Op Ed on Zero School Tolerance in Schools Essay according to the comments and rubric, please adjust this paper. I will provide comments for you to fix it C

Op Ed on Zero School Tolerance in Schools Essay according to the comments and rubric, please adjust this paper. I will provide comments for you to fix it Criteria
Ratings
Proficient
Some
Insufficient
Critical
Thinking &
Analysis
The approach to the assigned
topic of study is insightful,
and/or creative, persuasive,
unique, and worth developing;
the level of thinking/analysis is
strong; the ideas are clearly
communicated with focus and
specificity; the topic is
considered/addressed from
several facets or perspectives;
the writer understands
discipline-specific methods for
producing knowledge; the
content is tailored to the
disciplinary audience.
Satisfactory
The approach is
acceptable, reasonable,
thoughtful; the level of
thinking/analysis is
appropriate; the ideas
offered are generally
specific and focused,
some are insightful,
usually communicated
clearly; the writer shows
an awareness of other
facets or perspectives;
the writer seems to
understand the
disciplinary discourse
and has taken some care
in including content
appropriate to the
disciplinary audience.
The approach is
occasionally adequate;
some evidence of
thinking/analysis, or an
attempt at analysis, is
evident; the ideas offered
are intermittently
delineated, thought-
through, and appropriate
to the task; the writer
attempts to show
awareness of at least one
other facet or perspective;
the writer sporadically
shows awareness of the
disciplinary discourse and
includes content that is
relevant to the
disciplinary audience.
The approach is
inadequate or confusing;
little or no evidence of
critical thinking and
analysis are evident;
although some of the
ideas may be worthwhile,
the level of insight and
clarity of presentation are
lacking; the writer does
not take into account
other facets or
perspectives, or does so in
an inappropriate or
simplistic manner; the
thinking lacks focus and
clarity, illustrates
misconceptions; little or
no evidence of awareness
of the disciplinary
audience.
Use of
Evidence
Proficient
Some
Insufficient
Uses evidence/sources
appropriately and
effectively, with a clear
understanding of the
disciplinary audience’s
expectations;
evidence/sources,
including data tables or
other visuals, are clearly
and accurately
represented and
smoothly integrated
into writer’s
argument/purpose
Satisfactory
Generally uses
evidence/sources
appropriately and effectively,
with understanding of the
disciplinary audience’s
expectations, shows
awareness (if appropriate) of
the previous knowledge
generated within the
discipline (e.g., literature
review); evidence/sources
used generally contribute to
the overall argument/purpose
of the writer;
evidence/sources are usually
represented accurately and
with clarity; evidence/sources,
including data tables or other
visuals, are often well
integrated into writer’s
argument/purpose (writer
controls the ideas, the sources
do not).
Evidence/sources have
occasionally been used
appropriately, and
intermittently further the
writer’s purpose/argument;
some evidence of
disciplinary expectations for
sources/research are
evident; evidence/sources
are presented with some
degree of clarity, with some
misreading or simplistic
reading; the
evidence/sources, including
data tables or other visuals,
may overwhelm the writer’s
own voice and purpose;
evidence/sources are
inconsistently integrated
into the prose.
Evidence/sources, if
present at all, are used
inappropriately,
simplistically, or
misreading is evident;
the writing shows little
or no evidence of the
writer’s understanding of
the discipline’s
expectations for
presenting evidence and
using sources;
evidence/sources,
including data tables or
other visuals, are
mismatched with the
writer’s purpose within
the prose.
Development
& Structure
Proficient
Some
Insufficient
the organization is
apparent, coherent,
and contributes to
the overall goals; the
insightful, specific,
focused development
of the main purpose
is effectively
organized in
sections, the reader
is effortlessly guided
through the writer’s
chain of reasoning or
progression of ideas
Satisfactory
The prose generally illustrates
the writer’s understanding of
the genre/discipline’s methods
of organizing written discourse;
the organization is usually
apparent, coherent, and
contributes to the overall goals;
the development of ideas is
generally insightful, specific and
focused, following a logical
progression; appropriate
transitions connect the ideas
and show relations between
them; the reader is guided
through the writer’s chain of
reasoning or progression of
ideas.
The op-ed shows some of
the writer’s understanding
in how to develop an
argument/support a key
point; the development of
ideas is somewhat
insightful, specific,
focused, and logical;; the
reader can occasionally
follow the writer’s chain of
reasoning or progression
of ideas.
The op-ed piece does not
clearly illustrate the writer’s
understanding of the
methods of organizing an op-
ed piece; organization is
random, simplistic or
inappropriately sequential,
and rarely (if ever)
contributes to the overall
goals; little or no
development of ideas is
evident, with limited insight,
focus or logic; the writing has
little or no internal
coherence; the reader has
difficulty following the
writer’s chain of reasoning or
progression of ideas.
Proficient
Satisfactory
Some
Insufficient
Language &
Style
Conventions
The writing is styled and
eloquent, with an easy
flow, rhythm, and
cadence; writing is clear
and comprehensible to a
general audience;
mechanics (spelling,
punctuation, grammar,
and usage) enhance
overall readability and
purpose; writing free of
errors, evidence of
careful editing and
proofreading.
The writing is generally
appropriately styled and has a flow,
rhythm, and cadence; sentences are
purposeful and varied in structure;
sentences and paragraphing
typically show appropriate use of
rhetorical, disciplinary, or generic
conventions; the writer generally
chooses words for their precise
meanings and uses an appropriate
level of specificity, illustrating
his/her understanding of the
discipline’s discourse; mechanics
(spelling, punctuation, grammar,
usage, and paragraphing) contribute
to overall purpose; writing is almost
free of errors, with evidence of
editing and proofreading; limited
errors do not detract from
readability. Correct and appropriate
use of citation methods for the
discipline and genre.
The writing shows some
styling and eloquence;
writing is somewhat clear
and comprehensible to a
general audience;
mechanics (spelling,
punctuation, grammar,
usage) enhance overall
readability and purpose;
writing has spelling or
grammatical errors, but
they don’t interfere with
the comprehensibility of
the paper.
The writing shows
limited styling and
eloquence; writing
is unclear for a
general audience;
mechanics (spelling,
punctuation,
grammar, usage)
interfere with
overall readability
and purpose;
writing has
numerous spelling
or grammatical
errors
Sources Cited
Citations in Progress
Completed
All sources are cited using APA
format
Citations are
Missing
Some sources, but not all, have been cited. APA format
hasn’t been used.
No sources are
cited

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