Annotated Bibliography for

Review Articles
by Gracie Brestel

FILE ANNOT AT ED_BIBLIOGRAPHY_FOR_SUPERBUG_REVIEW_ART ICLES.DO

CX (18.71K)
T IME SUBMIT T ED 15-MAR-2017 10:53PM WORD COUNT 765
SUBMISSION ID 784870235 CHARACT ER COUNT 4139
 Try: Our purpose is to . . bacteria, their global
spread, and the difficulty of

containment. Aim for concision.

"Our topic we chose to review and observe" can become "Drug
resistant bacteria currently . . ."

This is why we must get flu shots annually . . .

More concision
will allow you
more words. More
words = greater
detail and
specificity =

greater
persuasiveness.
Keep working with
our effective
sentence
strategies. Every
little change
helps. :)
wrong word

som
e
mea
ning
lost
in
this
sent
enc
e
due
to its
stru
ctur
e.
Sou
nds
like
ger
ms
and are "mut
they ate
spreading
their
the fear?
resis
what'stancthe
purpose e" of
,
this and
article?they
resis
t
over
/und
erus
e of
med
s.
See
the
prob
lem
? If
not,
Annotated Bibliography for Review Articles
GRADEMARK REPORT

FINAL GRADE GENERAL COMMENTS

Instructor

84
PAGE 1
/100

QM Headings
Use heading to separate major requirements, like an abstract or methods section, f rom other
parts of your text.

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

Text Comment. T ry: Our purpose is to . . bacteria, their global spread, and the dif f iculty of

containment. Aim f or concision.

Text Comment. "Our topic we chose to review and observe" can become "Drug resistant
bacteria currently . . ."

Text Comment. T his is why we must get f lu shots annually . . .

Text Comment. More concision will allow you more words. More words = greater detail and
specif icity = greater persuasiveness. Keep working with our ef f ective sentence strategies. Every
little change helps. :)

PAGE 2

Text Comment. wrong word

Text Comment. some meaning lost in this sentence due to its structure. Sounds like germs
 "mutate their resistance" , and they resist over/underuse of meds. See the problem? If not, ask
me.

QM White Space
White space is used to set sections apart. Avoid cramming headings and paragraphs together
and f ollow this common rule f or headings:
two white lines bef ore a heading, one white line af ter the heading. When creating columns
(which are vertical), separate them with vertical white space.

Text Comment. and are they spreading the f ear? what's the purpose of this article?

PAGE 3
RUBRIC: 36 3 ANNOT BIBLIO RUBRIC 3 83 / 95

RHET FOCUS (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 Shows some attention to audience's needs, sometimes def ining necessary terms and
(75) 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 Usually shows attention to audience's needs, def ining necessary terms and ideas
(85) 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 Shows sophisticated attention to audience's needs, def ining necessary terms and
(95) 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 A f ew errors in discipline-appropriate in-text and end-of -text citations and quotation
(75) 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 Correctly uses discipline-appropriate in-text and end-of -text citations and quotation
(85) 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 Correctly uses discipline-appropriate in-text and end-of -text citations and quotation
(95) 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 purpose 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 Annotations are related to the working title and purpose, but their relevance,
(75) timeliness, balance, and authority may be questionable or unclear.

PROFICIENT Annotations usually persuade reader that the listed sources support the working title
(85) and purpose and are relevant, timely, balanced, and authoritative.

ADVANCED Annotations persuade reader that the listed sources support the working title and
(95) purpose and are relevant, timely, balanced, and authoritative.

ORGANIZ AT ION (25%) 85 / 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 purpose, intro, summary sentences,
BASIC headings) are missing or unclear. 100-word annotations are incoherent.
(60)

DEVELOPING Organizational devices (working title and purpose, intro, summary sentences,
(75) headings) f it the prompt, but may be vague, too broad, or inconsistently or illogically
linked. 100-word annotations may not be coherent.

PROFICIENT Clear, specif ic organizational devices (working title and purpose, intro, summary
(85) sentences, headings) f it the prompt and tie ideas and topics together. 100-word
annotations are coherent.

ADVANCED Clear, specif ic organizational devices (working title and purpose, intro, summary
(95) sentences, headings, etc.) f it the prompt and tie ideas and topics together logically
and seamlessly. 100-word annotations f low logically and seamlessly.

LANG & DESIGN (30%) 75 / 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 Spelling, syntax, diction, or punctuation errors of ten impede readability or otherwise
(75) distract f rom meaning. Lanuage 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
(85) 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.