Annotated bibliography

by Andrew Talbott

FILE

ANNO_BIBLIOGRAPHY_WORKING_COPY.DOCX (14.26K)

T IME SUBMIT T ED

07-APR-2016 03:35PM

WORD COUNT

295

SUBMISSION ID

656036525

CHARACT ER COUNT

1586

good

can probably
delete "a
model
organism,"
given your
audience.

each other?

good

Annotated bibliography
GRADEMARK REPORT
FINAL GRADE

GENERAL COMMENTS

93

Instructor

/100

PAGE 1

QM

Audience's needs
Always consider the education and experience of your readers when you write. If you are writing
to general audience, you will need to def ine scientif ic words or terms and concepts that are
specif ic to your f ield. Likewise, you will need to explain any background to which you ref er. On
the other hand, a specialized audience may f ind such def initions and explanations unnecessary.
Additional Comment spell out IMD the f irst time you use the acronym

QM

Text Comment.

can probably delete "a model organism," given your audience.

Text Comment.

good

Text Comment.

each other?

Audience's needs
Always consider the education and experience of your readers when you write. If you are writing
to general audience, you will need to def ine scientif ic words or terms and concepts that are
specif ic to your f ield. Likewise, you will need to explain any background to which you ref er. On
the other hand, a specialized audience may f ind such def initions and explanations unnecessary.

QM

Audience's needs
Always consider the education and experience of your readers when you write. If you are writing
to general audience, you will need to def ine scientif ic words or terms and concepts that are
specif ic to your f ield. Likewise, you will need to explain any background to which you ref er. On
the other hand, a specialized audience may f ind such def initions and explanations unnecessary.

Text Comment.

good

RUBRIC: 36 3 ANNOT BIBLIO RUBRIC

RHET FOCUS (10%)

9 1.0 0 / 9 5

85 / 95

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
(60)
sources are appropriate f or your review) isn't clear or achieved.
DEVELOPING
(75)

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
(85)

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
(95)

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 (10%)

95 / 95

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.
(60)
Frequently uses irrelevant or unpersuasive sources or relies exclusively on one

source.
DEVELOPING
(75)

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
(85)

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
(95)

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 (30%)

85 / 95

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
(60)
writer may not have written the required sentences f or each source.
DEVELOPING
(75)

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

PROFICIENT
(85)

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

ADVANCED
(95)

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

ORGANIZ AT ION (30%)

95 / 95

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 wo- to three-sentence annotations are incoherent.
(60)
DEVELOPING
(75)

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 wo- to
three-sentence annotations may not be coherent.

PROFICIENT
(85)

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

ADVANCED
(95)

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 wo- to three-sentence annotations f low logically and seamlessly.

LANG & DESIGN (20%)

95 / 95

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.
(60)
DEVELOPING
(75)

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
(85)

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.

(95)

Lanuage respects gender and cultural dif f erences. Design is conventional and
ef f ective.