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classification by Kensia Dumerant

Submission date: 07-Jun-2022 08:33PM (UTC-0400) Submission ID: 1852586278 File name: var_www_moodle_temp_turnitintool_1197952287.kensiAhero.docx (14.55K) Word count: 711 Character count: 3568

MLA Page Numbers

MLA Date Missing Title

State thesis 3 UL Thesis

Missing ","

Conc. Missing ","

7 8

Article

S/V Agreement

11 WC

S/V Agreement

Awk.

13 14

MLA

9% SIMILARITY INDEX

8% INTERNET SOURCES

0% PUBLICATIONS

4% STUDENT PAPERS

1 6% 2 4%

Exclude quotes Off

Exclude bibliography Off

Exclude matches Off

classification ORIGINALITY REPORT

PRIMARY SOURCES

nybookeditors.com Internet Source

Submitted to Newark Charter School Student Paper

FINAL GRADE

60/100 classification GRADEMARK REPORT

GENERAL COMMENTS

Instructor

Hi Kensia! You have some interesting points to share. Yet, in the absence of a clear thesis, it becomes difficult to discern the nature of your topic development. You have to make sure the body paragraphs comprise clear topic sentences and concluding statements as well. Make sure the underlying basis of your classification is made clear throughout.

There are some errors in language and punctuation; do check the comments to make revisions.

All the best!

PAGE 1

Hi! I look forward to reading your essay!

-SD

MLA Page Numbers | Format

Per MLA guidelines, please don't forget to include MLA headers with page numbers in the top right corner.

MLA Date | Format

Follow MLA rules to format the date, for example, 17 June 2019.

Missing Title | Format

You have to provide a title for your essay at all times.

Comment 1 | Style

Unnecessary use of preposition alert! See:

https://owl.purdue.edu/owl/general_writing/grammar/prepositions/index.html

Comment 2 | Organization

Your introduction should focus on offer contextual information about the topic and end with your thesis statement.

State thesis | Thesis State your thesis. Show your readers the direction this essay will take by writing a thesis that clearly answers the prompt question. A thesis is the controlling idea that unites the entire essay. Additional Comment

You have to end the introduction with a thesis statement.

Comment 3 | Thesis

Your thesis should mention the main group and at least three subgroups you will classify the group into. Be sure to state a debatable claim as well (ex. best to worst, most important to least important, etc.) that will help you group the sub-categories.

UL Thesis | Format

Underline your thesis statement at all times.

Missing "," | Punctuation Missing comma: Though it may not always be grammatically necessary, a comma can often help to prevent a misreading. When a sentence opens with an introductory element (a phrase, clause or word that is logically related to another phrase or clause in the same sentence), it is a great help to your reader to place a comma after that introductory element. Such phrases will often begin with words like "because," "while" or "although," as in the following example: "While everyone was fighting, the bear wandered away." As you can see, without the comma, the sentence would be confusing.

Comment 4 | Support

Good work stating the qualities of this hero type! You might want to also mention the underlying basis of your classification.

Conc. | Organization

You will have to provide a concluding statement at the end of the body paragraph that mentions the paragraph's argument/claim and connects it with the main topic.

Additional Comment

Look out for similar errors in the essay.

Comment 5 | Organization

You might want to move this point to the previous section that discusses the qualities of a willing hero.

Comment 6 | Support

Try to offer more details about "this sort of hero."

Comment 7 | Style

Avoid using the second person point of narration in formal writing.

Comment 8 | Support

Why so? Be sure to explain.

PAGE 2

WC | Style Word choice error: Sometimes choosing the correct word to express exactly what you have to say is very difficult to do. Word choice errors can be the result of not paying attention to the word or trying too hard to come up with a fancier word when a simple one is appropriate. A thesaurus can be a handy tool when you're trying to find a word that's similar to, but more accurate than, the one you're looking up. However, it can often introduce more problems if you use a word thinking it has exactly the same meaning.

Comment 9 | Organization

Since you are discussing the qualities of the same hero type in these sections, consider merging them into a single section to better organize your body paragraphs.

Comment 10 | Support

You might want to make it clear whether the traditional hero is the classical hero and explain what makes him "ridiculously beautiful."

Article | Style

Error in article use spotted! To develop a clearer understanding of definite and indefinite articles, refer to this source:

https://owl.purdue.edu/owl/general_writing/grammar/using_articles.html

Additional Comment

Since you mention "standards" you might want to revise the use of article.

S/V Agreement | Grammar Subject-verb agreement: Subjects and verbs should match in number and person. Singular subjects require singular verbs; plural subjects require plural verbs. Additional Comment

Watch out for similar errors in the essay.

Comment 11 | Style

Use either "like" or "as" since they mean the same.

Watch out for similar errors in the essay.

PAGE 3

Awk. | Style Awkward: The expression or construction is cumbersome or difficult to read. Consider rewriting.

Comment 12 | Support

What makes these characteristics inherent qualities of the epic hero? Consider explaining.

Comment 13 | Organization

You have to develop a separate conclusion section for your essay.

Comment 14 | Organization

Your conclusion should reiterate the thesis, summarize your key claims, and offer an interesting insight on the topic before wrapping up the essay.

PAGE 4

MLA | Research

Oops, remember to closely follow MLA guidelines while formatting your paper. For further information, see: owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/ml

RUBRIC: ENG102W0S CLASSIFICATION

THESIS (20%)

F- (0)

F (2)

D (3)

C (3.50)

B (4)

A (5)

SUPPORT (20%)

F- (0)

F (2)

D (3)

C (3.50)

2.98 / 5

0 / 5

Thesis, central idea, audience, purpose, digressions

Thesis or potential thesis is neither present in any portion of the essay, nor is it implied in any manner. Thesis may be present but incorrect for the assignment’s objectives/approach. Thesis may be present but the submission overall fails to meet most assignment objectives (such as the essay is only a paragraph) that determining the thesis’ viability is problematic.

Lacks an identifiable thesis. Limited or no awareness of audience and purpose. Readers cannot discern the essay’s central idea.

Thesis was attempted but unclear and/or inconsistently addressed. Reveals limited awareness of audience and purpose. Central idea either lacking or inconsistently addressed.

Thesis is identifiable, but perhaps too narrow, too broad, or otherwise problematic. Awareness of audience may be adequate but inconsistent. Central idea is perhaps too general and supported by irrelevant examples.

Thesis is established and is consistently addressed throughout most of the paper. Awareness of audience is sufficient. Central idea is clear and maintained in most of the essay.

Thesis is clearly established and maintained throughout the entire paper. Paper demonstrates a sophisticated awareness of audience and purpose. Central idea/focus maintained throughout.

3.50 / 5

Thesis support, thesis development, use of details and examples, logic, and reason

Support is more than lacking, such that it is insufficient for review (assignment does not meet length requirements). Body paragraphs may be very limited in original material for evaluation due to too much borrowed information and a problematic similarity report which qualifies the paper for an account hold and “similarity match: low” QuickMark.

No support of thesis with relevant facts, examples, reasons, or evidence. No topic development. Little-to-no classification is present. Topic development is flawed or non-existent.

Support is minimal, logically flawed, and/or inaccurate. Topic may be illogically classified, and classifications may not be supported by evidence. Topic development may have been attempted, but does not form conclusions and/or fails to exhibit clear reasoning.

More support is needed. Some examples may be vague. Topic is classified, but classifications may not be completely supported by evidence. Some irrelevant support may be present, but most evidence supports thesis.

B (4)

A (5)

ORGANIZATION (15%)

F- (0)

F (2)

D (3)

C (3.50)

B (4)

A (5)

STYLE (10%)

F- (0)

Support is sufficient but perhaps flawed in some way. Topic is logically classified, and classifications are supported by evidence. Examples are sufficient. Thesis is supported and developed in most paragraphs.

Essay completely supports the thesis with logical arrangement of evidence. Topic is logically classified, and classifications are supported by very strong evidence. Examples are excellent. All assertions are supported and relate to thesis.

3 / 5

Introduction, conclusion, body paragraphs, transitions, topic sentences

Two or more major organizational elements are missing, such as an introduction and conclusion. Essay be one long paragraph with no discernible separation of ideas.

No clear introduction, body, or conclusion. Little-to-no transitions. Demonstrates little-to-no understanding of organization. Many sentences within paragraphs do not relate to each other and/or the paragraph’s topic. May contain no discernible topic sentences.

Introduction, body, and conclusion attempted but problematic. Few transitions. Perhaps numerous digressions. Mostly missing or problematic topic sentences. Demonstrates little understanding of organization.

Identifiable introduction, body, and conclusion; yet one significant weakness is present: undeveloped introduction, undeveloped conclusion, illogical paragraph order. Adequate transitions, perhaps some digressions. Some paragraphs may lack clear topic sentences. Demonstrates basic understanding of organization.

Clear introduction, body, and conclusion although improvements could be made. Most paragraphs have clear topic sentences. Essay establishes a clear plan of development. Transitions are clear throughout most of the paper. Demonstrates good understanding of organization.

Clear and effective introduction, body, and conclusion: Introduction establishes the essay’s main idea, and conclusion summarizes thesis and main ideas without merely copying and pasting from the introduction. Clear and effective transitions are present throughout the paper. Demonstrates excellent understanding of organization.

3.50 / 5

Word choice, repetition, redundancy, awkwardness, article misuse, wrong word form (their/there, etc.), typos/misspellings, vocabulary

May contain more than 8 errors in word choice, wordiness, redundancy, or awkwardness. May contain more than 8 errors in inappropriate language for academic audience. Fails to demonstrate clarity in most sentences throughout the paper. The lack of lucidity makes it difficult for the reader to determine the paper’s focus.

F (2)

D (3)

C (3.50)

B (4)

A (5)

GRAMMAR (10%)

F- (0)

F (2)

D (3)

C (3.50)

B (4)

A (5)

PUNCTUATION (10%)

F- (0)

May contain more than 6 errors in word choice, wordiness, redundancy, or awkwardness. May contain more than 6 errors in inappropriate language for academic audience. Fails to demonstrate competent language use; sentences and vocabulary are inappropriate, facile, and/or incoherent.

May contain 6 errors in word choice, wordiness, redundancy, or awkwardness. May contain 6 errors in inappropriate language for academic audience. Contains repetitive, incorrect, and/or insufficient sentence structure and/or limited vocabulary.

May contain 4 – 5 errors in word choice, wordiness, redundancy, or awkwardness. May contain 2 – 3 errors in inappropriate language for academic audience. Demonstrates competency with language use but sentence constructions and vocabulary may be limited or repetitive.

May contain 2 – 3 errors in word choice, wordiness, redundancy, or awkwardness. May contain 2 – 3 errors in inappropriate language for academic audience. Demonstrates sufficient knowledge and skill with varied sentence construction and vocabulary. Unnecessary repetition is minor.

May contain 1 error in word choice, wordiness, redundancy, or awkwardness. May contain 1 error in inappropriate language for academic audience. Demonstrates sophisticated knowledge and skill with varied and complex sentence construction and vocabulary. Little-to-no unnecessary repetition.

4 / 5

Fragments, subject-verb agreement, verb tense errors, verb form errors, run-ons, pronoun agreement

Contains more than 7 different grammar errors. The identical 5+ errors may be repeated throughout.

Contains more than 5 different grammar errors. The identical 3 – 4 errors may be repeated throughout.

Contains 4 – 5 different grammar errors. The identical 2 – 3 errors may be repeated throughout.

Contains 2 – 3 different grammar errors. The identical 1 – 2 errors may be repeated throughout.

Contains 1 grammar error, which may be repeated throughout the essay.

Contains either no grammar errors, or 1 – 2 different errors with no repetition.

4 / 5

Comma errors, comma splices, apostrophe errors, capitalization errors, semicolon errors, colon errors

Contains more than 7 different punctuation/capitalization errors. The identical 5+ errors may be repeated throughout.

F (2)

D (3)

C (3.50)

B (4)

A (5)

FORMAT (5%)

F- (0)

F (2)

D (3)

C (3.50)

B (4)

A (5)

RESEARCH (10%)

F- (0)

Contains more than 5 different punctuation/capitalization errors. The identical 3 – 4 errors may be repeated throughout.

Contains 4 – 5 different punctuation/capitalization errors. The identical 2 – 3 errors may be repeated throughout.

Contains 2 – 3 different punctuation/capitalization errors. The identical 1 – 2 errors may be repeated throughout.

Contains 1 punctuation/capitalization error, which may be repeated throughout the essay.

Contains either no punctuation/capitalization error, or 1 – 2 different errors with no repetition.

3.50 / 5

heading, title, margins, spacing, length*, underlined thesis *Length for Classification is 500 words minimum

Format or word minimum is completely lacking. Formatting may be missing five or more elements (either no title, incomplete heading, inappropriate spacing or margins, and/or thesis not underlined). Essay is severely underdeveloped, such that it includes only a paragraph or two.

Doesn’t meet formatting requirements: Formatting may be missing four or more elements (either no title, incomplete heading, inappropriate spacing or margins, or thesis not underlined). Length may not meet minimum requirements.

Doesn’t meet most formatting requirements: Formatting may be missing three elements (either no title, incomplete heading, inappropriate spacing or margins, or thesis not underlined). Length may not meet minimum requirements.

Meets some formatting requirements: Formatting may be missing two elements (either no title, incomplete heading, inappropriate spacing or margins, or thesis not underlined). Length may not meet minimum requirements (an essay that does not meet length minimum will score no higher than 3 in this category)

Meets most formatting requirements: Formatting may be missing one element (either no title, incomplete heading, inappropriate spacing or margins, or thesis not underlined). Length meets minimum requirements of 500 words.

Meets all requirements. Formatting is appropriate in terms of heading, title, margins, spacing, underlining thesis. Length meets minimum requirements of 500 words.

5 / 5

Source minimums, incorporation of sources (including use of signal phrases), use of research to argue topic, MLA in-text quote formatting, Works Cited list This paper requires at least one source.

Sources are neither present on the Works Cited page nor employed in the paper. No attempt or implied intention to use sources. At least seven different errors in

F (2)

D (3)

C (3.50)

B (4)

A (5)

documenting sources. Similarity report may present potential plagiarism concerns, so much so that grading the paper is acceptable but the paper must be placed on an account hold due to qualifying for the “similarity match: low” QuickMark.

Source minimum requirements are not met. Research is insufficient, irrelevant, or inadequate. Sources are not incorporated at all, or are done very poorly. Five or more errors in documenting sources using MLA style may be present. Works Cited page either omitted or formatted very poorly. It may be difficult or impossible to discern which sources are in the list.

Source minimum requirements may not be met (Note: If source minimum is not met, the essay will score no higher than 2 in this category). Research is superficial and/or sources are incorporated poorly. No more than four different errors in documenting sources using MLA style may be present. These identical errors may be repeated. Works Cited page may contain significant formatting errors, and some sources may be omitted from the list.

Source minimum requirements (one credible source) are met. Research may be superficial, sources may be poorly incorporated. No more than three different errors in documenting sources using MLA style may be present. These identical errors may be repeated. Works Cited page may contain significant formatting errors, but all sources are listed.

Source minimum requirements (one credible source) are met. Fairly thorough research with mostly effective use of sources. No more than two different errors in documenting sources using MLA style. These identical two errors may be repeated. Works Cited page may contain minor formatting errors, but all sources are clearly listed.

Source minimum requirements (one credible source) are met. Thoroughly researches the topic, uses sources effectively. No more than one different error in documenting sources using MLA style. This identical error may be repeated. Works Cited page may contain minor formatting errors, but all sources are clearly listed.