Charles Ball, "the Georgian Slave"

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1 Charles Ball, "the Georgian Slave" by Ryan Akinbayode WORD COUNT 687 CHARACTER COUNT 3751 TIME SUBMITTED FEB 25, :50PM

2 1 2 coh cap lc (,) 3 4

3 font MLA 5 6 MLA ital (,) del

4 ital cap (,) 7 MLA 8 MLA

5 sp 9 MLA frag cap cap 10

6 GRADEMARK REPORT FINAL GRADE 31 / 50 GENERAL COMMENTS Mr. Akinbayode, Thank you for submitting your draft on time. You re off to a good start, informing the reader of your research question and plan for your research paper. You also ask some engaging questions. Keep that up! I m afraid, though, that this draft is incomplete. You were to provide a full page of text, not including the heading, and provide complete, relevant annotations that speak to your intended focus and question. Also, please revisit MLA for exactness. Please follow the assignment specifics so that you can be successful on it. Let me know if you have any questions. PAGE 1 1. What about it? What will your slant be? 2. Refer to the authors by their last name, never by first name alone when writing. You don't know them. Coherence Coherence: Good writing should be coherent--that is, the ideas should progress logically and smoothly from one sentence to the next throughout the text. For more information about coherence, see 2b. Capital Capital: Capital letters designate such things as individual names, peoples and their languages, geographical names, and certain organizations. Rhetorically, capitalization contributes to clarity when it marks the beginning of a sentence. When you are uncertain whether to capitalize a particular word, look it up in a current dictionary. See 44a-44f for more information on capitalization. Lowercase Lowercase: Change a capital letter to lowercase. For capitalization conventions, see chapter 44. For words in a title that should be capitalized and lowercase according to MLA style, see "Title of Book or Part of Book" on page 194. For the APA rules regarding capitalization in titles, see "Title of Book or Part of Book" on page 245. For CMS rules, see page Unnecessary Comma Unnecessary Comma: Avoid unnecessary or misplaced commas. Don't use a comma to separate a subject from a verb; to separate compound subjects, predicates, or objects; at the beginning of a series; after the last item in a series; with essential (restrictive) modifiers; after a coordinating conjunction between independent clauses; after a subordinating conjunction; with quotations that fit into the structure of your sentence; or with quotation marks that enclose titles. See 38l. For effective use of commas, see 38a to 38k. 3. Methodology? Sources? This is incomplete. You need to connect your ideas more as well, and steer the reader to the scope of this paper. In other words, the background that you provide should lead the reader to your intended focus. Make it clear.

7 4. who? PAGE 2 Font Font : Font is the style of typeface you are using. Often, serif fonts (such as Times New Roman and Garamond) are used for body text, and sans serif fonts (such as Arial and Verdana) are used for headings. For more information on fonts, see 19b. MLA Documentation MLA Documentation: The Modern Language Association (MLA) provides a citation style used to cite sources in the fields of English, rhetoric and composition, foreign languages, and literature. Using the MLA style in your humanities paper allows your readers to easily identify the source of information or a quotation and find the relevant publication information. The MLA style includes two basic components: (1) citations of summaries, paraphrases, and quotations given inside parentheses in the body of the text, and (2) an alphabetically organized Works Cited page at the end of the text, which provides the author, title, and publication details for each source used. See chapter 13. If you need an example of how to cite a particular kind of source, such as a book or an article, see the list of MLA indexes on page 181. For instruction on and examples of MLA in-text citations, see 13a. For Works Cited information, see 13b. To learn how to format a paper in MLA style using Microsoft Word, see 13c. For a sample paper that uses MLA style, see 13d. 5. This is not MLA. Why is the font different? This reads as a caption for the image. 6. Connection to your plan? All annotations for this assignment must be at least 4 sentences. MLA Documentation MLA Documentation: The Modern Language Association (MLA) provides a citation style used to cite sources in the fields of English, rhetoric and composition, foreign languages, and literature. Using the MLA style in your humanities paper allows your readers to easily identify the source of information or a quotation and find the relevant publication information. The MLA style includes two basic components: (1) citations of summaries, paraphrases, and quotations given inside parentheses in the body of the text, and (2) an alphabetically organized Works Cited page at the end of the text, which provides the author, title, and publication details for each source used. See chapter 13. If you need an example of how to cite a particular kind of source, such as a book or an article, see the list of MLA indexes on page 181. For instruction on and examples of MLA in-text citations, see 13a. For Works Cited information, see 13b. To learn how to format a paper in MLA style using Microsoft Word, see 13c. For a sample paper that uses MLA style, see 13d. Italics Italics: Italics alert readers that you are using a word or phrase in a special way. The use of italics marks the titles of long works; see 44g. Italics indicate that words and letters are being referred to as such; see 44h. Italics identify the names of specific spacecraft, aircraft, ships, and trains; see 44i. Italics are used for foreign words and phrases only if they are not in common use; see 44j. In plain text , you'll need to substitute a pair of underscores for italics; see 44k. Italics can be used to emphasize words, but use this technique sparingly. Delete Delete: Watch for and delete unnecessary elements during the editing and proofreading process. Once you are satisfied with the overall structure and content of your writing project, move to editing individual sentences for clarity, effectiveness, and variety. Be sure to look at diction, word choice, punctuation, and spelling. Proofreading means making a special search to ensure that the final work you submit is free from error. This is usually the last step in your editing process. The final draft should reflect the care you took as a writer. See 3e and 3f for more information on editing and proofreading.

8 Unnecessary Comma Unnecessary Comma: Avoid unnecessary or misplaced commas. Don't use a comma to separate a subject from a verb; to separate compound subjects, predicates, or objects; at the beginning of a series; after the last item in a series; with essential (restrictive) modifiers; after a coordinating conjunction between independent clauses; after a subordinating conjunction; with quotations that fit into the structure of your sentence; or with quotation marks that enclose titles. See 38l. For effective use of commas, see 38a to 38k. PAGE 3 Capital Capital: Capital letters designate such things as individual names, peoples and their languages, geographical names, and certain organizations. Rhetorically, capitalization contributes to clarity when it marks the beginning of a sentence. When you are uncertain whether to capitalize a particular word, look it up in a current dictionary. See 44a-44f for more information on capitalization. Italics Italics: Italics alert readers that you are using a word or phrase in a special way. The use of italics marks the titles of long works; see 44g. Italics indicate that words and letters are being referred to as such; see 44h. Italics identify the names of specific spacecraft, aircraft, ships, and trains; see 44i. Italics are used for foreign words and phrases only if they are not in common use; see 44j. In plain text , you'll need to substitute a pair of underscores for italics; see 44k. Italics can be used to emphasize words, but use this technique sparingly. Unnecessary Comma Unnecessary Comma: Avoid unnecessary or misplaced commas. Don't use a comma to separate a subject from a verb; to separate compound subjects, predicates, or objects; at the beginning of a series; after the last item in a series; with essential (restrictive) modifiers; after a coordinating conjunction between independent clauses; after a subordinating conjunction; with quotations that fit into the structure of your sentence; or with quotation marks that enclose titles. See 38l. For effective use of commas, see 38a to 38k. 7. Why is this useful? Isn't this your primary source? Make sure your annotations inform the reader of your scope. MLA Documentation MLA Documentation: The Modern Language Association (MLA) provides a citation style used to cite sources in the fields of English, rhetoric and composition, foreign languages, and literature. Using the MLA style in your humanities paper allows your readers to easily identify the source of information or a quotation and find the relevant publication information. The MLA style includes two basic components: (1) citations of summaries, paraphrases, and quotations given inside parentheses in the body of the text, and (2) an alphabetically organized Works Cited page at the end of the text, which provides the author, title, and publication details for each source used. See chapter 13. If you need an example of how to cite a particular kind of source, such as a book or an article, see the list of MLA indexes on page 181. For instruction on and examples of MLA in-text citations, see 13a. For Works Cited information, see 13b. To learn how to format a paper in MLA style using Microsoft Word, see 13c. For a sample paper that uses MLA style, see 13d. 8. Relevance to your scope? Connect. Note: Images cannot readily support your position in your paper. Be sure to provide the types of sources that will bolster your argument for your upcoming paper. Note this throughout. MLA Documentation MLA Documentation: The Modern Language Association (MLA) provides a citation style used to cite sources in the fields of English, rhetoric and composition, foreign languages, and literature. Using the MLA style in your humanities paper allows your readers to easily identify the source of information or a quotation and find the relevant publication information. The MLA style includes two basic components: (1) citations of summaries, paraphrases, and quotations given inside parentheses in the body of the text, and (2) an

9 alphabetically organized Works Cited page at the end of the text, which provides the author, title, and publication details for each source used. See chapter 13. If you need an example of how to cite a particular kind of source, such as a book or an article, see the list of MLA indexes on page 181. For instruction on and examples of MLA in-text citations, see 13a. For Works Cited information, see 13b. To learn how to format a paper in MLA style using Microsoft Word, see 13c. For a sample paper that uses MLA style, see 13d. PAGE 4 Spelling Spelling: Attention to spelling communicates your respect for readers and your commitment to your ideas. So develop good spelling habits; see 46a. Check for commonly misspelled words; for a list, see 46b. Watch for homonyms and other commonly confused words; see 46c and the glossary of usage. Follow spelling rules; see 46d. When you aren't sure how to spell a word, consult a college dictionary. 9.? MLA Documentation MLA Documentation: The Modern Language Association (MLA) provides a citation style used to cite sources in the fields of English, rhetoric and composition, foreign languages, and literature. Using the MLA style in your humanities paper allows your readers to easily identify the source of information or a quotation and find the relevant publication information. The MLA style includes two basic components: (1) citations of summaries, paraphrases, and quotations given inside parentheses in the body of the text, and (2) an alphabetically organized Works Cited page at the end of the text, which provides the author, title, and publication details for each source used. See chapter 13. If you need an example of how to cite a particular kind of source, such as a book or an article, see the list of MLA indexes on page 181. For instruction on and examples of MLA in-text citations, see 13a. For Works Cited information, see 13b. To learn how to format a paper in MLA style using Microsoft Word, see 13c. For a sample paper that uses MLA style, see 13d. Fragment Fragment: A sentence fragment is only a piece of a sentence; it is not complete. A fragment may lack a subject, a verb, or both. Or it may have a subject and verb, but these appear in a subordinate clause that renders the clause dependent on another sentence for meaning. Eliminate a fragment by attaching it to a complete sentence or rewriting the fragment as a complete sentence. To understand incomplete and missing verbs, see 31a. To understand missing subjects, see 31b. To identify subject-verb pairs that can't act as sentences, that is, dependent clauses, see 31c. Some fragments are missing both subject and verb; these are phrase fragments; see 31d. Be aware that sentence fragments are occasionally used in both fiction and nonfiction writing, often as a technique to create emphasis through an abrupt change of rhythm; see 31e. Capital Capital: Capital letters designate such things as individual names, peoples and their languages, geographical names, and certain organizations. Rhetorically, capitalization contributes to clarity when it marks the beginning of a sentence. When you are uncertain whether to capitalize a particular word, look it up in a current dictionary. See 44a-44f for more information on capitalization. Capital Capital: Capital letters designate such things as individual names, peoples and their languages, geographical names, and certain organizations. Rhetorically, capitalization contributes to clarity when it marks the beginning of a sentence. When you are uncertain whether to capitalize a particular word, look it up in a current dictionary.

10 See 44a-44f for more information on capitalization Connection? Usefulness to your scope?

11 RUBRIC: PROSPECTUS SPA (20%) 3.10 / 5 4 / 5 EXCELLENT (5) GOOD (4) SATISFACTORY (3) UNSATISFACTORY (2) UNACCEPTABLE (1) Research question is appropriate for assignment; document satisfies audience expectations- Question will yield an assertion, opinion, thesis statement for research paper;1-1/2 pages of text, plan for the research, methodology, sources. Research question is sufficiently narrow but the document only partially responds to it Research question lacks specificity or is too narrow or broad for audience and purpose. Research question does not address assignment or meet audience needs. Presents an question that will yield a report. Research is question missing or inadequate. ANNOTATIONS (30%) 2 / 5 EXCELLENT (5) GOOD (4) SATISFACTORY (3) UNSATISFACTORY (2) UNACCEPTABLE (1) Required information is provided and thorough for each source--4-6 informative, relevant sentences that speak to the research question and plan. At least ¾ of the sources provide complete and thorough information. Half or fewer sources provide complete and thorough information. Each source lacks part of required information. Annotation missing or uninformative. FORMATTING (30%) 3 / 5 EXCELLENT (5) GOOD (4) SATISFACTORY (3) UNSATISFACTORY (2) UNACCEPTABLE (1) All citations and all aspects of prospectus meet formatting specifications--mla Citation Style. Sources for prospectus are consistent with MLA. Occasional errors in citations and/or oversights in page formatting. Frequent deviations from citation and/or page requirements. Formatting is of mixed styles or inconsistently used. Formatting is care-less or lacking. LANGUAGE (20%) 4 / 5 EXCELLENT (5) GOOD (4) Style, tone, and expression appropriate for academic writing; diction well chosen; syntax and mechanics virtually error-free. Style and tone suitable for academic writing; syntax and mechanics have minor errors; diction appropriate in most instances.

12 SATISFACTORY (3) UNSATISFACTORY (2) UNACCEPTABLE (1) Style and tone fall short of academic standards; distracting usage, diction, and mechanical errors. Little resemblance to academic writing in most respects. Frequent errors inhibit clarity and meaning.

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