this has to be a super good essay and you have to use the example to know what the teacher likes

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Running head: NEGOTIABLE TERMS 1

Running head: NEGOTIABLE TERMS 12

Negotiable Terms

Eddie Feliciano

Rasmussen

Author Notes

This research is being submitted on June 5, 2013, for Eddie Feliciano B234/BUL2241

Negotiable Terms

Negotiable instruments have long played a venerable role in commercial transactions, and negotiable instruments law is an integral part of the Uniform Commercial Code (U.C.C.) Oone of the identifying characteristics of a negotiable instrument is that it must strictly comply with the formal requirements of negotiable instruments law to avoid being relegated to the status of an ordinary contract. A negotiable instrument is an unconditional, assignable promise to pay a fixed amount of money, either on demand or at some specific time Comment by Rob Paixao: Comments number two through five in the chart below… Source?

. Two common forms of negotiable instruments used currently are the check and the promissory note. Checks are designed for the immediate transfer of money, and consist of an instruction by the drawer or writer of the check to his or her bank to pay a set sum of money upon demand to a third party or to whomever the third party specifies the money be paid. Promissory notes, on the other hand, are typically used as a method of providing credit. What makes these two contracts for the transfer of money negotiable instruments is the fact that they can be transferred by the party who has the right to receive money to a third party simply by indorsing the instrument over to the third party. Comment by Rob Paixao: Comment number one above…

It is surprising that the commissioners did not realize, as continental codifiers realize, the extreme importance of the widest possible publication of the proposed code, and the necessity of abundant criticism, especially of public criticism, from practicing lawyers and judges. Comment by Rob Paixao: Source?

References

LII | LII / Legal Information Institute. (n.d.). LII | LII / Legal Information Institute. Retrieved June 5, 2013, from http://www.law.cornell.edu

Please refer to the comment table below.

When you are reading the comments and suggestion in the comment bubbles in your paper you can refer to the comment number and its meaning. They serve as the basis for the score you received.

If you have any comments or questions, you are always welcome to contact me after you have reviewed these comments and suggestions. Thanks for the submission.

Rob

Greetings, Everyone!

To help you here are a few websites and YouTube videos for your practice and perfection in all future assignments in the course:

I hope all of this helps.

Please feel free to contact me if you have any further questions.

Have an awesome one!

Peace,

Rob

505.314.4141

Websites

http://www.studygs.net/citation.htm

https://owl.english.purdue.edu/owl/resource/560/01/

http://apacitationwebsite.com

https://www.library.cornell.edu/resrch/citmanage/apa

http://citationproducer.com/apa-citation/

YouTube Videos

https://www.youtube.com/watch?v=9pbUoNa5tyY

http://lynn.libguides.com/content.php?pid=47000&sid=349970

https://www.youtube.com/watch?v=IAeFgtGMCbk

https://www.youtube.com/watch?v=AUEuppVwIGc&list=PL4C0BB776C29E2F62

https://www.youtube.com/watch?v=etoJ45xipb4

https://www.youtube.com/watch?v=4EcTvdF60qA

Comment Number	What does it mean?
1	Not proper APA format…in its entirety
A	Title page missing
B	Reference Section missing
C	Not a proper in text citation
2	Proofreading
A	Never use contractions (don’t, doesn’t, and so on…)
B	Never use abbreviations (USA, NM, and so on…)
3	Source? Analysis? Relevancy? In text citation at the end of the sentence?
4	What are you trying to say here? I do not understand what you are trying to say here…?
5	Good idea here…How would you expand on it here? What would be the source? How would it be relevant? How would it fit in the analysis? Where would the in text citation be at the end of the sentence?
6	What source provided the data for this? It is missing?

Rubric: Assignment

Total Possible Score: 20 (100%)

Total Possible Score: 20 X ( %) = /20

Thesis Statement

The student defines terms, conditions, and all arguments of the assignment.
The student summarizes historical evolution.
The student explains relevance of the topic and argument of the assignment.
The student analyzes the topic and argument of the assignment.
The student evaluates several views of topic discussed

Total: 20%

Distinguished - Thoroughly and comprehensively developed introduction and thesis statement, giving a clear direction and purpose of the paper. (100%)

Proficient - Clearly developed introduction and thesis statement, giving some direction and purpose of the paper. (80%)

Basic - Introduction and thesis statement are present, and somewhat give direction and purpose of the paper. (70%)

Below Expectations - Introduction and thesis statement are present, though incomplete. The direction and purpose of the paper is unclear. (60%)

Non-Performance - The introduction and thesis statement are either non-existent or lack the components described in the assignment instructions. (50%)

Resource Section & Resource Requirement


The student summarizes historical evolution.
The student identifies examples and their relevance to the topic and argument of the assignment.
The student explains relevance of the topic and argument of the assignment.
The student analyzes the topic and argument of the assignment.
The student evaluates several views of topic discussed	---

Total: 20%

Distinguished - References within the bibliography are appropriately selected, correctly cited, and clearly relevant to the assignment, according to the description provided. (100%)

Proficient - References within the bibliography are appropriately selected, cited, and relevant to the assignment, according to the description provided. (80%)

Basic - References within the bibliography are appropriately selected and somewhat relevant to the assignment, according to the description provided. (70%)

Below Expectations - References within the bibliography are not appropriately selected, and may be irrelevant to the assignment, according to the description provided. (60%)

Non-Performance - The bibliography is either nonexistent or lacks the components described in the assignment instructions. (50%)

Critical Thinking: Evidence

The student defines terms, conditions, and all arguments of the assignment.
The student summarizes historical evolution.
The student identifies examples and their relevance to the topic and argument of the assignment.
The student explains relevance of the topic and argument of the assignment.
The student analyzes the topic and argument of the assignment.
The student evaluates several views of topic discussed
The student logically develops the thesis to lead to the conclusion.
The student supports development with facts, full explanations, and persuasive reasoning.
The student uses his or her own words (quotations are less than 5% of body).
The paper includes a strong conclusion that is consistent with thesis.

Total: 20%

Distinguished - Employs persuasive information from credible source(s) to develop an ample analysis or synthesis of the topic. Viewpoints of experts are scrutinized thoroughly. (100%)

Proficient - Employs applicable information from credible source(s) to develop an analysis of the topic. (80%)

Basic - Identifies applicable information from credible source(s), but may neglect the application of such information toward the analysis of the topic. (70%)

Below Expectations - Displays information from external source(s), but such information may lack credibility and/or relevance. Neglects the application of such information toward the analysis of the topic. (60%)

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions. (50%)

APA Formatting

The student uses APA in-text (short) citations to sources.

The student uses APA long citations on reference page.

Total: 20%

Distinguished - Accurately uses APA formatting consistently throughout the paper, title and reference page. (100%)

Proficient - Exhibits APA formatting throughout the paper. However, layout contains a few minor errors. (80%)

Basic - Exhibits basic knowledge of APA formatting throughout the paper. However, layout does not meet all APA requirements. (70%)

Below Expectations - Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to distinguish as APA. (60%)

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions. (50%)

Proofreading

Content Criteria

The student defines terms, conditions, and all arguments of the assignment.

The student summarizes historical evolution.

The student identifies examples and their relevance to the topic and argument of the assignment.

The student explains relevance of the topic and argument of the assignment.

The student analyzes the topic and argument of the assignment.

The student evaluates several views of topic discussed (20%)

The paper includes an introduction with a clear and concise thesis statement.

The student logically develops the thesis to lead to the conclusion.

The student supports development with facts, full explanations, and persuasive reasoning.

The student uses his or her own words (quotations are less than 5% of body).

The student uses logical paragraph and sentence transitions.

The student uses complete and clear sentences.

The student uses correct grammar, spelling, and punctuation.

The paper includes a strong conclusion that is consistent with thesis.

Research Criteria

The student writes at least 1,500 words in body of essay.

The student cites at least three relevant academic articles found in the Ashford Online Library.

The student uses APA in-text (short) citations to sources.

The student uses APA long citations on reference page.

Total: 20%

Proofreading

The student uses logical paragraph and sentence transitions.

The student uses complete and clear sentences.

The student uses correct grammar, spelling, and punctuation.

Total: 20%

Distinguished – not one mistake can be found (100%)

Proficient – there are some mistakes but they did not impact the paper (80%)

Basic – there are some mistakes but they made the reading a little troubling (70%)

Below Expectations –the Paper was made difficult by faulty grammar and proofreading errors (60%)

Non-Performance – the paper really was difficult to read because of grammar spelling other errors as indicated in this paper (50%)