Epigenetic and SCZ

by Joseph Requejo

FILE

OODLE_T EMP_T URNIT INT OOL_1798063558._20798_1428993992_1312

09.DOCX (105.5K)

T IME SUBMIT T ED

13-APR-2015 11:46PM

WORD COUNT

1415

SUBMISSION ID

528340521

CHARACT ER COUNT

8350

turn some of
these
epigenetics into
a list to shorten
abstract.

define

the alterations are the decrease, right? so you could

reduce wordiness here . . .

only one is listed

in the previous
sentence. Which
2?

yes, you want to state the

limitations of the studies
you're reviewing.

Epigenetic and SCZ

GRADEMARK REPORT
FINAL GRADE

GENERAL COMMENTS

88

Instructor

/100

PAGE 1

Text Comment.

turn some of these epigenetics into a list to shorten abstract.

PAGE 2
PAGE 3

QM

split P
T his is at least two Ps. Each P should have a single topic. Split this P up and develop each topic
in its own P.

Text Comment.

def ine

Text Comment.

Text Comment.

the alterations are the decrease, right? so you could reduce wordiness

PAGE 4

here . . .

Text Comment.

only one is listed in the previous sentence. Which 2?

Text Comment.

yes, you want to state the limitations of the studies you're reviewing.

PAGE 5

PAGE 6

PAGE 7

RUBRIC: REVIEW ARTICLE RUBRIC

AUD. & PURP.

Advanced

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

Advanced

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.

BALANCED ARG.

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 (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 (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 (headings, topic sentences, transitions) f it the

prompt and tie ideas together adequately.

ADVANCED

Clear, specif ic organizational devices (headings, topic sentences, transitions) f it the

prompt and tie ideas together logically and seamlessly.

PERSUASION

Prof icient

SLO #4: Communicate clearly and persuasively to address a rhetorical situation.

ABSENT/BELOW
BASIC

Inadequate, inappropriate, or irrelevant reasoning and evidence.

DEVELOPING

Over uses or under-analyzes evidence. May omit reasoning and include some
irrelevant or unpersuasive evidence.

PROFICIENT

Usually supports paragraph claims with persuasive reasoning and credible, relevant,
analyzed evidence.

ADVANCED

Supports paragraph claims with relevant, thorough, and insightf ul reasoning and
analyzed evidence.

DESIGN

Advanced

SLO #5: Recognize, evaluate, and employ the f eatures and contexts of 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.
DEVELOPING

T one and/or design are/is sometimes inappropriate or unconventional.

PROFICIENT

Appropriate tone and design conf orm to assigned audience and genre.

ADVANCED

Sophisticated tone and design engage reader and conf orm to assigned audience and
genre.

LANGUAGE

Prof icient

SLO #5: Recognize, evaluate, and employ the f eatures and contexts of language that express and
inf luence meaning and that demonstrate sensitivity to gender and cultural dif f erences.
ABSENT/BELOW
BASIC

Spelling, syntax, diction, or punctuation errors impede readability.

DEVELOPING

Spelling, syntax, diction, or punctuation errors impede readability or otherwise distract

f rom meaning.

PROFICIENT

Spelling, syntax, diction, or punctuation errors are f ew and do not distract f rom
meaning.

ADVANCED

Outstanding control of language, including ef f ective diction and sentence variety.

COLLABORAT ION
SLO #6: Improve ones own and others writing skills through the assessment and critique of written works.
ABSENT/BELOW
BASIC

T eam's work seems to have been cobbled together: there may be rough transitions
or repetition among sections. Language of ten shif ts f rom paragraph to paragraph.
No evidence of collaboration at the revision stage.

DEVELOPING

T eam's work seems to have been cobbled together without a smoothing of

transitions. Language of ten shif ts f rom paragraph to paragraph. Collaboration may
have been minimal at the revision stage.

PROFICIENT

T eam's work is usually ef f ectively meshed. Language is usually similar throughout

document. Collaboration has occurred at the revision stage.

ADVANCED

T eam's work is clearly and ef f ectively meshed. Language is similar throughout

document. Collaboration is obvious and ef f ective.