NCMC_Microbiome Review_S16

by Norma Mendoza Cavazos

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NCMC_MICROBIOME_REVIEW_S16.PDF (288.77K)

T IME SUBMIT T ED

23-APR-2016 08:14PM

WORD COUNT

1589

SUBMISSION ID

664162619

CHARACT ER COUNT

8895

by?

an abstract should summarize your review''s

contents. This sounds like an intro or background section--it's
really good, it's just not like an abstract.

NIH's?

amazing!

examples help--what
kind of "nutritional
intake" etc.?

human? what do the colors

indicate?

and what did they find? results needed

which?

amazing!
P.S. this example has enough detail to inform
a reader about the findings.

NCMC_Microbiome Review_S16
GRADEMARK REPORT
FINAL GRADE

GENERAL COMMENTS

85

Instructor

/200

PAGE 1

Text Comment.

by?

Text Comment.

an abstract should summarize your review''s

contents. T his sounds like an intro or background section--it's really good, it's just not like an
abstract.
PAGE 2

Text Comment.
QM

NIH's?

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

PAGE 3

QM

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.

Text Comment.

amazing!

Text Comment.

examples help--what kind of "nutritional intake" etc.?

PAGE 4

Text Comment.

human? what do the colors

indicate?
PAGE 5

Text Comment.

and what did they f ind? results needed

Text Comment.

which?

Text Comment.

amazing!
P.S. this example has enough detail to inf orm
a reader about the f indings.
PAGE 6

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

Prof icient

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

Prof icient

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.