CDillague_FlavivirusReview

by Criselda Dillague

FILE

REVIEW_OF_FLAVIVIRUS.DOCX (727.27K)

T IME SUBMIT T ED

23-APR-2016 09:36PM

WORD COUNT

1766

SUBMISSION ID

664182604

CHARACT ER COUNT

10650

the structure causes the

pathogenesis?

structure
problem-mosquitoes can
give humans
WNV, right?
Your sentence
clouds this
meaning.

unclear

watch out for subject verb agreement (virus . . . infect(s))

that's all?

always?

If it's the best method, why are we

engineering sterile/deadly mosquitoes?

CDillague_FlavivirusReview
GRADEMARK REPORT
FINAL GRADE

GENERAL COMMENTS

90

Instructor
T his was so interesting to read. I had never heard of
the reverse procedure. You've described it well! Your
organization is also logical.

/200

Because you're discussing several viruses, each of

the three treatment types could become your sole
topic, allowing you to develop the research progress
in more depth.

PAGE 1
PAGE 2
PAGE 3

QM

Unclear
Your construction of this sentence clouds your meaning.

QM

Concise
Practice our sentence revision techniques here and throughout your report (e.g., reduce
prepositional phrases, use vigorous verbs, etc.).

Text Comment.
QM

the structure causes the pathogenesis?

number error
Your subject and verb don't match in number here. One is plural and the other is singular. Can
you correct it? T his is a common error pattern. Double check the rest of your subjects and
verbs to ensure they match in number.

PAGE 4

Text Comment.

structure problem--mosquitoes can give humans WNV, right? Your

sentence clouds this meaning.
QM

delete
some words or phrases here are unnecessary; they may even cloud your meaing.

Text Comment.

unclear

Text Comment.

watch out f or subject verb agreement (virus . . . inf ect(s))

Text Comment.

that's all?

Text Comment.

always?

PAGE 5

QM

citation add
You need a citation here.

Text Comment.

If it's the best method, why are we

engineering sterile/deadly mosquitoes?
PAGE 6

QM

Unclear
Your construction of this sentence clouds your meaning.

QM

Unclear
Your construction of this sentence clouds your meaning.

PAGE 7
PAGE 8

RUBRIC: REVIEW ARTICLE RUBRIC 2

AUD. & PURP.

Prof icient

SLO #1: Write f ormally and inf ormally, in-class and out-of -class, f or a variety of audiences and purposes.
ABSENT/BELOW
BASIC

Audience's needs are of ten not recognized: terms and ideas either need explanation
or are over explained and language needs adjustment f or the journal's audience.
Purpose (to f amiliarize readers with research regarding a contemporary subject of
interest) isn't clear or achieved.

DEVELOPING

Shows some attention to audience's needs, sometimes def ining necessary terms and
ideas and using audience-appropriate language. Purpose (to f amiliarize readers with
research regarding a contemporary subject of interest) may be unclear at times, and it
may not be achieved convincingly.

PROFICIENT

Usually shows attention to audience's needs, def ining necessary terms and ideas
and using audience-appropriate language. Purpose (to f amiliarize readers with
research regarding a contemporary subject of interest) may be implied, but it's clear
and achieved.

ADVANCED

Shows sophisticated attention to audience's needs, def ining necessary terms and
ideas and using audience-appropriate language. Purpose (to f amiliarize readers with
research regarding a contemporary subject of interest) is clear and achieved with
style.

SOURCES

Advanced

SLO #2: Find, evaluate, select, synthesize, organize, ethically cite, and present inf ormation f rom a variety
of sources appropriate to their disciplines.
ABSENT/BELOW
BASIC

Fails to use MLA- or APA-style parenthetical citations, quotation marks, and works
cited list as specif ied by journal. Frequently uses irrelevant or unpersuasive sources.

DEVELOPING

A f ew errors in MLA- or APA-style parenthetical citations, quotation marks, and works

cited list. Sometimes uses irrelevant or unpersuasive sources.

PROFICIENT

Almost always uses MLA- or APA-style parenthetical citations, quotation marks, and
works cited list as specif ied by journal. Use of sources is usually relevant and
persuasive.

ADVANCED

Correctly uses MLA- or APA-style parenthetical citations, quotation marks, and works
cited list as specif ied by journal. Use of sources is always relevant and persuasive.

PERSUASION

Prof icient

SLO #3: Compare, contrast, and synthesize caref ully and objectively the relative merits of alternative or
opposing arguments, assumptions, and cultural values.
ABSENT/BELOW
BASIC

Fails to demonstrate similarities and dif f erences between research of dif f erent
scholars. May be biased in presentation of research. Descriptions of research may be
unclear.

DEVELOPING

Sometimes demonstrates similarities and dif f erences between research of dif f erent
scholars. Attempts to synthesize this research caref ully and objectively. Some
descriptions may be unclear.

PROFICIENT

Usually demonstrates similarities and dif f erences between research of dif f erent
scholars with clarity. Synthesizes this research caref ully and objectively. Describes
the research, usually noting objectively merits of various procedures.

ADVANCED

Demonstrates similarities and dif f erences between research of dif f erent scholars
with clarity and sophistication. Synthesizes this research caref ully and objectively.
Describes the research, noting objectively merits of various procedures.

ORGANIZ AT ION

Advanced

SLO #4: Organize ones thoughts and communicate them clearly to address a rhetorical situation. Employs
IMRAD structure where appropriate.
ABSENT/BELOW
BASIC

Organizational devices (statement of purpose, headings, topic sentences,

transitions) may be absent, unrelated to the prompt, or illogically connected. Ps are
usually not unif ied or organized.

DEVELOPING

Organizational devices (statement of purpose, headings, topic sentences,

transitions) f it the prompt, but may be vague, too broad, or inconsistenly or illogically
linked. Ps may not be unif ied.

PROFICIENT

Clear, specif ic organizational devices (statement of purpose, headings, topic

sentences, transitions) f it the prompt and tie ideas together adequately.

ADVANCED

Clear, specif ic organizational devices (statement of purpose, headings, topic

sentences, transitions) f it the prompt and tie ideas together logically and seamlessly.

LANG & DESIGN

Prof icient

SLO #5: Recognize, evaluate, and employ the f eatures and contexts of language and design that express
and inf luence meaning and that demonstrate sensitivity to gender and cultural dif f erences.
ABSENT/BELOW
BASIC

T one and/or design usually suggest/s an absence of awareness of audience and/or

generic conventions. Spelling, syntax, diction, or punctuation errors impede
readability.

DEVELOPING

T one and/or design are/is sometimes inappropriate or unconventional. Spelling,

syntax, diction, or punctuation errors impede readability or otherwise distract f rom
meaning.

PROFICIENT

Appropriate tone and design conf orm to assigned audience and genre. Spelling,
syntax, diction, or punctuation errors are f ew and do not distract f rom meaning.

ADVANCED

Sophisticated tone and design engage reader and conf orm to assigned audience and
genre. Outstanding control of language, including ef f ective diction and sentence
variety.