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Assignment 2, Milestone 1

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Assignment 2, Milestone 1: First Draft (GRADED)

Now that you’ve had time to step away from your selected reading and your analysis (hopefully it was a productive break!), it’s time to return to it and reconsider your approach as we enter the second half of the term. So far you’ve written your initial reaction to your selected article (Writing Notes) and expanded on those reactions by revisiting the article and applying active reading and analysis (Writing Plan)—now, you are at the official drafting part of the writing process.

In this guided activity, you’ll walk through the answers you submitted for Assignment 1: Writing Plan and expand on them by re-reading and re-evaluating your selected reading. You’ll also pull additional quotes and paraphrases and develop summarizations that will be used to further support your points. Finally, you’ll apply your instructor’s feedback from the Assignment 1 submission to this assignment, which will prepare you for your Assignment 2: Critical Analysis Essay submission in Module 8.

If you haven’t had a chance to complete the Assignment 1: Writing Plan submission, please do so before moving forward with this module. Please refer to the late policy as well.

Before you work on this assignment, look over the assignment guidelines and rubric (click here) to make sure you’re fulfilling each aspect of the assignment. You can also download/print the rubric.

Planning for Assignment 2, Milestone 1

First, you should re-read your selected article and jot down any new ideas or reactions you have to the reading. Then open up the Word document that you submitted for Assignment 1: Writing Plan. (You can return to 3-2 to download another version of the document.) Look over your instructor’s comments and consider how you could have improved your answers to any of the questions. Also think about how your answers might change now that you have had some time to step away from the reading.

Constructing Assignment 2, Milestone 1

Answer the following questions to help you construct a draft of your Critical Analysis essay. Follow the instructions at the bottom of the page to download all of your responses to a single Word document that can be submitted to your instructor.

Enter your responses into the textboxes provided and then click “Submit.” Your responses will be saved to the Notebook, which can be found under the “Course Tools” menu.

  1. After re-reading your selected article, write a 3-4 sentence overview of the work, briefly describing main points and your thoughts about the writing. Include the author’s name and title of the article in this overview. These sentences will be part of your Introduction.
  2. In Assignment 1: Writing Plan, you wrote a claim* to be addressed in your analysis essay. The claim should again clearly state what you believe is the author’s goal in his or her article, your reaction to this goal (e.g., do you agree or disagree?), and why you had this reaction. After re-reading and re-evaluating the article, do you want to change your claim? If so, re-write your claim in the textbox below. If you are still happy with your original claim, enter it again in the textbox.
  3. In Assignment 1: Writing Plan, you listed three possible key points* that the author used to support his or her goal. Re-write the first supporting point in the textbox below. Then list one way in which the reading supports this point.
  4. Now look for specific evidence* to support this first key point. The evidence should be a direct quote* from the article, a summary* of a section of the article, or a paraphrased* section of the article. Include the evidence in the textbox. (Remember to put quotation marks around direct quotes and cite the source in either MLA or APA format. For a brief overview, click here.)
  5. Write 1-2 sentences that explain how this piece of evidence supports the author’s goal (from Question 2). Then, write 4 or more sentences that explain your reaction to the author’s key point (e.g., do you agree or disagree with this key point and its evidence? Do you think the author met his/her goal with the evidence that is being presented? Does additional information need to be included?) Remember to elaborate on your reaction.
  6. Write the second key point/supporting point from your Assignment 1: Writing Plan notes in the textbox below.
  7. Now look for specific evidence to support this second key point. The evidence should be a direct quote from the article, a summary of a section of the article, or a paraphrased section of the article. Include the evidence in the textbox. (Remember to put quotation marks around direct quotes.)
  8. Write 1-2 sentences that explain how this piece of evidence supports your claim (from Question 2). Then, write 4 or more sentences that explain your reaction to the author’s key point (e.g., do you agree or disagree with this key point and its evidence? Do you think the author met his/her goal with the evidence that is being presented? Does additional information need to be included?) Remember to elaborate on your reaction.
  9. Write the third key point/supporting point from your Assignment 1: Writing Plan notes in the textbox below.
  10. Now look for specific evidence to support this third key point. The evidence should be a direct quote from the article, a summary of a section of the article, or a paraphrased section of the article. Include the evidence in the textbox. (Remember to put quotation marks around direct quotes.)
  11. Write 1-2 sentences that explain how this piece of evidence supports your claim (from Question 2). Then, write 4 or more sentences that explain your reaction to the author’s key point (e.g., do you agree or disagree with this key point and its evidence? Do you think the author met his/her goal with the evidence that is being presented? Does additional information need to be included?) Remember to elaborate on your reaction.
  12. Re-state your claim exactly as it is stated in Question 2.
  13. Write 3-4 sentences that summarize your reaction to the author’s key supporting points (Questions 3-11).
  14. Explain at least 2 insights* about your claim established through your analysis.
 
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ENG 122 Assignment 1 Guidelines and Rubric Overview

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Overview of the New York State Brownfields Cleanup Program June 2008 Thomas P. DiNapoli New York State Comptroller 3 Overview of BCP Accomplishments The number of sites admitted to the Program, the number of sites remediated, the geographic distribution of sites/cleanups around New York and within “Enzones” are important indicators of BCP success.3 At present, 394 sites have applied to the Program and 260 have been admitted of which 44 have been cleaned up and received a letter of completion from DEC. After being accepted into the Program, 60 sites were either withdrawn from the Program by a project sponsor, or removed from the Program by DEC. Since its inception in 1994, the Voluntary Cleanup Program (VCP), which preceded the BCP, cleaned up 153 sites, or roughly 11 per year.4 Under the BCP, 44 sites have received a letter of completion, or approximately 11 sites per year. Based on this measure of sites addressed, the BCP is comparable to the VCP it replaced. The VCP did not provide financial incentives to participants and was open to any site with known or suspected contamination. As discussed above, the BCP has eligibility criteria that restrict entry of minimally contaminated sites into the Program. In addition, the distribution of sites around the State and the number of sites in specially designated “Enzones” are important indicators of whether the Program is encouraging redevelopment in all regions of the State and whether the Program is meeting the goal of encouraging redevelopment in economically distressed areas. Of the 200 sites that DEC lists as currently enrolled in the Program, 77, or 38.5 percent, are located in Enzones. From a regional perspective, 32 of New York State’s 62 counties have sites enrolled in the Program. The sites are almost evenly split between upstate and downstate counties with 93 located downstate and 107 located upstate.5 The Program has received applications from sites located in more than more than 90 percent of New York State counties. 3 Enzones are census tracts that meet poverty criteria established in Chapter 1 of the Laws of 2003. In order to be designated as an Enzone, the census tract must have a poverty rate of 20 percent and an unemployment rate of at least 1.25 times the statewide unemployment rate or a poverty rate of at least double the rate for the county in which the tract is located. Census tracts qualifying as Enzones can be found on the Empire State Development Corporation website – . 4 The VCP was not authorized in statute, or regulation. The DEC ran the VCP under administrative guidance. Participants in the Program remediated sites to a level consistent with intended use under the oversight of the DEC. On completion of the cleanup, participants received a waiver of liability from the DEC, which was not binding on other agencies or the New York State Attorney General. When the BCP was created the DEC stopped accepting applications for the VCP Program. The VCP was initiated in 1994. When the BCP was established in 2003, the DEC stopped accepting applications to the VCP. A total of 757 sites were admitted to the VCP. 5 Downstate counties are considered to be Rockland, Westchester, New York City Boroughs, Nassau and Suffolk. 4 Regional Distribution of Sites in the Brownfields Cleanup Program Region Number of Sites Long Island 12 New York City 52 Hudson Valley 46 Capital District 6 North Country 3 Central New York 11 Finger Lakes 3 Southern Tier 14 Western New York 53 Based on its performance over the last four years, the BCP has achieved a number of measures of success, including: ƒ Attracting a significant number of sites from economically distressed communities, ƒ Achieving rough parity in numbers of sites from upstate and downstate, and ƒ Drawing applications from all regions of the State. While the Program is attracting interest and supporting the redevelopment of brownfields, it is currently on track to address roughly the same number of sites as the VCP it replaced. This finding is noteworthy in that the BCP offers generous financial incentives and the VCP offered no financial incentives. However, the BCP excludes sites that would have very likely been admitted into the VCP.

 
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ENG 122 Assignment 1 Guidelines and Rubric Overview

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ENG 122 Assignment 1 Guidelines and Rubric Overview The first final project for this course is the creation of a writing plan. “My mind,” he said, “rebels at stagnation. Give me problems, give me work, give me the most abstruse cryptogram, or the most intricate analysis, and I am in my own proper atmosphere . . . But I abhor the dull routine of existence. I crave for mental exaltation.” —Sir Arthur Conan Doyle Writing is a craft that people spend a lifetime refining, and one which allows people to express themselves in various ways. Effective writing has the ability to shape and inform the opinions of its readers. The ability to articulate a message through writing is essential in any career. Something key to remember is the fact that the writing process is never truly complete. In this assignment, you will select one of the provided readings and analyze it. Next, you will develop a claim about the information presented in that reading. In the next assignment, you will support that claim through a critical analysis essay. There is no right or wrong claim. It is how you support your claim that makes your essay effective. The project has one milestone, which will scaffold learning and ensure quality final submissions. This milestone will be submitted in Module One. The final submission is due in Module Three. In this assignment, you will demonstrate your mastery of the following course outcomes: Discuss stylistically appropriate writing strategies for various audiences, subjects, and purposes Identify main ideas, supporting evidence, and conclusions through critical analysis for utilizing these components in one’s own writing Interpret the writing process as a means for generating ideas, drafting, and revising for improving the quality and effectiveness of one’s own writing Integrate appropriate and qualified evidence into one’s own composition through effective research Prompt For this writing plan, you will analyze a reading and develop a claim about the intent of that reading. Once your claim is established, you will use examples from the reading to support your claim throughout your writing plan. Critical Elements Specifically, the following critical elements must be addressed: I. Writing Plan: Use this writing plan as a way to gather your thoughts and determine your strategy for writing your critical analysis essay. This process will allow you to develop a potential structure for effectively communicating and supporting your claim. This plan will be helpful in keeping your thought process on track when you begin writing and revising your essay. A. Determine the author’s claim to be addressed in your analysis essay. Your determination of the author’s goal must be derived from one of the provided articles. [ENG-122-01] B. Determine author’s key points and rationale that will be helpful in supporting the validity of your claim. [ENG-122-03] C. Identify the audience that will be reading your essay. What potential challenges will you have supporting your claim with this demographic? [ENG-122-01] D. Establish your goal that you hope to accomplish with your essay. For example, you may disagree with the author and demonstrate why he or she is incorrect, or you may agree but want to further substantiate his or her claim. [ENG-122-01] E. Based on your claim, determine potential places where evidence would be most effective. Defend your choices. For example, if you disagree with an author’s point you would want to use evidence to support your view. [ENG-122-04] F. Identify a revision strategy that would be most effective in informing you while writing this essay. Why would this strategy be effective? [ENG-122-03] G. How will this essay benefit from receiving feedback from an outside party? How can that feedback be integrated? [ENG-122-03] Assignment 1, Milestone 1: Writing Notes In Module One, you will conduct a quick, literal, surface-level reflection on your selected reading through guided prompts. You will engage with some of the critical elements outlined in Section I: Writing Plan above, which will help inform your final submission. As you read through the material, you will take notes to help capture your reactions to the reading—how it makes you feel, what it makes you think, and why you might feel or think about it in that way. Since you will use these notes as a launching point to approach the reading in a deeper, more engaging manner in a later module, it is important to be detailed in your notes. Highlight specific lines, passages, or words that stick out to you, and explain how they have an impact on your interpretation of the piece. After completing your initial read and taking notes, you will articulate your initial “gut reactions” by answering specific questions. This milestone is graded with the Assignment 1, Milestone 1 Rubric. Assignment 1 Submission: Writing Plan In Module Three, you will submit your writing plan in its final form. It should be a complete, polished artifact containing all of the critical elements associated with Assignment 1. This assignment will be graded using the Assignment 1 Rubric. Assignment 1 Rubric Guidelines for Submission: Your writing plan must be 1-2 pages in length. Use double spacing, 12-point Times New Roman font, and one-inch margins. This assignment will be completed through the interactive activity provided in your MindEdge eLearning materials and then submitted within Blackboard. Instructor Feedback: This activity uses an integrated rubric in Blackboard. Students can view instructor feedback in the Grade Center. For more information, review these instructions. Cr iti cal El ements Exemplary Profi c i ent Ne eds Improvement Not Evident Value Wr iting Plan: Determines a claim to be addressed in the analysis essay, and Determines a claim to be addressed in the analysis essay, but claim is not derived from one of Does not determine a claim to be addressed in the analysis 10.67 A u t h o r ‘ s C l a i m [ E N G – 1 2 2 – 0 1 ] c l a i m i s d e r i v e d fr o m o n e o f t h e p r o v i d e d a r t i c l e s ( 1 0 0 % ) t h e p r o v i d e d a r t i c l e s ( 5 5 % ) e s s a y ( 0 % ) W r i t i n g P l a n : A u t h o r ‘ s K e y P o i n t s [ E N G – 1 2 2 – 0 3 ] D e t e r m i n e s k e y p o i n t s a n d r a t i o n a l e t h a t w i l l b e h e l p fu l i n s up p o r t i n g t h e v a l i d i t y o f t h e c l a i m ( 1 0 0 % ) D e t e r m i n e s k e y p o i n t s a n d r a t i o n a l e , b u t k e y p o i n t s o r r a t i o n a l e a r e c u r s o r y o r i n a c c u r a t e ( 5 5 % ) D o e s n o t d e t e r m i n e k e y p o i n t s a n d r a t i o n a l e t h a t w i l l b e h e l p fu l i n s up p o r t i n g t h e v a l i d i t y o f t h e c l a i m ( 0 % ) 1 0.6 6 W r i t i n g P l a n : A u d i e n c e [ E N G – 1 2 2 – 0 1 ] I d e n t i fi e s a u d i e n c e a n d d e t e r m i n e s p o t e n t i a l c h a l l e n g e s ( 1 0 0 % ) I d e n t i fi e s a u d i e n c e b u t d o e s n o t d e t e r m i n e p o t e n t i a l c h a l l e n g e s ( 5 5 % ) D o e s n o t i d e n t i fy a u d i e n c e ( 0 % ) 1 0.6 7 W r i t i n g P l a n : G o a l [ E N G – 1 2 2 – 0 1 ] E s t a b l i s h e s a g o a l t o b e a c c o m p l i s h e d w i t h t h e e s s a y ( 1 0 0 % ) E s t a b l i s h e s a g o a l fo r t h e e s s a y , b u t g o a l i s n o t a l i g n e d w i t h t h e e s s a y c l a i m ( 5 5 % ) D o e s n o t e s t a b l i s h a g o a l ( 0 % ) 1 0.6 6 W r i t i n g P l a n : E v i d e n c e [ E N G – 1 2 2 – 0 4 ] D e t e r m i n e s p o t e n t i a l p l a c e s w h e r e e v i d e n c e w o u l d b e m o s t e ffe c t i v e a n d d e fe n d s c h o i c e s ( 1 0 0 % ) D e t e r m i n e s p l a c e s w h e r e e v i d e n c e w o u l d b e m o s t e ffe c t i v e b u t d o e s n o t d e fe n d c h o i c e s o r d e fe n s e i s i l l o g i c a l ( 5 5 % ) D o e s n o t d e t e r m i n e p l a c e s w h e r e e v i d e n c e w o u l d b e m o s t e ffe c t i v e ( 0 % ) 3 2 W r i t i n g P l a n : R e v i s i o n S t r a t e g y [ E N G – 1 2 2 – 0 3 ] I d e n t i fi e s a r e v i s i o n s t r a t e g y t h a t w o u l d b e e ffe c t i v e a n d d e s c r i b e s w h y i t w o u l d b e e ffe c t i v e ( 1 0 0 % ) I d e n t i fi e s a r e v i s i o n s t r a t e g y , b u t d o e s n o t d e s c r i b e w h y t h e s t r a t e g y w o u l d b e e ffe c t i v e o r s t r a t e g y i s i l l o g i c a l ( 5 5 % ) D o e s n o t i d e n t i fy a r e v i s i o n s t r a t e g y ( 0 % ) 1 0.6 7 Wr iting Plan: Fe edback [ENG-122- 03] Describes how essay can benefit from receiving feedback and how that feedback can be integrated (100%) Describes how essay can benefit from receiving feedback, but does not describe how the feedback can be integrated or description is cursory or contains inaccuracies (55%) Does not describe how essay can benefit from feedback (0%) 10.67 Ar ti culation of Re spons e Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy to read format (100%) Submission has no major errors related to citations, grammar, spelling, syntax, or organization (85%) Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas (55%) Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas (0%) 4 Earned Total 100%

 
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Writing Plan (

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ENG 122 Assignment 1 Guidelines and Rubric Overview The first final project for this course is the creation of a writing plan. “My mind,” he said, “rebels at stagnation. Give me problems, give me work, give me the most abstruse cryptogram, or the most intricate analysis, and I am in my own proper atmosphere . . . But I abhor the dull routine of existence. I crave for mental exaltation.” —Sir Arthur Conan Doyle Writing is a craft that people spend a lifetime refining, and one which allows people to express themselves in various ways. Effective writing has the ability to shape and inform the opinions of its readers. The ability to articulate a message through writing is essential in any career. Something key to remember is the fact that the writing process is never truly complete. In this assignment, you will select one of the provided readings and analyze it. Next, you will develop a claim about the information presented in that reading. In the next assignment, you will support that claim through a critical analysis essay. There is no right or wrong claim. It is how you support your claim that makes your essay effective. The project has one milestone, which will scaffold learning and ensure quality final submissions. This milestone will be submitted in Module One. The final submission is due in Module Three. In this assignment, you will demonstrate your mastery of the following course outcomes: Discuss stylistically appropriate writing strategies for various audiences, subjects, and purposes Identify main ideas, supporting evidence, and conclusions through critical analysis for utilizing these components in one’s own writing Interpret the writing process as a means for generating ideas, drafting, and revising for improving the quality and effectiveness of one’s own writing Integrate appropriate and qualified evidence into one’s own composition through effective research Prompt For this writing plan, you will analyze a reading and develop a claim about the intent of that reading. Once your claim is established, you will use examples from the reading to support your claim throughout your writing plan. Critical Elements Specifically, the following critical elements must be addressed: I. Writing Plan: Use this writing plan as a way to gather your thoughts and determine your strategy for writing your critical analysis essay. This process will allow you to develop a potential structure for effectively communicating and supporting your claim. This plan will be helpful in keeping your thought process on track when you begin writing and revising your essay. A. Determine the author’s claim to be addressed in your analysis essay. Your determination of the author’s goal must be derived from one of the provided articles. [ENG-122-01] B. Determine author’s key points and rationale that will be helpful in supporting the validity of your claim. [ENG-122-03] C. Identify the audience that will be reading your essay. What potential challenges will you have supporting your claim with this demographic? [ENG-122-01] D. Establish your goal that you hope to accomplish with your essay. For example, you may disagree with the author and demonstrate why he or she is incorrect, or you may agree but want to further substantiate his or her claim. [ENG-122-01] E. Based on your claim, determine potential places where evidence would be most effective. Defend your choices. For example, if you disagree with an author’s point you would want to use evidence to support your view. [ENG-122-04] F. Identify a revision strategy that would be most effective in informing you while writing this essay. Why would this strategy be effective? [ENG-122-03] G. How will this essay benefit from receiving feedback from an outside party? How can that feedback be integrated? [ENG-122-03] Assignment 1, Milestone 1: Writing Notes In Module One, you will conduct a quick, literal, surface-level reflection on your selected reading through guided prompts. You will engage with some of the critical elements outlined in Section I: Writing Plan above, which will help inform your final submission. As you read through the material, you will take notes to help capture your reactions to the reading—how it makes you feel, what it makes you think, and why you might feel or think about it in that way. Since you will use these notes as a launching point to approach the reading in a deeper, more engaging manner in a later module, it is important to be detailed in your notes. Highlight specific lines, passages, or words that stick out to you, and explain how they have an impact on your interpretation of the piece. After completing your initial read and taking notes, you will articulate your initial “gut reactions” by answering specific questions. This milestone is graded with the Assignment 1, Milestone 1 Rubric. Assignment 1 Submission: Writing Plan In Module Three, you will submit your writing plan in its final form. It should be a complete, polished artifact containing all of the critical elements associated with Assignment 1. This assignment will be graded using the Assignment 1 Rubric. Assignment 1 Rubric Guidelines for Submission: Your writing plan must be 1-2 pages in length. Use double spacing, 12-point Times New Roman font, and one-inch margins. This assignment will be completed through the interactive activity provided in your MindEdge eLearning materials and then submitted within Blackboard. Instructor Feedback: This activity uses an integrated rubric in Blackboard. Students can view instructor feedback in the Grade Center. For more information, review these instructions. Cr iti cal El ements Exemplary Profi c i ent Ne eds Improvement Not Evident Value Wr iting Plan: Determines a claim to be addressed in the analysis essay, and Determines a claim to be addressed in the analysis essay, but claim is not derived from one of Does not determine a claim to be addressed in the analysis 10.67 A u t h o r ‘ s C l a i m [ E N G – 1 2 2 – 0 1 ] c l a i m i s d e r i v e d fr o m o n e o f t h e p r o v i d e d a r t i c l e s ( 1 0 0 % ) t h e p r o v i d e d a r t i c l e s ( 5 5 % ) e s s a y ( 0 % ) W r i t i n g P l a n : A u t h o r ‘ s K e y P o i n t s [ E N G – 1 2 2 – 0 3 ] D e t e r m i n e s k e y p o i n t s a n d r a t i o n a l e t h a t w i l l b e h e l p fu l i n s up p o r t i n g t h e v a l i d i t y o f t h e c l a i m ( 1 0 0 % ) D e t e r m i n e s k e y p o i n t s a n d r a t i o n a l e , b u t k e y p o i n t s o r r a t i o n a l e a r e c u r s o r y o r i n a c c u r a t e ( 5 5 % ) D o e s n o t d e t e r m i n e k e y p o i n t s a n d r a t i o n a l e t h a t w i l l b e h e l p fu l i n s up p o r t i n g t h e v a l i d i t y o f t h e c l a i m ( 0 % ) 1 0.6 6 W r i t i n g P l a n : A u d i e n c e [ E N G – 1 2 2 – 0 1 ] I d e n t i fi e s a u d i e n c e a n d d e t e r m i n e s p o t e n t i a l c h a l l e n g e s ( 1 0 0 % ) I d e n t i fi e s a u d i e n c e b u t d o e s n o t d e t e r m i n e p o t e n t i a l c h a l l e n g e s ( 5 5 % ) D o e s n o t i d e n t i fy a u d i e n c e ( 0 % ) 1 0.6 7 W r i t i n g P l a n : G o a l [ E N G – 1 2 2 – 0 1 ] E s t a b l i s h e s a g o a l t o b e a c c o m p l i s h e d w i t h t h e e s s a y ( 1 0 0 % ) E s t a b l i s h e s a g o a l fo r t h e e s s a y , b u t g o a l i s n o t a l i g n e d w i t h t h e e s s a y c l a i m ( 5 5 % ) D o e s n o t e s t a b l i s h a g o a l ( 0 % ) 1 0.6 6 W r i t i n g P l a n : E v i d e n c e [ E N G – 1 2 2 – 0 4 ] D e t e r m i n e s p o t e n t i a l p l a c e s w h e r e e v i d e n c e w o u l d b e m o s t e ffe c t i v e a n d d e fe n d s c h o i c e s ( 1 0 0 % ) D e t e r m i n e s p l a c e s w h e r e e v i d e n c e w o u l d b e m o s t e ffe c t i v e b u t d o e s n o t d e fe n d c h o i c e s o r d e fe n s e i s i l l o g i c a l ( 5 5 % ) D o e s n o t d e t e r m i n e p l a c e s w h e r e e v i d e n c e w o u l d b e m o s t e ffe c t i v e ( 0 % ) 3 2 W r i t i n g P l a n : R e v i s i o n S t r a t e g y [ E N G – 1 2 2 – 0 3 ] I d e n t i fi e s a r e v i s i o n s t r a t e g y t h a t w o u l d b e e ffe c t i v e a n d d e s c r i b e s w h y i t w o u l d b e e ffe c t i v e ( 1 0 0 % ) I d e n t i fi e s a r e v i s i o n s t r a t e g y , b u t d o e s n o t d e s c r i b e w h y t h e s t r a t e g y w o u l d b e e ffe c t i v e o r s t r a t e g y i s i l l o g i c a l ( 5 5 % ) D o e s n o t i d e n t i fy a r e v i s i o n s t r a t e g y ( 0 % ) 1 0.6 7 Wr iting Plan: Fe edback [ENG-122- 03] Describes how essay can benefit from receiving feedback and how that feedback can be integrated (100%) Describes how essay can benefit from receiving feedback, but does not describe how the feedback can be integrated or description is cursory or contains inaccuracies (55%) Does not describe how essay can benefit from feedback (0%) 10.67 Ar ti culation of Re spons e Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy to read format (100%) Submission has no major errors related to citations, grammar, spelling, syntax, or organization (85%) Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas (55%) Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas (0%) 4 Earned Total 100%

 
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