Annotated Bibliography

by Clarisa Melgar

Submission date: 16-Oct-2017 10:33PM (UT C-0700)

Submission ID: 864066634
File name: Annotated_Bibliography.docx (20.93K)
Word count: 830
Character count: 4842
 this is a great topic with plenty
of research to get you started--
good choice! Now, to achieve
your "purpose," try limiting your
research to articles about the
skepticism and reluctance you
acknowledge and how health
care specialists can overcome
that skepticism.

good question

use periods to
separate
Unclear because of missing words complete
Proof read
sentences--
there are three
here.

I like these
questions and
the context
you've

provided in
your intro--
good.

add your thesis to your

introduction.
 good formatting

try using fewer

prepositions (there are
5 in this sentence)

add
specifi
city-- how exactly is
why is this article
it connected to the
advant controversy over
ageoudo vaccinating
s? yo children?
u
m
ea
n
"fa
mil
iar
"?
 Quot overreliance

Usually, your
summary should
sound more like
the title. Can you
add your
misinformation "counterargument"
and its correction should be what anti-
to your summary? vaxxers would say.
Annotated Bibliography
GRADEMARK REPORT

FINAL GRADE GENERAL COMMENTS

Instructor

82
PAGE 1
/100

Text Comment. this is a great topic with plenty of research to get you started--good
choice! Now, to achieve your "purpose," try limiting your research to articles about the
skepticism and reluctance you acknowledge and how health care specialists can overcome that
skepticism.

Text Comment. good question

Text Comment. use periods to separate complete sentences--there are three here.

Text Comment. Unclear because of missing words

QM Proof read
Proof read caref ully to identif y and correct simple errors like those in this sentence.

Text Comment. I like these questions and the context you've provided in your intro--good.

Text Comment. add your thesis to your introduction.

PAGE 2

Text Comment. good f ormatting

Text Comment. try using f ewer prepositions (there are 5 in this sentence)

Text Comment. add specif icity--why is it advantageous?

 Text Comment. how exactly is this article connected to the controversy over vaccinating
children?

Text Comment. do you mean "f amiliar"?

PAGE 3

QM Quot overreliance
Let your quotations speak with you, not f or you. Paraphrase where you can. Shorten
quotations.

Text Comment. Usually, your summary should sound more like the title. Can you add
misinf ormation and its correction to your summary?

Text Comment. your "counterargument" should be what anti-vaxxers would say.

PAGE 4
RUBRIC: ANNOT BIBLIO RUBRIC

RHET FOCUS Developing

Write f or a specif ic audience and purpose.

ABSENT OR BELOW Audience's needs are of ten not recognized: terms and ideas need explanation and
BASIC language needs adjustment f or the audience. Purpose (to persuade reader that
sources are appropriate f or this editorial) 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 persuade reader that
sources are appropriate f or this editorial) 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 persuade reader that sources
are appropriate f or this editorial) 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 persuade reader that
sources are appropriate f or this editorial) is clear and achieved with style.

ET HICAL RES Prof icient

Using the appropriate majors customary citation style, ethically cite and communicate inf ormation f rom a
variety of discipline-appropriate sources.

ABSENT OR BELOW Omits or uses discipline-appropriate in-text and end-of -text citations and quotation
BASIC marks incorrectly. Drops quotations and ideas into text without introducing source.
Frequently uses irrelevant or unpersuasive sources or relies exclusively on one
source.

DEVELOPING A f ew errors in discipline-appropriate in-text and end-of -text citations and quotation
marks. Of ten includes sources without introduction in cases when introduction is
necessary and discipline appropriate. Sometimes relies too heavily on a single source
or uses irrelevant or unpersuasive sources.

PROFICIENT Correctly uses discipline-appropriate in-text and end-of -text citations and quotation
marks. Usually introduces each source f ully (as necessary and discipline-appropriate)
reader knows who did the research or communicating, f or whom, and why. Use of
sources is usually diverse, relevant and persuasive.

ADVANCED Correctly uses discipline-appropriate in-text and end-of -text citations and quotation
marks. Introduces each source f ully (as necessary and discipline-appropriate)
reader knows who did the research or communicating, f or whom, and why. Use of
sources is always diverse, relevant and persuasive.

PERSUASION Developing
Compare, evaluate, synthesize, and communicate caref ully, objectively, and persuasively the relative merits
of alternative or opposing arguments, assumptions, and cultural values. Integrate this evaluative work into
a persuasive argument.

ABSENT OR BELOW Annotations to the working title and thesis are unclear, and their relevance,
BASIC timeliness, balance, and authority may be questionable or unclear. Alternately, the
writer may not have written the three required sentences f or each source.

DEVELOPING Annotations are related to the working title and thesis, but their relevance, timeliness,
balance, and authority may be questionable or unclear.

PROFICIENT Annotations usually persuade reader that the listed sources support the working title
and thesis and are relevant, timely, balanced, and authoritative.

ADVANCED Annotations persuade reader that the listed sources support the working title and
thesis and are relevant, timely, balanced, and authoritative.

ORGANIZ AT ION Advanced

Organize, f ocus, and communicate ones thoughts clearly and ef f ectively to address a rhetorical situation.

ABSENT OR BELOW Organizational devices (working title and thesis, summary sentences, headings) are
BASIC missing or unclear. T hree-sentence annotations are not coherent.

DEVELOPING Organizational devices (working title and thesis, summary sentences, headings) f it
the prompt, but may be vague, too broad, or inconsistenly or illogically linked. T hree-
sentence annotations may not be coherent.

PROFICIENT Clear, specif ic organizational devices (working title and thesis, summary sentences,
headings) f it the prompt and tie ideas and topics together. T hree-sentence
annotations are coherent.

ADVANCED Clear, specif ic organizational devices (working title and thesis, summary sentences,
headings) f it the prompt and tie ideas and topics together logically and seamlessly.
T hree-sentence annotations f low logically and seamlessly.

LANG & DESIGN Prof icient

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 OR BELOW Spelling, syntax, diction, or punctuation errors impede readability. Lanuage may ref lect
BASIC a gender or cultural bias. Design may be unconventional and inef f ective.

DEVELOPING Spelling, syntax, diction, or punctuation errors of ten impede readability or otherwise
distract f rom meaning. Lanuage may occasionally suggest a gender or cultural bias.
Design may be inconventional or inef f ective.

PROFICIENT Spelling, syntax, diction, or punctuation errors are f ew and do not distract f rom
meaning. Lanuage respects gender and cultural dif f erences. Design is conventional
and ef f ective.

ADVANCED Outstanding control of language, including ef f ective diction and sentence variety.
Lanuage respects gender and cultural dif f erences. Design is conventional and
ef f ective.
Annotated Bibliography
ORIGINALITY REPORT

11 %
SIMILARIT Y INDEX
4%
INT ERNET SOURCES
3%
PUBLICAT IONS
9%
ST UDENT PAPERS

PRIMARY SOURCES

1
Submitted to American Public University
System
2%
St udent Paper

2
J. Gray. "Rotavirus vaccines: safety, efficacy
and public health impact : Foresight: Rotavirus
2%
vaccines", Journal of Internal Medicine,
09/2011
Publicat ion

3
lifecarechiropractic.com
Int ernet Source 1%
4
Submitted to CSU, Fullerton
St udent Paper 1%
5
Submitted to Southern Utah University
St udent Paper 1%
6
Submitted to La Trobe University
St udent Paper 1%
7
www.science.gov
Int ernet Source 1%
Exclude quotes On Exclude matches Of f
Exclude bibliography On