Annotated Bibliography on

Rhinosinusitis
by Michelle Dam

Submission date: 13-Mar-2018 09:17PM (UT C-0700)

Submission ID: 930098775
File name: Bibliography.docx
Word count: 680
Character count: 3705
Michelle, You've found solid sources, written accurate citations,
and explained the usefulness of each source --good! Keep
reading to find more comments, and check your rubric to the right.

To review the different ...?

and
why
good intro! diffe
rent
type
s ...
occ
ur?
 good

Concise

||

better to name it

great usage section!

Annotated Bibliography on Rhinosinusitis
ORIGINALITY REPORT

7 %
SIMILARIT Y INDEX
6%
INT ERNET SOURCES
6%
PUBLICAT IONS
3%
ST UDENT PAPERS

PRIMARY SOURCES

1
Costantino, H.R.. "Intranasal delivery:
Physicochemical and therapeutic aspects",
3%
International Journal of Pharmaceutics,
20070607
Publicat ion

2
Submitted to EDMC
St udent Paper 3%
3
I. Adcock. "Role of mediators in late-phase
allergic symptoms including congestion",
1%
Clinical & Experimental Allergy Reviews,
7/2002
Publicat ion

Exclude quotes On Exclude matches Of f

Exclude bibliography On
Annotated Bibliography on Rhinosinusitis
GRADEMARK REPORT

FINAL GRADE GENERAL COMMENTS

Instructor

90
PAGE 1
/100

Text Comment. Michelle, You've f ound solid sources, written accurate citations, and
explained the usef ulness of each source --good! Keep reading to f ind more comments, and
check your rubric to the right.

Text Comment. T o review the dif f erent ...?

Text Comment. and why dif f erent types ... occur?

Text Comment. good intro!

PAGE 2

Text Comment. good

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

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. better to name it

 Text Comment. great usage section!

PAGE 3
RUBRIC: 36 3 ANNOT BIBLIO RUBRIC 4

RHET FOCUS Advanced

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
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
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
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
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 Advanced

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 discipline-appropriate in-text and end-of -text citations and quotation
BASIC marks incorrectly. Drops quotations and ideas into text without introducing source.
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
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
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
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 Advanced
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
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,
timeliness, balance, and authority may be questionable or unclear.

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

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

ORGANIZ AT ION Advanced

Organize, f ocus, and communicate one’s 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.

DEVELOPING Organizational devices (working title and purpose, intro, summary sentences,
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
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
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 Prof icient

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.

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