Research Paper

Rough Draft by Jazmyne Damphie

Submission dat e : 08- Sep- 2018 10:13PM (UT C- 04 00) Submission ID: 9987 7 94 12 File name : 5967 2_Jazmyne_Damphie_Ro ugh_Draf t_2696058_205984 1298.do c Word count : 960 Charact e r count : 5091

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Awk.

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7% SIMILARIT Y INDEX

6% INT ERNET SOURCES

5% PUBLICAT IONS

7% ST UDENT PAPERS

1 3%

2 3% 3 1%

Exclude quo tes Of f

Exclude biblio graphy Of f

Exclude matches Of f

Rough Draft ORIGINALITY REPORT

PRIMARY SOURCES

Submitted to American Public University System St udent Paper

Submitted to Los Angeles Harbor College St udent Paper

www.tdhb.org.nz Int ernet Source

QM

FINAL GRADE

54/100 Rough Draft GRADEMARK REPORT

GENERAL COMMENTS

Instructor

PAGE 1

Comment 1

T his do es no t f o llo w the guidelines f o r the intro ductio n. Please see the guidelines, the rubric attached to the guidelines, and the video .

Comment 2

T he bo dy o f the essay also do es no t f o llo w the guidelines. Please read them caref ully, watch the video , see the graphic o rganizer, and see the rubric I created that pro vides the specif ics f o r each catego ry.

PAGE 2

Comment 3

T hat is a pretty bro ad generalizatio n. Please analyze assumptio ns as required in the guidelines/rubric.

Comment 4

Fo r citatio ns, o nly use autho r's last name

PAGE 3

Awk. Awkward: T he expressio n o r co nstructio n is cumberso me o r dif f icult to read. Co nsider rewriting.

Comment 5

As I stated, abo ve, this do es no t f o llo w the guidelines presented f o r the ro ugh draf t.

Yo u o nly have 3 so urces.

PAGE 4

RUBRIC: AACU RUBRIC

EXPL. ISSUE

CAPST ONE (4)

MILEST ONE 1 (3)

MILEST ONE 2 (2)

BENCHMARK (1)

EVIDENCE

CAPST ONE (4)

MILEST ONE 1 (3)

MILEST ONE 2 (2)

BENCHMARK (1)

CONT EXT

CAPST ONE (4)

MILEST ONE 1 (3)

MILEST ONE 2 (2)

BENCHMARK (1)

15 / 28

1 / 4

Statement o f Real- Wo rld Issue

Issue/pro blem to be co nsidered critically stated clearly and described co mprehensively, delivering all relevant inf o rmatio n necessary f o r f ull understanding.

Issue/pro blem to be co nsidered critically is stated, described, and clarif ied so that understanding is no t serio usly impeded by o missio ns.

Issue/pro blem to be co nsidered critically is stated but descriptio n leaves so me terms undef ined, ambiguities unexplo red, bo undaries undetermined, and/o r backgro unds unkno wn.

Issue/pro blem to be co nsidered critically is stated witho ut clarif icatio n o r descriptio n.

1 / 4

Selecting and using inf o rmatio n to investigate a po int o f view o r co nclusio n.

Inf o rmatio n is taken f ro m so urce(s)with eno ugh interpretatio n/evaluatio n to develo p a co mprehensive analysis o r synthesis. Viewpo ints o f experts are questio ned tho ro ughly.

Inf o rmatio n is taken f ro m so urce(s) with eno ugh interpretatio n/evaluatio n to develo p a co herent analysis o r synthesis. Viewpo ints o f experts are subject to questio ning.

Inf o rmatio n is taken f ro m so urce(s) with so me interpretatio n/evaluatio n, but no t eno ugh to develo p a co herent analysis o r synthesis. Viewpo ints o f experts are taken as mo stly f act, with little questio ning.

Inf o rmatio n is taken f ro m so urce(s) witho ut any interpretatio n/evaluatio n. Viewpo ints o f experts are taken as f act, witho ut questio ns.

1 / 4

Oppo sing viewpo ints

T ho ro ughly (systematically and metho dically) analyzes o wn and o thers’ assumptio ns and caref ully evaluates the relevance o f co ntexts when presenting a po sitio n.

Identif ies o wn and o thers’ assumptio ns and several relevant co ntexts when presenting a po sitio n.

Questio ns so me assumptio ns. Identif ies several relevant co ntexts when presenting a po sitio n. May be mo re aware o f o thers’ assumptio ns than o ne’s o wn (o r vice versa).

Sho ws an emerging awareness o f present assumptio ns (so metimes labels assertio ns as assumptio ns). Begins to identif y so me co ntext when presenting a po sitio n.

POSIT ION

CAPST ONE (4)

MILEST ONE 1 (3)

MILEST ONE 2 (2)

BENCHMARK (1)

CONCLUSION

CAPST ONE (4)

MILEST ONE 1 (3)

MILEST ONE 2 (2)

BENCHMARK (1)

MECHANICS

CAPST ONE (4)

MILEST ONE 1 (3)

MILEST ONE 2 (2)

BENCHMARK (1)

3 / 4

Statement o f student po sitio n

Specif ic po sitio n (perspective, thesis/hypo thesis) is imaginative, taking into acco unt the co mplexities o f an issue. Limits o f po sitio n (perspective, thesis/hypo thesis) are ackno wledged. Others’ po ints o f view are synthesized within po sitio n (perspective, thesis/hypo thesis).

Specif ic po sitio n (perspective, thesis/hypo thesis) takes into acco unt the co mplexities o f an issue. Others’ po ints o f view are ackno wledged within po sitio n (perspective, thesis/hypo thesis).

Specif ic po sitio n (perspective, thesis/hypo thesis) ackno wledges dif f erent sides o f an issue.

Specif ic po sitio n (perspective, thesis/hypo theses) is stated, but is simplistic and o bvio us.

2 / 4

Statement o f co nclusio n

Co nclusio ns and related o utco mes (co nsequences and implicatio ns) are lo gical and ref lect student’s inf o rmed evaluatio n and ability to place evidence and perspectives discussed in prio rity o rder.

Co nclusio n is lo gically tied to a range o f inf o rmatio n, including o ppo sing viewpo ints; related o utco mes (co nsequences and implicatio ns) are identif ied clearly.

Co nclusio n is lo gically tied to inf o rmatio n (because inf o rmatio n is cho sen to f it the desired co nclusio n); so me related o utco mes (co nsequences and implicatio ns) are identif ied clearly.

Co nclusio n is inco nsistently tied to so me o f the inf o rmatio n discussed, related o utco mes (co nsequences and implicatio ns)are o versimplif ied.

4 / 4

Overall Mechanics/Pro f essio nalism

No signif icant erro rs in mechanics o r pro f essio nalism. Fo llo ws the co nventio ns o f written English.

No majo r erro rs in mechanics o r pro f essio nalism but mino r typo graphical erro rs exist.

So me erro rs in mechanics and lacks pro f essio nalism.

Erro rs in mechanics and pro f essio nalism severely af f ect readability and co mprehensio n.

SOURCES

CAPST ONE (4)

MILEST ONE 1 (3)

MILEST ONE 2 (2)

BENCHMARK (1)

3 / 4

Use and citatio n o f Scho larly So urces

At least six scho larly so urces were used and cited co rrectly to co mplete this assignment.

At least three, but less than six scho larly so urces were used and cited co rrectly to co mplete this assignment.

Appro priate number o f scho larly so urces were used but so urces were no t cited co rrectly.

No scho larly so urces were used to co mplete this assignment.