Recommendation Report

by Kevin Webb

FILE

MOODLE_T EMP_T URNIT INT OOL_627328106._10754_1416479619_152

122.DOCX (51.75K)

T IME SUBMIT T ED

20-NOV-2014 02:33AM

WORD COUNT

1393

SUBMISSION ID

480318222

CHARACT ER COUNT

7010

Good rationale.
Reword as "this
mla uses more white space before heading
report will . . ."

one/their mismatch (try students/their)

indeed

modifier error

number mismatch--watch
for this, this is #2

these are good questions, although you need

to be open ended (like, "what form of writing
would be most beneficial for a new hire to
know . . .?")

For consistency, use a

1-2 word bold title for
these two bullets, as
you do below.
number error
#3 (just
calling your
attention to it)

punctuation

confirmed? name a site or two.

build this section with some of the

misplaced opinions and analysis
above.

last sentence here is key: these reports

would use the same skills we already ask
you to use, just in an "expert" format. I'm
going to start assigning these in my lit
classes now! Your recommendation isn't
quite clear. Should all Engl majors be
required to take this publishing industry
class? And you're also saying all of them
should also write reader reports in their early
classes, as well? Isn't that repetitive? Clarify.

not MLA

Recommendation Report
GRADEMARK REPORT
FINAL GRADE

GENERAL COMMENTS

82

Instructor

/100

PAGE 1
PAGE 2

QM

Text Comment.

Good rationale. Reword as "this report will . . ."

Text Comment.

mla uses more white space bef ore heading

Text Comment.

one/their mismatch (try students/their)

Text Comment.

indeed

Text Comment.

modif ier error

Concise
Practice our sentence revision techniques here and throughout your report (e.g., reduce
prepositional phrases, use vigorous verbs, etc.).
Additional Comment How about "this report aims to justif y . . ."

Text Comment.

number mismatch--watch f or this, this is #2

PAGE 3

Text Comment.

these are good questions, although you need to be open ended (like,
"what f orm of writing would be most benef icial f or a new hire to know . . .?")
QM

Unclear

Your construction of this sentence clouds your meaning.

QM

||
Problem in Parallel Form:
Coordinate ideas should be expressed in parallel f orm. All expressions that are similar in
content and f unction should be expressed similarly.

PAGE 4

QM

Unclear
Your construction of this sentence clouds your meaning.

QM

||
Problem in Parallel Form:
Coordinate ideas should be expressed in parallel f orm. All expressions that are similar in
content and f unction should be expressed similarly.

QM

Rec Report Sections

Remember to place inf ormation in the appropriate section: Intro (background, rationale,
purpose), Methods (how you got your inf ormation), Results (the inf ormation you f ound),
Conclusion (what your inf ormation means), Recommendation (what you recommend).

PAGE 5

QM

Concise
Practice our sentence revision techniques here and throughout your report (e.g., reduce
prepositional phrases, use vigorous verbs, etc.).

Text Comment.

For consistency, use a 1-2 word bold title f or these two bullets, as you do

below.

Text Comment.
QM

number error #3 (just calling your attention to it)

citation add
You need a citation here.
Additional Comment throughout this section. even if you already knew this, you need to
buttress your authority by citing sources.

Text Comment.
QM

punctuation

Rec Report Sections

Remember to place inf ormation in the appropriate section: Intro (background, rationale,
purpose), Methods (how you got your inf ormation), Results (the inf ormation you f ound),
Conclusion (what your inf ormation means), Recommendation (what you recommend).

QM

Repetitive
See if you can combine and condense these sentences or ideas, as they are repetitive or
redundant.

PAGE 6

QM

Unclear
Your construction of this sentence clouds your meaning.

Text Comment.
QM

conf irmed? name a site or two.

Concise
Practice our sentence revision techniques here and throughout your report (e.g., reduce
prepositional phrases, use vigorous verbs, etc.).

QM

Rec Report Sections

Remember to place inf ormation in the appropriate section: Intro (background, rationale,
purpose), Methods (how you got your inf ormation), Results (the inf ormation you f ound),
Conclusion (what your inf ormation means), Recommendation (what you recommend).

Text Comment.

build this section with some of the misplaced opinions and analysis above.

Text Comment.

last sentence here is key: these reports would use the same skills we
already ask you to use, just in an "expert" f ormat. I'm going to start assigning these in my lit
classes now! Your recommendation isn't quite clear. Should all Engl majors be required to take
this publishing industry class? And you're also saying all of them should also write reader
reports in their early classes, as well? Isn't that repetitive? Clarif y.
PAGE 7

Text Comment.

not MLA

RUBRIC: 36 0 REC REPORT RUBRIC

RHET FOCUS

Prof icient

Write f ormally and inf ormally, in-class and out-of -class, f or a variety of audiences and purposes.
ABSENT OR BELOW Audience's needs are of ten not recognized: terms and ideas need explanation and
BASIC
language needs adjustment f or the audience. Purpose isn't clear or achieved.
DEVELOPING

Shows some attention to audience's needs, sometimes def ining necessary terms and
ideas and using audience-appropriate language. Purpose may be unclear at times,
and it may not be achieved convincingly.

PROFICIENT

Shows attention to audience's needs, def ining necessary terms and ideas and using
audience-appropriate language. Purpose may be implied, but it's clear and achieved.

ADVANCED

Shows sophisticated attention to audience's needs, def ining necessary terms and
ideas and using audience-appropriate language. Purpose is explicit and achieved with
style.

ET HICAL RES

Developing

Find, evaluate, select, synthesize, organize, ethically cite, and present inf ormation f rom a variety of
sources appropriate to their disciplines.
ABSENT OR BELOW Omits or uses incorrectly MLA- or APA-style parenthetical citations, quotation marks,
BASIC
and works cited list. Drops quotations and ideas into text without introducing source.

Frequently uses irrelevant or unpersuasive sources.

DEVELOPING

A f ew errors in MLA- or APA-style parenthetical citations, quotation marks, and works

cited list. Of ten includes sources names without introduction. Sometimes uses
irrelevant or unpersuasive sources.

PROFICIENT

Correctly uses MLA- or APA-style parenthetical citations, quotation marks, and works
cited list. Usually introduces each source f ullyreader knows who did the research or
communicating, f or whom, and why. Use of sources is usually relevant and
persuasive.

ADVANCED

Correctly uses MLA- or APA-style parenthetical citations, quotation marks, and works
cited list. Introduces each source f ullyreader knows who did the research or
communicating, f or whom, and why. Use of sources is relevant and persuasive.

PERSUASION

Prof icient

Compare, evaluate, synthesize, and communicate caref ully, objectively, and persuasively the relative merits
of alternative or opposing arguments, assumptions, and cultural values. Integrate this evaluative work into
ones own persuasive arguments.
ABSENT OR BELOW Inadequate, inappropriate, or irrelevant reasoning and evidence do not support a
BASIC
controlling idea or paragraph claims.
DEVELOPING

May rely too heavily upon quotations, provide too little evidence, or under analyze
evidence. May omit reasoning and include some irrelevant or unpersuasive evidence.

PROFICIENT

Usually supports the controlling idea and paragraph claims with persuasive reasoning
and credible, relevant, analyzed evidence. Sources are usually balanced with author's
opinions and analysis.

ADVANCED

Supports the controlling idea and paragraph claims with relevant, thorough, and
insightf ul reasoning and analyzed evidence. Sources are judiciously balanced with
author's opinions and analysis.

ORG & FOCUS

Developing

Organize ones thoughts and communicate them clearly and coherently to address a rhetorical situation.
ABSENT OR BELOW Organizational devices (controlling idea, headings, subheadings, topic sentences,
BASIC
transitions) may be absent, unrelated to the prompt, or illogically connected. Ps

contain multiple topics or are disorganized.

DEVELOPING

Organizational devices (controlling idea, headings, subheadings, topic sentences,

transitions) f it the prompt, but may be vague, too broad, or inconsistenly or illogically
linked. Ps may not be unif ied.

PROFICIENT

Clear organizational devices (controlling idea, headings, subheadings, topic

sentences, transitions) f it the prompt and tie ideas together adequately.

ADVANCED

Clear, specif ic organizational devices (controlling idea, headings, subheadings, topic

sentences, transitions) f it the prompt and tie ideas together logically and seamlessly.

LANGUAGE

Prof icient

Recognize, evaluate, and employ the f eatures and contexts of language that express and inf luence
meaning and that demonstrate sensitivity to gender and cultural dif f erences.
ABSENT OR BELOW Spelling, syntax, diction, or punctuation errors impede readability. Lanuage may ref lect
BASIC
a gender or cultural bias.
DEVELOPING

Spelling, syntax, diction, or punctuation errors of ten impede readability or otherwise

distract f rom meaning. Lanuage may occasionally suggest a gender or cultural bias.

PROFICIENT

Spelling, syntax, diction, or punctuation errors are f ew and do not distract f rom
meaning. Lanuage respects gender and cultural dif f erences.

ADVANCED

Outstanding control of language, including ef f ective diction and sentence variety.

Lanuage respects gender and cultural dif f erences.

DESIGN

Prof icient

Recognize, evaluate, and employ the f eatures and contexts of design that express and inf luence meaning
and that demonstrate sensitivity to gender and cultural dif f erences.
ABSENT OR BELOW Inconsistent, conf using, or unconventional design distracts f rom the text's message.
BASIC
DEVELOPING

Design is sometimes inappropriate, conf using, or unconventional. Frequently strays

f rom ef f ective design principles (e.g., alignment, proximity).

PROFICIENT

Consistent design usually f ollows ef f ective design principles (e.g., alignment,

proximity) and enriches the text's message.

ADVANCED

Sophisticated, consistent design f ollows ef f ective design principles (e.g., alignment,

proximity) and enriches the text's message.