The student has the capacity to give strong arguments, supporting them with quotes from the text, but lacks in some point of interest when they are talking about the significance of the quote and the effect it has on the intended audience. In every supporting argument paragraph, the student does refer to the audience and purpose, but they lack in point of interest while clarifying how the rhetorical choice influences the audience and how it supports the purpose. The conclusion of the initial draft is fairly weak in point of interest, where the student refers to the intended audience and purpose but does not demonstrate a strong comprehension of what impacts the rhetorical choices had on them. The student also commits a mistake in the references, he just cite one reference, but he wrote works cited it means that there is not just one citation but more than
The student has the capacity to give strong arguments, supporting them with quotes from the text, but lacks in some point of interest when they are talking about the significance of the quote and the effect it has on the intended audience. In every supporting argument paragraph, the student does refer to the audience and purpose, but they lack in point of interest while clarifying how the rhetorical choice influences the audience and how it supports the purpose. The conclusion of the initial draft is fairly weak in point of interest, where the student refers to the intended audience and purpose but does not demonstrate a strong comprehension of what impacts the rhetorical choices had on them. The student also commits a mistake in the references, he just cite one reference, but he wrote works cited it means that there is not just one citation but more than