influenza virus.

docx
by Maxine Staszak

Submission date: 25-Feb-2019 09:37PM (UT C-0800)

Submission ID: 1083933979
File name: inf luenza_virus.docx (2.61M)
Word count: 2583
Character count: 15166
 Say "Influenza," since the virus is a virus, it causes a disease (it isn't a disease on its own)

Otherwise, Say, "The IV is a virus that causes .... shorten this one-
sent. def--leave
out deadliest
outbreak, save for
another sentence.

This is a great
intro!

RO and CS

three only?

Audience's needs

Concise
 a little unclear. you might say the virus uses the host cell's structures? functions? to
reproduce its RNA and proteins? Something like that?

a new?

a diagram illustrating this cycle would help

RO and CS

Hey, you just taught

me something new!
:)

wait, the blue guy has all

three? I don't see how it
shows the differences?
cit at ion add
They all look sick.
do they die of it?

Great graphic!

cit at ion add

 so gross. Why
don't people
cover their
coughs and
sneezes??

Explain

genetic?
 || is
s

oh those
clever
who? be a little more specific with your "glue" (thanks for using glue though!)
viruses!!
Hmmm, if you decide to revise for your portfolio, you'll need to select what's most important for you, write more
concisely, and reduce to 5 pages.

|| caused?

yikes.
excellent research!

apa mla ref list

influenza virus.docx
ORIGINALITY REPORT

8 %
SIMILARIT Y INDEX
3%
INT ERNET SOURCES
2%
PUBLICAT IONS
6%
ST UDENT PAPERS

PRIMARY SOURCES

1
Submitted to Seminole Community College
St udent Paper 4%
2
discovery.wisc.edu
Int ernet Source 1%
3
Submitted to Grand Canyon University
St udent Paper 1%
4
Federica Sicca, Sam Neppelenbroek, Anke
Huckriede. "Effector mechanisms of influenza
1%
specific antibodies: neutralization and beyond",
Expert Review of Vaccines, 2018
Publicat ion

5
www.faqs.org
Int ernet Source 1%
6
healthworldnet.com
Int ernet Source <1%

Exclude quotes On Exclude matches < 4 words

Exclude bibliography On
influenza virus.docx
GRADEMARK REPORT

FINAL GRADE GENERAL COMMENTS

Instructor

132
PAGE 1
/150

Text Comment. Say "Inf luenza," since the virus is a virus, it causes a disease (it isn't a
disease on its own)

Text Comment. Otherwise, Say, "T he IV is a virus that causes ....

Text Comment. shorten this one-sent. def --leave out deadliest outbreak, save f or
another sentence.

Text Comment. T his is a great intro!

QM RO and CS
T his sentence contains two independent clauses that could stand alone as sentences. You've
either separated them with a comma (comma splice) or with a conjunction (e.g., and, but, or).

Watch this video to learn about this common pattern.

Text Comment. only?

Text Comment. three

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.
 QM Concise
Practice our sentence revision techniques here and throughout your report (e.g., reduce
prepositional phrases, use vigorous verbs, etc.).

PAGE 2

Text Comment. a little unclear. you might say the virus uses the host cell's structures?
f unctions? to reproduce its RNA and proteins? Something like that?

Text Comment. a new?

Text Comment. a diagram illustrating this cycle would help

QM RO and CS
T his sentence contains two independent clauses that could stand alone as sentences. You've
either separated them with a comma (comma splice) or with a conjunction (e.g., and, but, or).

Watch this video to learn about this common pattern.

Text Comment. Hey, you just taught me something new! :)

Text Comment. wait, the blue guy has all three? I don't see how it shows the dif f erences?
T hey all look sick.

QM citation add
You need a citation here.

PAGE 3

Text Comment. do they die of it?

Text Comment. Great graphic!

QM citation add
You need a citation here.

PAGE 4

Text Comment. so gross. Why don't people cover their coughs and sneezes??

Text Comment. Explain

 Text Comment. genetic?

PAGE 5

QM ||
Problem in Parallel Form:
Coordinate ideas should be expressed in parallel f orm. All expressions that are similar in
content and f unction should be expressed similarly.

Text Comment. is

Text Comment. s

Text Comment. oh those clever viruses!!

Text Comment. who? be a little more specif ic with your "glue" (thanks f or using glue
though!)

PAGE 6

Text Comment. Hmmm, if you decide to revise f or your portf olio, you'll need to select
what's most important f or you, write more concisely, and reduce to 5 pages.

QM ||
Problem in Parallel Form:
Coordinate ideas should be expressed in parallel f orm. All expressions that are similar in
content and f unction should be expressed similarly.

Text Comment. caused?

Text Comment. yikes.

PAGE 7

Text Comment. excellent research!

QM apa mla ref list

Use Purdue OWL to discover the proper content and f ormatting of these entries.

PAGE 8

PAGE 9
RUBRIC: 36 3 DEFINITION RUBRIC

RHET . FOCUS Advanced

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 Developing

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 Prof icient

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 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 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.