Data Commentary

10% of your final grade — Estimated time required: 1 hour

Before class begins on Friday, February 5th, submit your final English 101D “Data Commentary” based on either 1) your first-day diagnostic writing assignment or 2) another figure in your field (appropriatedly cited, of course, if the figure is not originally yours!) and carefully checked in light of:

  1. Your “English 101D Writing Journal” notes on RWT’s results section articles/videos (from the following previous homework assignments: 1, 2, 3, 4, 5, 6)
  2. If relevant, my feedback on your first-day diagnostic writing assignment
  3. The rubric below that I’m planning on using to guide my data commentary grading
  4. Your “English 101D Writing Journal” notes on English verb tenses (from this previous homework assignment)
  5. Science Research Writing‘s vocabulary lists for expressing sequence, frequency, quantity and causality (pp. 94-111 — FYI: Monday’s major homework assignment is scheduled to be you copying-and-pasting and organizing/categorizing these vocabulary lists in some way that makes sense to you. However, if you want to complete this assignment while checking your data commentary for needing this vocabulary, that’s also okay)
  6. COCA‘s guidance regarding standard/preferred English phrasing

 

I’d be very happy to give each of you a high grade for this assignment (= 10% of your English 101D final grade) if I can justify this high score because it’s clearly grounded in your real learning!

English 101D Data Commentary Rubric

E = excellent (12 points)      OK = acceptable (6 points)      NI = needs improvement (0 points)

E OK NI
      Does my data commentary overview the meaning of my figure?

 

      Does my data commentary explain likely reasons for the data communicated by my figure?

 

      Does my data commentary outline what the trends in my data suggest for the future?

 

      Does my data commentary clearly communicate what I want to say? (e.g. Does it use appropriate signalling words to clearly communicate the relationship between my ideas?) — (See SRW, pp. 7-11, 56-57, 94-99, 118-119)

 

      Does my data commentary avoid COCA-/OneLook-correctable errors?

 

      Does my data commentary use appropriate verb tenses? (See SRW, pp. 4-7, 11-12, 18, 20, 23, 47-50, 87, 147, 158-167, 172, 186, 192, 201-204)
      Does my data commentary avoid errors in subject/verb or article agreement, singular/plural form, or countable/uncountable noun form? (If you carefully read and apply SRW, pp. 50-55 and 109, you should be able to correct most of your patterned errors in this category — most other errors in this category you should be able to correct via COCA)

 

      Do I demonstrate respect for my readers by avoiding easy-to-correct errors such as those involving capitalization, spelling, or punctuation? (FYI: In research writing, the presence of easy-to-correct errors in capitalization, spelling, or punctuation in English research writing suggests to editors/reviewers/professors that an author has put only minimum effort into his/her writing —and since laziness in one aspect of life is frequently correlated with being lazy generally—that very possibly the author also put minimum effort into his/her actual research and therefore probably has nothing of substantial value to contribute to this journal and/or the field!. . . . Obviously, such interpretations can greatly hurt the probability that an author’s work will be accepted for publication!!! In addition, editors/reviewers/professors who read your work are likely to interpret the presence of easy-to-correct errors in your writing as disrespectful of their time since such errors, especially if they are frequent, tend to slow down readers by distracting them from your content.)

 

Please note: Because I want students to learn from my feedback, tentatively graded data commentaries can be resubmitted based on my comments for a possible score of up to 100%. The current tentative grade for this data commentary is %.