Rough Draft by Jazmyne Damphie

Submission date: 08-Sep-2018 10:13PM (UTC-0400) Submission ID: 998779412 File name: 59672_Jazmyne_Damphie_Rough_Draf t_2696058_2059841298.doc Word count: 960 Character count: 5091

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Awk.

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7% SIMILARITY INDEX

6% INTERNET SOURCES

5% PUBLICATIONS

7% STUDENT PAPERS

1 3%

2 3% 3 1%

Exclude quotes Of f

Exclude bibliography Of f

Exclude matches Of f

Rough Draft ORIGINALITY REPORT

PRIMARY SOURCES

Submitted to American Public University System Student Paper

Submitted to Los Angeles Harbor College Student Paper

www.tdhb.org.nz Internet Source

QM

FINAL GRADE

54/100 Rough Draft GRADEMARK REPORT

GENERAL COMMENTS

Instructor

PAGE 1

Comment 1

This does not f ollow the guidelines f or the introduction. Please see the guidelines, the rubric attached to the guidelines, and the video.

Comment 2

The body of the essay also does not f ollow the guidelines. Please read them caref ully, watch the video, see the graphic organizer, and see the rubric I created that provides the specif ics f or each category.

PAGE 2

Comment 3

That is a pretty broad generalization. Please analyze assumptions as required in the guidelines/rubric.

Comment 4

For citations, only use author’s last name

PAGE 3

Awk. Awkward: The expression or construction is cumbersome or dif f icult to read. Consider rewrit ing.

Comment 5

As I stated, above, this does not f ollow the guidelines presented f or the rough draf t.

You only have 3 sources.

PAGE 4

RUBRIC: AACU RUBRIC

EXPL. ISSUE

CAPSTONE (4)

MILESTONE 1 (3)

MILESTONE 2 (2)

BENCHMARK (1)

EVIDENCE

CAPSTONE (4)

MILESTONE 1 (3)

MILESTONE 2 (2)

BENCHMARK (1)

CONTEXT

CAPSTONE (4)

MILESTONE 1 (3)

MILESTONE 2 (2)

BENCHMARK (1)

15 / 28

1 / 4

Statement of Real-World Issue

Issue/problem to be considered crit ically stated clearly and described comprehensively, delivering all relevant inf ormation necessary f or f ull understanding.

Issue/problem to be considered crit ically is stated, described, and clarif ied so that understanding is not seriously impeded by omissions.

Issue/problem to be considered crit ically is stated but description leaves some terms undef ined, ambiguities unexplored, boundaries undetermined, and/or backgrounds unknown.

Issue/problem to be considered crit ically is stated without clarif ication or description.

1 / 4

Selecting and using inf ormation to investigate a point of view or conclusion.

Inf ormation is taken f rom source(s)with enough interpretation/evaluation to develop a comprehensive analysis or synthesis. Viewpoints of experts are questioned thoroughly.

Inf ormation is taken f rom source(s) with enough interpretation/evaluation to develop a coherent analysis or synthesis. Viewpoints of experts are subject to questioning.

Inf ormation is taken f rom source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Viewpoints of experts are taken as mostly f act, with litt le questioning.

Inf ormation is taken f rom source(s) without any interpretation/evaluation. Viewpoints of experts are taken as f act, without questions.

1 / 4

Opposing viewpoints

Thoroughly (systematically and methodically) analyzes own and others’ assumptions and caref ully evaluates the relevance of contexts when presenting a posit ion.

Identif ies own and others’ assumptions and several relevant contexts when presenting a posit ion.

Questions some assumptions. Identif ies several relevant contexts when presenting a position. May be more aware of others’ assumptions than one’s own (or vice versa).

Shows an emerging awareness of present assumptions (sometimes labels assertions as assumptions). Begins to identif y some context when presenting a position.

POSITION

CAPSTONE (4)

MILESTONE 1 (3)

MILESTONE 2 (2)

BENCHMARK (1)

CONCLUSION

CAPSTONE (4)

MILESTONE 1 (3)

MILESTONE 2 (2)

BENCHMARK (1)

MECHANICS

CAPSTONE (4)

MILESTONE 1 (3)

MILESTONE 2 (2)

BENCHMARK (1)

3 / 4

Statement of student posit ion

Specif ic posit ion (perspective, thesis/hypothesis) is imaginative, taking into account the complexit ies of an issue. Limits of posit ion (perspective, thesis/hypothesis) are acknowledged. Others’ points of view are synthesized within posit ion (perspective, thesis/hypothesis).

Specif ic posit ion (perspective, thesis/hypothesis) takes into account the complexit ies of an issue. Others’ points of view are acknowledged within posit ion (perspective, thesis/hypothesis).

Specif ic posit ion (perspective, thesis/hypothesis) acknowledges dif f erent sides of an issue.

Specif ic posit ion (perspective, thesis/hypotheses) is stated, but is simplistic and obvious.

2 / 4

Statement of conclusion

Conclusions and related outcomes (consequences and implications) are logical and ref lect student’s inf ormed evaluation and ability to place evidence and perspectives discussed in priority order.

Conclusion is logically t ied to a range of inf ormation, including opposing viewpoints; related outcomes (consequences and implications) are identif ied clearly.

Conclusion is logically t ied to inf ormation (because inf ormation is chosen to f it the desired conclusion); some related outcomes (consequences and implications) are identif ied clearly.

Conclusion is inconsistently t ied to some of the inf ormation discussed, related outcomes (consequences and implications)are oversimplif ied.

4 / 4

Overall Mechanics/Prof essionalism

No signif icant errors in mechanics or prof essionalism. Follows the conventions of written English.

No major errors in mechanics or prof essionalism but minor typographical errors exist.

Some errors in mechanics and lacks prof essionalism.

Errors in mechanics and prof essionalism severely af f ect readability and comprehension.

SOURCES

CAPSTONE (4)

MILESTONE 1 (3)

MILESTONE 2 (2)

BENCHMARK (1)

3 / 4

Use and citation of Scholarly Sources

At least six scholarly sources were used and cited correctly to complete this assignment.

At least three, but less than six scholarly sources were used and cited correctly to complete this assignment.

Appropriate number of scholarly sources were used but sources were not cited correctly.

No scholarly sources were used to complete this assignment.

  • Rough Draft
    • by Jazmyne Damphie
  • Rough Draft
    • ORIGINALITY REPORT
    • PRIMARY SOURCES
  • Rough Draft
    • GRADEMARK REPORT
      • FINAL GRADE
      • GENERAL COMMENTS
        • Instructor
    • RUBRIC: AACU RUBRIC 15 / 28