CRISPRdef.

docx
by Charmayne Joyce Zablan

Submission date: 24-Feb-2020 11:33PM (UTC-0800)

Submission ID: 1263763136
File name: CRISPRdef.docx (344.39K)
Word count: 1854
Character count: 10278
Two Successes: 1) Excellent research boosts your credibility and brings this right up to date. 2) Your graphics and text work
together to explain a difficult process. Two Challenges: 1) Some repetition, which generally means you can find an alternate
way to organize. 2) Naming some diseases--human or human-relevant--will add significance to your definition. Try some
examples to add this significance.
to simplify, can you say bacteria and viruses in this sentence, and then get more sophisticated
later?

of a bacterial?

hmm, this seems complex in a sentence--maybe try

bullets?

inserts?
Pro or Ref

reconsider all
these "its"

Pro or Ref

Good explanation
identify this as used by humans (vs. by bacteria)

cut twice here is

confusing

Use APA for figures here

 Repetitive

maybe subheaders for

examples?

good
 yikes!

maybe subheaders in this section

too?
explain--why
would it be more
costly for
humans? Asking
because I have a
brother with
cancer.
great research!
CRISPRdef.docx
ORIGINALITY REPORT

7 %
SIMILARITY INDEX
5%
INTERNET SOURCES
3%
PUBLICATIONS
6%
STUDENT PAPERS

PRIMARY SOURCES

1
Submitted to University of Kentucky
Student Paper 1%
2
cjur.ca
Internet Source 1%
3
Submitted to King's College
Student Paper 1%
4
febs.onlinelibrary.wiley.com
Internet Source 1%
5
Submitted to University of New England
Student Paper 1%
6
pub.epsilon.slu.se
Internet Source 1%
7
tefor.net
Internet Source 1%
8
Submitted to Lake Land College
Student Paper <1%
9
Submitted to Raha International School
Student Paper <1%
10
"Genome Editing", Springer Science and
Business Media LLC, 2016
<1%
Publication

Exclude quotes On Exclude matches < 4 words

Exclude bibliography On
CRISPRdef.docx
GRADEMARK REPORT

FINAL GRADE GENERAL COMMENTS

Instructor

88
PAGE 1
/100

Text Comment. Two Successes: 1) Excellent research boosts your credibility and brings this
right up to date. 2) Your graphics and text work together to explain a difficult process. Two
Challenges: 1) Some repetition, which generally means you can find an alternate way to organize. 2)
Naming some diseases--human or human-relevant--will add significance to your definition. Try some
examples to add this significance.

PAGE 2

Text Comment. to simplify, can you say bacteria and viruses in this sentence, and then get
more sophisticated later?

Text Comment. bacterial?

Text Comment. of a

Text Comment. hmm, this seems complex in a sentence--maybe try bullets?

Text Comment. inserts?

QM Pro or Ref
Check all your pronouns and references. If it's not obvious to whom or what they refer, make it
obvious by using the specific noun again.

Text Comment. reconsider all these "its"

 QM Pro or Ref
Check all your pronouns and references. If it's not obvious to whom or what they refer, make it
obvious by using the specific noun again.

Text Comment. Good explanation

PAGE 3

Text Comment. identify this as used by humans (vs. by bacteria)

Text Comment. cut twice here is confusing

Text Comment. Use APA for figures here

PAGE 4

QM Repetitive
See if you can combine and condense these sentences or ideas, as they are repetitive or redundant.

Text Comment. maybe subheaders for examples?

Text Comment. good

PAGE 5

PAGE 6

Text Comment. yikes!

Text Comment. maybe subheaders in this section too?

Text Comment. explain--why would it be more costly for humans? Asking because I have a
brother with cancer.

PAGE 7

Text Comment. great research!

PAGE 8

PAGE 9
RUBRIC: 363 DEFINITION RUBRIC

RHET. FOCUS Advanced

SLO #1: Write formally and informally, in-class and out-of-class, for a variety of audiences and purposes.

ABSENT OR BELOW Audience's needs are often not recognized: terms and ideas need explanation and
BASIC language needs adjustment for the audience. Purpose (to define or term or concept)isn't
clear or achieved.

DEVELOPING Shows some attention to audience's needs, sometimes defining necessary terms and
ideas and using audience-appropriate language. Purpose (to define or term or concept)
may be unclear at times, and it may not be achieved convincingly.

PROFICIENT Shows attention to audience's needs, defining necessary terms and ideas and using
audience-appropriate language. Purpose (to define or term or concept) may be implied,
but it's clear and achieved.

ADVANCED Shows sophisticated attention to audience's needs, defining necessary terms and ideas
and using audience-appropriate language. Purpose (to define a term or concept) is clear
and achieved with style.

ETHIC RESRCH Advanced

SLO #2: Using the appropriate major’s customary citation style, ethically cite and communicate information from
a variety of discipline-appropriate sources.

ABSENT OR BELOW Omits or uses incorrectly quotation marks and/or MLA-, APA-, or Wikipedia-style (number
BASIC system) parenthetical citations and works cited list. Many citation errors. Does not cite
from a variety of discipline-appropriate sources. May be over-reliant on a single source.

DEVELOPING A few errors in quotation marks, MLA-, APA-, or Wikipedia-style (number system)
parenthetical citations and works cited list. May cite superficially from sources. May be
over-reliant on a single source.

PROFICIENT Correctly uses quotation marks and MLA-, APA-, or Wikipedia-style (number system)
parenthetical citations and works cited list. May have 1-2 citation errors. Cites from a
variety of discipline-appropriate sources.

ADVANCED Consistently and correctly uses quotation marks and MLA-, APA-, or Wikipedia-style
(number system) in-text (parenthetical) and end-of-text (reference list) citations for all
sources, whether quoted directly or paraphrased. Cites from a variety of discipline-
appropriate sources. Never over-reliant on a single source.

PERS/SUPPORT Advanced
SLO #3: Compare, evaluate, synthesize, and communicate carefully, objectively, and persuasively the relative
merits of alternative or opposing arguments, assumptions, and cultural values.

ABSENT OR BELOW Fails to support claims with specific explanations, examples, etc.. Objectivity may be
BASIC lacking.

DEVELOPING Attempts to support claims with explanations, examples, etc., but specificity and/or
 objectivity may be lacking.

PROFICIENT Usually supports the definition's claims with relevant, thorough, and specific explanations,
examples, etc.. Usually maintains objectivity.

ADVANCED Supports the definition's claims with relevant, thorough, and specific explanations,
examples, etc.. Maintains objectivity.

ORGANIZATION Proficient
SLO #4: Organize, focus, and communicate one’s thoughts clearly and effectively to address a rhetorical
situation.

ABSENT OR BELOW Organizational devices (one-sentence definition; introduction; logical partitioning; topic
BASIC sentences, headings, transitions) may be absent, unrelated to the prompt, or illogically
connected. Ps contain multiple topics or are disorganized.

DEVELOPING Organizational devices (one-sentence definition; introduction; logical partitioning; topic

sentences, headings, transitions) fit the prompt, but may be vague, too broad, or
inconsistenly or illogically linked. Ps may not be unified.

PROFICIENT Clear organizational devices (one-sentence definition; introduction; logical partitioning;

topic sentences, headings, transitions) fit the prompt and tie ideas and topics together
adequately. Ps are usually unified.

ADVANCED Clear, specific organizational devices (one-sentence definition; introduction; logical

partitioning; topic sentences, headings, transitions) fit the prompt and tie ideas and topics
together logically and seamlessly. Paragraphs are unified.

LANG & DESIGN Proficient

SLO # 5: Recognize, evaluate, and employ the features and contexts of language and design that express and
influence meaning and that demonstrate sensitivity to gender and cultural differences.

ABSENT OR BELOW Spelling, syntax, diction, or punctuation errors impede readability. Language may reflect a
BASIC gender or cultural bias or be too high or too low. Design may be unconventional and
ineffective.

DEVELOPING Spelling, syntax, diction, or punctuation errors often impede readability or otherwise
distract from meaning. Style may be either too high or too low. Language may occasionally
suggest a gender or cultural bias. Design may be inconventional or ineffective.

PROFICIENT Spelling, syntax, diction, or punctuation errors are few and do not distract from meaning.
Middle-level-style. Language respects gender and cultural differences. Design is
conventional and effective.

ADVANCED Outstanding control of language, with middle-level style, including effective diction and
sentence variety. Language respects gender and cultural differences. Design is
conventional and effective.