44327560 Linying Yu

by Linying Yu

Submission date: 08-Feb-2018 11:28AM (UT C+1100)

Submission ID: 912725412
File name: 240635_Linying_Yu_44327560_Linying_Yu_4449163_1739902225.docx (18.09K)
Word count: 1268
Character count: 6968
 this is structured as an essay and
NOT a literature review!!!
do not use this expression in the first sentence

comma splice this sentence is

far too long and
does not make
poor grammar
sense
very confusing not
relevant

you need 2 sub

poor grammar
topics??

very confusing
this introduction does NOT follow the
structure provided incorrect grammar
xxx
what is the topic of this paragraph?
ideas do not link

punct uat ion incorrect

expression inf ormal

poor grammar

expression

?? expression

reference?

expression meaning? ???

reference?

doesn't make sense

expression

&
 poor grammar

doesn't make sense

reference?

doesn't make
sense

&

doesn't make sense

meaning?
where is the
proof?

your attempt
at
paraphrasing
does not what is the topic
doesn't logically make sense make sense of this
expression has
paragraph?

doesn't make sense

wrong word
ideas do not link

so what?

doesn't logically make sense

so what?

doesn't make sense

&
 meaning? p
r
such as? o
o
f
f
o
r
t
h
i
s
s relevance to the
t topic?
a
t
e
m
this sentence is far too long and does not make sense e
n
t
?

meaning? meaning? reference?

relevance?

link to body
image?

relevance?
&

doesn't make sense

meaning?

??? ????

& ideas do not link

&

doesn't make sense ??

doesn't logically make sense

doesn't make sense

in relation to
what?
You have not acquired the necessary skills to write a literary
review.
 this should be 'References'
incorrect
& punctuati
on for
incorrect spacing Harvard
referenci
ng style

single
& quotation
marks
needed for a
title

&

&

journal name?
44327560 Linying Yu
GRADEMARK REPORT

FINAL GRADE GENERAL COMMENTS

Instructor

8
PAGE 1
/25

Text Comment. this is structured as an essay and NOT a literature review!!!

Text Comment. do not use this expression in the f irst sentence

QM comma splice

Text Comment. this sentence is f ar too long and does not make sense

QM poor grammar
poor grammar

Text Comment. very conf using

Text Comment. not relevant

Text Comment. you need 2 sub topics??

QM poor grammar
poor grammar

Text Comment. very conf using

Text Comment. this introduction does NOT f ollow the structure provided
QM incorrect grammar
incorrect grammar

Text Comment. xxx

Text Comment. what is the topic of this paragraph?

QM ideas do not link

ideas do not link

QM punctuation incorrect

QM expression
expression

QM inf ormal
inf ormal

QM poor grammar
poor grammar

QM expression
expression

Text Comment. ??

QM expression
expression

Text Comment. ref erence?

QM expression
expression

QM meaning?
meaning?

Text Comment. ???

Text Comment. ref erence?

 QM doesn't make sense
doesn't make sense

QM expression
expression

Text Comment. &

PAGE 2

QM poor grammar
poor grammar

QM doesn't make sense

doesn't make sense

Text Comment. ref erence?

QM doesn't make sense

doesn't make sense

Text Comment. &

QM doesn't make sense

doesn't make sense

Text Comment. where is the proof ?

QM meaning?
meaning?

Text Comment. your attempt at paraphrasing does not make sense

Text Comment. what is the topic of this paragraph?

QM doesn't logically make sense

Text Comment. has

QM expression
expression
 QM doesn't make sense
doesn't make sense

QM wrong word
wrong word

QM ideas do not link

ideas do not link

Text Comment. so what?

QM doesn't logically make sense

Text Comment. so what?

QM doesn't make sense

doesn't make sense

Text Comment. &

PAGE 3

QM meaning?
meaning?

Text Comment. proof f or this statement?

Text Comment. such as?

Text Comment. relevance to the topic?

Text Comment. this sentence is f ar too long and does not make sense

QM meaning?
meaning?

QM meaning?
meaning?

Text Comment. ref erence?

 Text Comment. relevance?

Text Comment. link to body image?

Text Comment. x

Text Comment. relevance?

PAGE 4

Text Comment. &

QM doesn't make sense

doesn't make sense

QM meaning?
meaning?

Text Comment. ????

Text Comment. ???

QM ideas do not link

ideas do not link

Text Comment. &

Text Comment. &

QM doesn't make sense

doesn't make sense

Text Comment. ??

QM doesn't logically make sense

QM doesn't make sense

doesn't make sense

Text Comment. in relation to what?

PAGE 5

Text Comment. You have not acquired the necessary skills to write a literary review.

PAGE 6

Text Comment. this should be 'Ref erences'

Text Comment. incorrect punctuation f or Harvard ref erencing style

Text Comment. &

Text Comment. incorrect spacing

Text Comment. single quotation marks needed f or a title

Text Comment. &

Text Comment. &

Text Comment. &

Text Comment. journal name?

RUBRIC: WFRS0 0 1 MINI LIT. REVIEW 8 / 25

T ASK RESPONSE 2/5

SCALE 0 Response irrelevant

(0)

SCALE 1 Response is partly relevant but mostly tangential and/or superf icial. Main ideas are
(1) insuf f icient or must be inf erred through support. Support may be limited or non-
existent.

SCALE 2 Response is mostly relevant with some lapses. Demonstrates a limited understanding
(2) of the f undamental aspects of the genre and topic. Presents several main ideas, but
they may not be f ully developed. Support may be limited in places.

SCALE 3 Response is generally relevant with occasional minor lapses. Demonstrates a

(3) substantial understanding of the genre and topic. Presents several main ideas.
Support is suf f icient and shows development.

SCALE 4 Response is completely relevant & demonstrates distinctive originality and some
(4) insight into the genre and topic. Presents plentif ul relevant main ideas. Support is
extensive and well developed.

SCALE 5 Response is completely relevant & demonstrates considerable originality and insight
(5) into the genre and topic. Presents plentif ul relevant main ideas. Support is extensive,
varied and well-developed.

ST RUCT URE 1/5

SCALE 0 Organisation is unclear

(0)

SCALE 1 Some stages may be missing, unclear or f ormulaic. Little or no attempts to organise
(1) inf ormation into sub-topics.

SCALE 2 All stages are present but some elements may be missing. T he main points are simple
(2) and clear although division into sub-topics may not always be clear. Organisation is
mostly logical.

SCALE 3 All stages are present although key elements may be brief , or partially f ormulaic. T he
(3) main points are simple and clear, and are divided into appropriate sub-topics with
coherent justif ication. Organisation is completely logical but simple.

SCALE 4 All stages are present and suf f iciently developed to answer the question. T he main
(4) points are well considered, and divided into logical sub-topics, with considerable
justif ication. Organisation develops logically and paragraphs f low well

SCALE 5 All stages are present and well developed. T he main points are sophisticated and
(5) presented into thoroughly appropriate sub-topics. Organisation develops logically
and paragraphs f low seamlessly.
GRAM & VOCAB 1/5

SCALE 0 Grammatical errors make the writing dif f icult to understand/ or the writer does not
(0) use own words

SCALE 1 Uses only simple vocab with f requent repetition. Uses simple structures and some
(1) may be overused. Occasionally attempts complex structures. Frequent errors af f ect
meaning. Errors of many types may occur over a range of structures.

SCALE 2 Uses a modest range of vocab, including some precise vocab. Uses a range of simple
(2) sentence structures. Attempts a limited range of complex structures, although they
may be overused. Errors somewhat af f ect meaning. Errors may be more f requent in
complex structures.

SCALE 3 Uses a range of vocab, including some precise vocab. Uses a range of simple and
(3) complex structures although some may be overused. Grammatical errors have minimal
ef f ect on meaning. Errors mostly limited to complex structures.

SCALE 4 Uses a widening range of vocab choices to give mostly precise meanings. Uses
(4) simple and complex structures, mostly accurately. Some grammatical errors occur, but
do not af f ect meaning. Many sentences are error f ree.

SCALE 5 Uses a wide range of sophisticated vocab to convey precise meaning. Uses a range
(5) of sentence structures, accurately and appropriately. Grammatical errors are rare and
do not af f ect meaning. Most sentences are error f ree.

SOURCES 2/5

SCALE 0 No attempt to incorporate sources/ or sources are not paraphrased

(0)

SCALE 1 Minimal attempt at incorporating sources into the writing. Sources, if used, are of ten
(1) inappropriate. No or minimal paraphrasing.

SCALE 2 An attempt to incorporate sources into a cohesive piece of writing, but some sources
(2) are not academically appropriate or do not f ully relate to the question. Sources are
paraphrased with minor errors, with only minor loss of meaning f rom the original.

SCALE 3 A consistent attempt to incorporate academic research using somewhat limited

(3) resources. T here is some evidence of critical analysis and review in the selection of
sources. Sources are paraphrased with minor errors to convey the most important
points of the original text.

SCALE 4 A consistent attempt to incorporate academic research using a reasonable variety of

(4) appropriate resources. Critical analysis, review and selection of sources has been
well managed. Sources thoroughly paraphrased Sentences are paraphrased well to
convey the precise meaning of the original with only minor loss of nuance.

SCALE 5 Strong evidence of academic research using a variety of appropriate resources. T he

(5) selection and review of sources shows a deep critical understanding of the content.
Sources are thoroughly paraphrased and convey the precise meaning of the original
REFERENCING 2/5

SCALE 0 Breaches academic honesty policy

(0)

SCALE 1 Minimal attempt at the use of academic ref erencing conventions

(1)

SCALE 2 Academic ref erencing conventions have been f ollowed with some errors in
(2) application.

SCALE 3 Academic ref erencing conventions have been applied with some minor systematic
(3) errors.

SCALE 4 Academic ref erencing conventions have been correctly applied with only rare non-
(4) systematic errors.

SCALE 5 Academic ref erencing conventions have been correctly and consistently applied.
(5)
44327560 Linying Yu
ORIGINALITY REPORT

1 %
SIMILARIT Y INDEX
1%
INT ERNET SOURCES
0%
PUBLICAT IONS
0%
ST UDENT PAPERS

PRIMARY SOURCES

1
tandfonline.com
Int ernet Source 1%

Exclude quotes Of f Exclude matches < 3 words

Exclude bibliography On