Problem-and-solution paragraphs lack a central point and are undeveloped the recommendation is either inappropriate or absent. The introduction may be mildly interesting no discernible thesis is stated. The text also shows little to no evidence of the writer’s intent to consciously meet or challenge conventional expectations in rhetorically effective ways. The text does not adhere to the “Editing Focus” of this chapter: subject-verb agreement as discussed in Section 6.6. The writer’s voice is only occasionally objective and trustworthy. The presentation is somewhat appropriate to the content. The proposal itself shows minimal awareness of audience, context, and community expectations. The proposal topic demonstrates a weak understanding of purpose. The language is often confusing or inappropriate. Evidence is poorly integrated into sentences, with few connections among ideas and evidence. Problem-and-solution paragraphs often lack a central point and are poorly developed the recommendation is weak. The introduction may be mildly interesting the transition to the thesis is lacking. The text also shows emerging evidence of the writer’s intent to consciously meet or challenge conventional expectations in rhetorically effective ways. The text occasionally adheres to the “Editing Focus” of this chapter: subject-verb agreement as discussed in Section 6.6. The writer’s voice strays occasionally from objectivity and trustworthiness. The presentation is mostly appropriate to the content. The proposal itself shows some awareness of audience, context, and community expectations. The proposal topic demonstrates some understanding of purpose. Language may be confusing or inappropriate at times. Evidence is integrated into sentences inconsistently the connections among ideas and evidence are inconsistent. Problem-and-solution paragraphs have a central point but are marginally developed the recommendation is fairly clear. The introduction is somewhat interesting the transition to the thesis could be smoother. The text also shows limited evidence of the writer’s intent to consciously meet or challenge conventional expectations in rhetorically effective ways. The text generally adheres to the “Editing Focus” of this chapter: subject-verb agreement as discussed in Section 6.6. The writer’s voice is sufficiently objective and trustworthy. The presentation is appropriate to the content. The proposal itself shows awareness of audience, context, and community expectations. The proposal topic demonstrates understanding of purpose. The language is usually clear and appropriate. Evidence is integrated smoothly into most sentences transitions make some connections among ideas and evidence. Problem-and- solution paragraphs have a central point and are developed adequately the recommendation is appropriate. The introduction sparks interest and leads smoothly to the thesis. The text also shows some evidence of the writer’s intent to consciously meet or challenge conventional expectations in rhetorically effective ways. The text usually adheres to the “Editing Focus” of this chapter: subject-verb agreement as discussed in Section 6.6. The writer’s voice is consistently objective and trustworthy. The presentation is highly appropriate to the content. The proposal itself shows expert awareness of audience, context, and community expectations. The proposal topic demonstrates a superior understanding of purpose. The language is consistently clear and appropriate. Evidence is integrated smoothly and skillfully into sentences transitions clearly connect ideas and evidence. Problem-and- solution paragraphs have a central point and are developed fully the recommendation is appropriate. The introduction sparks interest and leads expertly to the thesis. The text also shows ample evidence of the writer’s intent to consciously meet or challenge conventional expectations in rhetorically effective ways. The text always adheres to the “Editing Focus” of this chapter: subject-verb agreement as discussed in Section 6.6.
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