AMJ_Proposal

by Aneta Jelowicki

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OODLE_T EMP_T URNIT INT OOL_1475066178._19077_1425964541_104

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T IME SUBMIT T ED

09-MAR-2015 10:15PM

WORD COUNT

1795

SUBMISSION ID

514613074

CHARACT ER COUNT

10099

proposal title should be speculative or should summarize what's

to be studied

this

good, simple

and then . . . (task

switching?)

positive?

good--a gap

whew!

good-precedent

good

fragment

can you imagine the economic impact?

I'm confused, you seem to have blended APA (in text)

with a number system (like IEEE). What were you
aiming for?

AMJ_Proposal
GRADEMARK REPORT
FINAL GRADE

GENERAL COMMENTS

92

Instructor

/100

PAGE 1

Text Comment.

proposal title should be speculative or should summarize what's to be

studied
PAGE 2

QM

Text Comment.

this

Text Comment.

good, simple

Text Comment.

and then . . . (task switching?)

||
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

||
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

delete
some words or phrases here are unnecessary; they may even cloud your meaing.

QM

citation add
You need a citation here.

QM

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

Text Comment.
QM

positive?

citation add
You need a citation here.

PAGE 3

Text Comment.

good--a gap

Text Comment.

whew!

Text Comment.

good--precedent

Text Comment.

good

Text Comment.

f ragment

Text Comment.

can you imagine the economic impact?

PAGE 4

PAGE 5

PAGE 6
PAGE 7

Text Comment.

I'm conf used, you seem to have blended APA (in text) with a number
system (like IEEE). What were you aiming f or?

RUBRIC: PROPOSALS 1

RHET FOCUS

Advanced

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 convince a f unding agency

to f und or permit your research) 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 convince a f unding
agency to f und or permit your research) 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 convince a f unding agency to f und or
permit your research) 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 convince a f unding
agency to f und or permit your research) is clear and achieved with style.

CIT AT IONS

Developing

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 MLA- or APA-style parenthetical citations, quotation marks,
BASIC
and works cited list. Drops quotations and ideas into text without introducing source

when an introduction is appropriate.

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 when an introduction is
appropriate.

PROFICIENT

Correctly uses MLA- or APA-style parenthetical citations, quotation marks, and works
cited list. Usually introduces each source f ully when appropriatereader knows who
did the research or communicating, f or whom, and why.

ADVANCED

Correctly uses MLA- or APA-style parenthetical citations, quotation marks, and works
cited list. Introduces each source f ully when appropriatereader knows who did the
research or communicating, f or whom, and why.

PERSUASION

Advanced

SLO #3: 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 a persuasive argument.
ABSENT OR BELOW Fails to support requests f or f unding/permission and paragraph claims with
BASIC
reasoning, rationales, and/or specif ic evidence. Objectivity may be lacking. A clear

request f or f unding or permission may be unclear or missing.

DEVELOPING

Attempts to support the request f or f unding/permission and paragraph claims with

reasoning, rationales, and evidence, but specif icity and/or objectivity may be lacking. A
clear request f or f unding or permission may be missing or implied.

PROFICIENT

Usually supports the request f or f unding/permission and paragraph claims with

relevant, thorough, and insightf ul reasoning, persuasive rationales, and specif ic
evidence. Usually maintains objectivity.

ADVANCED

Supports the request f or f unding/permission and paragraph claims with relevant,

thorough, and insightf ul reasoning, persuasive rationales, and specif ic evidence.
Maintains objectivity.

ORG & FOCUS

Advanced

SLO #4: Organize, f ocus, and communicate ones thoughts clearly and ef f ectively to address a rhetorical
situation. Employ IMRAD organizational pattern where appropriate.
ABSENT OR BELOW Proposal-appropriate organizational devices (title, IMRAD headings and topical
BASIC
subheadings, topic sentences, transitions) may be absent, unrelated to the prompt,

or illogically connected. Ps contain multiple topics or are disorganized.

DEVELOPING

Proposal-appropriate organizational devices (title, IMRAD headings and topical

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, specif ic, proposal-appropriate organizational devices (title, IMRAD headings

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

ADVANCED

Clear, specif ic, proposal-appropriate organizational devices (title, IMRAD headings

and topical subheadings, topic sentences, transitions) f it the prompt and tie ideas
and topics together logically and seamlessly. Paragraphs are unif ied.

LANG & DESIGN

Prof icient

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. 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. Language may occasionally suggest a gender or cultural bias.
Design may be unconventional or inef f ective.

PROFICIENT

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

ADVANCED

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

Language respects gender and cultural dif f erences. Design is conventional and
ef f ective.