Tom Jones SOP

by Thomas Jones

FILE

MOODLE_T EMP_T URNIT INT OOL_823993983._17666_1423111891_3783

8.DOCX (6.85K)

T IME SUBMIT T ED

04-FEB-2015 08:51PM

WORD COUNT

819

SUBMISSION ID

501812933

CHARACT ER COUNT

4161

add a detail--my X experience make me an excellent candidate ("the

best" sounds a little over the top)
career?
save doyle for later, since your sop
isn't mainly about him. Then build this
claim.

at

in what
class?

OK--even
better if
you can
get more
specific-organisms,
for
example
does it at Caltech?
say so

where will you get equipment? this is what

your readers will ask.

I'm not sure this is accurate

Tom Jones SOP

GRADEMARK REPORT
FINAL GRADE

GENERAL COMMENTS

76

Instructor

/100

PAGE 1

Text Comment.

add a detail--my X experience make me an excellent candidate ("the best"

sounds a little over the top)

Text Comment.

career?

Comment 1
what are your goals? teaching? research? both? work in f ield as a career (governmental work,
etc.)

Text Comment.

save doyle f or later, since your sop isn't mainly about him. T hen build this

claim.

QM

Text Comment.

OK--even better if you can get more specif ic--organisms, f or example

Text Comment.

in what class?

Text Comment.

at

Run-on
Run-on sentence:
T he sentence contains two or more independent clauses. Separate the clauses with a period or
semicolon.

QM

examples--add
Your claims here are sound, but they would be more persuasive if you added relevant examples.

Text Comment.
QM

does it at Caltech? say so

Develop
Can you develop this claim or idea? Build it with more explanation, examples, or details.

Text Comment.

where will you get equipment? this is what your readers will ask.

Text Comment.

I'm not sure this is accurate

PAGE 2

Comment 2
I'm not sure these two Ps about your personal research will resonate with committees--they
may question your methodology. Build the research you've done on spiders. Describe everything
you did and what you discovered. Also describe your teaching experience. You can mention your
inf ormal research, but I'd just put that in your conclusion to illustrate this "small science" idea.

RUBRIC: 36 3 SOP RUBRIC

RHET . FOCUS (25%)

76 / 10 0

70 / 100

Write f ormally and inf ormally, in-class and out-of -class, f or a variety of audiences and purposes.
ABSENT OR BELOW
BASIC
(60)
DEVELOPING
(70)
PROFICIENT
(85)
ADVANCED
(100)

PERSUASION (30%)

70 / 100

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
BASIC
(60)
DEVELOPING
(70)
PROFICIENT
(85)
ADVANCED
(100)

ORGANIZ AT ION (25%)

70 / 100

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
BASIC
(60)
DEVELOPING
(70)
PROFICIENT
(85)
ADVANCED

(100)

LANG & DESIGN (20%)

100 / 100

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
BASIC
(60)
DEVELOPING
(70)
PROFICIENT
(85)
ADVANCED
(100)