engl 363 annotated

bibliography.docx
by Roger Vuong

Submission date: 18-Mar-2019 09:55PM (UT C-0700)

Submission ID: 1095824401
File name: engl_363_annotated_bibliography.docx (20.22K)
Word count: 748
Character count: 3919
 Excellent research, citations, summaries, and annotations! See more comments below.

OK, you can narrow your focus later,

if necessary, to achieve depth.

I thought it was naturally occuring in

some bacteria? reword accordingly.

eucaryotic?

Solid introduction. Might want to

intro some possibilities and
dangers of its use, too. Just a
couple of examples in alist.
 wow!

confusing structure--whose DNA is cut? Proof read

good

relate this article to your others

in mice

great annotation
engl 363 annotated bibliography.docx
ORIGINALITY REPORT

19 %
SIMILARIT Y INDEX
14%
INT ERNET SOURCES
18%
PUBLICAT IONS
16%
ST UDENT PAPERS

PRIMARY SOURCES

1
Submitted to University of Melbourne
St udent Paper 5%
2
pure.knaw.nl
Int ernet Source 4%
3
dspace.cuni.cz
Int ernet Source 4%
4
Submitted to University of Nevada, Las Vegas
St udent Paper 3%
5
peerj.com
Int ernet Source 1%
6
Mojica, Francisco J.M., and Lluis Montoliu. "On
the Origin of CRISPR-Cas Technology: From
1%
Prokaryotes to Mammals", Trends in
Microbiology, 2016.
Publicat ion

7
Fredy Altpeter, Nathan M. Springer, Laura E
Bartley, Ann Blechl et al. "Advancing Crop
1%
Transformation in the Era of Genome Editing",
The Plant Cell, 2016
 Publicat ion

Exclude quotes On Exclude matches < 4 words

Exclude bibliography On
engl 363 annotated bibliography.docx
GRADEMARK REPORT

FINAL GRADE GENERAL COMMENTS

Instructor

97
PAGE 1
/100

Text Comment. Excellent research, citations, summaries, and annotations! See more
comments below.

Text Comment. OK, you can narrow your f ocus later, if necessary, to achieve depth.

Text Comment. I thought it was naturally occuring in some bacteria? reword accordingly.

Text Comment. eucaryotic?

Text Comment. Solid introduction. Might want to intro some possibilities and dangers of
its use, too. Just a couple of examples in alist.

PAGE 2

Text Comment. wow!

Text Comment. conf using structure--whose DNA is cut?

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

Text Comment. good

Text Comment. relate this article to your others

 Text Comment. in mice

Text Comment. great annotation

PAGE 3

PAGE 4
RUBRIC: 36 3 ANNOT BIBLIO RUBRIC 4

RHET FOCUS Advanced

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 your review) 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 your review) 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 your review) 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 your review) is clear and achieved with style.

ET HICAL RES Advanced

Using the appropriate major’s 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 Advanced
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 purpose are unclear, and their relevance,
BASIC timeliness, balance, and authority may be questionable or unclear. Alternately, the
writer may not have written the required sentences f or each source.

DEVELOPING Annotations are related to the working title and purpose, 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 purpose and are relevant, timely, balanced, and authoritative.

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

ORGANIZ AT ION Advanced

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

ABSENT OR BELOW Organizational devices (working title and purpose, intro, summary sentences,
BASIC headings) are missing or unclear. 100-word annotations are incoherent.

DEVELOPING Organizational devices (working title and purpose, intro, summary sentences,
headings) f it the prompt, but may be vague, too broad, or inconsistently or illogically
linked. 100-word annotations may not be coherent.

PROFICIENT Clear, specif ic organizational devices (working title and purpose, intro, summary
sentences, headings) f it the prompt and tie ideas and topics together. 100-word
annotations are coherent.

ADVANCED Clear, specif ic organizational devices (working title and purpose, intro, summary
sentences, headings, etc.) f it the prompt and tie ideas and topics together logically
and seamlessly. 100-word 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.