Sanger Method Definition Final

Draft- Eric Tran

by Eric Tran

Submission date: 25-Feb-2018 11:29PM (UT C-0800)

Submission ID: 921503730
File name: Sanger_Method-_Final_Draf t.docx (246.58K)
Word count: 1023
Character count: 6406
 The

wonderful one-sentence definition

Audience's needs

seems like the end of your intro, which means you should start with a
new heading here.

need
an "in-
text"
citation
here
 cit at ion add

can you explain why

the shortest band is
at the bottom, etc.?

cit at ion add

add headings to show sections and facilitate reading
creating
a "future
applicati
ons"
section
would
make
this
ending
a little
less
abrupt
(predict
able,
too).
italicize journal titles

Develop
Sanger Method Definition Final Draft- Eric Tran
ORIGINALITY REPORT

3 %
SIMILARIT Y INDEX
2%
INT ERNET SOURCES
0%
PUBLICAT IONS
1%
ST UDENT PAPERS

PRIMARY SOURCES

1
Submitted to Babson College
St udent Paper 1%
2
sv.cyclopaedia.net
Int ernet Source 1%
3
www.doherty.edu.au
Int ernet Source 1%

Exclude quotes On Exclude matches Of f

Exclude bibliography On
Sanger Method Definition Final Draft- Eric Tran
GRADEMARK REPORT

FINAL GRADE GENERAL COMMENTS

Instructor

128
PAGE 1
/150

Text Comment. T he

Text Comment. wonderf ul one-sentence def inition

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. seems like the end of your intro, which means you should start with a new
heading here.

Text Comment. need an "in-text" citation here

PAGE 2

QM citation add
You need a citation here.

Text Comment. can you explain why the shortest band is at the bottom, etc.?

QM citation add
You need a citation here.

PAGE 3
 Text Comment. add headings to show sections and f acilitate reading

PAGE 4

Text Comment. creating a "f uture applications" section would make this ending a little less
abrupt (predictable, too).

PAGE 5

Text Comment. italicize journal titles

QM Develop
Can you develop this claim or idea? Build it with more explanation, examples, or details.
RUBRIC: 36 3 DEFINITION RUBRIC

RHET . FOCUS 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 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 def ine or term or
concept)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 def ine or term or
concept) may be unclear at times, and it may not be achieved convincingly.

PROFICIENT Shows attention to audience's needs, def ining necessary terms and ideas and using
audience-appropriate language. Purpose (to def ine or term or concept) 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 def ine a term or
concept) is clear and achieved with style.

ET HIC RESRCH Prof icient

SLO #2: 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 incorrectly quotation marks and/or MLA-, APA-, or Wikipedia-style
BASIC (number system) parenthetical citations and works cited list. Many citation errors.
Does not cite f rom a variety of discipline-appropriate sources. May be over-reliant on
a single source.

DEVELOPING A f ew errors in quotation marks, MLA-, APA-, or Wikipedia-style (number system)

parenthetical citations and works cited list. May cite superf icially f rom 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 f rom 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 (ref erence list) citations f or
all sources, whether quoted directly or paraphrased. Cites f rom a variety of discipline-
appropriate sources. Never over-reliant on a single source.

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

ABSENT OR BELOW Fails to support claims with specif ic explanations, examples, etc.. Objectivity may be
BASIC lacking.
DEVELOPING Attempts to support claims with explanations, examples, etc., but specif icity and/or
objectivity may be lacking.

PROFICIENT Usually supports the def inition's claims with relevant, thorough, and specif ic
explanations, examples, etc.. Usually maintains objectivity.

ADVANCED Supports the def inition's claims with relevant, thorough, and specif ic explanations,
examples, etc.. Maintains objectivity.

ORGANIZ AT ION Developing

SLO #4: Organize, f ocus, and communicate one’s thoughts clearly and ef f ectively to address a rhetorical
situation.

ABSENT OR BELOW Organizational devices (one-sentence def inition; introduction; logical partitioning;
BASIC topic 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 def inition; introduction; logical partitioning;

topic sentences, headings, transitions) f it the prompt, but may be vague, too broad,
or inconsistenly or illogically linked. Ps may not be unif ied.

PROFICIENT Clear organizational devices (one-sentence def inition; introduction; logical

partitioning; topic sentences, headings, transitions) f it the prompt and tie ideas and
topics together adequately. Ps are usually unif ied.

ADVANCED Clear, specif ic organizational devices (one-sentence def inition; introduction; logical
partitioning; topic sentences, headings, transitions) f it the prompt and tie ideas and
topics together logically and seamlessly. Paragraphs are unif ied.

LANG & DESIGN Advanced

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 OR BELOW Spelling, syntax, diction, or punctuation errors impede readability. Language may
BASIC ref lect a gender or cultural bias or be too high or too low. 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. Style may be either too high or too low. Language 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. Middle-level-style. Language respects gender and cultural dif f erences.
Design is conventional and ef f ective.

ADVANCED Outstanding control of language, with middle-level style, including ef f ective diction
and sentence variety. Language respects gender and cultural dif f erences. Design is
conventional and ef f ective.