does not establish and/or maintain a f ormal style. T he essay uses little
variety in sentence structure, and the language is general and not domain-specif ic.
T he essay contains errors that interf ere with meaning.