Student Name:
TurnItIn.com / Class ID: 6720362
TurnItIn.com / Password: tbaBrennan
Senior English Essay Rubric
Due Date: October 15, 2013
Submitted on Time: Yes / No
If not, date submitted:
First Paper Topic: In a 1250 word essay, analyze and evaluate one or more creation story, and one or more modern theory.
Score / Weight
x5
Criteria
4.0 Advanced (100%)
3.2 Proficient (80%)
2.6 Developing (65%)
1.0 Attempted (25%)
Topic
Development
Demonstrates excellent
understanding of topic by providing
deep analysis, sound argument, and
complete, clear, and accurate
explanation.
Hooks the reader while summarizing
relevant background information in a
skillful build-up to the thesis.
Demonstrates good understanding of
topic by providing some deep
analysis, general sound argument,
and fairly complete, clear, and
accurate explanation.
Engages the reader while
summarizing much of the relevant
background information in a buildup to the thesis.
Made a specific assertion about the
topic, justifies the discussion, some
originality, captured the paper’s
main point.
Demonstrates partial understanding
of topic by providing uneven
analysis and argument, in varying
quality, and unclear and, at times,
inaccurate explanation.
Summarized some relevant
background information related to
the thesis.
Demonstrates poor understanding of
topic by providing inadequate
analysis, weak, repetitious, or
fallacious argument, and incomplete,
unclear, and inaccurate explanation.
Provides the reader with little to no
background information, or
information is irrelevant to the topic
Made a general assertion about the
topic, attempts to justify discussion,
captured some main points, fairly
unoriginal.
Made an unclear or incomplete
assertion about the topic, failed to
justify the discussion, and/or failed
to capture the main point.
Supported their reasoning with at
least five direct quotes in proof of
the thesis and supporting arguments;
quotes were usually neither too long
nor too short.
Attempted to synthesize thesis and
key points into a strong closing;
included new insights with analytical
depth that did not flow naturally
from the body of the essay.
Content has a general smooth and
logical flow; contains introduction,
body paragraphs, and conclusion;
uses transitions; provides structure
through thesis statement and topic
sentences.
Generally supported key ideas with
at least five direct quotes, but used
too many unnecessary quotes, or too
few good ones, and/or failed too
often in their analysis.
Simply repeated or summarized
most of their thesis and key points,
or attempted a synthesis without
much analytical depth.
Used fewer than five direct quotes,
mostly unnecessary or irrelevant to
the ideas presented, with weak or no
analysis.
Ideas are relevant to the thesis, but
do not generally flow with smooth
and logical connections; Includes an
introduction, body paragraphs, and
conclusion; includes some use of
transitions; provides some structure
through thesis and topic sentences.
Vocabulary is occasionally rich and
use is sometimes incorrect; attempts
the use of literary devices;
sometimes demonstrates purpose or
connection to audience.
Sometimes has command of
grammar, mechanics, and sentence
structure.
Sometimes demonstrates competency
and application of the technology and
formatting guidelines.
Ideas are occasionally relevant to the
thesis, but there are poor connections
between them; lacks an introduction,
body paragraphs, and/or conclusion;
lacks transitions; lacks structure
through thesis statement and topic
sentences.
Vocabulary choice is basic and use
is often incorrect; lacks any attempt
at the use of literary devices; lacks
demonstration of purpose or
connection to audience.
Rarely has command of grammar,
mechanics, and sentence structure.
(Understanding/
Thoroughness)
/20
x2
/8
x 2.5
/10
x 2.5
Introduction
Thesis
Statement
Textual
Evidence
/10
x2
Conclusion
/8
x4
Organization
/16
x3
/12
x3
/12
x1
/4
Language
and Style
Conventions
Technology
and
Formatting
Justifies the discussion with a stance
on the topic that takes an intellectual
risk, goes beyond the information
given, includes original insight and
lively prose.
Smoothly integrated more than five
direct quotes in proof of the thesis
and supporting arguments; quotes
were neither too long nor too short.
Elegantly synthesized thesis and key
points into a strong closing
statement, in order to produce one or
more new insights with analytical
depth.
Content flows smoothly and
logically; contains clear and distinct
introduction, body paragraphs, and
conclusion; uses transitions
effectively; provides structure
through clear thesis statement and
topic sentences.
Vocabulary choice is consistently
rich and use is always correct;
frequent, varied and appropriate use
of literary devices; compelling
purpose or connection to audience.
Consistently has command of
grammar, mechanics, and sentence
structure.
Consistently demonstrates
competency and application of the
technology and formatting guidelines.
Vocabulary choice is frequently rich
and use is rarely incorrect;
occasional and appropriate use of
literary devices; consistently
demonstrates purpose/connection.
Often has command of grammar,
mechanics, and sentence structure.
Often demonstrates competency and
application of the technology and
formatting guidelines.
Provided no conclusion, or one that
had no connection to the essay’s
thesis or body.
Rarely demonstrates competency
and application of the technology
and formatting guidelines.
Scoring: Each category of your essay’s quality is multiplied by a number representing that category’s relative weight — “Topic Development” being weighted most heavily
Multiplying each section’s 0 to 4 rating by each sections weight, then totaling the results, will yield a number between 0 and 100.
/100
100-90 - A - Excellent
89-80 - B - Good
79-70 - C - Fair
69-60 - D - Poor
59-0 - F - Not Acceptable
___
___
___
___
___
___
L-UC
L-WD
L-MI
L-PR
L-AP
L-LC
Unclear
Wordiness
Mangled Idiom
Pronoun Reference
Awk. Parenthetical
Lacks Cohesion
Clarity
___
___
___
___
___
L-IL
L-IT
L-ID
L-IS
L-IV
Inappr. Language
Inappr. Tone
Inappr. Diction
Inappr. Subject
Inappr. Voice
Appropriateness for Audience
L-PV Passive Voice
L-WW Wrong Word
L-AL Awk. Language
L-CL Cliché
L-FW Flat Word Choice
L-UW Unnecess. Word
___
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___
___
___
Style
___
___
___
___
___
___
___
___
___
___
___
___
T-JD
T-UA
T-IA
T-NA
T-BD
T-SW
T-TG
Justify Discussion
Unclear Assertion
Incomplete Assertion
No Assertion
Belongs in Body
Say Why, in Essence
Too General
___
___
___
___
___
___
___
___
___
___
F-AH
F-OS
F-OC
F-AI
F-AC
F-FD
F-RH
F-BW
F-GF
F-IF
Ad Hominem
One-Sidedness
Out of Context
Appeal to Ignorance
Fallacies
C-SF Sentence Fragment
C-RO Run-on Sentences
C-SI Too often Simple
C-MW Missing Word
C-EW Extra Word
Thesis
___
Appeal to Consequences ___
False Dilemma
___
Red Herring
___
Band Wagon
___
Genetic Fallacy
___
Intentional Fallacy
___
___
___
___
P-TS?
P-TM
P-TT
Sentences
Conventions: The student made a conventional error, specifically…
Punctuation
___
___
___
___
___
___
___
___
___
___
___
F-TW
F-AA
F-SM
F-TQ
F-SS
F-HG
F-AF
Understanding & Thoroughness
Surface Analysis
Contradiction
Extend Analysis
Unclear Analysis
Misunderstood Idea/Evid.
Connect to Thesis
Repetitious Analysis
Too Obvious
Gross Exaggeration
Glaring Understatement
Unsound Reasoning
Two wrongs make a right
Appeal to Authority
Straw Man
Tu Quoque
Slippery Slope
Hasty Generalization
Affective Fallacy
S-IT
S-IA
S-NA
S-MC
S-MT
S-BA
S-PI
___
___
___
___
___
___
___
Two wrongs make a right
Appeal to Authority
Straw Man
Tu Quoque
Slippery Slope
Hasty Generalization
Affective Fallacy
___
___
___
___
___
___
___
___
___
___
___
Fallacies
___
___
___
___
___
___
___
E-WA
E-NA
E-EA
E-CQ
E-IR
E-US
E-IP
E-IQ
E-EQ
E-PE
E-DP
F-TW
F-AA
F-SM
F-TQ
F-SS
F-HG
F-AF
Textual Evidence
Weak Analysis of Quote/Evidence/Example
No Analysis of Quote/Evidence/Example
Extend Analysis of Quote/Evidence/Example
Condense Quote/Evidence/Example
Irrelevant Quote/Evidence/Example
Unnecessary Summary
___
Appeal to Consequences ___
False Dilemma
___
Red Herring
___
Band Wagon
___
Genetic Fallacy
___
Intentional Fallacy
___
Fallacies
E-WA
E-NA
E-EA
E-CQ
E-IR
E-US
E-IP
E-IQ
E-EQ
E-PE
E-DP
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
Ad Hominem
One-Sidedness
Out of Context
Appeal to Ignorance
on Content:
Surface Analysis
Contradiction
Extend Analysis
Unclear Analysis
Misunderstood Idea/Evid.
Connect to Thesis
Repetitious Analysis
Too Obvious
Gross Exaggeration
Glaring Understatement
Unsound Reasoning
___
___
___
___
___
___
F-AH
F-OS
F-OC
F-AI
F-AC
F-FD
F-RH
F-BW
F-GF
F-IF
Article trouble (the, a/an)
In/Transitive Verb
Wrong Form (adj/adv…)
No Topic Sentence
Topic Sentence Misplaced
Too Many Topics
Textual Evidence
Weak Analysis of Quote/Evidence/Example
No Analysis of Quote/Evidence/Example
Extend Analysis of Quote/Evidence/Example
Condense Quote/Evidence/Example
Irrelevant Quote/Evidence/Example
Unnecessary Summary
C-IP Indicating Possession
C-UC Unnecessary Comma
C-MC Missing Comma
C-QU Wrong/Missing Quotes
C-WC Wrong Colon/Semicol.
C-QM Needs question mark
Understanding & Thoroughness
Punctuation
U-SA
U-CD
U-EA
U-UC
U-MI
U-CT
U-RA
U-TO
U-GE
U-GU
U-UR
Subj-Verb Agreement
Wrong/Shifting Tense
Faulty Parallelism
Grammar
Inappr. Language
Inappr. Tone
Inappr. Diction
Inappr. Subject
Inappr. Voice
Fallacies
___
___
___
___
___
___
___
___
___
___
___
U-SA
U-CD
U-EA
U-UC
U-MI
U-CT
U-RA
U-TO
U-GE
U-GU
U-UR
Thesis
C-SV
C-VT
C-FP
C-WF
C-AR
C-TR
P-TS?
P-TM
P-TT
Justify Discussion
Unclear Assertion
Incomplete Assertion
No Assertion
Belongs in Body
Say Why, in Essence
Too General
___
___
___
___
___
___
___
___
___
T-JD
T-UA
T-IA
T-NA
T-BD
T-SW
T-TG
C-SP Spelling
C-HO Homonyms
C-PL Plural/Sing.
C-FM Formatting
C-FC Faulty Caps
C-PR Proofread
L-IL
L-IT
L-ID
L-IS
L-IV
on Content:
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___
___
___
___
___
___
___
___
___
___
___
C-IP Indicating Possession
C-UC Unnecessary Comma
C-MC Missing Comma
C-QU Wrong/Missing Quotes
C-WC Wrong Colon/Semicol.
C-QM Needs question mark
___
___
___
___
___
Structure
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___
___
___
___
___
___
___
___
___
___
___
___
___
L-PV Passive Voice
L-WW Wrong Word
L-AL Awk. Language
L-CL Cliché
L-FW Flat Word Choice
L-UW Unnecess. Word
Mechanics
___ P-II
___ P-DI
___ P-JP
Irrelevant to Thesis
Irrelevant to Argument
No Argument in Paragraph
Move toward Conclusion
Move toward Thesis
Build toward Argument
Prepare for Idea/Evidence
Structure
Improper Citation
Introduce Quote
Extend Quote
Provide Evidence
Don’t “prove” plot, summary, topic
Clarity
___
___
___
___
___
___
___
Sentences
C-SF Sentence Fragment
C-RO Run-on Sentences
C-SI Too often Simple
C-MW Missing Word
C-EW Extra Word
P-NT No Transition
P-WT Weak Transition
P-WC Weak Closing
Insufficient Supporting Ideas
Disordered Supporting Ideas
Join Paragraphs
Unclear
Wordiness
Mangled Idiom
Pronoun Reference
Awk. Parenthetical
Lacks Cohesion
___
___
___
___
___
___ P-II
___ P-DI
___ P-JP
Mechanics
No Topic Sentence
Topic Sentence Misplaced
Too Many Topics
Conventions: The student made a conventional error, specifically…
P-NT No Transition
P-WT Weak Transition
P-WC Weak Closing
___
___
___
L-UC
L-WD
L-MI
L-PR
L-AP
L-LC
___
___
___
Paragraphs: ability to organize proper paragraphs (transition, topic sentence, supporting ideas, closing)
L-MM Mixed Metaphor
L-AM Awkward Metaphor
L-RW Repetitious Wording
L-RR Repetitious Rhythm
L-FP Surplus First Person
L-RD Redundant
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___
Paragraphs: ability to organize proper paragraphs (transition, topic sentence, supporting ideas, closing)
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Language/Word Choice: ability to use engaging language that was clear, appropriate, and expressive in style
on Style and Form:
ESSAY CORRECTION CODES
Mr. Brennan’s Senior English
Language/Word Choice: ability to use engaging language that was clear, appropriate, and expressive in style
on Style and Form:
Appropriateness for Audience
Style
C-SP Spelling
C-HO Homonyms
C-PL Plural/Sing.
C-FM Formatting
C-FC Faulty Caps
C-PR Proofread
S-IT
S-IA
S-NA
S-MC
S-MT
S-BA
S-PI
___
___
___
___
___
___
___
___
___
___
___
___
L-MM Mixed Metaphor
L-AM Awkward Metaphor
L-RW Repetitious Wording
L-RR Repetitious Rhythm
L-FP Surplus First Person
L-RD Redundant
Insufficient Supporting Ideas
Disordered Supporting Ideas
Join Paragraphs
C-SV
C-VT
C-FP
C-WF
C-AR
C-TR
Grammar
Subj-Verb Agreement
Wrong/Shifting Tense
Faulty Parallelism
Wrong Form (adj/adv…)
Article trouble (the, a/an)
In/Transitive Verb
Improper Citation
Introduce Quote
Extend Quote
Provide Evidence
Don’t “prove” plot, summary, topic
Irrelevant to Thesis
Irrelevant to Argument
No Argument in Paragraph
Move toward Conclusion
Move toward Thesis
Build toward Argument
Prepare for Idea/Evidence
on Style and Form:
Language/Word Choice: ability to use engaging language that was clear, appropriate, and expressive in style
Clarity
___
___
___
___
___
___
L-UC
L-WD
L-MI
L-PR
L-AP
L-LC
Appropriateness for Audience
Unclear
Wordiness
Mangled Idiom
Pronoun Reference
Awk. Parenthetical
Lacks Cohesion
___
___
___
___
___
L-IL
L-IT
L-ID
L-IS
L-IV
Inappr. Language
Inappr. Tone
Inappr. Diction
Inappr. Subject
Inappr. Voice
Style
___
___
___
___
___
___
L-PV Passive Voice
L-WW Wrong Word
L-AL Awk. Language
L-CL Cliché
L-FW Flat Word Choice
L-UW Unnecess. Word
___
___
___
___
___
___
L-UC: Unclear
L-MM Mixed Metaphor
L-AM Awkward Metaphor
L-RW Repetitious Wording
L-RR Repetitious Rhythm
L-FP Surplus First Person
L-RD Redundant
Paragraphs: ability to organize proper paragraphs (transition, topic sentence, supporting ideas, closing)
___
___
___
P-NT No Transition
P-WT Weak Transition
P-WC Weak Closing
___
___
___
P-TS?
P-TM
P-TT
No Topic Sentence
Topic Sentence Misplaced
Too Many Topics
___ P-II
___ P-DI
___ P-JP
Insufficient Supporting Ideas
Disordered Supporting Ideas
Join Paragraphs
Conventions: The student made a conventional error, specifically…
“Myth is also a human psyche and unconscious, explaining
human basic needs. It’s good to study it for the values of
profoundly influence their onway
of perceiving reality and
Content:
hence their behavior.”
Sentences
___
___
___
___
___
C-SF Sentence Fragment
C-RO Run-on Sentences
C-SI Too often Simple
C-MW Missing Word
C-EW Extra Word
Punctuation
___
___
___
___
___
___
Thesis
___
___
___
___
___
___
___
T-JD
T-UA
T-IA
T-NA
T-BD
T-SW
T-TG
Justify Discussion
Unclear Assertion
Incomplete Assertion
No Assertion
Belongs in Body
Say Why, in Essence
Too General
___
___
___
___
___
___
___
___
___
___
F-AH
F-OS
F-OC
F-AI
F-AC
F-FD
F-RH
F-BW
F-GF
F-IF
Ad Hominem
One-Sidedness
Out of Context
Appeal to Ignorance
Mechanics
C-IP Indicating Possession
C-UC Unnecessary Comma
C-MC Missing Comma
C-QU Wrong/Missing Quotes
C-WC Wrong Colon/Semicol.
C-QM Needs question mark
___
___
___
___
___
___
Grammar
C-SP Spelling
C-HO Homonyms
C-PL Plural/Sing.
C-FM Formatting
C-FC Faulty Caps
C-PR Proofread
Understanding & Thoroughness
___
___
___
___
___
___
___
___
___
___
___
U-SA
U-CD
U-EA
U-UC
U-MI
U-CT
U-RA
U-TO
U-GE
U-GU
U-UR
Surface Analysis
Contradiction
Extend Analysis
Unclear Analysis
Misunderstood Idea/Evid.
Connect to Thesis
Repetitious Analysis
Too Obvious
Gross Exaggeration
Glaring Understatement
Unsound Reasoning
___
Appeal to Consequences ___
False Dilemma
___
Red Herring
___
Band Wagon
___
Genetic Fallacy
___
Intentional Fallacy
___
F-TW
F-AA
F-SM
F-TQ
F-SS
F-HG
F-AF
Two wrongs make a right
Appeal to Authority
Straw Man
Tu Quoque
Slippery Slope
Hasty Generalization
Affective Fallacy
___
___
___
___
___
___
C-SV
C-VT
C-FP
C-WF
C-AR
C-TR
Subj-Verb Agreement
Wrong/Shifting Tense
Faulty Parallelism
Wrong Form (adj/adv…)
Article trouble (the, a/an)
In/Transitive Verb
Textual Evidence
Weak Analysis of Quote/Evidence/Example
No Analysis of Quote/Evidence/Example
Extend Analysis of Quote/Evidence/Example
Condense Quote/Evidence/Example
Irrelevant Quote/Evidence/Example
Unnecessary Summary
___
___
___
___
___
___
___
___
___
___
___
E-WA
E-NA
E-EA
E-CQ
E-IR
E-US
E-IP
E-IQ
E-EQ
E-PE
E-DP
Improper Citation
Introduce Quote
Extend Quote
Provide Evidence
Don’t “prove” plot, summary, topic
___
___
___
___
___
___
___
S-IT
S-IA
S-NA
S-MC
S-MT
S-BA
S-PI
Irrelevant to Thesis
Irrelevant to Argument
No Argument in Paragraph
Move toward Conclusion
Move toward Thesis
Build toward Argument
Prepare for Idea/Evidence
“Myth is also provides insight into the a human psyche and
unconscious, explaining human basic needs. It’s good to
study it for the values of profoundly influence their way of
perceiving reality and hence their behavior.”
Fallacies
Fallacies
Structure
on Style and Form:
Language/Word Choice: ability to use engaging language that was clear, appropriate, and expressive in style
Clarity
___
___
___
___
___
___
L-UC
L-WD
L-MI
L-PR
L-AP
L-LC
Appropriateness for Audience
Unclear
Wordiness
Mangled Idiom
Pronoun Reference
Awk. Parenthetical
Lacks Cohesion
___
___
___
___
___
L-IL
L-IT
L-ID
L-IS
L-IV
Inappr. Language
Inappr. Tone
Inappr. Diction
Inappr. Subject
Inappr. Voice
Style
___
___
___
___
___
___
L-PV Passive Voice
L-WW Wrong Word
L-AL Awk. Language
L-CL Cliché
L-FW Flat Word Choice
L-UW Unnecess. Word
___
___
___
___
___
___
L-MM Mixed Metaphor
L-AM Awkward Metaphor
L-RW Repetitious Wording
L-RR Repetitious Rhythm
L-FP Surplus First Person
L-RD Redundant
L-PR: Pronoun Reference
Paragraphs: ability to organize proper paragraphs (transition, topic sentence, supporting ideas, closing)
___
___
___
P-NT No Transition
P-WT Weak Transition
P-WC Weak Closing
___
___
___
P-TS?
P-TM
P-TT
No Topic Sentence
Topic Sentence Misplaced
Too Many Topics
___ P-II
___ P-DI
___ P-JP
Insufficient Supporting Ideas
Disordered Supporting Ideas
Join Paragraphs
Conventions: The student made a conventional error, specifically…
“Myth is also provides insight into the a human psyche and
unconscious, explaining human basic needs. It’s good to
study it for the values of profoundly
influence their way of
on Content:
perceiving reality and hence their behavior.”
Sentences
___
___
___
___
___
C-SF Sentence Fragment
C-RO Run-on Sentences
C-SI Too often Simple
C-MW Missing Word
C-EW Extra Word
Punctuation
___
___
___
___
___
___
Thesis
___
___
___
___
___
___
___
T-JD
T-UA
T-IA
T-NA
T-BD
T-SW
T-TG
Justify Discussion
Unclear Assertion
Incomplete Assertion
No Assertion
Belongs in Body
Say Why, in Essence
Too General
___
___
___
___
___
___
___
___
___
___
F-AH
F-OS
F-OC
F-AI
F-AC
F-FD
F-RH
F-BW
F-GF
F-IF
Ad Hominem
One-Sidedness
Out of Context
Appeal to Ignorance
Mechanics
C-IP Indicating Possession
C-UC Unnecessary Comma
C-MC Missing Comma
C-QU Wrong/Missing Quotes
C-WC Wrong Colon/Semicol.
C-QM Needs question mark
___
___
___
___
___
___
Grammar
C-SP Spelling
C-HO Homonyms
C-PL Plural/Sing.
C-FM Formatting
C-FC Faulty Caps
C-PR Proofread
Understanding & Thoroughness
___
___
___
___
___
___
___
___
___
___
___
U-SA
U-CD
U-EA
U-UC
U-MI
U-CT
U-RA
U-TO
U-GE
U-GU
U-UR
Surface Analysis
Contradiction
Extend Analysis
Unclear Analysis
Misunderstood Idea/Evid.
Connect to Thesis
Repetitious Analysis
Too Obvious
Gross Exaggeration
Glaring Understatement
Unsound Reasoning
___
Appeal to Consequences ___
False Dilemma
___
Red Herring
___
Band Wagon
___
Genetic Fallacy
___
Intentional Fallacy
___
F-TW
F-AA
F-SM
F-TQ
F-SS
F-HG
F-AF
Two wrongs make a right
Appeal to Authority
Straw Man
Tu Quoque
Slippery Slope
Hasty Generalization
Affective Fallacy
___
___
___
___
___
___
C-SV
C-VT
C-FP
C-WF
C-AR
C-TR
Subj-Verb Agreement
Wrong/Shifting Tense
Faulty Parallelism
Wrong Form (adj/adv…)
Article trouble (the, a/an)
In/Transitive Verb
Textual Evidence
Weak Analysis of Quote/Evidence/Example
No Analysis of Quote/Evidence/Example
Extend Analysis of Quote/Evidence/Example
Condense Quote/Evidence/Example
Irrelevant Quote/Evidence/Example
Unnecessary Summary
___
___
___
___
___
___
___
___
___
___
___
E-WA
E-NA
E-EA
E-CQ
E-IR
E-US
E-IP
E-IQ
E-EQ
E-PE
E-DP
Improper Citation
Introduce Quote
Extend Quote
Provide Evidence
Don’t “prove” plot, summary, topic
___
___
___
___
___
___
___
S-IT
S-IA
S-NA
S-MC
S-MT
S-BA
S-PI
Irrelevant to Thesis
Irrelevant to Argument
No Argument in Paragraph
Move toward Conclusion
Move toward Thesis
Build toward Argument
Prepare for Idea/Evidence
“Myth is also provides insight into the a human psyche and
unconscious, explaining human basic needs. It’s good to
study it for the values of profoundly influence their way of
perceiving reality and hence their behavior.”
Fallacies
Fallacies
Structure
on Style and Form:
Language/Word Choice: ability to use engaging language that was clear, appropriate, and expressive in style
Clarity
___
___
___
___
___
___
L-UC
L-WD
L-MI
L-PR
L-AP
L-LC
Appropriateness for Audience
Unclear
Wordiness
Mangled Idiom
Pronoun Reference
Awk. Parenthetical
Lacks Cohesion
___
___
___
___
___
L-IL
L-IT
L-ID
L-IS
L-IV
Inappr. Language
Inappr. Tone
Inappr. Diction
Inappr. Subject
Inappr. Voice
Style
___
___
___
___
___
___
L-PV Passive Voice
L-WW Wrong Word
L-AL Awk. Language
L-CL Cliché
L-FW Flat Word Choice
L-UW Unnecess. Word
___
___
___
___
___
___
L-MM Mixed Metaphor
L-AM Awkward Metaphor
L-RW Repetitious Wording
L-RR Repetitious Rhythm
L-FP Surplus First Person
L-RD Redundant
L-IL: Inappropriate Language
Paragraphs: ability to organize proper paragraphs (transition, topic sentence, supporting ideas, closing)
___
___
___
P-NT No Transition
P-WT Weak Transition
P-WC Weak Closing
___
___
___
P-TS?
P-TM
P-TT
No Topic Sentence
Topic Sentence Misplaced
Too Many Topics
___ P-II
___ P-DI
___ P-JP
Insufficient Supporting Ideas
Disordered Supporting Ideas
Join Paragraphs
Conventions: The student made a conventional error, specifically…
“Apsu wanted to kill his kids because they were
annoying him. Before Apsu had the chance to kill
on Content:
them Tiamat snitched then
Apsu died.”
Sentences
___
___
___
___
___
C-SF Sentence Fragment
C-RO Run-on Sentences
C-SI Too often Simple
C-MW Missing Word
C-EW Extra Word
Punctuation
___
___
___
___
___
___
Thesis
___
___
___
___
___
___
___
T-JD
T-UA
T-IA
T-NA
T-BD
T-SW
T-TG
Justify Discussion
Unclear Assertion
Incomplete Assertion
No Assertion
Belongs in Body
Say Why, in Essence
Too General
___
___
___
___
___
___
___
___
___
___
F-AH
F-OS
F-OC
F-AI
F-AC
F-FD
F-RH
F-BW
F-GF
F-IF
Ad Hominem
One-Sidedness
Out of Context
Appeal to Ignorance
Mechanics
C-IP Indicating Possession
C-UC Unnecessary Comma
C-MC Missing Comma
C-QU Wrong/Missing Quotes
C-WC Wrong Colon/Semicol.
C-QM Needs question mark
___
___
___
___
___
___
Grammar
C-SP Spelling
C-HO Homonyms
C-PL Plural/Sing.
C-FM Formatting
C-FC Faulty Caps
C-PR Proofread
Understanding & Thoroughness
___
___
___
___
___
___
___
___
___
___
___
U-SA
U-CD
U-EA
U-UC
U-MI
U-CT
U-RA
U-TO
U-GE
U-GU
U-UR
Surface Analysis
Contradiction
Extend Analysis
Unclear Analysis
Misunderstood Idea/Evid.
Connect to Thesis
Repetitious Analysis
Too Obvious
Gross Exaggeration
Glaring Understatement
Unsound Reasoning
___
Appeal to Consequences ___
False Dilemma
___
Red Herring
___
Band Wagon
___
Genetic Fallacy
___
Intentional Fallacy
___
F-TW
F-AA
F-SM
F-TQ
F-SS
F-HG
F-AF
Two wrongs make a right
Appeal to Authority
Straw Man
Tu Quoque
Slippery Slope
Hasty Generalization
Affective Fallacy
___
___
___
___
___
___
C-SV
C-VT
C-FP
C-WF
C-AR
C-TR
Subj-Verb Agreement
Wrong/Shifting Tense
Faulty Parallelism
Wrong Form (adj/adv…)
Article trouble (the, a/an)
In/Transitive Verb
Textual Evidence
Weak Analysis of Quote/Evidence/Example
No Analysis of Quote/Evidence/Example
Extend Analysis of Quote/Evidence/Example
Condense Quote/Evidence/Example
Irrelevant Quote/Evidence/Example
Unnecessary Summary
___
___
___
___
___
___
___
___
___
___
___
E-WA
E-NA
E-EA
E-CQ
E-IR
E-US
E-IP
E-IQ
E-EQ
E-PE
E-DP
Improper Citation
Introduce Quote
Extend Quote
Provide Evidence
Don’t “prove” plot, summary, topic
___
___
___
___
___
___
___
S-IT
S-IA
S-NA
S-MC
S-MT
S-BA
S-PI
Irrelevant to Thesis
Irrelevant to Argument
No Argument in Paragraph
Move toward Conclusion
Move toward Thesis
Build toward Argument
Prepare for Idea/Evidence
“Apsu wanted to kill his kids because they were
annoying him. Before Apsu had the chance to kill
them Tiamat snitched then Apsu died.”
Fallacies
Fallacies
Structure
on Style and Form:
Language/Word Choice: ability to use engaging language that was clear, appropriate, and expressive in style
Clarity
___
___
___
___
___
___
L-UC
L-WD
L-MI
L-PR
L-AP
L-LC
Appropriateness for Audience
Unclear
Wordiness
Mangled Idiom
Pronoun Reference
Awk. Parenthetical
Lacks Cohesion
___
___
___
___
___
L-IL
L-IT
L-ID
L-IS
L-IV
Inappr. Language
Inappr. Tone
Inappr. Diction
Inappr. Subject
Inappr. Voice
Style
___
___
___
___
___
___
L-PV Passive Voice
L-WW Wrong Word
L-AL Awk. Language
L-CL Cliché
L-FW Flat Word Choice
L-UW Unnecess. Word
___
___
___
___
___
___
L-MM Mixed Metaphor
L-AM Awkward Metaphor
L-RW Repetitious Wording
L-RR Repetitious Rhythm
L-FP Surplus First Person
L-RD Redundant
L-IT: Inappropriate Tone
Paragraphs: ability to organize proper paragraphs (transition, topic sentence, supporting ideas, closing)
___
___
___
P-NT No Transition
P-WT Weak Transition
P-WC Weak Closing
___
___
___
P-TS?
P-TM
P-TT
No Topic Sentence
Topic Sentence Misplaced
Too Many Topics
___ P-II
___ P-DI
___ P-JP
Insufficient Supporting Ideas
Disordered Supporting Ideas
Join Paragraphs
Conventions: The student made a conventional error, specifically…
“Freud’s theory was crazy because he
believed that we all want to sleep with
on Content:
our mother. I don’t want to sleep with
my mother; therefore, his theory is
wrong.”
Sentences
___
___
___
___
___
C-SF Sentence Fragment
C-RO Run-on Sentences
C-SI Too often Simple
C-MW Missing Word
C-EW Extra Word
Punctuation
___
___
___
___
___
___
Thesis
___
___
___
___
___
___
___
T-JD
T-UA
T-IA
T-NA
T-BD
T-SW
T-TG
Justify Discussion
Unclear Assertion
Incomplete Assertion
No Assertion
Belongs in Body
Say Why, in Essence
Too General
___
___
___
___
___
___
___
___
___
___
F-AH
F-OS
F-OC
F-AI
F-AC
F-FD
F-RH
F-BW
F-GF
F-IF
Ad Hominem
One-Sidedness
Out of Context
Appeal to Ignorance
Mechanics
C-IP Indicating Possession
C-UC Unnecessary Comma
C-MC Missing Comma
C-QU Wrong/Missing Quotes
C-WC Wrong Colon/Semicol.
C-QM Needs question mark
___
___
___
___
___
___
Understanding & Thoroughness
___
___
___
___
___
___
___
___
___
___
___
U-SA
U-CD
U-EA
U-UC
U-MI
U-CT
U-RA
U-TO
U-GE
U-GU
U-UR
Surface Analysis
Contradiction
Extend Analysis
Unclear Analysis
Misunderstood Idea/Evid.
Connect to Thesis
Repetitious Analysis
Too Obvious
Gross Exaggeration
Glaring Understatement
Unsound Reasoning
___
Appeal to Consequences ___
False Dilemma
___
Red Herring
___
Band Wagon
___
Genetic Fallacy
___
Intentional Fallacy
___
F-TW
F-AA
F-SM
F-TQ
F-SS
F-HG
F-AF
Two wrongs make a right
Appeal to Authority
Straw Man
Tu Quoque
Slippery Slope
Hasty Generalization
Affective Fallacy
Fallacies
Grammar
C-SP Spelling
C-HO Homonyms
C-PL Plural/Sing.
C-FM Formatting
C-FC Faulty Caps
C-PR Proofread
___
___
___
___
___
___
C-SV
C-VT
C-FP
C-WF
C-AR
C-TR
Subj-Verb Agreement
Wrong/Shifting Tense
Faulty Parallelism
Wrong Form (adj/adv…)
Article trouble (the, a/an)
In/Transitive Verb
Textual Evidence
Weak Analysis of Quote/Evidence/Example
No Analysis of Quote/Evidence/Example
Extend Analysis of Quote/Evidence/Example
Condense Quote/Evidence/Example
Irrelevant Quote/Evidence/Example
Unnecessary Summary
___
___
___
___
___
___
___
___
___
___
___
E-WA
E-NA
E-EA
E-CQ
E-IR
E-US
E-IP
E-IQ
E-EQ
E-PE
E-DP
Improper Citation
Introduce Quote
Extend Quote
Provide Evidence
Don’t “prove” plot, summary, topic
___
___
___
___
___
___
___
S-IT
S-IA
S-NA
S-MC
S-MT
S-BA
S-PI
Irrelevant to Thesis
Irrelevant to Argument
No Argument in Paragraph
Move toward Conclusion
Move toward Thesis
Build toward Argument
Prepare for Idea/Evidence
Fallacies
Structure
on Style and Form:
Language/Word Choice: ability to use engaging language that was clear, appropriate, and expressive in style
Clarity
___
___
___
___
___
___
L-UC
L-WD
L-MI
L-PR
L-AP
L-LC
Appropriateness for Audience
Unclear
Wordiness
Mangled Idiom
Pronoun Reference
Awk. Parenthetical
Lacks Cohesion
___
___
___
___
___
L-IL
L-IT
L-ID
L-IS
L-IV
Inappr. Language
Inappr. Tone
Inappr. Diction
Inappr. Subject
Inappr. Voice
Style
___
___
___
___
___
___
L-PV Passive Voice
L-WW Wrong Word
L-AL Awk. Language
L-CL Cliché
L-FW Flat Word Choice
L-UW Unnecess. Word
___
___
___
___
___
___
L-MM Mixed Metaphor
L-AM Awkward Metaphor
L-RW Repetitious Wording
L-RR Repetitious Rhythm
L-FP Surplus First Person
L-RD Redundant
L-ID: Inappropriate Diction
Paragraphs: ability to organize proper paragraphs (transition, topic sentence, supporting ideas, closing)
___
___
___
P-NT No Transition
P-WT Weak Transition
P-WC Weak Closing
___
___
___
P-TS?
P-TM
P-TT
No Topic Sentence
Topic Sentence Misplaced
Too Many Topics
___ P-II
___ P-DI
___ P-JP
Insufficient Supporting Ideas
Disordered Supporting Ideas
Join Paragraphs
Conventions: The student made a conventional error, specifically…
“A myth is a story that is told for ages
down. A thing that a certain group of
on Content:
people believe in”
Sentences
___
___
___
___
___
C-SF Sentence Fragment
C-RO Run-on Sentences
C-SI Too often Simple
C-MW Missing Word
C-EW Extra Word
Punctuation
___
___
___
___
___
___
Thesis
___
___
___
___
___
___
___
T-JD
T-UA
T-IA
T-NA
T-BD
T-SW
T-TG
Justify Discussion
Unclear Assertion
Incomplete Assertion
No Assertion
Belongs in Body
Say Why, in Essence
Too General
___
___
___
___
___
___
___
___
___
___
F-AH
F-OS
F-OC
F-AI
F-AC
F-FD
F-RH
F-BW
F-GF
F-IF
Ad Hominem
One-Sidedness
Out of Context
Appeal to Ignorance
Mechanics
C-IP Indicating Possession
C-UC Unnecessary Comma
C-MC Missing Comma
C-QU Wrong/Missing Quotes
C-WC Wrong Colon/Semicol.
C-QM Needs question mark
___
___
___
___
___
___
Grammar
C-SP Spelling
C-HO Homonyms
C-PL Plural/Sing.
C-FM Formatting
C-FC Faulty Caps
C-PR Proofread
Understanding & Thoroughness
___
___
___
___
___
___
___
___
___
___
___
U-SA
U-CD
U-EA
U-UC
U-MI
U-CT
U-RA
U-TO
U-GE
U-GU
U-UR
Surface Analysis
Contradiction
Extend Analysis
Unclear Analysis
Misunderstood Idea/Evid.
Connect to Thesis
Repetitious Analysis
Too Obvious
Gross Exaggeration
Glaring Understatement
Unsound Reasoning
___
Appeal to Consequences ___
False Dilemma
___
Red Herring
___
Band Wagon
___
Genetic Fallacy
___
Intentional Fallacy
___
F-TW
F-AA
F-SM
F-TQ
F-SS
F-HG
F-AF
Two wrongs make a right
Appeal to Authority
Straw Man
Tu Quoque
Slippery Slope
Hasty Generalization
Affective Fallacy
___
___
___
___
___
___
C-SV
C-VT
C-FP
C-WF
C-AR
C-TR
Subj-Verb Agreement
Wrong/Shifting Tense
Faulty Parallelism
Wrong Form (adj/adv…)
Article trouble (the, a/an)
In/Transitive Verb
Textual Evidence
Weak Analysis of Quote/Evidence/Example
No Analysis of Quote/Evidence/Example
Extend Analysis of Quote/Evidence/Example
Condense Quote/Evidence/Example
Irrelevant Quote/Evidence/Example
Unnecessary Summary
___
___
___
___
___
___
___
___
___
___
___
E-WA
E-NA
E-EA
E-CQ
E-IR
E-US
E-IP
E-IQ
E-EQ
E-PE
E-DP
Improper Citation
Introduce Quote
Extend Quote
Provide Evidence
Don’t “prove” plot, summary, topic
___
___
___
___
___
___
___
S-IT
S-IA
S-NA
S-MC
S-MT
S-BA
S-PI
Irrelevant to Thesis
Irrelevant to Argument
No Argument in Paragraph
Move toward Conclusion
Move toward Thesis
Build toward Argument
Prepare for Idea/Evidence
“A myth is a story that is told for ages
down. A thing that a certain group of
people believe in”
Fallacies
Fallacies
Structure
on Style and Form:
Language/Word Choice: ability to use engaging language that was clear, appropriate, and expressive in style
Clarity
___
___
___
___
___
___
L-UC
L-WD
L-MI
L-PR
L-AP
L-LC
Appropriateness for Audience
Unclear
Wordiness
Mangled Idiom
Pronoun Reference
Awk. Parenthetical
Lacks Cohesion
___
___
___
___
___
L-IL
L-IT
L-ID
L-IS
L-IV
Inappr. Language
Inappr. Tone
Inappr. Diction
Inappr. Subject
Inappr. Voice
Style
___
___
___
___
___
___
L-PV Passive Voice
L-WW Wrong Word
L-AL Awk. Language
L-CL Cliché
L-FW Flat Word Choice
L-UW Unnecess. Word
___
___
___
___
___
___
L-MM Mixed Metaphor
L-AM Awkward Metaphor
L-RW Repetitious Wording
L-RR Repetitious Rhythm
L-FP Surplus First Person
L-RD Redundant
L-WW: Wrong Word
Paragraphs: ability to organize proper paragraphs (transition, topic sentence, supporting ideas, closing)
___
___
___
P-NT No Transition
P-WT Weak Transition
P-WC Weak Closing
___
___
___
P-TS?
P-TM
P-TT
No Topic Sentence
Topic Sentence Misplaced
Too Many Topics
___ P-II
___ P-DI
___ P-JP
Insufficient Supporting Ideas
Disordered Supporting Ideas
Join Paragraphs
Conventions: The student made a conventional error, specifically…
“In the story of ‘Apsu and Tiamat,’
which they present as fresh water and
on Content:
salt water.”
Sentences
___
___
___
___
___
C-SF Sentence Fragment
C-RO Run-on Sentences
C-SI Too often Simple
C-MW Missing Word
C-EW Extra Word
Punctuation
___
___
___
___
___
___
Thesis
___
___
___
___
___
___
___
T-JD
T-UA
T-IA
T-NA
T-BD
T-SW
T-TG
Justify Discussion
Unclear Assertion
Incomplete Assertion
No Assertion
Belongs in Body
Say Why, in Essence
Too General
___
___
___
___
___
___
___
___
___
___
F-AH
F-OS
F-OC
F-AI
F-AC
F-FD
F-RH
F-BW
F-GF
F-IF
Ad Hominem
One-Sidedness
Out of Context
Appeal to Ignorance
Mechanics
C-IP Indicating Possession
C-UC Unnecessary Comma
C-MC Missing Comma
C-QU Wrong/Missing Quotes
C-WC Wrong Colon/Semicol.
C-QM Needs question mark
___
___
___
___
___
___
Grammar
C-SP Spelling
C-HO Homonyms
C-PL Plural/Sing.
C-FM Formatting
C-FC Faulty Caps
C-PR Proofread
Understanding & Thoroughness
___
___
___
___
___
___
___
___
___
___
___
U-SA
U-CD
U-EA
U-UC
U-MI
U-CT
U-RA
U-TO
U-GE
U-GU
U-UR
Surface Analysis
Contradiction
Extend Analysis
Unclear Analysis
Misunderstood Idea/Evid.
Connect to Thesis
Repetitious Analysis
Too Obvious
Gross Exaggeration
Glaring Understatement
Unsound Reasoning
___
Appeal to Consequences ___
False Dilemma
___
Red Herring
___
Band Wagon
___
Genetic Fallacy
___
Intentional Fallacy
___
F-TW
F-AA
F-SM
F-TQ
F-SS
F-HG
F-AF
Two wrongs make a right
Appeal to Authority
Straw Man
Tu Quoque
Slippery Slope
Hasty Generalization
Affective Fallacy
___
___
___
___
___
___
C-SV
C-VT
C-FP
C-WF
C-AR
C-TR
Subj-Verb Agreement
Wrong/Shifting Tense
Faulty Parallelism
Wrong Form (adj/adv…)
Article trouble (the, a/an)
In/Transitive Verb
Textual Evidence
Weak Analysis of Quote/Evidence/Example
No Analysis of Quote/Evidence/Example
Extend Analysis of Quote/Evidence/Example
Condense Quote/Evidence/Example
Irrelevant Quote/Evidence/Example
Unnecessary Summary
___
___
___
___
___
___
___
___
___
___
___
E-WA
E-NA
E-EA
E-CQ
E-IR
E-US
E-IP
E-IQ
E-EQ
E-PE
E-DP
Improper Citation
Introduce Quote
Extend Quote
Provide Evidence
Don’t “prove” plot, summary, topic
___
___
___
___
___
___
___
S-IT
S-IA
S-NA
S-MC
S-MT
S-BA
S-PI
Irrelevant to Thesis
Irrelevant to Argument
No Argument in Paragraph
Move toward Conclusion
Move toward Thesis
Build toward Argument
Prepare for Idea/Evidence
“In the story of ‘Apsu and Tiamat,’
which they personify as fresh water and
salt water.”
Fallacies
Fallacies
Structure
(misunderstanding, fragment sentence)
on Style and Form:
Language/Word Choice: ability to use engaging language that was clear, appropriate, and expressive in style
Clarity
___
___
___
___
___
___
L-UC
L-WD
L-MI
L-PR
L-AP
L-LC
Appropriateness for Audience
Unclear
Wordiness
Mangled Idiom
Pronoun Reference
Awk. Parenthetical
Lacks Cohesion
___
___
___
___
___
L-IL
L-IT
L-ID
L-IS
L-IV
Inappr. Language
Inappr. Tone
Inappr. Diction
Inappr. Subject
Inappr. Voice
Style
___
___
___
___
___
___
L-PV Passive Voice
L-WW Wrong Word
L-AL Awk. Language
L-CL Cliché
L-FW Flat Word Choice
L-UW Unnecess. Word
___
___
___
___
___
___
L-MM Mixed Metaphor
L-AM Awkward Metaphor
L-RW Repetitious Wording
L-RR Repetitious Rhythm
L-FP Surplus First Person
L-RD Redundant
L-AL: Awkward Language
Paragraphs: ability to organize proper paragraphs (transition, topic sentence, supporting ideas, closing)
___
___
___
P-NT No Transition
P-WT Weak Transition
P-WC Weak Closing
___
___
___
P-TS?
P-TM
P-TT
No Topic Sentence
Topic Sentence Misplaced
Too Many Topics
___ P-II
___ P-DI
___ P-JP
Insufficient Supporting Ideas
Disordered Supporting Ideas
Join Paragraphs
Conventions: The student made a conventional error, specifically…
“We evaluate myths as nearly everything begin with
the world in darkness, and via one or more intelligent
Content: from chaos.”
creators, proceed to makeonorder
Sentences
___
___
___
___
___
C-SF Sentence Fragment
C-RO Run-on Sentences
C-SI Too often Simple
C-MW Missing Word
C-EW Extra Word
Punctuation
___
___
___
___
___
___
Thesis
___
___
___
___
___
___
___
T-JD
T-UA
T-IA
T-NA
T-BD
T-SW
T-TG
Justify Discussion
Unclear Assertion
Incomplete Assertion
No Assertion
Belongs in Body
Say Why, in Essence
Too General
___
___
___
___
___
___
___
___
___
___
F-AH
F-OS
F-OC
F-AI
F-AC
F-FD
F-RH
F-BW
F-GF
F-IF
Ad Hominem
One-Sidedness
Out of Context
Appeal to Ignorance
Mechanics
C-IP Indicating Possession
C-UC Unnecessary Comma
C-MC Missing Comma
C-QU Wrong/Missing Quotes
C-WC Wrong Colon/Semicol.
C-QM Needs question mark
___
___
___
___
___
___
Grammar
C-SP Spelling
C-HO Homonyms
C-PL Plural/Sing.
C-FM Formatting
C-FC Faulty Caps
C-PR Proofread
Understanding & Thoroughness
___
___
___
___
___
___
___
___
___
___
___
U-SA
U-CD
U-EA
U-UC
U-MI
U-CT
U-RA
U-TO
U-GE
U-GU
U-UR
Surface Analysis
Contradiction
Extend Analysis
Unclear Analysis
Misunderstood Idea/Evid.
Connect to Thesis
Repetitious Analysis
Too Obvious
Gross Exaggeration
Glaring Understatement
Unsound Reasoning
___
Appeal to Consequences ___
False Dilemma
___
Red Herring
___
Band Wagon
___
Genetic Fallacy
___
Intentional Fallacy
___
F-TW
F-AA
F-SM
F-TQ
F-SS
F-HG
F-AF
Two wrongs make a right
Appeal to Authority
Straw Man
Tu Quoque
Slippery Slope
Hasty Generalization
Affective Fallacy
___
___
___
___
___
___
C-SV
C-VT
C-FP
C-WF
C-AR
C-TR
Subj-Verb Agreement
Wrong/Shifting Tense
Faulty Parallelism
Wrong Form (adj/adv…)
Article trouble (the, a/an)
In/Transitive Verb
Textual Evidence
Weak Analysis of Quote/Evidence/Example
No Analysis of Quote/Evidence/Example
Extend Analysis of Quote/Evidence/Example
Condense Quote/Evidence/Example
Irrelevant Quote/Evidence/Example
Unnecessary Summary
___
___
___
___
___
___
___
___
___
___
___
E-WA
E-NA
E-EA
E-CQ
E-IR
E-US
E-IP
E-IQ
E-EQ
E-PE
E-DP
Improper Citation
Introduce Quote
Extend Quote
Provide Evidence
Don’t “prove” plot, summary, topic
___
___
___
___
___
___
___
S-IT
S-IA
S-NA
S-MC
S-MT
S-BA
S-PI
Irrelevant to Thesis
Irrelevant to Argument
No Argument in Paragraph
Move toward Conclusion
Move toward Thesis
Build toward Argument
Prepare for Idea/Evidence
“When evaluating myths, it appears that nearly all
begin with a world in darkness, and, via one or more
intelligent creators, proceed to make order from
chaos.”
Fallacies
Fallacies
Structure
on Style and Form:
Language/Word Choice: ability to use engaging language that was clear, appropriate, and expressive in style
Clarity
___
___
___
___
___
___
L-UC
L-WD
L-MI
L-PR
L-AP
L-LC
Appropriateness for Audience
Unclear
Wordiness
Mangled Idiom
Pronoun Reference
Awk. Parenthetical
Lacks Cohesion
___
___
___
___
___
L-IL
L-IT
L-ID
L-IS
L-IV
Inappr. Language
Inappr. Tone
Inappr. Diction
Inappr. Subject
Inappr. Voice
Style
___
___
___
___
___
___
L-PV Passive Voice
L-WW Wrong Word
L-AL Awk. Language
L-CL Cliché
L-FW Flat Word Choice
L-UW Unnecess. Word
___
___
___
___
___
___
L-CL: Cliché
L-MM Mixed Metaphor
L-AM Awkward Metaphor
L-RW Repetitious Wording
L-RR Repetitious Rhythm
L-FP Surplus First Person
L-RD Redundant
Paragraphs: ability to organize proper paragraphs (transition, topic sentence, supporting ideas, closing)
___
___
___
P-NT No Transition
P-WT Weak Transition
P-WC Weak Closing
___
___
___
P-TS?
P-TM
P-TT
No Topic Sentence
Topic Sentence Misplaced
Too Many Topics
___ P-II
___ P-DI
___ P-JP
Insufficient Supporting Ideas
Disordered Supporting Ideas
Join Paragraphs
Conventions: The student made a conventional error, specifically…
“What is mythology? Mythology is…”
Sentences
___
___
___
___
___
C-SF Sentence Fragment
C-RO Run-on Sentences
C-SI Too often Simple
C-MW Missing Word
C-EW Extra Word
Punctuation
___
___
___
___
___
___
Mechanics
C-IP Indicating Possession
C-UC Unnecessary Comma
C-MC Missing Comma
C-QU Wrong/Missing Quotes
C-WC Wrong Colon/Semicol.
C-QM Needs question mark
___
___
___
___
___
___
Grammar
C-SP Spelling
C-HO Homonyms
C-PL Plural/Sing.
C-FM Formatting
C-FC Faulty Caps
C-PR Proofread
___
___
___
___
___
___
C-SV
C-VT
C-FP
C-WF
C-AR
C-TR
Subj-Verb Agreement
Wrong/Shifting Tense
Faulty Parallelism
Wrong Form (adj/adv…)
Article trouble (the, a/an)
In/Transitive Verb
on Content:
Thesis
___
___
___
___
___
___
___
T-JD
T-UA
T-IA
T-NA
T-BD
T-SW
T-TG
Justify Discussion
Unclear Assertion
Incomplete Assertion
No Assertion
Belongs in Body
Say Why, in Essence
Too General
___
___
___
___
___
___
___
___
___
___
F-AH
F-OS
F-OC
F-AI
F-AC
F-FD
F-RH
F-BW
F-GF
F-IF
Ad Hominem
One-Sidedness
Out of Context
Appeal to Ignorance
Understanding & Thoroughness
___
___
___
___
___
___
___
___
___
___
___
U-SA
U-CD
U-EA
U-UC
U-MI
U-CT
U-RA
U-TO
U-GE
U-GU
U-UR
Surface Analysis
Contradiction
Extend Analysis
Unclear Analysis
Misunderstood Idea/Evid.
Connect to Thesis
Repetitious Analysis
Too Obvious
Gross Exaggeration
Glaring Understatement
Unsound Reasoning
___
Appeal to Consequences ___
False Dilemma
___
Red Herring
___
Band Wagon
___
Genetic Fallacy
___
Intentional Fallacy
___
F-TW
F-AA
F-SM
F-TQ
F-SS
F-HG
F-AF
Two wrongs make a right
Appeal to Authority
Straw Man
Tu Quoque
Slippery Slope
Hasty Generalization
Affective Fallacy
Fallacies
Textual Evidence
Weak Analysis of Quote/Evidence/Example
No Analysis of Quote/Evidence/Example
Extend Analysis of Quote/Evidence/Example
Condense Quote/Evidence/Example
Irrelevant Quote/Evidence/Example
Unnecessary Summary
___
___
___
___
___
___
___
___
___
___
___
E-WA
E-NA
E-EA
E-CQ
E-IR
E-US
E-IP
E-IQ
E-EQ
E-PE
E-DP
Improper Citation
Introduce Quote
Extend Quote
Provide Evidence
Don’t “prove” plot, summary, topic
___
___
___
___
___
___
___
S-IT
S-IA
S-NA
S-MC
S-MT
S-BA
S-PI
Irrelevant to Thesis
Irrelevant to Argument
No Argument in Paragraph
Move toward Conclusion
Move toward Thesis
Build toward Argument
Prepare for Idea/Evidence
Fallacies
Structure
on Style and Form:
Language/Word Choice: ability to use engaging language that was clear, appropriate, and expressive in style
Clarity
___
___
___
___
___
___
L-UC
L-WD
L-MI
L-PR
L-AP
L-LC
Appropriateness for Audience
Unclear
Wordiness
Mangled Idiom
Pronoun Reference
Awk. Parenthetical
Lacks Cohesion
___
___
___
___
___
L-IL
L-IT
L-ID
L-IS
L-IV
Inappr. Language
Inappr. Tone
Inappr. Diction
Inappr. Subject
Inappr. Voice
Style
___
___
___
___
___
___
L-PV Passive Voice
L-WW Wrong Word
L-AL Awk. Language
L-CL Cliché
L-FW Flat Word Choice
L-UW Unnecess. Word
___
___
___
___
___
___
L-MM Mixed Metaphor
L-AM Awkward Metaphor
L-RW Repetitious Wording
L-RR Repetitious Rhythm
L-FP Surplus First Person
L-RD Redundant
L-RW: Repetitious Wording
Paragraphs: ability to organize proper paragraphs (transition, topic sentence, supporting ideas, closing)
___
___
___
P-NT No Transition
P-WT Weak Transition
P-WC Weak Closing
___
___
___
P-TS?
P-TM
P-TT
No Topic Sentence
Topic Sentence Misplaced
Too Many Topics
___ P-II
___ P-DI
___ P-JP
Insufficient Supporting Ideas
Disordered Supporting Ideas
Join Paragraphs
Conventions: The student made a conventional error, specifically…
“Frazer talks about magic which
brought the whole essay back to the
on Content:
whole thing which is myth.”
Sentences
___
___
___
___
___
C-SF Sentence Fragment
C-RO Run-on Sentences
C-SI Too often Simple
C-MW Missing Word
C-EW Extra Word
Punctuation
___
___
___
___
___
___
Thesis
___
___
___
___
___
___
___
T-JD
T-UA
T-IA
T-NA
T-BD
T-SW
T-TG
Justify Discussion
Unclear Assertion
Incomplete Assertion
No Assertion
Belongs in Body
Say Why, in Essence
Too General
___
___
___
___
___
___
___
___
___
___
F-AH
F-OS
F-OC
F-AI
F-AC
F-FD
F-RH
F-BW
F-GF
F-IF
Ad Hominem
One-Sidedness
Out of Context
Appeal to Ignorance
Mechanics
C-IP Indicating Possession
C-UC Unnecessary Comma
C-MC Missing Comma
C-QU Wrong/Missing Quotes
C-WC Wrong Colon/Semicol.
C-QM Needs question mark
___
___
___
___
___
___
Grammar
C-SP Spelling
C-HO Homonyms
C-PL Plural/Sing.
C-FM Formatting
C-FC Faulty Caps
C-PR Proofread
Understanding & Thoroughness
___
___
___
___
___
___
___
___
___
___
___
U-SA
U-CD
U-EA
U-UC
U-MI
U-CT
U-RA
U-TO
U-GE
U-GU
U-UR
Surface Analysis
Contradiction
Extend Analysis
Unclear Analysis
Misunderstood Idea/Evid.
Connect to Thesis
Repetitious Analysis
Too Obvious
Gross Exaggeration
Glaring Understatement
Unsound Reasoning
___
Appeal to Consequences ___
False Dilemma
___
Red Herring
___
Band Wagon
___
Genetic Fallacy
___
Intentional Fallacy
___
F-TW
F-AA
F-SM
F-TQ
F-SS
F-HG
F-AF
Two wrongs make a right
Appeal to Authority
Straw Man
Tu Quoque
Slippery Slope
Hasty Generalization
Affective Fallacy
___
___
___
___
___
___
C-SV
C-VT
C-FP
C-WF
C-AR
C-TR
Subj-Verb Agreement
Wrong/Shifting Tense
Faulty Parallelism
Wrong Form (adj/adv…)
Article trouble (the, a/an)
In/Transitive Verb
Textual Evidence
Weak Analysis of Quote/Evidence/Example
No Analysis of Quote/Evidence/Example
Extend Analysis of Quote/Evidence/Example
Condense Quote/Evidence/Example
Irrelevant Quote/Evidence/Example
Unnecessary Summary
___
___
___
___
___
___
___
___
___
___
___
E-WA
E-NA
E-EA
E-CQ
E-IR
E-US
E-IP
E-IQ
E-EQ
E-PE
E-DP
Improper Citation
Introduce Quote
Extend Quote
Provide Evidence
Don’t “prove” plot, summary, topic
___
___
___
___
___
___
___
S-IT
S-IA
S-NA
S-MC
S-MT
S-BA
S-PI
Irrelevant to Thesis
Irrelevant to Argument
No Argument in Paragraph
Move toward Conclusion
Move toward Thesis
Build toward Argument
Prepare for Idea/Evidence
“Frazer talks about magic which
brought the whole essay back to the
whole thing which is myth.” (run-on, diction)
Fallacies
Fallacies
Structure
on Style and Form:
Language/Word Choice: ability to use engaging language that was clear, appropriate, and expressive in style
Clarity
___
___
___
___
___
___
L-UC
L-WD
L-MI
L-PR
L-AP
L-LC
Appropriateness for Audience
Unclear
Wordiness
Mangled Idiom
Pronoun Reference
Awk. Parenthetical
Lacks Cohesion
___
___
___
___
___
L-IL
L-IT
L-ID
L-IS
L-IV
Inappr. Language
Inappr. Tone
Inappr. Diction
Inappr. Subject
Inappr. Voice
Style
___
___
___
___
___
___
L-PV Passive Voice
L-WW Wrong Word
L-AL Awk. Language
L-CL Cliché
L-FW Flat Word Choice
L-UW Unnecess. Word
___
___
___
___
___
___
L-MM Mixed Metaphor
L-AM Awkward Metaphor
L-RW Repetitious Wording
L-RR Repetitious Rhythm
L-FP Surplus First Person
L-RD Redundant
L-RR: Repetitious Rhythm
Paragraphs: ability to organize proper paragraphs (transition, topic sentence, supporting ideas, closing)
___
___
___
P-NT No Transition
P-WT Weak Transition
P-WC Weak Closing
___
___
___
P-TS?
P-TM
P-TT
No Topic Sentence
Topic Sentence Misplaced
Too Many Topics
___ P-II
___ P-DI
___ P-JP
Insufficient Supporting Ideas
Disordered Supporting Ideas
Join Paragraphs
Conventions: The student made a conventional error, specifically…
“Myths are a type of traditional literature.
Myths are usually passed down from generation
Content: are viewed as
to generations orally. onMyths
‘ideology in narrative form’ which explains…”
Sentences
___
___
___
___
___
C-SF Sentence Fragment
C-RO Run-on Sentences
C-SI Too often Simple
C-MW Missing Word
C-EW Extra Word
Punctuation
___
___
___
___
___
___
Thesis
___
___
___
___
___
___
___
T-JD
T-UA
T-IA
T-NA
T-BD
T-SW
T-TG
Justify Discussion
Unclear Assertion
Incomplete Assertion
No Assertion
Belongs in Body
Say Why, in Essence
Too General
___
___
___
___
___
___
___
___
___
___
F-AH
F-OS
F-OC
F-AI
F-AC
F-FD
F-RH
F-BW
F-GF
F-IF
Ad Hominem
One-Sidedness
Out of Context
Appeal to Ignorance
Mechanics
C-IP Indicating Possession
C-UC Unnecessary Comma
C-MC Missing Comma
C-QU Wrong/Missing Quotes
C-WC Wrong Colon/Semicol.
C-QM Needs question mark
___
___
___
___
___
___
Grammar
C-SP Spelling
C-HO Homonyms
C-PL Plural/Sing.
C-FM Formatting
C-FC Faulty Caps
C-PR Proofread
Understanding & Thoroughness
___
___
___
___
___
___
___
___
___
___
___
U-SA
U-CD
U-EA
U-UC
U-MI
U-CT
U-RA
U-TO
U-GE
U-GU
U-UR
Surface Analysis
Contradiction
Extend Analysis
Unclear Analysis
Misunderstood Idea/Evid.
Connect to Thesis
Repetitious Analysis
Too Obvious
Gross Exaggeration
Glaring Understatement
Unsound Reasoning
___
Appeal to Consequences ___
False Dilemma
___
Red Herring
___
Band Wagon
___
Genetic Fallacy
___
Intentional Fallacy
___
F-TW
F-AA
F-SM
F-TQ
F-SS
F-HG
F-AF
Two wrongs make a right
Appeal to Authority
Straw Man
Tu Quoque
Slippery Slope
Hasty Generalization
Affective Fallacy
___
___
___
___
___
___
C-SV
C-VT
C-FP
C-WF
C-AR
C-TR
Subj-Verb Agreement
Wrong/Shifting Tense
Faulty Parallelism
Wrong Form (adj/adv…)
Article trouble (the, a/an)
In/Transitive Verb
Textual Evidence
Weak Analysis of Quote/Evidence/Example
No Analysis of Quote/Evidence/Example
Extend Analysis of Quote/Evidence/Example
Condense Quote/Evidence/Example
Irrelevant Quote/Evidence/Example
Unnecessary Summary
___
___
___
___
___
___
___
___
___
___
___
E-WA
E-NA
E-EA
E-CQ
E-IR
E-US
E-IP
E-IQ
E-EQ
E-PE
E-DP
Improper Citation
Introduce Quote
Extend Quote
Provide Evidence
Don’t “prove” plot, summary, topic
___
___
___
___
___
___
___
S-IT
S-IA
S-NA
S-MC
S-MT
S-BA
S-PI
Irrelevant to Thesis
Irrelevant to Argument
No Argument in Paragraph
Move toward Conclusion
Move toward Thesis
Build toward Argument
Prepare for Idea/Evidence
“Myths are a type of traditional literature.
Myths are usually passed down from generation
to generations orally. Myths are viewed as
‘ideology in narrative form’ which explains…”
Fallacies
Fallacies
Structure
on Style and Form:
Language/Word Choice: ability to use engaging language that was clear, appropriate, and expressive in style
Clarity
___
___
___
___
___
___
L-UC
L-WD
L-MI
L-PR
L-AP
L-LC
Appropriateness for Audience
Unclear
Wordiness
Mangled Idiom
Pronoun Reference
Awk. Parenthetical
Lacks Cohesion
___
___
___
___
___
L-IL
L-IT
L-ID
L-IS
L-IV
Inappr. Language
Inappr. Tone
Inappr. Diction
Inappr. Subject
Inappr. Voice
Style
___
___
___
___
___
___
L-PV Passive Voice
L-WW Wrong Word
L-AL Awk. Language
L-CL Cliché
L-FW Flat Word Choice
L-UW Unnecess. Word
___
___
___
___
___
___
L-MM Mixed Metaphor
L-AM Awkward Metaphor
L-RW Repetitious Wording
L-RR Repetitious Rhythm
L-FP Surplus First Person
L-RD Redundant
L-FP: Surplus First Person
Paragraphs: ability to organize proper paragraphs (transition, topic sentence, supporting ideas, closing)
___
___
___
P-NT No Transition
P-WT Weak Transition
P-WC Weak Closing
___
___
___
P-TS?
P-TM
P-TT
No Topic Sentence
Topic Sentence Misplaced
Too Many Topics
___ P-II
___ P-DI
___ P-JP
Insufficient Supporting Ideas
Disordered Supporting Ideas
Join Paragraphs
Conventions: The student made a conventional error, specifically…
“When I think of a myth I think of a
story that describes the origin time from
on Content:
the beginning up until now.”
Sentences
___
___
___
___
___
C-SF Sentence Fragment
C-RO Run-on Sentences
C-SI Too often Simple
C-MW Missing Word
C-EW Extra Word
Punctuation
___
___
___
___
___
___
Thesis
___
___
___
___
___
___
___
T-JD
T-UA
T-IA
T-NA
T-BD
T-SW
T-TG
Justify Discussion
Unclear Assertion
Incomplete Assertion
No Assertion
Belongs in Body
Say Why, in Essence
Too General
___
___
___
___
___
___
___
___
___
___
F-AH
F-OS
F-OC
F-AI
F-AC
F-FD
F-RH
F-BW
F-GF
F-IF
Ad Hominem
One-Sidedness
Out of Context
Appeal to Ignorance
Mechanics
C-IP Indicating Possession
C-UC Unnecessary Comma
C-MC Missing Comma
C-QU Wrong/Missing Quotes
C-WC Wrong Colon/Semicol.
C-QM Needs question mark
___
___
___
___
___
___
Grammar
C-SP Spelling
C-HO Homonyms
C-PL Plural/Sing.
C-FM Formatting
C-FC Faulty Caps
C-PR Proofread
Understanding & Thoroughness
___
___
___
___
___
___
___
___
___
___
___
U-SA
U-CD
U-EA
U-UC
U-MI
U-CT
U-RA
U-TO
U-GE
U-GU
U-UR
Surface Analysis
Contradiction
Extend Analysis
Unclear Analysis
Misunderstood Idea/Evid.
Connect to Thesis
Repetitious Analysis
Too Obvious
Gross Exaggeration
Glaring Understatement
Unsound Reasoning
___
Appeal to Consequences ___
False Dilemma
___
Red Herring
___
Band Wagon
___
Genetic Fallacy
___
Intentional Fallacy
___
F-TW
F-AA
F-SM
F-TQ
F-SS
F-HG
F-AF
Two wrongs make a right
Appeal to Authority
Straw Man
Tu Quoque
Slippery Slope
Hasty Generalization
Affective Fallacy
___
___
___
___
___
___
C-SV
C-VT
C-FP
C-WF
C-AR
C-TR
Subj-Verb Agreement
Wrong/Shifting Tense
Faulty Parallelism
Wrong Form (adj/adv…)
Article trouble (the, a/an)
In/Transitive Verb
Textual Evidence
Weak Analysis of Quote/Evidence/Example
No Analysis of Quote/Evidence/Example
Extend Analysis of Quote/Evidence/Example
Condense Quote/Evidence/Example
Irrelevant Quote/Evidence/Example
Unnecessary Summary
___
___
___
___
___
___
___
___
___
___
___
E-WA
E-NA
E-EA
E-CQ
E-IR
E-US
E-IP
E-IQ
E-EQ
E-PE
E-DP
Improper Citation
Introduce Quote
Extend Quote
Provide Evidence
Don’t “prove” plot, summary, topic
___
___
___
___
___
___
___
S-IT
S-IA
S-NA
S-MC
S-MT
S-BA
S-PI
Irrelevant to Thesis
Irrelevant to Argument
No Argument in Paragraph
Move toward Conclusion
Move toward Thesis
Build toward Argument
Prepare for Idea/Evidence
“Myth is a story that describes the
origin time from the beginning up until
now.”
Fallacies
Fallacies
Structure
___ L-AP Awk. Parenthetical ___ L-IV Inappr. Voice
___ L-LC Lacks Cohesion
___ L-FW Flat Word Choice ___ L-FP Surplus First Person
___ L-UW Unnecess. Word ___ L-RD Redundant
on Style and Form:
Language/Word
to use
engaging
language
that wastopic
clear,sentence,
appropriate,
and expressive
in style
Paragraphs:Choice:
ability toability
organize
proper
paragraphs
(transition,
supporting
ideas, closing)
Appropriateness
for Audience
Style
___ Clarity
P-NT No Transition
___ P-TS?
No Topic Sentence
___ P-II
Insufficient Supporting Ideas
L-UCP-WT
UnclearWeak Transition
___ L-IL___
Inappr.
Language
L-PVMisplaced
Passive Voice
___ L-MM
MixedSupporting
Metaphor Ideas
___
P-TM
Topic___
Sentence
___ P-DI
Disordered
L-WDP-WC
Wordiness
Inappr.
Tone Too Many
___ L-WW
___ L-AM
Awkward Metaphor
___
Weak Closing___ L-IT___
P-TT
Topics Wrong Word
___ P-JP
Join Paragraphs
L-MI Mangled Idiom
___ L-ID Inappr. Diction
___ L-AL Awk. Language ___ L-RW Repetitious Wording
L-PR
Pronoun
Reference
___
L-IS
Inappr.
Subject
___ L-CL Cliché
___ L-RR Repetitious Rhythm
Conventions: The student made a conventional error, specifically…
L-AP Awk. Parenthetical ___ L-IV Inappr. Voice
___ L-FW Flat Word Choice ___ L-FP Surplus First Person
Sentences
Punctuation
Mechanics
Grammar
L-LC Lacks
Cohesion
___ L-UW Unnecess.
Word ___ L-RD Redundant
___ C-SF Sentence Fragment ___ C-IP Indicating Possession ___ C-SP Spelling
___ C-SV Subj-Verb Agreement
___ C-RO
Run-on
Sentences
C-UC Unnecessary
Comma
___supporting
C-HO Homonyms
___ C-VT Wrong/Shifting Tense
Paragraphs:
ability
to organize
proper___
paragraphs
(transition, topic
sentence,
ideas, closing)
___ C-SI Too often Simple
___ C-MC Missing Comma
___ C-PL Plural/Sing. ___ C-FP Faulty Parallelism
___ ___
P-NT
NoMissing
Transition
___C-QU
P-TS?
No Topic Sentence
P-II
Insufficient
C-MW
Word
___
Wrong/Missing
Quotes ___ C-FM___
Formatting
___
C-WF Supporting
Wrong FormIdeas
(adj/adv…)
___ ___
P-WT
Weak
___C-WC
P-TM
Sentence Misplaced
Disordered
Ideas(the, a/an)
C-EW
ExtraTransition
Word
___
WrongTopic
Colon/Semicol.
___ C-FC ___
FaultyP-DI
Caps ___
C-AR Supporting
Article trouble
___ P-WC Weak Closing
___C-QM
P-TTNeedsToo
Manymark
Topics ___ C-PR ___
P-JP
Join Paragraphs
___
question
Proofread
___
C-TR In/Transitive Verb
___
___
___
___
___
___
P-NT: No Transition
“We study myth because onthey
reveal a culture’s
Content:
worldview and the framework for human psyche in
a universal context. Myths have a theme of someone
on Content:
doing heroic acts.”
Conventions: The student made a conventional error, specifically…
Sentences
___
___
___
___
___
___
___
___
___
___
___
___
Punctuation
Mechanics
Grammar
C-SF Sentence Fragment
___ C-IP Indicating
Possession
___ C-SP Spelling
___ Evidence
C-SV Subj-Verb Agreement
Thesis
Understanding
& Thoroughness
Textual
C-ROT-JD
Run-onJustify
Sentences
___ C-UC
Comma
___ C-HO Homonyms
Tense
___
Discussion
___Unnecessary
U-SA Surface
Analysis
___ E-WA ___
WeakC-VT
AnalysisWrong/Shifting
of Quote/Evidence/Example
C-SI T-UA
Too often
Simple
___ C-MC
C-FP ofFaulty
Parallelism
___
Unclear
Assertion
___Missing
U-CD Comma
Contradiction ___ C-PL Plural/Sing.
___ E-NA ___
No Analysis
Quote/Evidence/Example
C-MW
Missing
Word Assertion
___ C-QU
___ C-FM Formatting
Wrong
Form (adj/adv…)
___
T-IA
Incomplete
___Wrong/Missing
U-EA ExtendQuotes
Analysis
___ E-EA ___
ExtendC-WF
Analysis
of Quote/Evidence/Example
C-EWT-NA
Extra Word
___ C-FC Faulty
C-AR
Article trouble (the, a/an)
___
No Assertion ___ C-WC
___ Wrong
U-UCColon/Semicol.
Unclear Analysis
___ Caps
E-CQ ___
Condense
Quote/Evidence/Example
___ C-QM
mark ___
C-PR Proofread
C-TR
In/Transitive Verb
___ T-BD Belongs in Body
___ Needs
U-MIquestion
Misunderstood
Idea/Evid.
___ E-IR ___
Irrelevant
Quote/Evidence/Example
___ T-SW Say Why, in Essence ___ U-CT Connect to Thesis
___ E-US Unnecessary Summary
___ T-TG Too General
___ U-RA Repetitious Analysis
___ E-IP Improper Citation
___ U-TO Too Obvious
___ E-IQ Introduce Quote
___
U-GE
Gross
Exaggeration
___ E-EQ
Quote
Thesis
Understanding & Thoroughness
Textual Extend
Evidence
Fallacies
Glaring
Understatement___ ___
E-PE
T-JD Justify Discussion
___ ___
U-SAU-GU
Surface
Analysis
E-WA
WeakProvide
AnalysisEvidence
of Quote/Evidence/Example
___
F-AH
Ad Hominem
U-UR
Unsound Reasoning ___ ___
E-DP
Don’t “prove”
plot, summary, topic
T-UA
Unclear
Assertion
___ ___
U-CD
Contradiction
E-NA
No Analysis
of Quote/Evidence/Example
___
One-Sidedness
T-IAF-OS
Incomplete
Assertion ___ U-EA Extend Analysis
___ E-EA Extend Analysis of Quote/Evidence/Example
___
F-OC
Out of Context
Fallacies
Structure
T-NA
No Assertion
___ U-UC Unclear Analysis
___ E-CQ Condense
Quote/Evidence/Example
___
Appeal
to Ignorance
Two wrongs
make a right
Irrelevant
to Thesis
T-BDF-AI
Belongs
in Body
___ ___
U-MIF-TW
Misunderstood
Idea/Evid.
___ ___
E-IRS-IT
Irrelevant
Quote/Evidence/Example
___
F-AC
AppealintoEssence
Consequences
F-AA
Appeal
to Authority ___ ___
Irrelevant
to Argument
T-SW
Say Why,
___ ___
U-CT
Connect
to Thesis
E-USS-IA
Unnecessary
Summary
___
False Dilemma ___ ___
F-SM
Straw Man
No Argument
T-TGF-FD
Too General
U-RA
Repetitious
Analysis
___ ___
E-IPS-NA
Improper
Citation in Paragraph
___ F-RH Red Herring
F-TQ
Tu Quoque
MoveQuote
toward Conclusion
___ ___
U-TO
Too Obvious
___ ___
E-IQS-MC
Introduce
___ F-BW Band Wagon
F-SS
Slope
S-MT
Move
toward Thesis
___ ___
U-GE
GrossSlippery
Exaggeration
___ ___
E-EQ
Extend
Quote
___ F-GF Fallacies
Genetic Fallacy ___ ___
F-HG
Hasty
Generalization ___ ___
Build
toward Argument
U-GU
Glaring
Understatement
E-PES-BA
Provide
Evidence
___
Intentional Fallacy___ ___
F-AF
Affective
Fallacy
forplot,
Idea/Evidence
F-AHF-IF
Ad Hominem
U-UR
Unsound
Reasoning
___ ___
E-DPS-PI
Don’tPrepare
“prove”
summary, topic
F-OS One-Sidedness
F-OC Out of Context
Fallacies
Structure
F-AI Appeal to Ignorance ___ F-TW Two wrongs make a right ___ S-IT Irrelevant to Thesis
F-AC Appeal to Consequences ___ F-AA Appeal to Authority
___ S-IA Irrelevant to Argument
F-FD False Dilemma
___ F-SM Straw Man
___ S-NA No Argument in Paragraph
F-RH Red Herring
___ F-TQ Tu Quoque
___ S-MC Move toward Conclusion
F-BW Band Wagon
___ F-SS Slippery Slope
___ S-MT Move toward Thesis
F-GF Genetic Fallacy
___ F-HG Hasty Generalization
___ S-BA Build toward Argument
F-IF Intentional Fallacy
___ F-AF Affective Fallacy
___ S-PI Prepare for Idea/Evidence
“We study myth because they reveal a culture’s
worldview and the framework for human psyche in
a universal context. Many cultural myths reveal
their respective worldviews and psychic framework
through the depiction of heroic acts.”
___
___
___
___
___
___
___
___
___
___
___ L-AP Awk. Parenthetical ___ L-IV Inappr. Voice
___ L-LC Lacks Cohesion
___ L-FW Flat Word Choice ___ L-FP Surplus First Person
___ L-UW Unnecess. Word ___ L-RD Redundant
on Style and Form:
Language/Word
to use
engaging
language
that wastopic
clear,sentence,
appropriate,
and expressive
in style
Paragraphs:Choice:
ability toability
organize
proper
paragraphs
(transition,
supporting
ideas, closing)
Appropriateness
for Audience
Style
___ Clarity
P-NT No Transition
___ P-TS?
No Topic Sentence
___ P-II
Insufficient Supporting Ideas
L-UCP-WT
UnclearWeak Transition
___ L-IL___
Inappr.
Language
L-PVMisplaced
Passive Voice
___ L-MM
MixedSupporting
Metaphor Ideas
___
P-TM
Topic___
Sentence
___ P-DI
Disordered
L-WDP-WC
Wordiness
Inappr.
Tone Too Many
___ L-WW
___ L-AM
Awkward Metaphor
___
Weak Closing___ L-IT___
P-TT
Topics Wrong Word
___ P-JP
Join Paragraphs
L-MI Mangled Idiom
___ L-ID Inappr. Diction
___ L-AL Awk. Language ___ L-RW Repetitious Wording
L-PR
Pronoun
Reference
___
L-IS
Inappr.
Subject
___ L-CL Cliché
___ L-RR Repetitious Rhythm
Conventions: The student made a conventional error, specifically…
L-AP Awk. Parenthetical ___ L-IV Inappr. Voice
___ L-FW Flat Word Choice ___ L-FP Surplus First Person
Sentences
Punctuation
Mechanics
Grammar
L-LC Lacks
Cohesion
___ L-UW Unnecess.
Word ___ L-RD Redundant
___ C-SF Sentence Fragment ___ C-IP Indicating Possession ___ C-SP Spelling
___ C-SV Subj-Verb Agreement
___ C-RO
Run-on
Sentences
C-UC Unnecessary
Comma
___supporting
C-HO Homonyms
___ C-VT Wrong/Shifting Tense
Paragraphs:
ability
to organize
proper___
paragraphs
(transition, topic
sentence,
ideas, closing)
___ C-SI Too often Simple
___ C-MC Missing Comma
___ C-PL Plural/Sing. ___ C-FP Faulty Parallelism
___ ___
P-NT
NoMissing
Transition
___C-QU
P-TS?
No Topic Sentence
P-II
Insufficient
C-MW
Word
___
Wrong/Missing
Quotes ___ C-FM___
Formatting
___
C-WF Supporting
Wrong FormIdeas
(adj/adv…)
___ ___
P-WT
Weak
___C-WC
P-TM
Sentence Misplaced
Disordered
Ideas(the, a/an)
C-EW
ExtraTransition
Word
___
WrongTopic
Colon/Semicol.
___ C-FC ___
FaultyP-DI
Caps ___
C-AR Supporting
Article trouble
___ P-WC Weak Closing
___C-QM
P-TTNeedsToo
Manymark
Topics ___ C-PR ___
P-JP
Join Paragraphs
___
question
Proofread
___
C-TR In/Transitive Verb
___
___
___
___
___
___
P-WT: Weak Transition
“In my personal opinion,onwithout
myth
there
would
Content:
be a lot of gaps in between time to explain how we
came to be.
An example of a myth/theory
is Enuma Elish.”
on Content:
Conventions: The student made a conventional error, specifically…
Sentences
___
___
___
___
___
Punctuation
Mechanics
Grammar
C-SF Sentence Fragment
___ C-IP Indicating
Possession
___ C-SP Spelling
___ Evidence
C-SV Subj-Verb Agreement
Thesis
Understanding
& Thoroughness
Textual
C-ROT-JD
Run-onJustify
Sentences
___ C-UC
Comma
___ C-HO Homonyms
Tense
___
Discussion
___Unnecessary
U-SA Surface
Analysis
___ E-WA ___
WeakC-VT
AnalysisWrong/Shifting
of Quote/Evidence/Example
C-SI T-UA
Too often
Simple
___ C-MC
C-FP ofFaulty
Parallelism
___
Unclear
Assertion
___Missing
U-CD Comma
Contradiction ___ C-PL Plural/Sing.
___ E-NA ___
No Analysis
Quote/Evidence/Example
C-MW
Missing
Word Assertion
___ C-QU
___ C-FM Formatting
Wrong
Form (adj/adv…)
___
T-IA
Incomplete
___Wrong/Missing
U-EA ExtendQuotes
Analysis
___ E-EA ___
ExtendC-WF
Analysis
of Quote/Evidence/Example
C-EWT-NA
Extra Word
___ C-FC Faulty
C-AR
Article trouble (the, a/an)
___
No Assertion ___ C-WC
___ Wrong
U-UCColon/Semicol.
Unclear Analysis
___ Caps
E-CQ ___
Condense
Quote/Evidence/Example
___ C-QM
mark ___
C-PR Proofread
C-TR
In/Transitive Verb
___ T-BD Belongs in Body
___ Needs
U-MIquestion
Misunderstood
Idea/Evid.
___ E-IR ___
Irrelevant
Quote/Evidence/Example
___ T-SW Say Why, in Essence ___ U-CT Connect to Thesis
___ E-US Unnecessary Summary
___ T-TG Too General
___ U-RA Repetitious Analysis
___ E-IP Improper Citation
___ U-TO Too Obvious
___ E-IQ Introduce Quote
___
U-GE
Gross
Exaggeration
___ E-EQ
Quote
Thesis
Understanding & Thoroughness
Textual Extend
Evidence
Fallacies
Glaring
Understatement___ ___
E-PE
T-JD Justify Discussion
___ ___
U-SAU-GU
Surface
Analysis
E-WA
WeakProvide
AnalysisEvidence
of Quote/Evidence/Example
___
F-AH
Ad Hominem
U-UR
Unsound Reasoning ___ ___
E-DP
Don’t “prove”
plot, summary, topic
T-UA
Unclear
Assertion
___ ___
U-CD
Contradiction
E-NA
No Analysis
of Quote/Evidence/Example
___
One-Sidedness
T-IAF-OS
Incomplete
Assertion ___ U-EA Extend Analysis
___ E-EA Extend Analysis of Quote/Evidence/Example
___
F-OC
Out of Context
Fallacies
Structure
T-NA
No Assertion
___ U-UC Unclear Analysis
___ E-CQ Condense
Quote/Evidence/Example
___
Appeal
to Ignorance
Two wrongs
make a right
Irrelevant
to Thesis
T-BDF-AI
Belongs
in Body
___ ___
U-MIF-TW
Misunderstood
Idea/Evid.
___ ___
E-IRS-IT
Irrelevant
Quote/Evidence/Example
___
F-AC
AppealintoEssence
Consequences
F-AA
Appeal
to Authority ___ ___
Irrelevant
to Argument
T-SW
Say Why,
___ ___
U-CT
Connect
to Thesis
E-USS-IA
Unnecessary
Summary
___
False Dilemma ___ ___
F-SM
Straw Man
No Argument
T-TGF-FD
Too General
U-RA
Repetitious
Analysis
___ ___
E-IPS-NA
Improper
Citation in Paragraph
___ F-RH Red Herring
F-TQ
Tu Quoque
MoveQuote
toward Conclusion
___ ___
U-TO
Too Obvious
___ ___
E-IQS-MC
Introduce
___ F-BW Band Wagon
F-SS
Slope
S-MT
Move
toward Thesis
___ ___
U-GE
GrossSlippery
Exaggeration
___ ___
E-EQ
Extend
Quote
___ F-GF Fallacies
Genetic Fallacy ___ ___
F-HG
Hasty
Generalization ___ ___
Build
toward Argument
U-GU
Glaring
Understatement
E-PES-BA
Provide
Evidence
___
Intentional Fallacy___ ___
F-AF
Affective
Fallacy
forplot,
Idea/Evidence
F-AHF-IF
Ad Hominem
U-UR
Unsound
Reasoning
___ ___
E-DPS-PI
Don’tPrepare
“prove”
summary, topic
F-OS One-Sidedness
F-OC Out of Context
Fallacies
Structure
F-AI Appeal to Ignorance ___ F-TW Two wrongs make a right ___ S-IT Irrelevant to Thesis
F-AC Appeal to Consequences ___ F-AA Appeal to Authority
___ S-IA Irrelevant to Argument
F-FD False Dilemma
___ F-SM Straw Man
___ S-NA No Argument in Paragraph
F-RH Red Herring
___ F-TQ Tu Quoque
___ S-MC Move toward Conclusion
F-BW Band Wagon
___ F-SS Slippery Slope
___ S-MT Move toward Thesis
F-GF Genetic Fallacy
___ F-HG Hasty Generalization
___ S-BA Build toward Argument
F-IF Intentional Fallacy
___ F-AF Affective Fallacy
___ S-PI Prepare for Idea/Evidence
“In my personal opinion, without myth there would
be a lot of gaps in between time to explain how we
came to be.
The Babalonian creation story, Enuma Elish,
portrays and interest perspective on the creation of
mankind.”
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___ L-AP Awk. Parenthetical ___ L-IV Inappr. Voice
___ L-LC Lacks Cohesion
___ L-FW Flat Word Choice ___ L-FP Surplus First Person
___ L-UW Unnecess. Word ___ L-RD Redundant
on Style and Form:
Language/Word
to use
engaging
language
that wastopic
clear,sentence,
appropriate,
and expressive
in style
Paragraphs:Choice:
ability toability
organize
proper
paragraphs
(transition,
supporting
ideas, closing)
Appropriateness
for Audience
Style
___ Clarity
P-NT No Transition
___ P-TS?
No Topic Sentence
___ P-II
Insufficient Supporting Ideas
L-UCP-WT
UnclearWeak Transition
___ L-IL___
Inappr.
Language
L-PVMisplaced
Passive Voice
___ L-MM
MixedSupporting
Metaphor Ideas
___
P-TM
Topic___
Sentence
___ P-DI
Disordered
L-WDP-WC
Wordiness
Inappr.
Tone Too Many
___ L-WW
___ L-AM
Awkward Metaphor
___
Weak Closing___ L-IT___
P-TT
Topics Wrong Word
___ P-JP
Join Paragraphs
L-MI Mangled Idiom
___ L-ID Inappr. Diction
___ L-AL Awk. Language ___ L-RW Repetitious Wording
L-PR
Pronoun
Reference
___
L-IS
Inappr.
Subject
___ L-CL Cliché
___ L-RR Repetitious Rhythm
Conventions: The student made a conventional error, specifically…
L-AP Awk. Parenthetical ___ L-IV Inappr. Voice
___ L-FW Flat Word Choice ___ L-FP Surplus First Person
Sentences
Punctuation
Mechanics
Grammar
L-LC Lacks
Cohesion
___ L-UW Unnecess.
Word ___ L-RD Redundant
___ C-SF Sentence Fragment ___ C-IP Indicating Possession ___ C-SP Spelling
___ C-SV Subj-Verb Agreement
___ C-RO
Run-on
Sentences
C-UC Unnecessary
Comma
___supporting
C-HO Homonyms
___ C-VT Wrong/Shifting Tense
Paragraphs:
ability
to organize
proper___
paragraphs
(transition, topic
sentence,
ideas, closing)
___ C-SI Too often Simple
___ C-MC Missing Comma
___ C-PL Plural/Sing. ___ C-FP Faulty Parallelism
___ ___
P-NT
NoMissing
Transition
___C-QU
P-TS?
No Topic Sentence
P-II
Insufficient
C-MW
Word
___
Wrong/Missing
Quotes ___ C-FM___
Formatting
___
C-WF Supporting
Wrong FormIdeas
(adj/adv…)
___ ___
P-WT
Weak
___C-WC
P-TM
Sentence Misplaced
Disordered
Ideas(the, a/an)
C-EW
ExtraTransition
Word
___
WrongTopic
Colon/Semicol.
___ C-FC ___
FaultyP-DI
Caps ___
C-AR Supporting
Article trouble
___ P-WC Weak Closing
___C-QM
P-TTNeedsToo
Manymark
Topics ___ C-PR ___
P-JP
Join Paragraphs
___
question
Proofread
___
C-TR In/Transitive Verb
___
___
___
___
___
___
P-WC: Weak Closing
“In conclusion, myth is not
just myth but it’s sort
on Content:
of a background on how our world was before we
were created.”
Conventions: The student made a conventional error, specifically…
Sentences
___
___
___
___
___
Punctuation
Mechanics
Grammar
C-SF Sentence Fragment
___ C-IP Indicating
Possession
___ C-SP Spelling
___ Evidence
C-SV Subj-Verb Agreement
Thesis
Understanding
& Thoroughness
Textual
C-ROT-JD
Run-onJustify
Sentences
___ C-UC
Comma
___ C-HO Homonyms
Tense
___
Discussion
___Unnecessary
U-SA Surface
Analysis
___ E-WA ___
WeakC-VT
AnalysisWrong/Shifting
of Quote/Evidence/Example
C-SI T-UA
Too often
Simple
___ C-MC
C-FP ofFaulty
Parallelism
___
Unclear
Assertion
___Missing
U-CD Comma
Contradiction ___ C-PL Plural/Sing.
___ E-NA ___
No Analysis
Quote/Evidence/Example
C-MW
Missing
Word Assertion
___ C-QU
___ C-FM Formatting
Wrong
Form (adj/adv…)
___
T-IA
Incomplete
___Wrong/Missing
U-EA ExtendQuotes
Analysis
___ E-EA ___
ExtendC-WF
Analysis
of Quote/Evidence/Example
C-EWT-NA
Extra Word
___ C-FC Faulty
C-AR
Article trouble (the, a/an)
___
No Assertion ___ C-WC
___ Wrong
U-UCColon/Semicol.
Unclear Analysis
___ Caps
E-CQ ___
Condense
Quote/Evidence/Example
___ C-QM
mark ___
C-PR Proofread
C-TR
In/Transitive Verb
___ T-BD Belongs in Body
___ Needs
U-MIquestion
Misunderstood
Idea/Evid.
___ E-IR ___
Irrelevant
Quote/Evidence/Example
___ T-SW Say Why, in Essence ___ U-CT Connect to Thesis
___ E-US Unnecessary Summary
___ T-TG Too General
___ U-RA Repetitious Analysis
___ E-IP Improper Citation
___ U-TO Too Obvious
___ E-IQ Introduce Quote
___
U-GE
Gross
Exaggeration
___ E-EQ
Quote
Thesis
Understanding & Thoroughness
Textual Extend
Evidence
Fallacies
Glaring
Understatement___ ___
E-PE
T-JD Justify Discussion
___ ___
U-SAU-GU
Surface
Analysis
E-WA
WeakProvide
AnalysisEvidence
of Quote/Evidence/Example
___
F-AH
Ad Hominem
U-UR
Unsound Reasoning ___ ___
E-DP
Don’t “prove”
plot, summary, topic
T-UA
Unclear
Assertion
___ ___
U-CD
Contradiction
E-NA
No Analysis
of Quote/Evidence/Example
___
One-Sidedness
T-IAF-OS
Incomplete
Assertion ___ U-EA Extend Analysis
___ E-EA Extend Analysis of Quote/Evidence/Example
___
F-OC
Out of Context
Fallacies
Structure
T-NA
No Assertion
___ U-UC Unclear Analysis
___ E-CQ Condense
Quote/Evidence/Example
___
Appeal
to Ignorance
Two wrongs
make a right
Irrelevant
to Thesis
T-BDF-AI
Belongs
in Body
___ ___
U-MIF-TW
Misunderstood
Idea/Evid.
___ ___
E-IRS-IT
Irrelevant
Quote/Evidence/Example
___
F-AC
AppealintoEssence
Consequences
F-AA
Appeal
to Authority ___ ___
Irrelevant
to Argument
T-SW
Say Why,
___ ___
U-CT
Connect
to Thesis
E-USS-IA
Unnecessary
Summary
___
False Dilemma ___ ___
F-SM
Straw Man
No Argument
T-TGF-FD
Too General
U-RA
Repetitious
Analysis
___ ___
E-IPS-NA
Improper
Citation in Paragraph
___ F-RH Red Herring
F-TQ
Tu Quoque
MoveQuote
toward Conclusion
___ ___
U-TO
Too Obvious
___ ___
E-IQS-MC
Introduce
___ F-BW Band Wagon
F-SS
Slope
S-MT
Move
toward Thesis
___ ___
U-GE
GrossSlippery
Exaggeration
___ ___
E-EQ
Extend
Quote
___ F-GF Fallacies
Genetic Fallacy ___ ___
F-HG
Hasty
Generalization ___ ___
Build
toward Argument
U-GU
Glaring
Understatement
E-PES-BA
Provide
Evidence
___
Intentional Fallacy___ ___
F-AF
Affective
Fallacy
forplot,
Idea/Evidence
F-AHF-IF
Ad Hominem
U-UR
Unsound
Reasoning
___ ___
E-DPS-PI
Don’tPrepare
“prove”
summary, topic
F-OS One-Sidedness
F-OC Out of Context
Fallacies
Structure
F-AI Appeal to Ignorance ___ F-TW Two wrongs make a right ___ S-IT Irrelevant to Thesis
F-AC Appeal to Consequences ___ F-AA Appeal to Authority
___ S-IA Irrelevant to Argument
F-FD False Dilemma
___ F-SM Straw Man
___ S-NA No Argument in Paragraph
F-RH Red Herring
___ F-TQ Tu Quoque
___ S-MC Move toward Conclusion
F-BW Band Wagon
___ F-SS Slippery Slope
___ S-MT Move toward Thesis
F-GF Genetic Fallacy
___ F-HG Hasty Generalization
___ S-BA Build toward Argument
F-IF Intentional Fallacy
___ F-AF Affective Fallacy
___ S-PI Prepare for Idea/Evidence
on Content:
“In conclusion, myth is not just myth but it’s sort of a
background on how our world was before we were created,
revealing mankind’s desperate desire to understand the
world in which we live. Man will strive to seek answers to
unanswerable questions, ultimately placing priority over
having an answer, rather than possessing truth.
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___ L-AP Awk. Parenthetical ___ L-IV Inappr. Voice
___ L-LC Lacks Cohesion
___ L-FW Flat Word Choice ___ L-FP Surplus First Person
___ L-UW Unnecess. Word ___ L-RD Redundant
on Style and Form:
Language/Word
to use
engaging
language
that wastopic
clear,sentence,
appropriate,
and expressive
in style
Paragraphs:Choice:
ability toability
organize
proper
paragraphs
(transition,
supporting
ideas, closing)
Appropriateness
for Audience
Style
___ Clarity
P-NT No Transition
___ P-TS?
No Topic Sentence
___ P-II
Insufficient Supporting Ideas
L-UCP-WT
UnclearWeak Transition
___ L-IL___
Inappr.
Language
L-PVMisplaced
Passive Voice
___ L-MM
MixedSupporting
Metaphor Ideas
___
P-TM
Topic___
Sentence
___ P-DI
Disordered
L-WDP-WC
Wordiness
Inappr.
Tone Too Many
___ L-WW
___ L-AM
Awkward Metaphor
___
Weak Closing___ L-IT___
P-TT
Topics Wrong Word
___ P-JP
Join Paragraphs
L-MI Mangled Idiom
___ L-ID Inappr. Diction
___ L-AL Awk. Language ___ L-RW Repetitious Wording
L-PR
Pronoun
Reference
___
L-IS
Inappr.
Subject
___ L-CL Cliché
___ L-RR Repetitious Rhythm
Conventions: The student made a conventional error, specifically…
L-AP Awk. Parenthetical ___ L-IV Inappr. Voice
___ L-FW Flat Word Choice ___ L-FP Surplus First Person
Sentences
Punctuation
Mechanics
Grammar
L-LC Lacks
Cohesion
___ L-UW Unnecess.
Word ___ L-RD Redundant
___ C-SF Sentence Fragment ___ C-IP Indicating Possession ___ C-SP Spelling
___ C-SV Subj-Verb Agreement
___ C-RO
Run-on
Sentences
C-UC Unnecessary
Comma
___supporting
C-HO Homonyms
___ C-VT Wrong/Shifting Tense
Paragraphs:
ability
to organize
proper___
paragraphs
(transition, topic
sentence,
ideas, closing)
___ C-SI Too often Simple
___ C-MC Missing Comma
___ C-PL Plural/Sing. ___ C-FP Faulty Parallelism
___ ___
P-NT
NoMissing
Transition
___C-QU
P-TS?
No Topic Sentence
P-II
Insufficient
C-MW
Word
___
Wrong/Missing
Quotes ___ C-FM___
Formatting
___
C-WF Supporting
Wrong FormIdeas
(adj/adv…)
___ ___
P-WT
Weak
___C-WC
P-TM
Sentence Misplaced
Disordered
Ideas(the, a/an)
C-EW
ExtraTransition
Word
___
WrongTopic
Colon/Semicol.
___ C-FC ___
FaultyP-DI
Caps ___
C-AR Supporting
Article trouble
___ P-WC Weak Closing
___C-QM
P-TTNeedsToo
Manymark
Topics ___ C-PR ___
P-JP
Join Paragraphs
___
question
Proofread
___
C-TR In/Transitive Verb
___
___
___
___
___
___
P-TT: Too Many Topics
on Content:
Conventions: The student made a conventional error, specifically…
“The myth of the story explains the
supernatural and the relationship with
on Content:
the divine. Myth also explains
psychology as essential things about the
patterns of how we are human think.
How we plan to live life.”
Sentences
Punctuation
Mechanics
___ C-SF Sentence Fragment
___ C-IP Indicating
Possession
___ C-SP Spelling
Thesis
Understanding
& Thoroughness
___
___
___
___
Grammar
___ Evidence
C-SV Subj-Verb Agreement
Textual
C-ROT-JD
Run-onJustify
Sentences
___ C-UC
Comma
___ C-HO Homonyms
Tense
___
Discussion
___Unnecessary
U-SA Surface
Analysis
___ E-WA ___
WeakC-VT
AnalysisWrong/Shifting
of Quote/Evidence/Example
C-SI T-UA
Too often
Simple
___ C-MC
C-FP ofFaulty
Parallelism
___
Unclear
Assertion
___Missing
U-CD Comma
Contradiction ___ C-PL Plural/Sing.
___ E-NA ___
No Analysis
Quote/Evidence/Example
C-MW
Missing
Word Assertion
___ C-QU
___ C-FM Formatting
Wrong
Form (adj/adv…)
___
T-IA
Incomplete
___Wrong/Missing
U-EA ExtendQuotes
Analysis
___ E-EA ___
ExtendC-WF
Analysis
of Quote/Evidence/Example
C-EWT-NA
Extra Word
___ C-FC Faulty
C-AR
Article trouble (the, a/an)
___
No Assertion ___ C-WC
___ Wrong
U-UCColon/Semicol.
Unclear Analysis
___ Caps
E-CQ ___
Condense
Quote/Evidence/Example
___ C-QM
mark ___
C-PR Proofread
C-TR
In/Transitive Verb
___ T-BD Belongs in Body
___ Needs
U-MIquestion
Misunderstood
Idea/Evid.
___ E-IR ___
Irrelevant
Quote/Evidence/Example
___ T-SW Say Why, in Essence ___ U-CT Connect to Thesis
___ E-US Unnecessary Summary
___
T-TG Too General
Thesis
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
Fallacies
T-JD Justify Discussion
___
___
F-AH
Ad Hominem
T-UA
Unclear
Assertion
___
___
One-Sidedness
T-IAF-OS
Incomplete
Assertion ___
___
F-OC
Out of Context
T-NA
No Assertion
___
___
Appeal
to Ignorance
T-BDF-AI
Belongs
in Body
___
___
F-AC
AppealintoEssence
Consequences
T-SW
Say Why,
___
___
False Dilemma ___
T-TGF-FD
Too General
___ F-RH Red Herring
___
___ F-BW Band Wagon
___
___ F-GF Fallacies
Genetic Fallacy ___
___
Intentional Fallacy___
F-AHF-IF
Ad Hominem
F-OS One-Sidedness
F-OC Out of Context
F-AI Appeal to Ignorance ___
F-AC Appeal to Consequences ___
F-FD False Dilemma
___
F-RH Red Herring
___
F-BW Band Wagon
___
F-GF Genetic Fallacy
___
F-IF Intentional Fallacy
___
___ U-RA Repetitious Analysis
___ U-TO Too Obvious
___Understanding
U-GE Gross
Exaggeration
& Thoroughness
___
Glaring
Understatement___
U-SAU-GU
Surface
Analysis
___
U-UR
Unsound Reasoning ___
U-CD
Contradiction
U-EA Extend Analysis
___
Fallacies
U-UC Unclear Analysis
___
___
Two wrongs
make a right
U-MIF-TW
Misunderstood
Idea/Evid.
___
___
F-AA
Appeal
to Authority ___
U-CT
Connect
to Thesis
___
F-SM
Straw Man
U-RA
Repetitious
Analysis
___
___
F-TQ
Tu Quoque
U-TO
Too Obvious
___
___
F-SS
Slope
U-GE
GrossSlippery
Exaggeration
___
___
F-HG
Hasty
Generalization ___
U-GU
Glaring
Understatement
___
F-AF
Affective
Fallacy
U-UR
Unsound
Reasoning
___
___ E-IP Improper Citation
___ E-IQ Introduce Quote
___ E-EQ
Quote
Textual Extend
Evidence
___
E-PE
E-WA
WeakProvide
AnalysisEvidence
of Quote/Evidence/Example
___
E-DP
Don’t “prove”
plot, summary, topic
E-NA
No Analysis
of Quote/Evidence/Example
E-EA Extend Analysis of Quote/Evidence/Example
Structure
E-CQ Condense
Quote/Evidence/Example
___
Irrelevant
to Thesis
E-IRS-IT
Irrelevant
Quote/Evidence/Example
___
Irrelevant
to Argument
E-USS-IA
Unnecessary
Summary
___
No Argument
E-IPS-NA
Improper
Citation in Paragraph
___
MoveQuote
toward Conclusion
E-IQS-MC
Introduce
___
S-MT
Move
toward Thesis
E-EQ
Extend
Quote
___
Build
toward Argument
E-PES-BA
Provide
Evidence
___
forplot,
Idea/Evidence
E-DPS-PI
Don’tPrepare
“prove”
summary, topic
Fallacies
F-TW
F-AA
F-SM
F-TQ
F-SS
F-HG
F-AF
Two wrongs make a right
Appeal to Authority
Straw Man
Tu Quoque
Slippery Slope
Hasty Generalization
Affective Fallacy
Structure
___
___
___
___
___
___
___
S-IT
S-IA
S-NA
S-MC
S-MT
S-BA
S-PI
Irrelevant to Thesis
Irrelevant to Argument
No Argument in Paragraph
Move toward Conclusion
Move toward Thesis
Build toward Argument
Prepare for Idea/Evidence
___ L-AP Awk. Parenthetical ___ L-IV Inappr. Voice
___ L-LC Lacks Cohesion
___ L-FW Flat Word Choice ___ L-FP Surplus First Person
___ L-UW Unnecess. Word ___ L-RD Redundant
on Style and Form:
Language/Word
to use
engaging
language
that wastopic
clear,sentence,
appropriate,
and expressive
in style
Paragraphs:Choice:
ability toability
organize
proper
paragraphs
(transition,
supporting
ideas, closing)
Appropriateness
for Audience
Style
___ Clarity
P-NT No Transition
___ P-TS?
No Topic Sentence
___ P-II
Insufficient Supporting Ideas
L-UCP-WT
UnclearWeak Transition
___ L-IL___
Inappr.
Language
L-PVMisplaced
Passive Voice
___ L-MM
MixedSupporting
Metaphor Ideas
___
P-TM
Topic___
Sentence
___ P-DI
Disordered
L-WDP-WC
Wordiness
Inappr.
Tone Too Many
___ L-WW
___ L-AM
Awkward Metaphor
___
Weak Closing___ L-IT___
P-TT
Topics Wrong Word
___ P-JP
Join Paragraphs
L-MI Mangled Idiom
___ L-ID Inappr. Diction
___ L-AL Awk. Language ___ L-RW Repetitious Wording
L-PR
Pronoun
Reference
___
L-IS
Inappr.
Subject
___ L-CL Cliché
___ L-RR Repetitious Rhythm
Conventions: The student made a conventional error, specifically…
L-AP Awk. Parenthetical ___ L-IV Inappr. Voice
___ L-FW Flat Word Choice ___ L-FP Surplus First Person
Sentences
Punctuation
Mechanics
Grammar
L-LC Lacks
Cohesion
___ L-UW Unnecess.
Word ___ L-RD Redundant
___ C-SF Sentence Fragment ___ C-IP Indicating Possession ___ C-SP Spelling
___ C-SV Subj-Verb Agreement
___ C-RO
Run-on
Sentences
C-UC Unnecessary
Comma
___supporting
C-HO Homonyms
___ C-VT Wrong/Shifting Tense
Paragraphs:
ability
to organize
proper___
paragraphs
(transition, topic
sentence,
ideas, closing)
___ C-SI Too often Simple
___ C-MC Missing Comma
___ C-PL Plural/Sing. ___ C-FP Faulty Parallelism
___ ___
P-NT
NoMissing
Transition
___C-QU
P-TS?
No Topic Sentence
P-II
Insufficient
C-MW
Word
___
Wrong/Missing
Quotes ___ C-FM___
Formatting
___
C-WF Supporting
Wrong FormIdeas
(adj/adv…)
___ ___
P-WT
Weak
___C-WC
P-TM
Sentence Misplaced
Disordered
Ideas(the, a/an)
C-EW
ExtraTransition
Word
___
WrongTopic
Colon/Semicol.
___ C-FC ___
FaultyP-DI
Caps ___
C-AR Supporting
Article trouble
___ P-WC Weak Closing
___C-QM
P-TTNeedsToo
Manymark
Topics ___ C-PR ___
P-JP
Join Paragraphs
___
question
Proofread
___
C-TR In/Transitive Verb
___
___
___
___
___
___
P-II: Insufficient Supporting Ideas
on Content:
Conventions: The student made a conventional error, specifically…
“TBD”
Sentences
Punctuation
Mechanics
___ C-SF Sentence Fragment
___ C-IP Indicating
Possession
___ C-SP Spelling
Thesis
Understanding
& Thoroughness
___
___
___
___
Grammar
___ Evidence
C-SV Subj-Verb Agreement
Textual
C-ROT-JD
Run-onJustify
Sentences
___ C-UC
Comma
___ C-HO Homonyms
Tense
___
Discussion
___Unnecessary
U-SA Surface
Analysis
___ E-WA ___
WeakC-VT
AnalysisWrong/Shifting
of Quote/Evidence/Example
C-SI T-UA
Too often
Simple
___ C-MC
C-FP ofFaulty
Parallelism
___
Unclear
Assertion
___Missing
U-CD Comma
Contradiction ___ C-PL Plural/Sing.
___ E-NA ___
No Analysis
Quote/Evidence/Example
C-MW
Missing
Word Assertion
___ C-QU
___ C-FM Formatting
Wrong
Form (adj/adv…)
___
T-IA
Incomplete
___Wrong/Missing
U-EA ExtendQuotes
Analysis
___ E-EA ___
ExtendC-WF
Analysis
of Quote/Evidence/Example
C-EWT-NA
Extra Word
___ C-FC Faulty
C-AR
Article trouble (the, a/an)
___
No Assertion ___ C-WC
___ Wrong
U-UCColon/Semicol.
Unclear Analysis
___ Caps
E-CQ ___
Condense
Quote/Evidence/Example
___ C-QM
mark ___
C-PR Proofread
C-TR
In/Transitive Verb
___ T-BD Belongs in Body
___ Needs
U-MIquestion
Misunderstood
Idea/Evid.
___ E-IR ___
Irrelevant
Quote/Evidence/Example
___ T-SW Say Why, in Essence ___ U-CT Connect to Thesis
___ E-US Unnecessary Summary
___
T-TG Too General
Thesis
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
Fallacies
T-JD Justify Discussion
___
___
F-AH
Ad Hominem
T-UA
Unclear
Assertion
___
___
One-Sidedness
T-IAF-OS
Incomplete
Assertion ___
___
F-OC
Out of Context
T-NA
No Assertion
___
___
Appeal
to Ignorance
T-BDF-AI
Belongs
in Body
___
___
F-AC
AppealintoEssence
Consequences
T-SW
Say Why,
___
___
False Dilemma ___
T-TGF-FD
Too General
___ F-RH Red Herring
___
___ F-BW Band Wagon
___
___ F-GF Fallacies
Genetic Fallacy ___
___
Intentional Fallacy___
F-AHF-IF
Ad Hominem
F-OS One-Sidedness
F-OC Out of Context
F-AI Appeal to Ignorance ___
F-AC Appeal to Consequences ___
F-FD False Dilemma
___
F-RH Red Herring
___
F-BW Band Wagon
___
F-GF Genetic Fallacy
___
F-IF Intentional Fallacy
___
on Content:
___ U-RA Repetitious Analysis
___ U-TO Too Obvious
___Understanding
U-GE Gross
Exaggeration
& Thoroughness
___
Glaring
Understatement___
U-SAU-GU
Surface
Analysis
___
U-UR
Unsound Reasoning ___
U-CD
Contradiction
U-EA Extend Analysis
___
Fallacies
U-UC Unclear Analysis
___
___
Two wrongs
make a right
U-MIF-TW
Misunderstood
Idea/Evid.
___
___
F-AA
Appeal
to Authority ___
U-CT
Connect
to Thesis
___
F-SM
Straw Man
U-RA
Repetitious
Analysis
___
___
F-TQ
Tu Quoque
U-TO
Too Obvious
___
___
F-SS
Slope
U-GE
GrossSlippery
Exaggeration
___
___
F-HG
Hasty
Generalization ___
U-GU
Glaring
Understatement
___
F-AF
Affective
Fallacy
U-UR
Unsound
Reasoning
___
___ E-IP Improper Citation
___ E-IQ Introduce Quote
___ E-EQ
Quote
Textual Extend
Evidence
___
E-PE
E-WA
WeakProvide
AnalysisEvidence
of Quote/Evidence/Example
___
E-DP
Don’t “prove”
plot, summary, topic
E-NA
No Analysis
of Quote/Evidence/Example
E-EA Extend Analysis of Quote/Evidence/Example
Structure
E-CQ Condense
Quote/Evidence/Example
___
Irrelevant
to Thesis
E-IRS-IT
Irrelevant
Quote/Evidence/Example
___
Irrelevant
to Argument
E-USS-IA
Unnecessary
Summary
___
No Argument
E-IPS-NA
Improper
Citation in Paragraph
___
MoveQuote
toward Conclusion
E-IQS-MC
Introduce
___
S-MT
Move
toward Thesis
E-EQ
Extend
Quote
___
Build
toward Argument
E-PES-BA
Provide
Evidence
___
forplot,
Idea/Evidence
E-DPS-PI
Don’tPrepare
“prove”
summary, topic
Fallacies
F-TW
F-AA
F-SM
F-TQ
F-SS
F-HG
F-AF
Two wrongs make a right
Appeal to Authority
Straw Man
Tu Quoque
Slippery Slope
Hasty Generalization
Affective Fallacy
Structure
___
___
___
___
___
___
___
S-IT
S-IA
S-NA
S-MC
S-MT
S-BA
S-PI
Irrelevant to Thesis
Irrelevant to Argument
No Argument in Paragraph
Move toward Conclusion
Move toward Thesis
Build toward Argument
Prepare for Idea/Evidence
___
___
P-WT Weak Transition
P-WC Weak Closing
___
___
P-TM
P-TT
Topic Sentence Misplaced
Too Many Topics
on Style and Form:
___ P-DI
___ P-JP
Disordered Supporting Ideas
Join Paragraphs
Conventions:Choice:
The student
made
a conventional
error, specifically…
Language/Word
ability
to use
engaging language
that was clear, appropriate, and expressive in style
ClaritySentences
___
___
___
___
___
___
Punctuation
Appropriateness
for Audience
Mechanics Style
Grammar
___
C-SF
Sentence Fragment
C-IP
Indicating
Possession
___ Passive
C-SP Spelling
C-SVMixed
Subj-Verb
Agreement
L-UC
Unclear
______
L-IL
Inappr.
Language
___ L-PV
Voice
______L-MM
Metaphor
___
C-RO
Run-on Sentences______
C-UC
Unnecessary
Comma
___ Wrong
C-HO Homonyms
C-VTAwkward
Wrong/Shifting
Tense
L-WD
Wordiness
L-IT
Inappr.
Tone
___ L-WW
Word
______L-AM
Metaphor
___
Too often
Simple ______
C-MC
Missing
Comma___ L-AL
___ Awk.
C-PLLanguage
Plural/Sing. ______L-RW
C-FPRepetitious
Faulty Parallelism
L-MIC-SI
Mangled
Idiom
L-ID
Inappr.
Diction
Wording
___
Missing
Word ______
Wrong/Missing
Quotes
___ Cliché
C-FM Formatting ______L-RR
C-WF
Wrong Form
(adj/adv…)
L-PRC-MW
Pronoun
Reference
L-ISC-QU
Inappr.
Subject
___
L-CL
Repetitious
Rhythm
___
Word
C-WC
Wrong
Colon/Semicol.
___ Flat
C-FC
Faulty
Caps ______L-FP
C-ARSurplus
Article
trouble
(the, a/an)
L-APC-EW
Awk.Extra
Parenthetical
______
L-IV
Inappr.
Voice
___ L-FW
Word
Choice
First
Person
___ C-QM Needs question ___
mark L-UW
___ Unnecess.
C-PR Proofread
C-TRRedundant
In/Transitive Verb
L-LC Lacks Cohesion
Word ______L-RD
on Content:
C-SF: Sentence
Fragment
Paragraphs: ability to organize proper paragraphs (transition, topic sentence, supporting ideas, closing)
___ P-NT No Transition
___ P-TS? No Topic Sentence
___ P-II
Insufficient Supporting Ideas
Thesis
Understanding
& Thoroughness
Textual Evidence
___ P-WT Weak Transition
___ P-TM
Topic Sentence
Misplaced
___ P-DI
Disordered Supporting Ideas
T-JD
Justify
Discussion ______ P-TT
U-SA Surface
Analysis
______E-WA
Analysis
of Quote/Evidence/Example
___ ___
P-WC
Weak
Closing
Too Many
Topics
P-JPWeakJoin
Paragraphs
___ T-UA Unclear Assertion
___ U-CD Contradiction
___ E-NA No Analysis of Quote/Evidence/Example
___ T-IA
Incomplete
___ error,
U-EAspecifically…
Extend Analysis
___ E-EA Extend Analysis of Quote/Evidence/Example
Conventions:
The student
madeAssertion
a conventional
___ T-NA No Assertion
___ U-UC Unclear Analysis
___ E-CQ Condense Quote/Evidence/Example
Sentences
Grammar
___ T-BD
Belongs in Body
___Punctuation
U-MI Misunderstood Idea/Evid. Mechanics
___ E-IR Irrelevant Quote/Evidence/Example
___ ___
C-SF T-SW
Sentence
Fragment
___
C-IP
Indicating
Possession
___
C-SP
Spelling
___
C-SV
Subj-Verb Agreement
Say Why, in Essence ___ U-CT Connect to Thesis
___ E-US Unnecessary Summary
___ ___
C-ROT-TG
Run-onToo
Sentences
Comma Analysis
___ C-HO Homonyms
C-VT
Wrong/Shifting Tense
General ___ C-UC
___Unnecessary
U-RA Repetitious
___ E-IP ___
Improper
Citation
___ C-SI Too often Simple
___ C-MC
Missing
Comma
___
C-PL
Plural/Sing.
___
C-FP
Faulty Parallelism
___ U-TO Too Obvious
___ E-IQ Introduce Quote
___ C-MW Missing Word
___ C-QU
___ C-FM Formatting
C-WF
___Wrong/Missing
U-GE Gross Quotes
Exaggeration
___ E-EQ ___
Extend
QuoteWrong Form (adj/adv…)
___ C-EW Extra Word
___ C-FC Faulty
C-AR
Article trouble (the, a/an)
Fallacies ___ C-WC
___ Wrong
U-GUColon/Semicol.
Glaring Understatement
___ Caps
E-PE ___
Provide
Evidence
___
C-QM
Needs
question
mark
___
C-PR
Proofread
___
C-TR
Verbtopic
___ F-AH Ad Hominem
___ U-UR Unsound Reasoning
___ E-DP Don’t “prove”In/Transitive
plot, summary,
___ F-OS One-Sidedness
___ F-OC Out of Context
Fallacies
Structure
___ F-AI Appeal to Ignorance ___ F-TW Two wrongs make a right ___ S-IT Irrelevant to Thesis
___ F-AC Thesis
Appeal to Consequences ___Understanding
F-AA Appeal
to Authority
___ S-IA
& Thoroughness
Textual Irrelevant
Evidence to Argument
___ ___
T-JDF-FD
Justify
Discussion
U-SAF-SM
Surface
Analysis
___ ___
E-WA
WeakNo
Analysis
of Quote/Evidence/Example
False
Dilemma ___ ___
Straw
Man
S-NA
Argument
in Paragraph
___ ___
T-UA
Unclear
___ ___
U-CD
Contradiction
___ ___
E-NA
No Analysis
of Quote/Evidence/Example
F-RH
RedAssertion
Herring
F-TQ
Tu Quoque
S-MC
Move toward
Conclusion
___ ___
T-IAF-BW
Incomplete
Assertion ___ ___
U-EAF-SS
Extend
Analysis
___ ___
E-EAS-MT
Extend
Analysis
of Quote/Evidence/Example
Band Wagon
Slippery
Slope
Move
toward
Thesis
___ ___
T-NA
No Assertion
U-UC
Unclear
Analysis
E-CQ
Condense
F-GF
Genetic Fallacy ___ ___
F-HG
Hasty
Generalization ___ ___
S-BA
BuildQuote/Evidence/Example
toward Argument
Intentional
Affective Fallacy
Prepare
for Idea/Evidence
___ ___
T-BDF-IF
Belongs
in BodyFallacy___ ___
U-MIF-AF
Misunderstood
Idea/Evid. ___ ___
E-IRS-PI
Irrelevant
Quote/Evidence/Example
___ T-SW Say Why, in Essence ___ U-CT Connect to Thesis
___ E-US Unnecessary Summary
___ T-TG Too General
___ U-RA Repetitious Analysis
___ E-IP Improper Citation
___ U-TO Too Obvious
___ E-IQ Introduce Quote
___ U-GE Gross Exaggeration
___ E-EQ Extend Quote
Fallacies
___ U-GU Glaring Understatement
___ E-PE Provide Evidence
___ F-AH Ad Hominem
___ U-UR Unsound Reasoning
___ E-DP Don’t “prove” plot, summary, topic
___ F-OS One-Sidedness
___ F-OC Out of Context
Fallacies
Structure
___ F-AI Appeal to Ignorance ___ F-TW Two wrongs make a right ___ S-IT Irrelevant to Thesis
___ F-AC Appeal to Consequences ___ F-AA Appeal to Authority
___ S-IA Irrelevant to Argument
___ F-FD False Dilemma
___ F-SM Straw Man
___ S-NA No Argument in Paragraph
___ F-RH Red Herring
___ F-TQ Tu Quoque
___ S-MC Move toward Conclusion
___ F-BW Band Wagon
___ F-SS Slippery Slope
___ S-MT Move toward Thesis
___ F-GF Genetic Fallacy
___ F-HG Hasty Generalization
___ S-BA Build toward Argument
___ F-IF Intentional Fallacy
___ F-AF Affective Fallacy
___ S-PI Prepare for Idea/Evidence
“A being would create the world, put
animals, humans, and the mountains.”
on Content:
___
___
P-WT Weak Transition
P-WC Weak Closing
___
___
P-TM
P-TT
Topic Sentence Misplaced
Too Many Topics
on Style and Form:
___ P-DI
___ P-JP
Disordered Supporting Ideas
Join Paragraphs
Conventions:Choice:
The student
made
a conventional
error, specifically…
Language/Word
ability
to use
engaging language
that was clear, appropriate, and expressive in style
ClaritySentences
___
___
___
___
___
___
Punctuation
Appropriateness
for Audience
Mechanics Style
Grammar
___
C-SF
Sentence Fragment
C-IP
Indicating
Possession
___ Passive
C-SP Spelling
C-SVMixed
Subj-Verb
Agreement
L-UC
Unclear
______
L-IL
Inappr.
Language
___ L-PV
Voice
______L-MM
Metaphor
___
C-RO
Run-on Sentences______
C-UC
Unnecessary
Comma
___ Wrong
C-HO Homonyms
C-VTAwkward
Wrong/Shifting
Tense
L-WD
Wordiness
L-IT
Inappr.
Tone
___ L-WW
Word
______L-AM
Metaphor
___
Too often
Simple ______
C-MC
Missing
Comma___ L-AL
___ Awk.
C-PLLanguage
Plural/Sing. ______L-RW
C-FPRepetitious
Faulty Parallelism
L-MIC-SI
Mangled
Idiom
L-ID
Inappr.
Diction
Wording
___
Missing
Word ______
Wrong/Missing
Quotes
___ Cliché
C-FM Formatting ______L-RR
C-WF
Wrong Form
(adj/adv…)
L-PRC-MW
Pronoun
Reference
L-ISC-QU
Inappr.
Subject
___
L-CL
Repetitious
Rhythm
___
Word
C-WC
Wrong
Colon/Semicol.
___ Flat
C-FC
Faulty
Caps ______L-FP
C-ARSurplus
Article
trouble
(the, a/an)
L-APC-EW
Awk.Extra
Parenthetical
______
L-IV
Inappr.
Voice
___ L-FW
Word
Choice
First
Person
___ C-QM Needs question ___
mark L-UW
___ Unnecess.
C-PR Proofread
C-TRRedundant
In/Transitive Verb
L-LC Lacks Cohesion
Word ______L-RD
on Content:
C-RO: Run-On
Sentences
Paragraphs: ability to organize proper paragraphs (transition, topic sentence, supporting ideas, closing)
___ P-NT No Transition
___ P-TS? No Topic Sentence
___ P-II
Insufficient Supporting Ideas
Thesis
Understanding
& Thoroughness
Textual Evidence
___ P-WT Weak Transition
___ P-TM
Topic Sentence
Misplaced
___ P-DI
Disordered Supporting Ideas
T-JD
Justify
Discussion ______ P-TT
U-SA Surface
Analysis
______E-WA
Analysis
of Quote/Evidence/Example
___ ___
P-WC
Weak
Closing
Too Many
Topics
P-JPWeakJoin
Paragraphs
___ T-UA Unclear Assertion
___ U-CD Contradiction
___ E-NA No Analysis of Quote/Evidence/Example
___ T-IA
Incomplete
___ error,
U-EAspecifically…
Extend Analysis
___ E-EA Extend Analysis of Quote/Evidence/Example
Conventions:
The student
madeAssertion
a conventional
___ T-NA No Assertion
___ U-UC Unclear Analysis
___ E-CQ Condense Quote/Evidence/Example
Sentences
Grammar
___ T-BD
Belongs in Body
___Punctuation
U-MI Misunderstood Idea/Evid. Mechanics
___ E-IR Irrelevant Quote/Evidence/Example
___ ___
C-SF T-SW
Sentence
Fragment
___
C-IP
Indicating
Possession
___
C-SP
Spelling
___
C-SV
Subj-Verb Agreement
Say Why, in Essence ___ U-CT Connect to Thesis
___ E-US Unnecessary Summary
___ ___
C-ROT-TG
Run-onToo
Sentences
Comma Analysis
___ C-HO Homonyms
C-VT
Wrong/Shifting Tense
General ___ C-UC
___Unnecessary
U-RA Repetitious
___ E-IP ___
Improper
Citation
___ C-SI Too often Simple
___ C-MC
Missing
Comma
___
C-PL
Plural/Sing.
___
C-FP
Faulty Parallelism
___ U-TO Too Obvious
___ E-IQ Introduce Quote
___ C-MW Missing Word
___ C-QU
___ C-FM Formatting
C-WF
___Wrong/Missing
U-GE Gross Quotes
Exaggeration
___ E-EQ ___
Extend
QuoteWrong Form (adj/adv…)
___ C-EW Extra Word
___ C-FC Faulty
C-AR
Article trouble (the, a/an)
Fallacies ___ C-WC
___ Wrong
U-GUColon/Semicol.
Glaring Understatement
___ Caps
E-PE ___
Provide
Evidence
___
C-QM
Needs
question
mark
___
C-PR
Proofread
___
C-TR
Verbtopic
___ F-AH Ad Hominem
___ U-UR Unsound Reasoning
___ E-DP Don’t “prove”In/Transitive
plot, summary,
___ F-OS One-Sidedness
___ F-OC Out of Context
Fallacies
Structure
___ F-AI Appeal to Ignorance ___ F-TW Two wrongs make a right ___ S-IT Irrelevant to Thesis
___ F-AC Thesis
Appeal to Consequences ___Understanding
F-AA Appeal
to Authority
___ S-IA
& Thoroughness
Textual Irrelevant
Evidence to Argument
___ ___
T-JDF-FD
Justify
Discussion
U-SAF-SM
Surface
Analysis
___ ___
E-WA
WeakNo
Analysis
of Quote/Evidence/Example
False
Dilemma ___ ___
Straw
Man
S-NA
Argument
in Paragraph
___ ___
T-UA
Unclear
___ ___
U-CD
Contradiction
___ ___
E-NA
No Analysis
of Quote/Evidence/Example
F-RH
RedAssertion
Herring
F-TQ
Tu Quoque
S-MC
Move toward
Conclusion
___ ___
T-IAF-BW
Incomplete
Assertion ___ ___
U-EAF-SS
Extend
Analysis
___ ___
E-EAS-MT
Extend
Analysis
of Quote/Evidence/Example
Band Wagon
Slippery
Slope
Move
toward
Thesis
___ ___
T-NA
No Assertion
U-UC
Unclear
Analysis
E-CQ
Condense
F-GF
Genetic Fallacy ___ ___
F-HG
Hasty
Generalization ___ ___
S-BA
BuildQuote/Evidence/Example
toward Argument
Intentional
Affective Fallacy
Prepare
for Idea/Evidence
___ ___
T-BDF-IF
Belongs
in BodyFallacy___ ___
U-MIF-AF
Misunderstood
Idea/Evid. ___ ___
E-IRS-PI
Irrelevant
Quote/Evidence/Example
___ T-SW Say Why, in Essence ___ U-CT Connect to Thesis
___ E-US Unnecessary Summary
___ T-TG Too General
___ U-RA Repetitious Analysis
___ E-IP Improper Citation
___ U-TO Too Obvious
___ E-IQ Introduce Quote
___ U-GE Gross Exaggeration
___ E-EQ Extend Quote
Fallacies
___ U-GU Glaring Understatement
___ E-PE Provide Evidence
___ F-AH Ad Hominem
___ U-UR Unsound Reasoning
___ E-DP Don’t “prove” plot, summary, topic
___ F-OS One-Sidedness
___ F-OC Out of Context
Fallacies
Structure
___ F-AI Appeal to Ignorance ___ F-TW Two wrongs make a right ___ S-IT Irrelevant to Thesis
___ F-AC Appeal to Consequences ___ F-AA Appeal to Authority
___ S-IA Irrelevant to Argument
___ F-FD False Dilemma
___ F-SM Straw Man
___ S-NA No Argument in Paragraph
___ F-RH Red Herring
___ F-TQ Tu Quoque
___ S-MC Move toward Conclusion
___ F-BW Band Wagon
___ F-SS Slippery Slope
___ S-MT Move toward Thesis
___ F-GF Genetic Fallacy
___ F-HG Hasty Generalization
___ S-BA Build toward Argument
___ F-IF Intentional Fallacy
___ F-AF Affective Fallacy
___ S-PI Prepare for Idea/Evidence
“So when people ask how was myth created I say look
back at the things you know because that’s how the
world was created it all began with nothing.”
on Content:
“So when people ask how was myth created, I say look
back at the things you know, because that’s how the
world was created; it all began with nothing.”
___
___
P-WT Weak Transition
P-WC Weak Closing
___
___
P-TM
P-TT
Topic Sentence Misplaced
Too Many Topics
on Style and Form:
___ P-DI
___ P-JP
Disordered Supporting Ideas
Join Paragraphs
Conventions:Choice:
The student
made
a conventional
error, specifically…
Language/Word
ability
to use
engaging language
that was clear, appropriate, and expressive in style
ClaritySentences
___
___
___
___
___
___
Punctuation
Appropriateness
for Audience
Mechanics Style
Grammar
___
C-SF
Sentence Fragment
C-IP
Indicating
Possession
___ Passive
C-SP Spelling
C-SVMixed
Subj-Verb
Agreement
L-UC
Unclear
______
L-IL
Inappr.
Language
___ L-PV
Voice
______L-MM
Metaphor
___
C-RO
Run-on Sentences______
C-UC
Unnecessary
Comma
___ Wrong
C-HO Homonyms
C-VTAwkward
Wrong/Shifting
Tense
L-WD
Wordiness
L-IT
Inappr.
Tone
___ L-WW
Word
______L-AM
Metaphor
___
Too often
Simple ______
C-MC
Missing
Comma___ L-AL
___ Awk.
C-PLLanguage
Plural/Sing. ______L-RW
C-FPRepetitious
Faulty Parallelism
L-MIC-SI
Mangled
Idiom
L-ID
Inappr.
Diction
Wording
___
Missing
Word ______
Wrong/Missing
Quotes
___ Cliché
C-FM Formatting ______L-RR
C-WF
Wrong Form
(adj/adv…)
L-PRC-MW
Pronoun
Reference
L-ISC-QU
Inappr.
Subject
___
L-CL
Repetitious
Rhythm
___
Word
C-WC
Wrong
Colon/Semicol.
___ Flat
C-FC
Faulty
Caps ______L-FP
C-ARSurplus
Article
trouble
(the, a/an)
L-APC-EW
Awk.Extra
Parenthetical
______
L-IV
Inappr.
Voice
___ L-FW
Word
Choice
First
Person
___ C-QM Needs question ___
mark L-UW
___ Unnecess.
C-PR Proofread
C-TRRedundant
In/Transitive Verb
L-LC Lacks Cohesion
Word ______L-RD
on Content:
C-IP: Indicating
Possession
Paragraphs: ability to organize proper paragraphs (transition, topic sentence, supporting ideas, closing)
___ P-NT No Transition
___ P-TS? No Topic Sentence
___ P-II
Insufficient Supporting Ideas
Thesis
Understanding
& Thoroughness
Textual Evidence
___ P-WT Weak Transition
___ P-TM
Topic Sentence
Misplaced
___ P-DI
Disordered Supporting Ideas
T-JD
Justify
Discussion ______ P-TT
U-SA Surface
Analysis
______E-WA
Analysis
of Quote/Evidence/Example
___ ___
P-WC
Weak
Closing
Too Many
Topics
P-JPWeakJoin
Paragraphs
___ T-UA Unclear Assertion
___ U-CD Contradiction
___ E-NA No Analysis of Quote/Evidence/Example
___ T-IA
Incomplete
___ error,
U-EAspecifically…
Extend Analysis
___ E-EA Extend Analysis of Quote/Evidence/Example
Conventions:
The student
madeAssertion
a conventional
___ T-NA No Assertion
___ U-UC Unclear Analysis
___ E-CQ Condense Quote/Evidence/Example
Sentences
Grammar
___ T-BD
Belongs in Body
___Punctuation
U-MI Misunderstood Idea/Evid. Mechanics
___ E-IR Irrelevant Quote/Evidence/Example
___ ___
C-SF T-SW
Sentence
Fragment
___
C-IP
Indicating
Possession
___
C-SP
Spelling
___
C-SV
Subj-Verb Agreement
Say Why, in Essence ___ U-CT Connect to Thesis
___ E-US Unnecessary Summary
___ ___
C-ROT-TG
Run-onToo
Sentences
Comma Analysis
___ C-HO Homonyms
C-VT
Wrong/Shifting Tense
General ___ C-UC
___Unnecessary
U-RA Repetitious
___ E-IP ___
Improper
Citation
___ C-SI Too often Simple
___ C-MC
Missing
Comma
___
C-PL
Plural/Sing.
___
C-FP
Faulty Parallelism
___ U-TO Too Obvious
___ E-IQ Introduce Quote
___ C-MW Missing Word
___ C-QU
___ C-FM Formatting
C-WF
___Wrong/Missing
U-GE Gross Quotes
Exaggeration
___ E-EQ ___
Extend
QuoteWrong Form (adj/adv…)
___ C-EW Extra Word
___ C-FC Faulty
C-AR
Article trouble (the, a/an)
Fallacies ___ C-WC
___ Wrong
U-GUColon/Semicol.
Glaring Understatement
___ Caps
E-PE ___
Provide
Evidence
___
C-QM
Needs
question
mark
___
C-PR
Proofread
___
C-TR
Verbtopic
___ F-AH Ad Hominem
___ U-UR Unsound Reasoning
___ E-DP Don’t “prove”In/Transitive
plot, summary,
___ F-OS One-Sidedness
___ F-OC Out of Context
Fallacies
Structure
___ F-AI Appeal to Ignorance ___ F-TW Two wrongs make a right ___ S-IT Irrelevant to Thesis
___ F-AC Thesis
Appeal to Consequences ___Understanding
F-AA Appeal
to Authority
___ S-IA
& Thoroughness
Textual Irrelevant
Evidence to Argument
___ ___
T-JDF-FD
Justify
Discussion
U-SAF-SM
Surface
Analysis
___ ___
E-WA
WeakNo
Analysis
of Quote/Evidence/Example
False
Dilemma ___ ___
Straw
Man
S-NA
Argument
in Paragraph
___ ___
T-UA
Unclear
___ ___
U-CD
Contradiction
___ ___
E-NA
No Analysis
of Quote/Evidence/Example
F-RH
RedAssertion
Herring
F-TQ
Tu Quoque
S-MC
Move toward
Conclusion
___ ___
T-IAF-BW
Incomplete
Assertion ___ ___
U-EAF-SS
Extend
Analysis
___ ___
E-EAS-MT
Extend
Analysis
of Quote/Evidence/Example
Band Wagon
Slippery
Slope
Move
toward
Thesis
___ ___
T-NA
No Assertion
U-UC
Unclear
Analysis
E-CQ
Condense
F-GF
Genetic Fallacy ___ ___
F-HG
Hasty
Generalization ___ ___
S-BA
BuildQuote/Evidence/Example
toward Argument
Intentional
Affective Fallacy
Prepare
for Idea/Evidence
___ ___
T-BDF-IF
Belongs
in BodyFallacy___ ___
U-MIF-AF
Misunderstood
Idea/Evid. ___ ___
E-IRS-PI
Irrelevant
Quote/Evidence/Example
___ T-SW Say Why, in Essence ___ U-CT Connect to Thesis
___ E-US Unnecessary Summary
___ T-TG Too General
___ U-RA Repetitious Analysis
___ E-IP Improper Citation
___ U-TO Too Obvious
___ E-IQ Introduce Quote
___ U-GE Gross Exaggeration
___ E-EQ Extend Quote
Fallacies
___ U-GU Glaring Understatement
___ E-PE Provide Evidence
___ F-AH Ad Hominem
___ U-UR Unsound Reasoning
___ E-DP Don’t “prove” plot, summary, topic
___ F-OS One-Sidedness
___ F-OC Out of Context
Fallacies
Structure
___ F-AI Appeal to Ignorance ___ F-TW Two wrongs make a right ___ S-IT Irrelevant to Thesis
___ F-AC Appeal to Consequences ___ F-AA Appeal to Authority
___ S-IA Irrelevant to Argument
___ F-FD False Dilemma
___ F-SM Straw Man
___ S-NA No Argument in Paragraph
___ F-RH Red Herring
___ F-TQ Tu Quoque
___ S-MC Move toward Conclusion
___ F-BW Band Wagon
___ F-SS Slippery Slope
___ S-MT Move toward Thesis
___ F-GF Genetic Fallacy
___ F-HG Hasty Generalization
___ S-BA Build toward Argument
___ F-IF Intentional Fallacy
___ F-AF Affective Fallacy
___ S-PI Prepare for Idea/Evidence
“Freud psychological method was used
in the stories Enuma Elish, Theogony,
on Content:
and also in Genesis.”
“Freud’s psychological method was used
in the stories Enuma Elish, Theogony,
and also in Genesis.”
___
___
P-WT Weak Transition
P-WC Weak Closing
___
___
P-TM
P-TT
Topic Sentence Misplaced
Too Many Topics
on Style and Form:
___ P-DI
___ P-JP
Disordered Supporting Ideas
Join Paragraphs
Conventions:Choice:
The student
made
a conventional
error, specifically…
Language/Word
ability
to use
engaging language
that was clear, appropriate, and expressive in style
ClaritySentences
___
___
___
___
___
___
Punctuation
Appropriateness
for Audience
Mechanics Style
Grammar
___
C-SF
Sentence Fragment
C-IP
Indicating
Possession
___ Passive
C-SP Spelling
C-SVMixed
Subj-Verb
Agreement
L-UC
Unclear
______
L-IL
Inappr.
Language
___ L-PV
Voice
______L-MM
Metaphor
___
C-RO
Run-on Sentences______
C-UC
Unnecessary
Comma
___ Wrong
C-HO Homonyms
C-VTAwkward
Wrong/Shifting
Tense
L-WD
Wordiness
L-IT
Inappr.
Tone
___ L-WW
Word
______L-AM
Metaphor
___
Too often
Simple ______
C-MC
Missing
Comma___ L-AL
___ Awk.
C-PLLanguage
Plural/Sing. ______L-RW
C-FPRepetitious
Faulty Parallelism
L-MIC-SI
Mangled
Idiom
L-ID
Inappr.
Diction
Wording
___
Missing
Word ______
Wrong/Missing
Quotes
___ Cliché
C-FM Formatting ______L-RR
C-WF
Wrong Form
(adj/adv…)
L-PRC-MW
Pronoun
Reference
L-ISC-QU
Inappr.
Subject
___
L-CL
Repetitious
Rhythm
___
Word
C-WC
Wrong
Colon/Semicol.
___ Flat
C-FC
Faulty
Caps ______L-FP
C-ARSurplus
Article
trouble
(the, a/an)
L-APC-EW
Awk.Extra
Parenthetical
______
L-IV
Inappr.
Voice
___ L-FW
Word
Choice
First
Person
___ C-QM Needs question ___
mark L-UW
___ Unnecess.
C-PR Proofread
C-TRRedundant
In/Transitive Verb
L-LC Lacks Cohesion
Word ______L-RD
on Content:
C-HO: Homonyms
Paragraphs: ability to organize proper paragraphs (transition, topic sentence, supporting ideas, closing)
___ P-NT No Transition
___ P-TS? No Topic Sentence
___ P-II
Insufficient Supporting Ideas
Thesis
Understanding
& Thoroughness
Textual Evidence
___ P-WT Weak Transition
___ P-TM
Topic Sentence
Misplaced
___ P-DI
Disordered Supporting Ideas
T-JD
Justify
Discussion ______ P-TT
U-SA Surface
Analysis
______E-WA
Analysis
of Quote/Evidence/Example
___ ___
P-WC
Weak
Closing
Too Many
Topics
P-JPWeakJoin
Paragraphs
___ T-UA Unclear Assertion
___ U-CD Contradiction
___ E-NA No Analysis of Quote/Evidence/Example
___ T-IA
Incomplete
___ error,
U-EAspecifically…
Extend Analysis
___ E-EA Extend Analysis of Quote/Evidence/Example
Conventions:
The student
madeAssertion
a conventional
___ T-NA No Assertion
___ U-UC Unclear Analysis
___ E-CQ Condense Quote/Evidence/Example
Sentences
Grammar
___ T-BD
Belongs in Body
___Punctuation
U-MI Misunderstood Idea/Evid. Mechanics
___ E-IR Irrelevant Quote/Evidence/Example
___ ___
C-SF T-SW
Sentence
Fragment
___
C-IP
Indicating
Possession
___
C-SP
Spelling
___
C-SV
Subj-Verb Agreement
Say Why, in Essence ___ U-CT Connect to Thesis
___ E-US Unnecessary Summary
___ ___
C-ROT-TG
Run-onToo
Sentences
Comma Analysis
___ C-HO Homonyms
C-VT
Wrong/Shifting Tense
General ___ C-UC
___Unnecessary
U-RA Repetitious
___ E-IP ___
Improper
Citation
___ C-SI Too often Simple
___ C-MC
Missing
Comma
___
C-PL
Plural/Sing.
___
C-FP
Faulty Parallelism
___ U-TO Too Obvious
___ E-IQ Introduce Quote
___ C-MW Missing Word
___ C-QU
___ C-FM Formatting
C-WF
___Wrong/Missing
U-GE Gross Quotes
Exaggeration
___ E-EQ ___
Extend
QuoteWrong Form (adj/adv…)
___ C-EW Extra Word
___ C-FC Faulty
C-AR
Article trouble (the, a/an)
Fallacies ___ C-WC
___ Wrong
U-GUColon/Semicol.
Glaring Understatement
___ Caps
E-PE ___
Provide
Evidence
___
C-QM
Needs
question
mark
___
C-PR
Proofread
___
C-TR
Verbtopic
___ F-AH Ad Hominem
___ U-UR Unsound Reasoning
___ E-DP Don’t “prove”In/Transitive
plot, summary,
___ F-OS One-Sidedness
___ F-OC Out of Context
Fallacies
Structure
___ F-AI Appeal to Ignorance ___ F-TW Two wrongs make a right ___ S-IT Irrelevant to Thesis
___ F-AC Thesis
Appeal to Consequences ___Understanding
F-AA Appeal
to Authority
___ S-IA
& Thoroughness
Textual Irrelevant
Evidence to Argument
___ ___
T-JDF-FD
Justify
Discussion
U-SAF-SM
Surface
Analysis
___ ___
E-WA
WeakNo
Analysis
of Quote/Evidence/Example
False
Dilemma ___ ___
Straw
Man
S-NA
Argument
in Paragraph
___ ___
T-UA
Unclear
___ ___
U-CD
Contradiction
___ ___
E-NA
No Analysis
of Quote/Evidence/Example
F-RH
RedAssertion
Herring
F-TQ
Tu Quoque
S-MC
Move toward
Conclusion
___ ___
T-IAF-BW
Incomplete
Assertion ___ ___
U-EAF-SS
Extend
Analysis
___ ___
E-EAS-MT
Extend
Analysis
of Quote/Evidence/Example
Band Wagon
Slippery
Slope
Move
toward
Thesis
___ ___
T-NA
No Assertion
U-UC
Unclear
Analysis
E-CQ
Condense
F-GF
Genetic Fallacy ___ ___
F-HG
Hasty
Generalization ___ ___
S-BA
BuildQuote/Evidence/Example
toward Argument
Intentional
Affective Fallacy
Prepare
for Idea/Evidence
___ ___
T-BDF-IF
Belongs
in BodyFallacy___ ___
U-MIF-AF
Misunderstood
Idea/Evid. ___ ___
E-IRS-PI
Irrelevant
Quote/Evidence/Example
___ T-SW Say Why, in Essence ___ U-CT Connect to Thesis
___ E-US Unnecessary Summary
___ T-TG Too General
___ U-RA Repetitious Analysis
___ E-IP Improper Citation
___ U-TO Too Obvious
___ E-IQ Introduce Quote
___ U-GE Gross Exaggeration
___ E-EQ Extend Quote
Fallacies
___ U-GU Glaring Understatement
___ E-PE Provide Evidence
___ F-AH Ad Hominem
___ U-UR Unsound Reasoning
___ E-DP Don’t “prove” plot, summary, topic
___ F-OS One-Sidedness
___ F-OC Out of Context
Fallacies
Structure
___ F-AI Appeal to Ignorance ___ F-TW Two wrongs make a right ___ S-IT Irrelevant to Thesis
___ F-AC Appeal to Consequences ___ F-AA Appeal to Authority
___ S-IA Irrelevant to Argument
___ F-FD False Dilemma
___ F-SM Straw Man
___ S-NA No Argument in Paragraph
___ F-RH Red Herring
___ F-TQ Tu Quoque
___ S-MC Move toward Conclusion
___ F-BW Band Wagon
___ F-SS Slippery Slope
___ S-MT Move toward Thesis
___ F-GF Genetic Fallacy
___ F-HG Hasty Generalization
___ S-BA Build toward Argument
___ F-IF Intentional Fallacy
___ F-AF Affective Fallacy
___ S-PI Prepare for Idea/Evidence
“In this current century their is a
distinction of things which are believed
on Content:
to answer the question how.”
“In this current century there is a
distinction of things which are believed
to answer the question how.”
___
___
P-WT Weak Transition
P-WC Weak Closing
___
___
P-TM
P-TT
Topic Sentence Misplaced
Too Many Topics
on Style and Form:
___ P-DI
___ P-JP
Disordered Supporting Ideas
Join Paragraphs
Conventions:Choice:
The student
made
a conventional
error, specifically…
Language/Word
ability
to use
engaging language
that was clear, appropriate, and expressive in style
ClaritySentences
___
___
___
___
___
___
Punctuation
Appropriateness
for Audience
Mechanics Style
Grammar
___
C-SF
Sentence Fragment
C-IP
Indicating
Possession
___ Passive
C-SP Spelling
C-SVMixed
Subj-Verb
Agreement
L-UC
Unclear
______
L-IL
Inappr.
Language
___ L-PV
Voice
______L-MM
Metaphor
___
C-RO
Run-on Sentences______
C-UC
Unnecessary
Comma
___ Wrong
C-HO Homonyms
C-VTAwkward
Wrong/Shifting
Tense
L-WD
Wordiness
L-IT
Inappr.
Tone
___ L-WW
Word
______L-AM
Metaphor
___
Too often
Simple ______
C-MC
Missing
Comma___ L-AL
___ Awk.
C-PLLanguage
Plural/Sing. ______L-RW
C-FPRepetitious
Faulty Parallelism
L-MIC-SI
Mangled
Idiom
L-ID
Inappr.
Diction
Wording
___
Missing
Word ______
Wrong/Missing
Quotes
___ Cliché
C-FM Formatting ______L-RR
C-WF
Wrong Form
(adj/adv…)
L-PRC-MW
Pronoun
Reference
L-ISC-QU
Inappr.
Subject
___
L-CL
Repetitious
Rhythm
___
Word
C-WC
Wrong
Colon/Semicol.
___ Flat
C-FC
Faulty
Caps ______L-FP
C-ARSurplus
Article
trouble
(the, a/an)
L-APC-EW
Awk.Extra
Parenthetical
______
L-IV
Inappr.
Voice
___ L-FW
Word
Choice
First
Person
___ C-QM Needs question ___
mark L-UW
___ Unnecess.
C-PR Proofread
C-TRRedundant
In/Transitive Verb
L-LC Lacks Cohesion
Word ______L-RD
on Content:
C-PL: Plural/Singular
Paragraphs: ability to organize proper paragraphs (transition, topic sentence, supporting ideas, closing)
___ P-NT No Transition
___ P-TS? No Topic Sentence
___ P-II
Insufficient Supporting Ideas
Thesis
Understanding
& Thoroughness
Textual Evidence
___ P-WT Weak Transition
___ P-TM
Topic Sentence
Misplaced
___ P-DI
Disordered Supporting Ideas
T-JD
Justify
Discussion ______ P-TT
U-SA Surface
Analysis
______E-WA
Analysis
of Quote/Evidence/Example
___ ___
P-WC
Weak
Closing
Too Many
Topics
P-JPWeakJoin
Paragraphs
___ T-UA Unclear Assertion
___ U-CD Contradiction
___ E-NA No Analysis of Quote/Evidence/Example
___ T-IA
Incomplete
___ error,
U-EAspecifically…
Extend Analysis
___ E-EA Extend Analysis of Quote/Evidence/Example
Conventions:
The student
madeAssertion
a conventional
___ T-NA No Assertion
___ U-UC Unclear Analysis
___ E-CQ Condense Quote/Evidence/Example
Sentences
Grammar
___ T-BD
Belongs in Body
___Punctuation
U-MI Misunderstood Idea/Evid. Mechanics
___ E-IR Irrelevant Quote/Evidence/Example
___ ___
C-SF T-SW
Sentence
Fragment
___
C-IP
Indicating
Possession
___
C-SP
Spelling
___
C-SV
Subj-Verb Agreement
Say Why, in Essence ___ U-CT Connect to Thesis
___ E-US Unnecessary Summary
___ ___
C-ROT-TG
Run-onToo
Sentences
Comma Analysis
___ C-HO Homonyms
C-VT
Wrong/Shifting Tense
General ___ C-UC
___Unnecessary
U-RA Repetitious
___ E-IP ___
Improper
Citation
___ C-SI Too often Simple
___ C-MC
Missing
Comma
___
C-PL
Plural/Sing.
___
C-FP
Faulty Parallelism
___ U-TO Too Obvious
___ E-IQ Introduce Quote
___ C-MW Missing Word
___ C-QU
___ C-FM Formatting
C-WF
___Wrong/Missing
U-GE Gross Quotes
Exaggeration
___ E-EQ ___
Extend
QuoteWrong Form (adj/adv…)
___ C-EW Extra Word
___ C-FC Faulty
C-AR
Article trouble (the, a/an)
Fallacies ___ C-WC
___ Wrong
U-GUColon/Semicol.
Glaring Understatement
___ Caps
E-PE ___
Provide
Evidence
___
C-QM
Needs
question
mark
___
C-PR
Proofread
___
C-TR
Verbtopic
___ F-AH Ad Hominem
___ U-UR Unsound Reasoning
___ E-DP Don’t “prove”In/Transitive
plot, summary,
___ F-OS One-Sidedness
___ F-OC Out of Context
Fallacies
Structure
___ F-AI Appeal to Ignorance ___ F-TW Two wrongs make a right ___ S-IT Irrelevant to Thesis
___ F-AC Thesis
Appeal to Consequences ___Understanding
F-AA Appeal
to Authority
___ S-IA
& Thoroughness
Textual Irrelevant
Evidence to Argument
___ ___
T-JDF-FD
Justify
Discussion
U-SAF-SM
Surface
Analysis
___ ___
E-WA
WeakNo
Analysis
of Quote/Evidence/Example
False
Dilemma ___ ___
Straw
Man
S-NA
Argument
in Paragraph
___ ___
T-UA
Unclear
___ ___
U-CD
Contradiction
___ ___
E-NA
No Analysis
of Quote/Evidence/Example
F-RH
RedAssertion
Herring
F-TQ
Tu Quoque
S-MC
Move toward
Conclusion
___ ___
T-IAF-BW
Incomplete
Assertion ___ ___
U-EAF-SS
Extend
Analysis
___ ___
E-EAS-MT
Extend
Analysis
of Quote/Evidence/Example
Band Wagon
Slippery
Slope
Move
toward
Thesis
___ ___
T-NA
No Assertion
U-UC
Unclear
Analysis
E-CQ
Condense
F-GF
Genetic Fallacy ___ ___
F-HG
Hasty
Generalization ___ ___
S-BA
BuildQuote/Evidence/Example
toward Argument
Intentional
Affective Fallacy
Prepare
for Idea/Evidence
___ ___
T-BDF-IF
Belongs
in BodyFallacy___ ___
U-MIF-AF
Misunderstood
Idea/Evid. ___ ___
E-IRS-PI
Irrelevant
Quote/Evidence/Example
___ T-SW Say Why, in Essence ___ U-CT Connect to Thesis
___ E-US Unnecessary Summary
___ T-TG Too General
___ U-RA Repetitious Analysis
___ E-IP Improper Citation
___ U-TO Too Obvious
___ E-IQ Introduce Quote
___ U-GE Gross Exaggeration
___ E-EQ Extend Quote
Fallacies
___ U-GU Glaring Understatement
___ E-PE Provide Evidence
___ F-AH Ad Hominem
___ U-UR Unsound Reasoning
___ E-DP Don’t “prove” plot, summary, topic
___ F-OS One-Sidedness
___ F-OC Out of Context
Fallacies
Structure
___ F-AI Appeal to Ignorance ___ F-TW Two wrongs make a right ___ S-IT Irrelevant to Thesis
___ F-AC Appeal to Consequences ___ F-AA Appeal to Authority
___ S-IA Irrelevant to Argument
___ F-FD False Dilemma
___ F-SM Straw Man
___ S-NA No Argument in Paragraph
___ F-RH Red Herring
___ F-TQ Tu Quoque
___ S-MC Move toward Conclusion
___ F-BW Band Wagon
___ F-SS Slippery Slope
___ S-MT Move toward Thesis
___ F-GF Genetic Fallacy
___ F-HG Hasty Generalization
___ S-BA Build toward Argument
___ F-IF Intentional Fallacy
___ F-AF Affective Fallacy
___ S-PI Prepare for Idea/Evidence
“What these myths have in common
with each other is it’s people was of
on Content:
finding meaning and stability in life.”
“What these myths have in common
with each other is it’s peoples was of
finding meaning and stability in life.”
___
___
P-WT Weak Transition
P-WC Weak Closing
___
___
P-TM
P-TT
Topic Sentence Misplaced
Too Many Topics
on Style and Form:
___ P-DI
___ P-JP
Disordered Supporting Ideas
Join Paragraphs
Conventions:Choice:
The student
made
a conventional
error, specifically…
Language/Word
ability
to use
engaging language
that was clear, appropriate, and expressive in style
ClaritySentences
___
___
___
___
___
___
Punctuation
Appropriateness
for Audience
Mechanics Style
Grammar
___
C-SF
Sentence Fragment
C-IP
Indicating
Possession
___ Passive
C-SP Spelling
C-SVMixed
Subj-Verb
Agreement
L-UC
Unclear
______
L-IL
Inappr.
Language
___ L-PV
Voice
______L-MM
Metaphor
___
C-RO
Run-on Sentences______
C-UC
Unnecessary
Comma
___ Wrong
C-HO Homonyms
C-VTAwkward
Wrong/Shifting
Tense
L-WD
Wordiness
L-IT
Inappr.
Tone
___ L-WW
Word
______L-AM
Metaphor
___
Too often
Simple ______
C-MC
Missing
Comma___ L-AL
___ Awk.
C-PLLanguage
Plural/Sing. ______L-RW
C-FPRepetitious
Faulty Parallelism
L-MIC-SI
Mangled
Idiom
L-ID
Inappr.
Diction
Wording
___
Missing
Word ______
Wrong/Missing
Quotes
___ Cliché
C-FM Formatting ______L-RR
C-WF
Wrong Form
(adj/adv…)
L-PRC-MW
Pronoun
Reference
L-ISC-QU
Inappr.
Subject
___
L-CL
Repetitious
Rhythm
___
Word
C-WC
Wrong
Colon/Semicol.
___ Flat
C-FC
Faulty
Caps ______L-FP
C-ARSurplus
Article
trouble
(the, a/an)
L-APC-EW
Awk.Extra
Parenthetical
______
L-IV
Inappr.
Voice
___ L-FW
Word
Choice
First
Person
___ C-QM Needs question ___
mark L-UW
___ Unnecess.
C-PR Proofread
C-TRRedundant
In/Transitive Verb
L-LC Lacks Cohesion
Word ______L-RD
on Content:
C-SV: Subject-Verb
Agreement
Paragraphs: ability to organize proper paragraphs (transition, topic sentence, supporting ideas, closing)
___ P-NT No Transition
___ P-TS? No Topic Sentence
___ P-II
Insufficient Supporting Ideas
Thesis
Understanding
& Thoroughness
Textual Evidence
___ P-WT Weak Transition
___ P-TM
Topic Sentence
Misplaced
___ P-DI
Disordered Supporting Ideas
T-JD
Justify
Discussion ______ P-TT
U-SA Surface
Analysis
______E-WA
Analysis
of Quote/Evidence/Example
___ ___
P-WC
Weak
Closing
Too Many
Topics
P-JPWeakJoin
Paragraphs
___ T-UA Unclear Assertion
___ U-CD Contradiction
___ E-NA No Analysis of Quote/Evidence/Example
___ T-IA
Incomplete
___ error,
U-EAspecifically…
Extend Analysis
___ E-EA Extend Analysis of Quote/Evidence/Example
Conventions:
The student
madeAssertion
a conventional
___ T-NA No Assertion
___ U-UC Unclear Analysis
___ E-CQ Condense Quote/Evidence/Example
Sentences
Grammar
___ T-BD
Belongs in Body
___Punctuation
U-MI Misunderstood Idea/Evid. Mechanics
___ E-IR Irrelevant Quote/Evidence/Example
___ ___
C-SF T-SW
Sentence
Fragment
___
C-IP
Indicating
Possession
___
C-SP
Spelling
___
C-SV
Subj-Verb Agreement
Say Why, in Essence ___ U-CT Connect to Thesis
___ E-US Unnecessary Summary
___ ___
C-ROT-TG
Run-onToo
Sentences
Comma Analysis
___ C-HO Homonyms
C-VT
Wrong/Shifting Tense
General ___ C-UC
___Unnecessary
U-RA Repetitious
___ E-IP ___
Improper
Citation
___ C-SI Too often Simple
___ C-MC
Missing
Comma
___
C-PL
Plural/Sing.
___
C-FP
Faulty Parallelism
___ U-TO Too Obvious
___ E-IQ Introduce Quote
___ C-MW Missing Word
___ C-QU
___ C-FM Formatting
C-WF
___Wrong/Missing
U-GE Gross Quotes
Exaggeration
___ E-EQ ___
Extend
QuoteWrong Form (adj/adv…)
___ C-EW Extra Word
___ C-FC Faulty
C-AR
Article trouble (the, a/an)
Fallacies ___ C-WC
___ Wrong
U-GUColon/Semicol.
Glaring Understatement
___ Caps
E-PE ___
Provide
Evidence
___
C-QM
Needs
question
mark
___
C-PR
Proofread
___
C-TR
Verbtopic
___ F-AH Ad Hominem
___ U-UR Unsound Reasoning
___ E-DP Don’t “prove”In/Transitive
plot, summary,
___ F-OS One-Sidedness
___ F-OC Out of Context
Fallacies
Structure
___ F-AI Appeal to Ignorance ___ F-TW Two wrongs make a right ___ S-IT Irrelevant to Thesis
___ F-AC Thesis
Appeal to Consequences ___Understanding
F-AA Appeal
to Authority
___ S-IA
& Thoroughness
Textual Irrelevant
Evidence to Argument
___ ___
T-JDF-FD
Justify
Discussion
U-SAF-SM
Surface
Analysis
___ ___
E-WA
WeakNo
Analysis
of Quote/Evidence/Example
False
Dilemma ___ ___
Straw
Man
S-NA
Argument
in Paragraph
___ ___
T-UA
Unclear
___ ___
U-CD
Contradiction
___ ___
E-NA
No Analysis
of Quote/Evidence/Example
F-RH
RedAssertion
Herring
F-TQ
Tu Quoque
S-MC
Move toward
Conclusion
___ ___
T-IAF-BW
Incomplete
Assertion ___ ___
U-EAF-SS
Extend
Analysis
___ ___
E-EAS-MT
Extend
Analysis
of Quote/Evidence/Example
Band Wagon
Slippery
Slope
Move
toward
Thesis
___ ___
T-NA
No Assertion
U-UC
Unclear
Analysis
E-CQ
Condense
F-GF
Genetic Fallacy ___ ___
F-HG
Hasty
Generalization ___ ___
S-BA
BuildQuote/Evidence/Example
toward Argument
Intentional
Affective Fallacy
Prepare
for Idea/Evidence
___ ___
T-BDF-IF
Belongs
in BodyFallacy___ ___
U-MIF-AF
Misunderstood
Idea/Evid. ___ ___
E-IRS-PI
Irrelevant
Quote/Evidence/Example
___ T-SW Say Why, in Essence ___ U-CT Connect to Thesis
___ E-US Unnecessary Summary
___ T-TG Too General
___ U-RA Repetitious Analysis
___ E-IP Improper Citation
___ U-TO Too Obvious
___ E-IQ Introduce Quote
___ U-GE Gross Exaggeration
___ E-EQ Extend Quote
Fallacies
___ U-GU Glaring Understatement
___ E-PE Provide Evidence
___ F-AH Ad Hominem
___ U-UR Unsound Reasoning
___ E-DP Don’t “prove” plot, summary, topic
___ F-OS One-Sidedness
___ F-OC Out of Context
Fallacies
Structure
___ F-AI Appeal to Ignorance ___ F-TW Two wrongs make a right ___ S-IT Irrelevant to Thesis
___ F-AC Appeal to Consequences ___ F-AA Appeal to Authority
___ S-IA Irrelevant to Argument
___ F-FD False Dilemma
___ F-SM Straw Man
___ S-NA No Argument in Paragraph
___ F-RH Red Herring
___ F-TQ Tu Quoque
___ S-MC Move toward Conclusion
___ F-BW Band Wagon
___ F-SS Slippery Slope
___ S-MT Move toward Thesis
___ F-GF Genetic Fallacy
___ F-HG Hasty Generalization
___ S-BA Build toward Argument
___ F-IF Intentional Fallacy
___ F-AF Affective Fallacy
___ S-PI Prepare for Idea/Evidence
“Which bring me to the mother and father, it
seems that the father have all the power and he is
ruler of everything whileon Content:
the mother is the sweet
caretaker of her children.”
“Which brings me to the mother and father, it
seems that the father has all the power and he is
ruler of everything while the mother is the sweet
caretaker of her children.”
___
___
P-WT Weak Transition
P-WC Weak Closing
___
___
P-TM
P-TT
Topic Sentence Misplaced
Too Many Topics
on Style and Form:
___ P-DI
___ P-JP
Disordered Supporting Ideas
Join Paragraphs
Conventions:Choice:
The student
made
a conventional
error, specifically…
Language/Word
ability
to use
engaging language
that was clear, appropriate, and expressive in style
ClaritySentences
___
___
___
___
___
___
Punctuation
Appropriateness
for Audience
Mechanics Style
Grammar
___
C-SF
Sentence Fragment
C-IP
Indicating
Possession
___ Passive
C-SP Spelling
C-SVMixed
Subj-Verb
Agreement
L-UC
Unclear
______
L-IL
Inappr.
Language
___ L-PV
Voice
______L-MM
Metaphor
___
C-RO
Run-on Sentences______
C-UC
Unnecessary
Comma
___ Wrong
C-HO Homonyms
C-VTAwkward
Wrong/Shifting
Tense
L-WD
Wordiness
L-IT
Inappr.
Tone
___ L-WW
Word
______L-AM
Metaphor
___
Too often
Simple ______
C-MC
Missing
Comma___ L-AL
___ Awk.
C-PLLanguage
Plural/Sing. ______L-RW
C-FPRepetitious
Faulty Parallelism
L-MIC-SI
Mangled
Idiom
L-ID
Inappr.
Diction
Wording
___
Missing
Word ______
Wrong/Missing
Quotes
___ Cliché
C-FM Formatting ______L-RR
C-WF
Wrong Form
(adj/adv…)
L-PRC-MW
Pronoun
Reference
L-ISC-QU
Inappr.
Subject
___
L-CL
Repetitious
Rhythm
___
Word
C-WC
Wrong
Colon/Semicol.
___ Flat
C-FC
Faulty
Caps ______L-FP
C-ARSurplus
Article
trouble
(the, a/an)
L-APC-EW
Awk.Extra
Parenthetical
______
L-IV
Inappr.
Voice
___ L-FW
Word
Choice
First
Person
___ C-QM Needs question ___
mark L-UW
___ Unnecess.
C-PR Proofread
C-TRRedundant
In/Transitive Verb
L-LC Lacks Cohesion
Word ______L-RD
on Content:
C-VT: Wrong/Shifting
Tense
Paragraphs: ability to organize proper paragraphs (transition, topic sentence, supporting ideas, closing)
___ P-NT No Transition
___ P-TS? No Topic Sentence
___ P-II
Insufficient Supporting Ideas
Thesis
Understanding
& Thoroughness
Textual Evidence
___ P-WT Weak Transition
___ P-TM
Topic Sentence
Misplaced
___ P-DI
Disordered Supporting Ideas
T-JD
Justify
Discussion ______ P-TT
U-SA Surface
Analysis
______E-WA
Analysis
of Quote/Evidence/Example
___ ___
P-WC
Weak
Closing
Too Many
Topics
P-JPWeakJoin
Paragraphs
___ T-UA Unclear Assertion
___ U-CD Contradiction
___ E-NA No Analysis of Quote/Evidence/Example
___ T-IA
Incomplete
___ error,
U-EAspecifically…
Extend Analysis
___ E-EA Extend Analysis of Quote/Evidence/Example
Conventions:
The student
madeAssertion
a conventional
___ T-NA No Assertion
___ U-UC Unclear Analysis
___ E-CQ Condense Quote/Evidence/Example
Sentences
Grammar
___ T-BD
Belongs in Body
___Punctuation
U-MI Misunderstood Idea/Evid. Mechanics
___ E-IR Irrelevant Quote/Evidence/Example
___ ___
C-SF T-SW
Sentence
Fragment
___
C-IP
Indicating
Possession
___
C-SP
Spelling
___
C-SV
Subj-Verb Agreement
Say Why, in Essence ___ U-CT Connect to Thesis
___ E-US Unnecessary Summary
___ ___
C-ROT-TG
Run-onToo
Sentences
Comma Analysis
___ C-HO Homonyms
C-VT
Wrong/Shifting Tense
General ___ C-UC
___Unnecessary
U-RA Repetitious
___ E-IP ___
Improper
Citation
___ C-SI Too often Simple
___ C-MC
Missing
Comma
___
C-PL
Plural/Sing.
___
C-FP
Faulty Parallelism
___ U-TO Too Obvious
___ E-IQ Introduce Quote
___ C-MW Missing Word
___ C-QU
___ C-FM Formatting
C-WF
___Wrong/Missing
U-GE Gross Quotes
Exaggeration
___ E-EQ ___
Extend
QuoteWrong Form (adj/adv…)
___ C-EW Extra Word
___ C-FC Faulty
C-AR
Article trouble (the, a/an)
Fallacies ___ C-WC
___ Wrong
U-GUColon/Semicol.
Glaring Understatement
___ Caps
E-PE ___
Provide
Evidence
___
C-QM
Needs
question
mark
___
C-PR
Proofread
___
C-TR
Verbtopic
___ F-AH Ad Hominem
___ U-UR Unsound Reasoning
___ E-DP Don’t “prove”In/Transitive
plot, summary,
___ F-OS One-Sidedness
___ F-OC Out of Context
Fallacies
Structure
___ F-AI Appeal to Ignorance ___ F-TW Two wrongs make a right ___ S-IT Irrelevant to Thesis
___ F-AC Thesis
Appeal to Consequences ___Understanding
F-AA Appeal
to Authority
___ S-IA
& Thoroughness
Textual Irrelevant
Evidence to Argument
___ ___
T-JDF-FD
Justify
Discussion
U-SAF-SM
Surface
Analysis
___ ___
E-WA
WeakNo
Analysis
of Quote/Evidence/Example
False
Dilemma ___ ___
Straw
Man
S-NA
Argument
in Paragraph
___ ___
T-UA
Unclear
___ ___
U-CD
Contradiction
___ ___
E-NA
No Analysis
of Quote/Evidence/Example
F-RH
RedAssertion
Herring
F-TQ
Tu Quoque
S-MC
Move toward
Conclusion
___ ___
T-IAF-BW
Incomplete
Assertion ___ ___
U-EAF-SS
Extend
Analysis
___ ___
E-EAS-MT
Extend
Analysis
of Quote/Evidence/Example
Band Wagon
Slippery
Slope
Move
toward
Thesis
___ ___
T-NA
No Assertion
U-UC
Unclear
Analysis
E-CQ
Condense
F-GF
Genetic Fallacy ___ ___
F-HG
Hasty
Generalization ___ ___
S-BA
BuildQuote/Evidence/Example
toward Argument
Intentional
Affective Fallacy
Prepare
for Idea/Evidence
___ ___
T-BDF-IF
Belongs
in BodyFallacy___ ___
U-MIF-AF
Misunderstood
Idea/Evid. ___ ___
E-IRS-PI
Irrelevant
Quote/Evidence/Example
___ T-SW Say Why, in Essence ___ U-CT Connect to Thesis
___ E-US Unnecessary Summary
___ T-TG Too General
___ U-RA Repetitious Analysis
___ E-IP Improper Citation
___ U-TO Too Obvious
___ E-IQ Introduce Quote
___ U-GE Gross Exaggeration
___ E-EQ Extend Quote
Fallacies
___ U-GU Glaring Understatement
___ E-PE Provide Evidence
___ F-AH Ad Hominem
___ U-UR Unsound Reasoning
___ E-DP Don’t “prove” plot, summary, topic
___ F-OS One-Sidedness
___ F-OC Out of Context
Fallacies
Structure
___ F-AI Appeal to Ignorance ___ F-TW Two wrongs make a right ___ S-IT Irrelevant to Thesis
___ F-AC Appeal to Consequences ___ F-AA Appeal to Authority
___ S-IA Irrelevant to Argument
___ F-FD False Dilemma
___ F-SM Straw Man
___ S-NA No Argument in Paragraph
___ F-RH Red Herring
___ F-TQ Tu Quoque
___ S-MC Move toward Conclusion
___ F-BW Band Wagon
___ F-SS Slippery Slope
___ S-MT Move toward Thesis
___ F-GF Genetic Fallacy
___ F-HG Hasty Generalization
___ S-BA Build toward Argument
___ F-IF Intentional Fallacy
___ F-AF Affective Fallacy
___ S-PI Prepare for Idea/Evidence
“It was call the Earth which was the dry
land and heaven was full of clouds.”
on Content:
“It was called the Earth which was the
dry land and heaven was full of clouds.”
on Content:
on Content:
Understanding & Thoroughness
Textual Evidence
Understanding
Thoroughness
Textual ___
Evidence
ssion
___& U-SA
Surface Analysis
E-WA Weak Analysis of Quote/Evidence/Example
-SA
Surface
Analysis
___
E-WA
Weak
Analysis
of Quote/Evidence/Example
rtion
___ U-CD Contradiction
___
E-NA
No Analysis of Quote/Evidence/Example
-CD Contradiction
___ E-NA No Analysis
of Quote/Evidence/Example
Assertion
___ U-EA Extend Analysis
___ E-EA
Extend Analysis of Quote/Evidence/Example
-EA Extend
___ E-EA Extend
Analysis
of Quote/Evidence/Example
___Analysis
U-UC Unclear Analysis
___
E-CQ
Condense Quote/Evidence/Example
-UC
___ E-CQ
Condense
ody Unclear
___Analysis
U-MI Misunderstood
Idea/Evid.
___ Quote/Evidence/Example
E-IR Irrelevant Quote/Evidence/Example
-MI
Misunderstood
E-IR Irrelevant
Essence
___ U-CTIdea/Evid.
Connect to___
Thesis
___ Quote/Evidence/Example
E-US Unnecessary Summary
-CT Connect
to
Thesis
___
E-US
Unnecessary
Summary
___ U-RA Repetitious Analysis
___ E-IP
Improper Citation
-RA Repetitious
Analysis
___
E-IP
Improper
Citation
___ U-TO Too Obvious
___ E-IQ Introduce Quote
-TO Too Obvious
___ E-IQ Introduce
___ U-GE Gross Exaggeration
___ Quote
E-EQ Extend Quote
-GE Gross___
Exaggeration
___
E-EQ
Extend
U-GU Glaring Understatement
___Quote
E-PE Provide Evidence
___ E-PE Provide
m-GU Glaring
___Understatement
U-UR Unsound Reasoning
___Evidence
E-DP Don’t “prove” plot, summary, topic
-UR
Unsound Reasoning
___ E-DP Don’t “prove” plot, summary, topic
ss
xt
Fallacies
Structure
Fallacies
norance ___
F-TW Two wrongs make a rightStructure
___ S-IT Irrelevant to Thesis
TW Two ___
wrongs
makeAppeal
a right to ___
S-IT Irrelevant
ThesisIrrelevant to Argument
sequences
F-AA
Authority
___ to
S-IA
AA
Appeal
to
Authority
___
S-IA
Irrelevant
to
Argument
ma
___ F-SM Straw Man
___ S-NA
No Argument in Paragraph
SM Straw___
ManF-TQ Tu Quoque
___ S-NA No Argument
in Paragraph
___ S-MC
Move toward Conclusion
TQ Tu Quoque
___ S-MC Move___
toward
Conclusion
___ F-SS Slippery Slope
S-MT
Move toward Thesis
SS
___ S-MT Move___
toward
Thesis
cy Slippery
___ Slope
F-HG Hasty Generalization
S-BA
Build toward Argument
HG Hasty___
Generalization
S-BA Build___
toward
Argument
allacy
F-AF Affective ___
Fallacy
S-PI
Prepare for Idea/Evidence
AF Affective Fallacy
___ S-PI Prepare for Idea/Evidence
U-EA:
Extend Analysis
“This is one of the reasons why myth is
important and to learn it. It tells you
how certain things are created and it
also tells you the purpose of them.”
on Content:
on Content:
Understanding & Thoroughness
Textual Evidence
Understanding
Thoroughness
Textual ___
Evidence
ssion
___& U-SA
Surface Analysis
E-WA Weak Analysis of Quote/Evidence/Example
-SA
Surface
Analysis
___
E-WA
Weak
Analysis
of Quote/Evidence/Example
rtion
___ U-CD Contradiction
___
E-NA
No Analysis of Quote/Evidence/Example
-CD Contradiction
___ E-NA No Analysis
of Quote/Evidence/Example
Assertion
___ U-EA Extend Analysis
___ E-EA
Extend Analysis of Quote/Evidence/Example
-EA Extend
___ E-EA Extend
Analysis
of Quote/Evidence/Example
___Analysis
U-UC Unclear Analysis
___
E-CQ
Condense Quote/Evidence/Example
-UC
___ E-CQ
Condense
ody Unclear
___Analysis
U-MI Misunderstood
Idea/Evid.
___ Quote/Evidence/Example
E-IR Irrelevant Quote/Evidence/Example
-MI
Misunderstood
E-IR Irrelevant
Essence
___ U-CTIdea/Evid.
Connect to___
Thesis
___ Quote/Evidence/Example
E-US Unnecessary Summary
-CT Connect
to
Thesis
___
E-US
Unnecessary
Summary
___ U-RA Repetitious Analysis
___ E-IP
Improper Citation
-RA Repetitious
Analysis
___
E-IP
Improper
Citation
___ U-TO Too Obvious
___ E-IQ Introduce Quote
-TO Too Obvious
___ E-IQ Introduce
___ U-GE Gross Exaggeration
___ Quote
E-EQ Extend Quote
-GE Gross___
Exaggeration
___
E-EQ
Extend
U-GU Glaring Understatement
___Quote
E-PE Provide Evidence
___ E-PE Provide
m-GU Glaring
___Understatement
U-UR Unsound Reasoning
___Evidence
E-DP Don’t “prove” plot, summary, topic
-UR
Unsound Reasoning
___ E-DP Don’t “prove” plot, summary, topic
ss
xt
Fallacies
Structure
Fallacies
norance ___
F-TW Two wrongs make a rightStructure
___ S-IT Irrelevant to Thesis
TW Two ___
wrongs
makeAppeal
a right to ___
S-IT Irrelevant
ThesisIrrelevant to Argument
sequences
F-AA
Authority
___ to
S-IA
AA
Appeal
to
Authority
___
S-IA
Irrelevant
to
Argument
ma
___ F-SM Straw Man
___ S-NA
No Argument in Paragraph
SM Straw___
ManF-TQ Tu Quoque
___ S-NA No Argument
in Paragraph
___ S-MC
Move toward Conclusion
TQ Tu Quoque
___ S-MC Move___
toward
Conclusion
___ F-SS Slippery Slope
S-MT
Move toward Thesis
SS
___ S-MT Move___
toward
Thesis
cy Slippery
___ Slope
F-HG Hasty Generalization
S-BA
Build toward Argument
HG Hasty___
Generalization
S-BA Build___
toward
Argument
allacy
F-AF Affective ___
Fallacy
S-PI
Prepare for Idea/Evidence
AF Affective Fallacy
___ S-PI Prepare for Idea/Evidence
U-UC:
Unclear Analysis
“The ‘Genesis’ myth eventually explained
where men and women; how there were
created. It also explained the meaning of the
‘tree’ and the ‘apple’ that was on the tree.
“The ‘Genesis’ myth eventually explained
where men and women; how there were
created. It also explained the meaning of the
‘tree’ and the ‘apple’ that was on the tree. (RW)
on Content:
on Content:
Understanding & Thoroughness
Textual Evidence
Understanding
Thoroughness
Textual ___
Evidence
ssion
___& U-SA
Surface Analysis
E-WA Weak Analysis of Quote/Evidence/Example
-SA
Surface
Analysis
___
E-WA
Weak
Analysis
of Quote/Evidence/Example
rtion
___ U-CD Contradiction
___
E-NA
No Analysis of Quote/Evidence/Example
-CD Contradiction
___ E-NA No Analysis
of Quote/Evidence/Example
Assertion
___ U-EA Extend Analysis
___ E-EA
Extend Analysis of Quote/Evidence/Example
-EA Extend
___ E-EA Extend
Analysis
of Quote/Evidence/Example
___Analysis
U-UC Unclear Analysis
___
E-CQ
Condense Quote/Evidence/Example
-UC
___ E-CQ
Condense
ody Unclear
___Analysis
U-MI Misunderstood
Idea/Evid.
___ Quote/Evidence/Example
E-IR Irrelevant Quote/Evidence/Example
-MI
Misunderstood
E-IR Irrelevant
Essence
___ U-CTIdea/Evid.
Connect to___
Thesis
___ Quote/Evidence/Example
E-US Unnecessary Summary
-CT Connect
to
Thesis
___
E-US
Unnecessary
Summary
___ U-RA Repetitious Analysis
___ E-IP
Improper Citation
-RA Repetitious
Analysis
___
E-IP
Improper
Citation
___ U-TO Too Obvious
___ E-IQ Introduce Quote
-TO Too Obvious
___ E-IQ Introduce
___ U-GE Gross Exaggeration
___ Quote
E-EQ Extend Quote
-GE Gross___
Exaggeration
___
E-EQ
Extend
U-GU Glaring Understatement
___Quote
E-PE Provide Evidence
___ E-PE Provide
m-GU Glaring
___Understatement
U-UR Unsound Reasoning
___Evidence
E-DP Don’t “prove” plot, summary, topic
-UR
Unsound Reasoning
___ E-DP Don’t “prove” plot, summary, topic
ss
xt
Fallacies
Structure
Fallacies
norance ___
F-TW Two wrongs make a rightStructure
___ S-IT Irrelevant to Thesis
TW Two ___
wrongs
makeAppeal
a right to ___
S-IT Irrelevant
ThesisIrrelevant to Argument
sequences
F-AA
Authority
___ to
S-IA
AA
Appeal
to
Authority
___
S-IA
Irrelevant
to
Argument
ma
___ F-SM Straw Man
___ S-NA
No Argument in Paragraph
SM Straw___
ManF-TQ Tu Quoque
___ S-NA No Argument
in Paragraph
___ S-MC
Move toward Conclusion
TQ Tu Quoque
___ S-MC Move___
toward
Conclusion
___ F-SS Slippery Slope
S-MT
Move toward Thesis
SS
___ S-MT Move___
toward
Thesis
cy Slippery
___ Slope
F-HG Hasty Generalization
S-BA
Build toward Argument
HG Hasty___
Generalization
S-BA Build___
toward
Argument
allacy
F-AF Affective ___
Fallacy
S-PI
Prepare for Idea/Evidence
AF Affective Fallacy
___ S-PI Prepare for Idea/Evidence
U-MI:
Misunderstood Idea
“Take Tiamat and Apsu for example.
They were created by salt water and
regular water.”
“Take Tiamat and Apsu for example.
They were personified as salt water and
regular water.”
on Content:
on Content:
Understanding & Thoroughness
Textual Evidence
Understanding
Thoroughness
Textual ___
Evidence
ssion
___& U-SA
Surface Analysis
E-WA Weak Analysis of Quote/Evidence/Example
-SA
Surface
Analysis
___
E-WA
Weak
Analysis
of Quote/Evidence/Example
rtion
___ U-CD Contradiction
___
E-NA
No Analysis of Quote/Evidence/Example
-CD Contradiction
___ E-NA No Analysis
of Quote/Evidence/Example
Assertion
___ U-EA Extend Analysis
___ E-EA
Extend Analysis of Quote/Evidence/Example
-EA Extend
___ E-EA Extend
Analysis
of Quote/Evidence/Example
___Analysis
U-UC Unclear Analysis
___
E-CQ
Condense Quote/Evidence/Example
-UC
___ E-CQ
Condense
ody Unclear
___Analysis
U-MI Misunderstood
Idea/Evid.
___ Quote/Evidence/Example
E-IR Irrelevant Quote/Evidence/Example
-MI
Misunderstood
E-IR Irrelevant
Essence
___ U-CTIdea/Evid.
Connect to___
Thesis
___ Quote/Evidence/Example
E-US Unnecessary Summary
-CT Connect
to
Thesis
___
E-US
Unnecessary
Summary
___ U-RA Repetitious Analysis
___ E-IP
Improper Citation
-RA Repetitious
Analysis
___
E-IP
Improper
Citation
___ U-TO Too Obvious
___ E-IQ Introduce Quote
-TO Too Obvious
___ E-IQ Introduce
___ U-GE Gross Exaggeration
___ Quote
E-EQ Extend Quote
-GE Gross___
Exaggeration
___
E-EQ
Extend
U-GU Glaring Understatement
___Quote
E-PE Provide Evidence
___ E-PE Provide
m-GU Glaring
___Understatement
U-UR Unsound Reasoning
___Evidence
E-DP Don’t “prove” plot, summary, topic
-UR
Unsound Reasoning
___ E-DP Don’t “prove” plot, summary, topic
ss
xt
Fallacies
Structure
Fallacies
norance ___
F-TW Two wrongs make a rightStructure
___ S-IT Irrelevant to Thesis
TW Two ___
wrongs
makeAppeal
a right to ___
S-IT Irrelevant
ThesisIrrelevant to Argument
sequences
F-AA
Authority
___ to
S-IA
AA
Appeal
to
Authority
___
S-IA
Irrelevant
to
Argument
ma
___ F-SM Straw Man
___ S-NA
No Argument in Paragraph
SM Straw___
ManF-TQ Tu Quoque
___ S-NA No Argument
in Paragraph
___ S-MC
Move toward Conclusion
TQ Tu Quoque
___ S-MC Move___
toward
Conclusion
___ F-SS Slippery Slope
S-MT
Move toward Thesis
SS
___ S-MT Move___
toward
Thesis
cy Slippery
___ Slope
F-HG Hasty Generalization
S-BA
Build toward Argument
HG Hasty___
Generalization
S-BA Build___
toward
Argument
allacy
F-AF Affective ___
Fallacy
S-PI
Prepare for Idea/Evidence
AF Affective Fallacy
___ S-PI Prepare for Idea/Evidence
U-RA:
Repetitious Analysis
“Myths are created to tell religious
beliefs, the origin of man, and explain
the natural world . . . They tell people
how they came to be and also unite
them. We analyze myth as a story that
people tell to explain about how the
world was created.”
on Content:
on Content:
Understanding & Thoroughness
Textual Evidence
Understanding
Thoroughness
Textual ___
Evidence
ssion
___& U-SA
Surface Analysis
E-WA Weak Analysis of Quote/Evidence/Example
-SA
Surface
Analysis
___
E-WA
Weak
Analysis
of Quote/Evidence/Example
rtion
___ U-CD Contradiction
___
E-NA
No Analysis of Quote/Evidence/Example
-CD Contradiction
___ E-NA No Analysis
of Quote/Evidence/Example
Assertion
___ U-EA Extend Analysis
___ E-EA
Extend Analysis of Quote/Evidence/Example
-EA Extend
___ E-EA Extend
Analysis
of Quote/Evidence/Example
___Analysis
U-UC Unclear Analysis
___
E-CQ
Condense Quote/Evidence/Example
-UC
___ E-CQ
Condense
ody Unclear
___Analysis
U-MI Misunderstood
Idea/Evid.
___ Quote/Evidence/Example
E-IR Irrelevant Quote/Evidence/Example
-MI
Misunderstood
E-IR Irrelevant
Essence
___ U-CTIdea/Evid.
Connect to___
Thesis
___ Quote/Evidence/Example
E-US Unnecessary Summary
-CT Connect
to
Thesis
___
E-US
Unnecessary
Summary
___ U-RA Repetitious Analysis
___ E-IP
Improper Citation
-RA Repetitious
Analysis
___
E-IP
Improper
Citation
___ U-TO Too Obvious
___ E-IQ Introduce Quote
-TO Too Obvious
___ E-IQ Introduce
___ U-GE Gross Exaggeration
___ Quote
E-EQ Extend Quote
-GE Gross___
Exaggeration
___
E-EQ
Extend
U-GU Glaring Understatement
___Quote
E-PE Provide Evidence
___ E-PE Provide
m-GU Glaring
___Understatement
U-UR Unsound Reasoning
___Evidence
E-DP Don’t “prove” plot, summary, topic
-UR
Unsound Reasoning
___ E-DP Don’t “prove” plot, summary, topic
ss
xt
Fallacies
Structure
Fallacies
norance ___
F-TW Two wrongs make a rightStructure
___ S-IT Irrelevant to Thesis
TW Two ___
wrongs
makeAppeal
a right to ___
S-IT Irrelevant
ThesisIrrelevant to Argument
sequences
F-AA
Authority
___ to
S-IA
AA
Appeal
to
Authority
___
S-IA
Irrelevant
to
Argument
ma
___ F-SM Straw Man
___ S-NA
No Argument in Paragraph
SM Straw___
ManF-TQ Tu Quoque
___ S-NA No Argument
in Paragraph
___ S-MC
Move toward Conclusion
TQ Tu Quoque
___ S-MC Move___
toward
Conclusion
___ F-SS Slippery Slope
S-MT
Move toward Thesis
SS
___ S-MT Move___
toward
Thesis
cy Slippery
___ Slope
F-HG Hasty Generalization
S-BA
Build toward Argument
HG Hasty___
Generalization
S-BA Build___
toward
Argument
allacy
F-AF Affective ___
Fallacy
S-PI
Prepare for Idea/Evidence
AF Affective Fallacy
___ S-PI Prepare for Idea/Evidence
U-UR:
Unsound Reasoning
“This goes to show that magic isn’t real cause
it hasn’t been proven by scientific people and
same goes with myth and that also hasn’t been
proven by anyone.
As a result of all this we could say that
there is no such thing as myth.”
on Content:
on Content:
Understanding & Thoroughness
Textual Evidence
Understanding
Thoroughness
Textual ___
Evidence
ssion
___& U-SA
Surface Analysis
E-WA Weak Analysis of Quote/Evidence/Example
-SA
Surface
Analysis
___
E-WA
Weak
Analysis
of Quote/Evidence/Example
rtion
___ U-CD Contradiction
___
E-NA
No Analysis of Quote/Evidence/Example
-CD Contradiction
___ E-NA No Analysis
of Quote/Evidence/Example
Assertion
___ U-EA Extend Analysis
___ E-EA
Extend Analysis of Quote/Evidence/Example
-EA Extend
___ E-EA Extend
Analysis
of Quote/Evidence/Example
___Analysis
U-UC Unclear Analysis
___
E-CQ
Condense Quote/Evidence/Example
-UC
___ E-CQ
Condense
ody Unclear
___Analysis
U-MI Misunderstood
Idea/Evid.
___ Quote/Evidence/Example
E-IR Irrelevant Quote/Evidence/Example
-MI
Misunderstood
E-IR Irrelevant
Essence
___ U-CTIdea/Evid.
Connect to___
Thesis
___ Quote/Evidence/Example
E-US Unnecessary Summary
-CT Connect
to
Thesis
___
E-US
Unnecessary
Summary
___ U-RA Repetitious Analysis
___ E-IP
Improper Citation
-RA Repetitious
Analysis
___
E-IP
Improper
Citation
___ U-TO Too Obvious
___ E-IQ Introduce Quote
-TO Too Obvious
___ E-IQ Introduce
___ U-GE Gross Exaggeration
___ Quote
E-EQ Extend Quote
-GE Gross___
Exaggeration
___
E-EQ
Extend
U-GU Glaring Understatement
___Quote
E-PE Provide Evidence
___ E-PE Provide
m-GU Glaring
___Understatement
U-UR Unsound Reasoning
___Evidence
E-DP Don’t “prove” plot, summary, topic
-UR
Unsound Reasoning
___ E-DP Don’t “prove” plot, summary, topic
ss
xt
Fallacies
Structure
Fallacies
norance ___
F-TW Two wrongs make a rightStructure
___ S-IT Irrelevant to Thesis
TW Two ___
wrongs
makeAppeal
a right to ___
S-IT Irrelevant
ThesisIrrelevant to Argument
sequences
F-AA
Authority
___ to
S-IA
AA
Appeal
to
Authority
___
S-IA
Irrelevant
to
Argument
ma
___ F-SM Straw Man
___ S-NA
No Argument in Paragraph
SM Straw___
ManF-TQ Tu Quoque
___ S-NA No Argument
in Paragraph
___ S-MC
Move toward Conclusion
TQ Tu Quoque
___ S-MC Move___
toward
Conclusion
___ F-SS Slippery Slope
S-MT
Move toward Thesis
SS
___ S-MT Move___
toward
Thesis
cy Slippery
___ Slope
F-HG Hasty Generalization
S-BA
Build toward Argument
HG Hasty___
Generalization
S-BA Build___
toward
Argument
allacy
F-AF Affective ___
Fallacy
S-PI
Prepare for Idea/Evidence
AF Affective Fallacy
___ S-PI Prepare for Idea/Evidence
E-NA:
No Analysis
“Genesis tells us how the world was
created. ‘Let there be light.’ Genesis
also tells us how man came to be”
on Content:
on Content:
Understanding & Thoroughness
Textual Evidence
Understanding
Thoroughness
Textual ___
Evidence
ssion
___& U-SA
Surface Analysis
E-WA Weak Analysis of Quote/Evidence/Example
-SA
Surface
Analysis
___
E-WA
Weak
Analysis
of Quote/Evidence/Example
rtion
___ U-CD Contradiction
___
E-NA
No Analysis of Quote/Evidence/Example
-CD Contradiction
___ E-NA No Analysis
of Quote/Evidence/Example
Assertion
___ U-EA Extend Analysis
___ E-EA
Extend Analysis of Quote/Evidence/Example
-EA Extend
___ E-EA Extend
Analysis
of Quote/Evidence/Example
___Analysis
U-UC Unclear Analysis
___
E-CQ
Condense Quote/Evidence/Example
-UC
___ E-CQ
Condense
ody Unclear
___Analysis
U-MI Misunderstood
Idea/Evid.
___ Quote/Evidence/Example
E-IR Irrelevant Quote/Evidence/Example
-MI
Misunderstood
E-IR Irrelevant
Essence
___ U-CTIdea/Evid.
Connect to___
Thesis
___ Quote/Evidence/Example
E-US Unnecessary Summary
-CT Connect
to
Thesis
___
E-US
Unnecessary
Summary
___ U-RA Repetitious Analysis
___ E-IP
Improper Citation
-RA Repetitious
Analysis
___
E-IP
Improper
Citation
___ U-TO Too Obvious
___ E-IQ Introduce Quote
-TO Too Obvious
___ E-IQ Introduce
___ U-GE Gross Exaggeration
___ Quote
E-EQ Extend Quote
-GE Gross___
Exaggeration
___
E-EQ
Extend
U-GU Glaring Understatement
___Quote
E-PE Provide Evidence
___ E-PE Provide
m-GU Glaring
___Understatement
U-UR Unsound Reasoning
___Evidence
E-DP Don’t “prove” plot, summary, topic
-UR
Unsound Reasoning
___ E-DP Don’t “prove” plot, summary, topic
ss
xt
Fallacies
Structure
Fallacies
norance ___
F-TW Two wrongs make a rightStructure
___ S-IT Irrelevant to Thesis
TW Two ___
wrongs
makeAppeal
a right to ___
S-IT Irrelevant
ThesisIrrelevant to Argument
sequences
F-AA
Authority
___ to
S-IA
AA
Appeal
to
Authority
___
S-IA
Irrelevant
to
Argument
ma
___ F-SM Straw Man
___ S-NA
No Argument in Paragraph
SM Straw___
ManF-TQ Tu Quoque
___ S-NA No Argument
in Paragraph
___ S-MC
Move toward Conclusion
TQ Tu Quoque
___ S-MC Move___
toward
Conclusion
___ F-SS Slippery Slope
S-MT
Move toward Thesis
SS
___ S-MT Move___
toward
Thesis
cy Slippery
___ Slope
F-HG Hasty Generalization
S-BA
Build toward Argument
HG Hasty___
Generalization
S-BA Build___
toward
Argument
allacy
F-AF Affective ___
Fallacy
S-PI
Prepare for Idea/Evidence
AF Affective Fallacy
___ S-PI Prepare for Idea/Evidence
“TBD”
E-EA:
Extend Analysis
on Content:
on Content:
Understanding & Thoroughness
Textual Evidence
Understanding
Thoroughness
Textual ___
Evidence
ssion
___& U-SA
Surface Analysis
E-WA Weak Analysis of Quote/Evidence/Example
-SA
Surface
Analysis
___
E-WA
Weak
Analysis
of Quote/Evidence/Example
rtion
___ U-CD Contradiction
___
E-NA
No Analysis of Quote/Evidence/Example
-CD Contradiction
___ E-NA No Analysis
of Quote/Evidence/Example
Assertion
___ U-EA Extend Analysis
___ E-EA
Extend Analysis of Quote/Evidence/Example
-EA Extend
___ E-EA Extend
Analysis
of Quote/Evidence/Example
___Analysis
U-UC Unclear Analysis
___
E-CQ
Condense Quote/Evidence/Example
-UC
___ E-CQ
Condense
ody Unclear
___Analysis
U-MI Misunderstood
Idea/Evid.
___ Quote/Evidence/Example
E-IR Irrelevant Quote/Evidence/Example
-MI
Misunderstood
E-IR Irrelevant
Essence
___ U-CTIdea/Evid.
Connect to___
Thesis
___ Quote/Evidence/Example
E-US Unnecessary Summary
-CT Connect
to
Thesis
___
E-US
Unnecessary
Summary
___ U-RA Repetitious Analysis
___ E-IP
Improper Citation
-RA Repetitious
Analysis
___
E-IP
Improper
Citation
___ U-TO Too Obvious
___ E-IQ Introduce Quote
-TO Too Obvious
___ E-IQ Introduce
___ U-GE Gross Exaggeration
___ Quote
E-EQ Extend Quote
-GE Gross___
Exaggeration
___
E-EQ
Extend
U-GU Glaring Understatement
___Quote
E-PE Provide Evidence
___ E-PE Provide
m-GU Glaring
___Understatement
U-UR Unsound Reasoning
___Evidence
E-DP Don’t “prove” plot, summary, topic
-UR
Unsound Reasoning
___ E-DP Don’t “prove” plot, summary, topic
ss
xt
Fallacies
Structure
Fallacies
norance ___
F-TW Two wrongs make a rightStructure
___ S-IT Irrelevant to Thesis
TW Two ___
wrongs
makeAppeal
a right to ___
S-IT Irrelevant
ThesisIrrelevant to Argument
sequences
F-AA
Authority
___ to
S-IA
AA
Appeal
to
Authority
___
S-IA
Irrelevant
to
Argument
ma
___ F-SM Straw Man
___ S-NA
No Argument in Paragraph
SM Straw___
ManF-TQ Tu Quoque
___ S-NA No Argument
in Paragraph
___ S-MC
Move toward Conclusion
TQ Tu Quoque
___ S-MC Move___
toward
Conclusion
___ F-SS Slippery Slope
S-MT
Move toward Thesis
SS
___ S-MT Move___
toward
Thesis
cy Slippery
___ Slope
F-HG Hasty Generalization
S-BA
Build toward Argument
HG Hasty___
Generalization
S-BA Build___
toward
Argument
allacy
F-AF Affective ___
Fallacy
S-PI
Prepare for Idea/Evidence
AF Affective Fallacy
___ S-PI Prepare for Idea/Evidence
E-CQ:
Condense Quote
Frazer said, “Thus the old magical theory of the seasons was
displaced, or rather supplemented, by a religious theory. For
although men now attributed the annual cycle of change primarily
to corresponding changes in their deities, they still thought that by
performing certain magical rites they could aid the god who was the
principle of life, in his struggle with the opposing principle of
death.”
Frazer believed that old magical theory was supplemented by a
religious theory, as man still “thought that by performing certain
magical rites they could aid the god who was the principle of life, in
his struggle with the opposing principle of death” (Frazer 12).
on Content:
on Content:
Understanding & Thoroughness
Textual Evidence
Understanding
Thoroughness
Textual ___
Evidence
ssion
___& U-SA
Surface Analysis
E-WA Weak Analysis of Quote/Evidence/Example
-SA
Surface
Analysis
___
E-WA
Weak
Analysis
of Quote/Evidence/Example
rtion
___ U-CD Contradiction
___
E-NA
No Analysis of Quote/Evidence/Example
-CD Contradiction
___ E-NA No Analysis
of Quote/Evidence/Example
Assertion
___ U-EA Extend Analysis
___ E-EA
Extend Analysis of Quote/Evidence/Example
-EA Extend
___ E-EA Extend
Analysis
of Quote/Evidence/Example
___Analysis
U-UC Unclear Analysis
___
E-CQ
Condense Quote/Evidence/Example
-UC
___ E-CQ
Condense
ody Unclear
___Analysis
U-MI Misunderstood
Idea/Evid.
___ Quote/Evidence/Example
E-IR Irrelevant Quote/Evidence/Example
-MI
Misunderstood
E-IR Irrelevant
Essence
___ U-CTIdea/Evid.
Connect to___
Thesis
___ Quote/Evidence/Example
E-US Unnecessary Summary
-CT Connect
to
Thesis
___
E-US
Unnecessary
Summary
___ U-RA Repetitious Analysis
___ E-IP
Improper Citation
-RA Repetitious
Analysis
___
E-IP
Improper
Citation
___ U-TO Too Obvious
___ E-IQ Introduce Quote
-TO Too Obvious
___ E-IQ Introduce
___ U-GE Gross Exaggeration
___ Quote
E-EQ Extend Quote
-GE Gross___
Exaggeration
___
E-EQ
Extend
U-GU Glaring Understatement
___Quote
E-PE Provide Evidence
___ E-PE Provide
m-GU Glaring
___Understatement
U-UR Unsound Reasoning
___Evidence
E-DP Don’t “prove” plot, summary, topic
-UR
Unsound Reasoning
___ E-DP Don’t “prove” plot, summary, topic
ss
xt
Fallacies
Structure
Fallacies
norance ___
F-TW Two wrongs make a rightStructure
___ S-IT Irrelevant to Thesis
TW Two ___
wrongs
makeAppeal
a right to ___
S-IT Irrelevant
ThesisIrrelevant to Argument
sequences
F-AA
Authority
___ to
S-IA
AA
Appeal
to
Authority
___
S-IA
Irrelevant
to
Argument
ma
___ F-SM Straw Man
___ S-NA
No Argument in Paragraph
SM Straw___
ManF-TQ Tu Quoque
___ S-NA No Argument
in Paragraph
___ S-MC
Move toward Conclusion
TQ Tu Quoque
___ S-MC Move___
toward
Conclusion
___ F-SS Slippery Slope
S-MT
Move toward Thesis
SS
___ S-MT Move___
toward
Thesis
cy Slippery
___ Slope
F-HG Hasty Generalization
S-BA
Build toward Argument
HG Hasty___
Generalization
S-BA Build___
toward
Argument
allacy
F-AF Affective ___
Fallacy
S-PI
Prepare for Idea/Evidence
AF Affective Fallacy
___ S-PI Prepare for Idea/Evidence
“TBD”
E-IR:
Irrelevant Quote
on Content:
on Content:
Understanding & Thoroughness
Textual Evidence
Understanding
Thoroughness
Textual ___
Evidence
ssion
___& U-SA
Surface Analysis
E-WA Weak Analysis of Quote/Evidence/Example
-SA
Surface
Analysis
___
E-WA
Weak
Analysis
of Quote/Evidence/Example
rtion
___ U-CD Contradiction
___
E-NA
No Analysis of Quote/Evidence/Example
-CD Contradiction
___ E-NA No Analysis
of Quote/Evidence/Example
Assertion
___ U-EA Extend Analysis
___ E-EA
Extend Analysis of Quote/Evidence/Example
-EA Extend
___ E-EA Extend
Analysis
of Quote/Evidence/Example
___Analysis
U-UC Unclear Analysis
___
E-CQ
Condense Quote/Evidence/Example
-UC
___ E-CQ
Condense
ody Unclear
___Analysis
U-MI Misunderstood
Idea/Evid.
___ Quote/Evidence/Example
E-IR Irrelevant Quote/Evidence/Example
-MI
Misunderstood
E-IR Irrelevant
Essence
___ U-CTIdea/Evid.
Connect to___
Thesis
___ Quote/Evidence/Example
E-US Unnecessary Summary
-CT Connect
to
Thesis
___
E-US
Unnecessary
Summary
___ U-RA Repetitious Analysis
___ E-IP
Improper Citation
-RA Repetitious
Analysis
___
E-IP
Improper
Citation
___ U-TO Too Obvious
___ E-IQ Introduce Quote
-TO Too Obvious
___ E-IQ Introduce
___ U-GE Gross Exaggeration
___ Quote
E-EQ Extend Quote
-GE Gross___
Exaggeration
___
E-EQ
Extend
U-GU Glaring Understatement
___Quote
E-PE Provide Evidence
___ E-PE Provide
m-GU Glaring
___Understatement
U-UR Unsound Reasoning
___Evidence
E-DP Don’t “prove” plot, summary, topic
-UR
Unsound Reasoning
___ E-DP Don’t “prove” plot, summary, topic
ss
xt
Fallacies
Structure
Fallacies
norance ___
F-TW Two wrongs make a rightStructure
___ S-IT Irrelevant to Thesis
TW Two ___
wrongs
makeAppeal
a right to ___
S-IT Irrelevant
ThesisIrrelevant to Argument
sequences
F-AA
Authority
___ to
S-IA
AA
Appeal
to
Authority
___
S-IA
Irrelevant
to
Argument
ma
___ F-SM Straw Man
___ S-NA
No Argument in Paragraph
SM Straw___
ManF-TQ Tu Quoque
___ S-NA No Argument
in Paragraph
___ S-MC
Move toward Conclusion
TQ Tu Quoque
___ S-MC Move___
toward
Conclusion
___ F-SS Slippery Slope
S-MT
Move toward Thesis
SS
___ S-MT Move___
toward
Thesis
cy Slippery
___ Slope
F-HG Hasty Generalization
S-BA
Build toward Argument
HG Hasty___
Generalization
S-BA Build___
toward
Argument
allacy
F-AF Affective ___
Fallacy
S-PI
Prepare for Idea/Evidence
AF Affective Fallacy
___ S-PI Prepare for Idea/Evidence
E-US:
Unnecessary Summary
“Myth is also seen as the origins of the
world, humanity, and social culture.
The book Enuma Elish is considered a
myth to me.
The book Enuma Elish is about…”
on Content:
on Content:
Understanding & Thoroughness
Textual Evidence
Understanding
Thoroughness
Textual ___
Evidence
ssion
___& U-SA
Surface Analysis
E-WA Weak Analysis of Quote/Evidence/Example
-SA
Surface
Analysis
___
E-WA
Weak
Analysis
of Quote/Evidence/Example
rtion
___ U-CD Contradiction
___
E-NA
No Analysis of Quote/Evidence/Example
-CD Contradiction
___ E-NA No Analysis
of Quote/Evidence/Example
Assertion
___ U-EA Extend Analysis
___ E-EA
Extend Analysis of Quote/Evidence/Example
-EA Extend
___ E-EA Extend
Analysis
of Quote/Evidence/Example
___Analysis
U-UC Unclear Analysis
___
E-CQ
Condense Quote/Evidence/Example
-UC
___ E-CQ
Condense
ody Unclear
___Analysis
U-MI Misunderstood
Idea/Evid.
___ Quote/Evidence/Example
E-IR Irrelevant Quote/Evidence/Example
-MI
Misunderstood
E-IR Irrelevant
Essence
___ U-CTIdea/Evid.
Connect to___
Thesis
___ Quote/Evidence/Example
E-US Unnecessary Summary
-CT Connect
to
Thesis
___
E-US
Unnecessary
Summary
___ U-RA Repetitious Analysis
___ E-IP
Improper Citation
-RA Repetitious
Analysis
___
E-IP
Improper
Citation
___ U-TO Too Obvious
___ E-IQ Introduce Quote
-TO Too Obvious
___ E-IQ Introduce
___ U-GE Gross Exaggeration
___ Quote
E-EQ Extend Quote
-GE Gross___
Exaggeration
___
E-EQ
Extend
U-GU Glaring Understatement
___Quote
E-PE Provide Evidence
___ E-PE Provide
m-GU Glaring
___Understatement
U-UR Unsound Reasoning
___Evidence
E-DP Don’t “prove” plot, summary, topic
-UR
Unsound Reasoning
___ E-DP Don’t “prove” plot, summary, topic
ss
xt
Fallacies
Structure
Fallacies
norance ___
F-TW Two wrongs make a rightStructure
___ S-IT Irrelevant to Thesis
TW Two ___
wrongs
makeAppeal
a right to ___
S-IT Irrelevant
ThesisIrrelevant to Argument
sequences
F-AA
Authority
___ to
S-IA
AA
Appeal
to
Authority
___
S-IA
Irrelevant
to
Argument
ma
___ F-SM Straw Man
___ S-NA
No Argument in Paragraph
SM Straw___
ManF-TQ Tu Quoque
___ S-NA No Argument
in Paragraph
___ S-MC
Move toward Conclusion
TQ Tu Quoque
___ S-MC Move___
toward
Conclusion
___ F-SS Slippery Slope
S-MT
Move toward Thesis
SS
___ S-MT Move___
toward
Thesis
cy Slippery
___ Slope
F-HG Hasty Generalization
S-BA
Build toward Argument
HG Hasty___
Generalization
S-BA Build___
toward
Argument
allacy
F-AF Affective ___
Fallacy
S-PI
Prepare for Idea/Evidence
AF Affective Fallacy
___ S-PI Prepare for Idea/Evidence
E-IC:
Improper Citation
God said “let there be light.”
God said, “Let there be light” (Genesis 1:3).
on Content:
on Content:
Understanding & Thoroughness
Textual Evidence
Understanding
Thoroughness
Textual ___
Evidence
ssion
___& U-SA
Surface Analysis
E-WA Weak Analysis of Quote/Evidence/Example
-SA
Surface
Analysis
___
E-WA
Weak
Analysis
of Quote/Evidence/Example
rtion
___ U-CD Contradiction
___
E-NA
No Analysis of Quote/Evidence/Example
-CD Contradiction
___ E-NA No Analysis
of Quote/Evidence/Example
Assertion
___ U-EA Extend Analysis
___ E-EA
Extend Analysis of Quote/Evidence/Example
-EA Extend
___ E-EA Extend
Analysis
of Quote/Evidence/Example
___Analysis
U-UC Unclear Analysis
___
E-CQ
Condense Quote/Evidence/Example
-UC
___ E-CQ
Condense
ody Unclear
___Analysis
U-MI Misunderstood
Idea/Evid.
___ Quote/Evidence/Example
E-IR Irrelevant Quote/Evidence/Example
-MI
Misunderstood
E-IR Irrelevant
Essence
___ U-CTIdea/Evid.
Connect to___
Thesis
___ Quote/Evidence/Example
E-US Unnecessary Summary
-CT Connect
to
Thesis
___
E-US
Unnecessary
Summary
___ U-RA Repetitious Analysis
___ E-IP
Improper Citation
-RA Repetitious
Analysis
___
E-IP
Improper
Citation
___ U-TO Too Obvious
___ E-IQ Introduce Quote
-TO Too Obvious
___ E-IQ Introduce
___ U-GE Gross Exaggeration
___ Quote
E-EQ Extend Quote
-GE Gross___
Exaggeration
___
E-EQ
Extend
U-GU Glaring Understatement
___Quote
E-PE Provide Evidence
___ E-PE Provide
m-GU Glaring
___Understatement
U-UR Unsound Reasoning
___Evidence
E-DP Don’t “prove” plot, summary, topic
-UR
Unsound Reasoning
___ E-DP Don’t “prove” plot, summary, topic
ss
xt
Fallacies
Structure
Fallacies
norance ___
F-TW Two wrongs make a rightStructure
___ S-IT Irrelevant to Thesis
TW Two ___
wrongs
makeAppeal
a right to ___
S-IT Irrelevant
ThesisIrrelevant to Argument
sequences
F-AA
Authority
___ to
S-IA
AA
Appeal
to
Authority
___
S-IA
Irrelevant
to
Argument
ma
___ F-SM Straw Man
___ S-NA
No Argument in Paragraph
SM Straw___
ManF-TQ Tu Quoque
___ S-NA No Argument
in Paragraph
___ S-MC
Move toward Conclusion
TQ Tu Quoque
___ S-MC Move___
toward
Conclusion
___ F-SS Slippery Slope
S-MT
Move toward Thesis
SS
___ S-MT Move___
toward
Thesis
cy Slippery
___ Slope
F-HG Hasty Generalization
S-BA
Build toward Argument
HG Hasty___
Generalization
S-BA Build___
toward
Argument
allacy
F-AF Affective ___
Fallacy
S-PI
Prepare for Idea/Evidence
AF Affective Fallacy
___ S-PI Prepare for Idea/Evidence
E-IQ:
Introduce Quote
This story although it’s a myth but its
related to our society where father are
more dominant than mothers and
mothers however are so protectable.
“How could we allow what we ourselves
created to perish?”
on Content:
on Content:
Understanding & Thoroughness
Textual Evidence
Understanding
Thoroughness
Textual ___
Evidence
ssion
___& U-SA
Surface Analysis
E-WA Weak Analysis of Quote/Evidence/Example
-SA
Surface
Analysis
___
E-WA
Weak
Analysis
of Quote/Evidence/Example
rtion
___ U-CD Contradiction
___
E-NA
No Analysis of Quote/Evidence/Example
-CD Contradiction
___ E-NA No Analysis
of Quote/Evidence/Example
Assertion
___ U-EA Extend Analysis
___ E-EA
Extend Analysis of Quote/Evidence/Example
-EA Extend
___ E-EA Extend
Analysis
of Quote/Evidence/Example
___Analysis
U-UC Unclear Analysis
___
E-CQ
Condense Quote/Evidence/Example
-UC
___ E-CQ
Condense
ody Unclear
___Analysis
U-MI Misunderstood
Idea/Evid.
___ Quote/Evidence/Example
E-IR Irrelevant Quote/Evidence/Example
-MI
Misunderstood
E-IR Irrelevant
Essence
___ U-CTIdea/Evid.
Connect to___
Thesis
___ Quote/Evidence/Example
E-US Unnecessary Summary
-CT Connect
to
Thesis
___
E-US
Unnecessary
Summary
___ U-RA Repetitious Analysis
___ E-IP
Improper Citation
-RA Repetitious
Analysis
___
E-IP
Improper
Citation
___ U-TO Too Obvious
___ E-IQ Introduce Quote
-TO Too Obvious
___ E-IQ Introduce
___ U-GE Gross Exaggeration
___ Quote
E-EQ Extend Quote
-GE Gross___
Exaggeration
___
E-EQ
Extend
U-GU Glaring Understatement
___Quote
E-PE Provide Evidence
___ E-PE Provide
m-GU Glaring
___Understatement
U-UR Unsound Reasoning
___Evidence
E-DP Don’t “prove” plot, summary, topic
-UR
Unsound Reasoning
___ E-DP Don’t “prove” plot, summary, topic
ss
xt
Fallacies
Structure
Fallacies
norance ___
F-TW Two wrongs make a rightStructure
___ S-IT Irrelevant to Thesis
TW Two ___
wrongs
makeAppeal
a right to ___
S-IT Irrelevant
ThesisIrrelevant to Argument
sequences
F-AA
Authority
___ to
S-IA
AA
Appeal
to
Authority
___
S-IA
Irrelevant
to
Argument
ma
___ F-SM Straw Man
___ S-NA
No Argument in Paragraph
SM Straw___
ManF-TQ Tu Quoque
___ S-NA No Argument
in Paragraph
___ S-MC
Move toward Conclusion
TQ Tu Quoque
___ S-MC Move___
toward
Conclusion
___ F-SS Slippery Slope
S-MT
Move toward Thesis
SS
___ S-MT Move___
toward
Thesis
cy Slippery
___ Slope
F-HG Hasty Generalization
S-BA
Build toward Argument
HG Hasty___
Generalization
S-BA Build___
toward
Argument
allacy
F-AF Affective ___
Fallacy
S-PI
Prepare for Idea/Evidence
AF Affective Fallacy
___ S-PI Prepare for Idea/Evidence
“TBD”
E-EQ:
Extend Quote
on Content:
on Content:
Understanding & Thoroughness
Textual Evidence
Understanding
Thoroughness
Textual ___
Evidence
ssion
___& U-SA
Surface Analysis
E-WA Weak Analysis of Quote/Evidence/Example
-SA
Surface
Analysis
___
E-WA
Weak
Analysis
of Quote/Evidence/Example
rtion
___ U-CD Contradiction
___
E-NA
No Analysis of Quote/Evidence/Example
-CD Contradiction
___ E-NA No Analysis
of Quote/Evidence/Example
Assertion
___ U-EA Extend Analysis
___ E-EA
Extend Analysis of Quote/Evidence/Example
-EA Extend
___ E-EA Extend
Analysis
of Quote/Evidence/Example
___Analysis
U-UC Unclear Analysis
___
E-CQ
Condense Quote/Evidence/Example
-UC
___ E-CQ
Condense
ody Unclear
___Analysis
U-MI Misunderstood
Idea/Evid.
___ Quote/Evidence/Example
E-IR Irrelevant Quote/Evidence/Example
-MI
Misunderstood
E-IR Irrelevant
Essence
___ U-CTIdea/Evid.
Connect to___
Thesis
___ Quote/Evidence/Example
E-US Unnecessary Summary
-CT Connect
to
Thesis
___
E-US
Unnecessary
Summary
___ U-RA Repetitious Analysis
___ E-IP
Improper Citation
-RA Repetitious
Analysis
___
E-IP
Improper
Citation
___ U-TO Too Obvious
___ E-IQ Introduce Quote
-TO Too Obvious
___ E-IQ Introduce
___ U-GE Gross Exaggeration
___ Quote
E-EQ Extend Quote
-GE Gross___
Exaggeration
___
E-EQ
Extend
U-GU Glaring Understatement
___Quote
E-PE Provide Evidence
___ E-PE Provide
m-GU Glaring
___Understatement
U-UR Unsound Reasoning
___Evidence
E-DP Don’t “prove” plot, summary, topic
-UR
Unsound Reasoning
___ E-DP Don’t “prove” plot, summary, topic
ss
xt
Fallacies
Structure
Fallacies
norance ___
F-TW Two wrongs make a rightStructure
___ S-IT Irrelevant to Thesis
TW Two ___
wrongs
makeAppeal
a right to ___
S-IT Irrelevant
ThesisIrrelevant to Argument
sequences
F-AA
Authority
___ to
S-IA
AA
Appeal
to
Authority
___
S-IA
Irrelevant
to
Argument
ma
___ F-SM Straw Man
___ S-NA
No Argument in Paragraph
SM Straw___
ManF-TQ Tu Quoque
___ S-NA No Argument
in Paragraph
___ S-MC
Move toward Conclusion
TQ Tu Quoque
___ S-MC Move___
toward
Conclusion
___ F-SS Slippery Slope
S-MT
Move toward Thesis
SS
___ S-MT Move___
toward
Thesis
cy Slippery
___ Slope
F-HG Hasty Generalization
S-BA
Build toward Argument
HG Hasty___
Generalization
S-BA Build___
toward
Argument
allacy
F-AF Affective ___
Fallacy
S-PI
Prepare for Idea/Evidence
AF Affective Fallacy
___ S-PI Prepare for Idea/Evidence
E-PE:
Provide Evidence
“In his book The Golden Bough, he starts off by
saying before humans were smart, they thought that
they controlled everything such as the agriculture,
seasons, and even animals.”
“In his book The Golden Bough, Frazer states,
“[insert quote],” revealing his belief that humans
thought that they controlled everything such as the
agriculture, seasons, and even animals.”
ement
ng
___ E-PE Provide Evidence
___ E-DP Don’t “prove” plot, summary, topic
on Content:
Structure
Understanding & Thoroughness
Textual Evidence
e a right ___ S-IT Irrelevant to Thesis
-SA Surface Analysis
___ E-WA Weak Analysis of Quote/Evidence/Example
ty
___ S-IA Irrelevant to Argument
-CD Contradiction
___ E-NA No Analysis of Quote/Evidence/Example
___ S-NA No Argument in Paragraph
-EA Extend Analysis
___ E-EA Extend Analysis of Quote/Evidence/Example
___ S-MC Move toward Conclusion
-UC Unclear Analysis
___ E-CQ Condense Quote/Evidence/Example
___ S-MT Move toward Thesis
-MI Misunderstood Idea/Evid. ___ E-IR Irrelevant Quote/Evidence/Example
ion
___ S-BA Build toward Argument
-CT Connect to Thesis
___ E-US Unnecessary Summary
___ S-PI Prepare for Idea/Evidence
-RA Repetitious Analysis
___ E-IP Improper Citation
-TO Too Obvious
___ E-IQ Introduce Quote
-GE Gross Exaggeration
___ E-EQ Extend Quote
-GU Glaring Understatement
___ E-PE Provide Evidence
-UR Unsound Reasoning
___ E-DP Don’t “prove” plot, summary, topic
TW
AA
SM
TQ
SS
HG
AF
Fallacies
Structure
Two wrongs make a right
Appeal to Authority
Straw Man
Tu Quoque
Slippery Slope
Hasty Generalization
Affective Fallacy
___
___
___
___
___
___
___
S-IT
S-IA
S-NA
S-MC
S-MT
S-BA
S-PI
TBD
Irrelevant to Thesis
Irrelevant to Argument
No Argument in Paragraph
Move toward Conclusion
Move toward Thesis
Build toward Argument
Prepare for Idea/Evidence
S-IT:
Irrelevant to Thesis
ement
ng
___ E-PE Provide Evidence
___ E-DP Don’t “prove” plot, summary, topic
on Content:
Structure
Understanding & Thoroughness
Textual Evidence
e a right ___ S-IT Irrelevant to Thesis
-SA Surface Analysis
___ E-WA Weak Analysis of Quote/Evidence/Example
ty
___ S-IA Irrelevant to Argument
-CD Contradiction
___ E-NA No Analysis of Quote/Evidence/Example
___ S-NA No Argument in Paragraph
-EA Extend Analysis
___ E-EA Extend Analysis of Quote/Evidence/Example
___ S-MC Move toward Conclusion
-UC Unclear Analysis
___ E-CQ Condense Quote/Evidence/Example
___ S-MT Move toward Thesis
-MI Misunderstood Idea/Evid. ___ E-IR Irrelevant Quote/Evidence/Example
ion
___ S-BA Build toward Argument
-CT Connect to Thesis
___ E-US Unnecessary Summary
___ S-PI Prepare for Idea/Evidence
-RA Repetitious Analysis
___ E-IP Improper Citation
-TO Too Obvious
___ E-IQ Introduce Quote
-GE Gross Exaggeration
___ E-EQ Extend Quote
-GU Glaring Understatement
___ E-PE Provide Evidence
-UR Unsound Reasoning
___ E-DP Don’t “prove” plot, summary, topic
TW
AA
SM
TQ
SS
HG
AF
Fallacies
Structure
Two wrongs make a right
Appeal to Authority
Straw Man
Tu Quoque
Slippery Slope
Hasty Generalization
Affective Fallacy
___
___
___
___
___
___
___
S-IT
S-IA
S-NA
S-MC
S-MT
S-BA
S-PI
Irrelevant to Thesis
Irrelevant to Argument
No Argument in Paragraph
Move toward Conclusion
Move toward Thesis
Build toward Argument
Prepare for Idea/Evidence
“TBD”
S-IA:
Irrelevant to Argument
ement
ng
___ E-PE Provide Evidence
___ E-DP Don’t “prove” plot, summary, topic
on Content:
Structure
Understanding & Thoroughness
Textual Evidence
e a right ___ S-IT Irrelevant to Thesis
-SA Surface Analysis
___ E-WA Weak Analysis of Quote/Evidence/Example
ty
___ S-IA Irrelevant to Argument
-CD Contradiction
___ E-NA No Analysis of Quote/Evidence/Example
___ S-NA No Argument in Paragraph
-EA Extend Analysis
___ E-EA Extend Analysis of Quote/Evidence/Example
___ S-MC Move toward Conclusion
-UC Unclear Analysis
___ E-CQ Condense Quote/Evidence/Example
___ S-MT Move toward Thesis
-MI Misunderstood Idea/Evid. ___ E-IR Irrelevant Quote/Evidence/Example
ion
___ S-BA Build toward Argument
-CT Connect to Thesis
___ E-US Unnecessary Summary
___ S-PI Prepare for Idea/Evidence
-RA Repetitious Analysis
___ E-IP Improper Citation
-TO Too Obvious
___ E-IQ Introduce Quote
-GE Gross Exaggeration
___ E-EQ Extend Quote
-GU Glaring Understatement
___ E-PE Provide Evidence
-UR Unsound Reasoning
___ E-DP Don’t “prove” plot, summary, topic
TW
AA
SM
TQ
SS
HG
AF
Fallacies
Structure
Two wrongs make a right
Appeal to Authority
Straw Man
Tu Quoque
Slippery Slope
Hasty Generalization
Affective Fallacy
___
___
___
___
___
___
___
S-IT
S-IA
S-NA
S-MC
S-MT
S-BA
S-PI
Irrelevant to Thesis
Irrelevant to Argument
No Argument in Paragraph
Move toward Conclusion
Move toward Thesis
Build toward Argument
Prepare for Idea/Evidence
“TBD”
S-NA:
No Argument
___
___
___
___
___
___
L-UC
L-WD
L-MI
L-PR
L-AP
L-LC
Unclear
Wordiness
Mangled Idiom
Pronoun Reference
Awk. Parenthetical
Lacks Cohesion
Clarity
___
___
___
___
___
L-IL
L-IT
L-ID
L-IS
L-IV
Inappr. Language
Inappr. Tone
Inappr. Diction
Inappr. Subject
Inappr. Voice
Appropriateness for Audience
L-PV Passive Voice
L-WW Wrong Word
L-AL Awk. Language
L-CL Cliché
L-FW Flat Word Choice
L-UW Unnecess. Word
___
___
___
___
___
___
Style
___
___
___
___
___
___
___
___
___
___
___
___
T-JD
T-UA
T-IA
T-NA
T-BD
T-SW
T-TG
Justify Discussion
Unclear Assertion
Incomplete Assertion
No Assertion
Belongs in Body
Say Why, in Essence
Too General
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F-AH
F-OS
F-OC
F-AI
F-AC
F-FD
F-RH
F-BW
F-GF
F-IF
Ad Hominem
One-Sidedness
Out of Context
Appeal to Ignorance
Fallacies
C-SF Sentence Fragment
C-RO Run-on Sentences
C-SI Too often Simple
C-MW Missing Word
C-EW Extra Word
Thesis
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Appeal to Consequences ___
False Dilemma
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Red Herring
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Band Wagon
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Genetic Fallacy
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Intentional Fallacy
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P-TS?
P-TM
P-TT
Sentences
Conventions: The student made a conventional error, specifically…
Punctuation
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F-TW
F-AA
F-SM
F-TQ
F-SS
F-HG
F-AF
Understanding & Thoroughness
Surface Analysis
Contradiction
Extend Analysis
Unclear Analysis
Misunderstood Idea/Evid.
Connect to Thesis
Repetitious Analysis
Too Obvious
Gross Exaggeration
Glaring Understatement
Unsound Reasoning
Two wrongs make a right
Appeal to Authority
Straw Man
Tu Quoque
Slippery Slope
Hasty Generalization
Affective Fallacy
S-IT
S-IA
S-NA
S-MC
S-MT
S-BA
S-PI
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Two wrongs make a right
Appeal to Authority
Straw Man
Tu Quoque
Slippery Slope
Hasty Generalization
Affective Fallacy
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Fallacies
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E-WA
E-NA
E-EA
E-CQ
E-IR
E-US
E-IP
E-IQ
E-EQ
E-PE
E-DP
F-TW
F-AA
F-SM
F-TQ
F-SS
F-HG
F-AF
Textual Evidence
Weak Analysis of Quote/Evidence/Example
No Analysis of Quote/Evidence/Example
Extend Analysis of Quote/Evidence/Example
Condense Quote/Evidence/Example
Irrelevant Quote/Evidence/Example
Unnecessary Summary
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Appeal to Consequences ___
False Dilemma
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Red Herring
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Band Wagon
___
Genetic Fallacy
___
Intentional Fallacy
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Fallacies
E-WA
E-NA
E-EA
E-CQ
E-IR
E-US
E-IP
E-IQ
E-EQ
E-PE
E-DP
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Ad Hominem
One-Sidedness
Out of Context
Appeal to Ignorance
on Content:
Surface Analysis
Contradiction
Extend Analysis
Unclear Analysis
Misunderstood Idea/Evid.
Connect to Thesis
Repetitious Analysis
Too Obvious
Gross Exaggeration
Glaring Understatement
Unsound Reasoning
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___
F-AH
F-OS
F-OC
F-AI
F-AC
F-FD
F-RH
F-BW
F-GF
F-IF
Article trouble (the, a/an)
In/Transitive Verb
Wrong Form (adj/adv…)
No Topic Sentence
Topic Sentence Misplaced
Too Many Topics
Textual Evidence
Weak Analysis of Quote/Evidence/Example
No Analysis of Quote/Evidence/Example
Extend Analysis of Quote/Evidence/Example
Condense Quote/Evidence/Example
Irrelevant Quote/Evidence/Example
Unnecessary Summary
C-IP Indicating Possession
C-UC Unnecessary Comma
C-MC Missing Comma
C-QU Wrong/Missing Quotes
C-WC Wrong Colon/Semicol.
C-QM Needs question mark
Understanding & Thoroughness
Punctuation
U-SA
U-CD
U-EA
U-UC
U-MI
U-CT
U-RA
U-TO
U-GE
U-GU
U-UR
Subj-Verb Agreement
Wrong/Shifting Tense
Faulty Parallelism
Grammar
Inappr. Language
Inappr. Tone
Inappr. Diction
Inappr. Subject
Inappr. Voice
Fallacies
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U-SA
U-CD
U-EA
U-UC
U-MI
U-CT
U-RA
U-TO
U-GE
U-GU
U-UR
Thesis
C-SV
C-VT
C-FP
C-WF
C-AR
C-TR
P-TS?
P-TM
P-TT
Justify Discussion
Unclear Assertion
Incomplete Assertion
No Assertion
Belongs in Body
Say Why, in Essence
Too General
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T-JD
T-UA
T-IA
T-NA
T-BD
T-SW
T-TG
C-SP Spelling
C-HO Homonyms
C-PL Plural/Sing.
C-FM Formatting
C-FC Faulty Caps
C-PR Proofread
L-IL
L-IT
L-ID
L-IS
L-IV
on Content:
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C-IP Indicating Possession
C-UC Unnecessary Comma
C-MC Missing Comma
C-QU Wrong/Missing Quotes
C-WC Wrong Colon/Semicol.
C-QM Needs question mark
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Structure
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L-PV Passive Voice
L-WW Wrong Word
L-AL Awk. Language
L-CL Cliché
L-FW Flat Word Choice
L-UW Unnecess. Word
Mechanics
___ P-II
___ P-DI
___ P-JP
Irrelevant to Thesis
Irrelevant to Argument
No Argument in Paragraph
Move toward Conclusion
Move toward Thesis
Build toward Argument
Prepare for Idea/Evidence
Structure
Improper Citation
Introduce Quote
Extend Quote
Provide Evidence
Don’t “prove” plot, summary, topic
Clarity
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Sentences
C-SF Sentence Fragment
C-RO Run-on Sentences
C-SI Too often Simple
C-MW Missing Word
C-EW Extra Word
P-NT No Transition
P-WT Weak Transition
P-WC Weak Closing
Insufficient Supporting Ideas
Disordered Supporting Ideas
Join Paragraphs
Unclear
Wordiness
Mangled Idiom
Pronoun Reference
Awk. Parenthetical
Lacks Cohesion
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___ P-II
___ P-DI
___ P-JP
Mechanics
No Topic Sentence
Topic Sentence Misplaced
Too Many Topics
Conventions: The student made a conventional error, specifically…
P-NT No Transition
P-WT Weak Transition
P-WC Weak Closing
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L-UC
L-WD
L-MI
L-PR
L-AP
L-LC
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Paragraphs: ability to organize proper paragraphs (transition, topic sentence, supporting ideas, closing)
L-MM Mixed Metaphor
L-AM Awkward Metaphor
L-RW Repetitious Wording
L-RR Repetitious Rhythm
L-FP Surplus First Person
L-RD Redundant
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Paragraphs: ability to organize proper paragraphs (transition, topic sentence, supporting ideas, closing)
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Language/Word Choice: ability to use engaging language that was clear, appropriate, and expressive in style
on Style and Form:
ESSAY CORRECTION CODES
Mr. Brennan’s Senior English
Language/Word Choice: ability to use engaging language that was clear, appropriate, and expressive in style
on Style and Form:
Appropriateness for Audience
Style
C-SP Spelling
C-HO Homonyms
C-PL Plural/Sing.
C-FM Formatting
C-FC Faulty Caps
C-PR Proofread
S-IT
S-IA
S-NA
S-MC
S-MT
S-BA
S-PI
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L-MM Mixed Metaphor
L-AM Awkward Metaphor
L-RW Repetitious Wording
L-RR Repetitious Rhythm
L-FP Surplus First Person
L-RD Redundant
Insufficient Supporting Ideas
Disordered Supporting Ideas
Join Paragraphs
C-SV
C-VT
C-FP
C-WF
C-AR
C-TR
Grammar
Subj-Verb Agreement
Wrong/Shifting Tense
Faulty Parallelism
Wrong Form (adj/adv…)
Article trouble (the, a/an)
In/Transitive Verb
Improper Citation
Introduce Quote
Extend Quote
Provide Evidence
Don’t “prove” plot, summary, topic
Irrelevant to Thesis
Irrelevant to Argument
No Argument in Paragraph
Move toward Conclusion
Move toward Thesis
Build toward Argument
Prepare for Idea/Evidence