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this is neither APA, MLA, nor a number system. Use Purdue OWL if you need

a refresher.

Consider a new introduction paragraph. Start with

the one-sentence def and then either introduce
these several components of nutrition in a way that
each sentence is linked to the previous one, or
consider finding other content for the introduction.

because we're missing these? unclear

and do we have a rumen?

you could partition this paragraph into subheadings for fiber, fats,
etc.
 example of what? this structure
implies protein is an example

of saturated fat--that's the connection

your sentences make. Try

subheadings.

such as?

this paragraph is clearer.

for example?

need a new section/heading

click on "originality" to see all the highlighted, plagiarized areas
that you need to paraphrase.

avoid long
quotations--
paraphrase
References need a Heading/Title, and they need to
follow APA, MLA or number system.
Untitled
GRADEMARK REPORT

FINAL GRADE GENERAL COMMENTS

Instructor

68
PAGE 1
/150

PAGE 2

Text Comment. this is neither APA, MLA, nor a number system. Use Purdue OWL if you
need

a ref resher.

QM coherence
T he relationship of this P or sentence to the previous P or sentence isn't clear. Can you create
a transition or otherwise specif y the relationship?

QM coherence
T he relationship of this P or sentence to the previous P or sentence isn't clear. Can you create
a transition or otherwise specif y the relationship?

QM graphic citation
graphic citations should be APA, MLA, or number system. Look these up at Purdue OWL if you
need help.

Text Comment. Consider a new introduction paragraph. Start with the one-sentence def
and then either introduce these several components of nutrition in a way that each sentence is
linked to the previous one, or consider f inding other content f or the introduction.

QM White Space
White space is used to set sections apart. Avoid cramming headings and paragraphs together
and f ollow this common rule f or headings:
two white lines bef ore a heading, one white line af ter the heading. When creating columns
(which are vertical), separate them with vertical white space.
 Text Comment. because we're missing these? unclear

Text Comment. and do we have a rumen?

Text Comment. you could partition this paragraph into subheadings f or f iber, f ats, etc.

PAGE 3

Text Comment. example of what? this structure implies protein is an example

of saturated f at--that's the connection your sentences make. T ry

subheadings.

Text Comment. such as?

QM graphic citation
graphic citations should be APA, MLA, or number system. Look these up at Purdue OWL if you
need help.

Text Comment. this paragraph is clearer.

PAGE 4

Text Comment. f or example?

Text Comment. need a new section/heading

QM unif y Ps
Each P should develop a single topic. Choose one of the topics included in this P and develop it
f ully using explanations, examples, details, etc.

PAGE 5

QM Plagiarism
T his sentence contains text copied verbatim f rom a source (whether acknowledged in
parentheses or not) without quotation marks. T his makes it look like you wrote this text, chose
these words, when you did not.

Text Comment. click on "originality" to see all the highlighted, plagiarized areas that you
need to paraphrase.
 Text Comment. avoid long quotations--paraphrase

PAGE 6

Text Comment. Ref erences need a Heading/T itle, and they need to f ollow APA, MLA or
number system.

PAGE 7

PAGE 8
RUBRIC: 36 3 DEFINITION RUBRIC

RHET . FOCUS Developing

SLO #1: 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 (to def ine or term or
concept)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 (to def ine or term or
concept) 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 (to def ine or term or concept) 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 (to def ine a term or
concept) is clear and achieved with style.

ET HIC RESRCH Absent or

Below Basic
SLO #2: Using the appropriate majors customary citation style, ethically cite and communicate inf ormation
f rom a variety of discipline-appropriate sources.

ABSENT OR BELOW Omits or uses incorrectly quotation marks and/or MLA-, APA-, or Wikipedia-style
BASIC (number system) parenthetical citations and works cited list. Many citation errors.
Does not cite f rom a variety of discipline-appropriate sources. May be over-reliant on
a single source.

DEVELOPING A f ew errors in quotation marks, MLA-, APA-, or Wikipedia-style (number system)

parenthetical citations and works cited list. May cite superf icially f rom sources. May
be over-reliant on a single source.

PROFICIENT Correctly uses quotation marks and MLA-, APA-, or Wikipedia-style (number system)
parenthetical citations and works cited list. May have 1-2 citation errors. Cites f rom a
variety of discipline-appropriate sources.

ADVANCED Consistently and correctly uses quotation marks and MLA-, APA-, or Wikipedia-style
(number system) in-text (parenthetical) and end-of -text (ref erence list) citations f or
all sources, whether quoted directly or paraphrased. Cites f rom a variety of discipline-
appropriate sources. Never over-reliant on a single source.

PERS/SUPPORT Developing
SLO #3: Compare, evaluate, synthesize, and communicate caref ully, objectively, and persuasively the
relative merits of alternative or opposing arguments, assumptions, and cultural values.

ABSENT OR BELOW Fails to support claims with specif ic explanations, examples, etc.. Objectivity may be
BASIC
 lacking.

DEVELOPING Attempts to support claims with explanations, examples, etc., but specif icity and/or
objectivity may be lacking.

PROFICIENT Usually supports the def inition's claims with relevant, thorough, and specif ic
explanations, examples, etc.. Usually maintains objectivity.

ADVANCED Supports the def inition's claims with relevant, thorough, and specif ic explanations,
examples, etc.. Maintains objectivity.

ORGANIZ AT ION Absent or

Below Basic
SLO #4: Organize, f ocus, and communicate ones thoughts clearly and ef f ectively to address a rhetorical
situation.

ABSENT OR BELOW Organizational devices (one-sentence def inition; introduction; logical partitioning;
BASIC topic sentences, headings, transitions) may be absent, unrelated to the prompt, or
illogically connected. Ps contain multiple topics or are disorganized.

DEVELOPING Organizational devices (one-sentence def inition; introduction; logical partitioning;

topic sentences, headings, 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 (one-sentence def inition; introduction; logical

partitioning; topic sentences, headings, transitions) f it the prompt and tie ideas and
topics together adequately. Ps are usually unif ied.

ADVANCED Clear, specif ic organizational devices (one-sentence def inition; introduction; logical
partitioning; topic sentences, headings, transitions) f it the prompt and tie ideas and
topics together logically and seamlessly. Paragraphs are unif ied.

LANG & DESIGN Developing

SLO # 5: Recognize, evaluate, and employ the f eatures and contexts of language and design 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. Language may
BASIC ref lect a gender or cultural bias or be too high or too low. Design may be
unconventional and inef f ective.

DEVELOPING Spelling, syntax, diction, or punctuation errors of ten impede readability or otherwise
distract f rom meaning. Style may be either too high or too low. Language may
occasionally suggest a gender or cultural bias. Design may be inconventional or
inef f ective.

PROFICIENT Spelling, syntax, diction, or punctuation errors are f ew and do not distract f rom
meaning. Middle-level-style. Language respects gender and cultural dif f erences.
Design is conventional and ef f ective.

ADVANCED Outstanding control of language, with middle-level style, including ef f ective diction
and sentence variety. Language respects gender and cultural dif f erences. Design is
conventional and ef f ective.