Medicinal Chemistry FINAL.

docx
by Tamara Kaur Singh

Submission date: 30-Sep-2019 11:54PM (UTC-0700)

Submission ID: 1183721233
File name: Medicinal_Chemistry_FINAL.docx (554.3K)
Word count: 944
Character count: 5139
Two Successes: 1) you've chosen an effective and interesting way to organize your content. 2) Your research supports an
engaging definition. Two Challenges: 1) Keep working to write texts for broader audiences in an accessible way (see below for
more). 2) Try proofreading aloud to identify missing or confusing words.

try adding an
attention-
grabbing image
on first page.

at "with knowing," this sentence loses

clarity

of existing
research?

first citation should be "1"

Audience's needs

good intro!

||

this?

define "hit"
Audience's needs

illegible at
left
Audience's needs

Citation?

Audience's needs

Try describing a single example from start to finish.

 RO and CS

Audience's needs
 the

try two sentences. "For

example, recently, Gunda
Georg..."

s who are
women?
conference speakers?

in?
 good research

good
Medicinal Chemistry FINAL.docx
ORIGINALITY REPORT

10 %
SIMILARITY INDEX
2%
INTERNET SOURCES
7%
PUBLICATIONS
4%
STUDENT PAPERS

PRIMARY SOURCES

1
Donna M. Huryn, Maria Laura Bolognesi,
Wendy B. Young. "Medicinal Chemistry: Where
6%
Are All the Women?", ACS Medicinal Chemistry
Letters, 2017
Publication

2
Submitted to Immaculata High School
Student Paper 2%
3
Submitted to International Studies Charter High
School
1%
Student Paper

4
art.electronics-universe.com
Internet Source <1%

Exclude quotes On Exclude matches < 4 words

Exclude bibliography On
Medicinal Chemistry FINAL.docx
GRADEMARK REPORT

FINAL GRADE GENERAL COMMENTS

Instructor

85
PAGE 1
/100

Text Comment. Two Successes: 1) you've chosen an effective and interesting way to organize
your content. 2) Your research supports an engaging definition. Two Challenges: 1) Keep working to
write texts for broader audiences in an accessible way (see below for more). 2) Try proofreading
aloud to identify missing or confusing words.

Text Comment. try adding an attention-grabbing image on first page.

Text Comment. at "with knowing," this sentence loses clarity

Text Comment. of existing research?

Text Comment. first citation should be "1"

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 define scientific words or terms and concepts that are specific to
your field. Likewise, you will need to explain any background to which you refer. On the other hand, a
specialized audience may find such definitions and explanations unnecessary.

Text Comment. good intro!

QM ||
Problem in Parallel Form:
Coordinate ideas should be expressed in parallel form. All expressions that are similar in content and
function should be expressed similarly.
 Text Comment. this?

Text Comment. define "hit"

PAGE 2

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 define scientific words or terms and concepts that are specific to
your field. Likewise, you will need to explain any background to which you refer. On the other hand, a
specialized audience may find such definitions and explanations unnecessary.

Text Comment. illegible at left

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 define scientific words or terms and concepts that are specific to
your field. Likewise, you will need to explain any background to which you refer. On the other hand, a
specialized audience may find such definitions and explanations unnecessary.

Text Comment. Citation?

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 define scientific words or terms and concepts that are specific to
your field. Likewise, you will need to explain any background to which you refer. On the other hand, a
specialized audience may find such definitions and explanations unnecessary.

Text Comment. Try describing a single example from start to finish.

PAGE 3

QM RO and CS
This 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.

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 define scientific words or terms and concepts that are specific to
your field. Likewise, you will need to explain any background to which you refer. On the other hand, a
specialized audience may find such definitions and explanations unnecessary.

PAGE 4
 Text Comment. the

Text Comment. try two sentences. "For example, recently, Gunda Georg..."

Text Comment. s who are women?

Text Comment. conference speakers?

Text Comment. in?

PAGE 5

Text Comment. good research

Text Comment. good

PAGE 6
RUBRIC: 363 DEFINITION RUBRIC

RHET. FOCUS Developing

SLO #1: Write formally and informally, in-class and out-of-class, for a variety of audiences and purposes.

ABSENT OR BELOW Audience's needs are often not recognized: terms and ideas need explanation and
BASIC language needs adjustment for the audience. Purpose (to define or term or concept)isn't
clear or achieved.

DEVELOPING Shows some attention to audience's needs, sometimes defining necessary terms and
ideas and using audience-appropriate language. Purpose (to define or term or concept)
may be unclear at times, and it may not be achieved convincingly.

PROFICIENT Shows attention to audience's needs, defining necessary terms and ideas and using
audience-appropriate language. Purpose (to define or term or concept) may be implied,
but it's clear and achieved.

ADVANCED Shows sophisticated attention to audience's needs, defining necessary terms and ideas
and using audience-appropriate language. Purpose (to define a term or concept) is clear
and achieved with style.

ETHIC RESRCH Proficient

SLO #2: Using the appropriate major’s customary citation style, ethically cite and communicate information from
a variety of discipline-appropriate sources.

ABSENT OR BELOW Omits or uses incorrectly quotation marks and/or MLA-, APA-, or Wikipedia-style (number
BASIC system) parenthetical citations and works cited list. Many citation errors. Does not cite
from a variety of discipline-appropriate sources. May be over-reliant on a single source.

DEVELOPING A few errors in quotation marks, MLA-, APA-, or Wikipedia-style (number system)
parenthetical citations and works cited list. May cite superficially from 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 from 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 (reference list) citations for all
sources, whether quoted directly or paraphrased. Cites from a variety of discipline-
appropriate sources. Never over-reliant on a single source.

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

ABSENT OR BELOW Fails to support claims with specific explanations, examples, etc.. Objectivity may be
BASIC lacking.

DEVELOPING Attempts to support claims with explanations, examples, etc., but specificity and/or
 objectivity may be lacking.

PROFICIENT Usually supports the definition's claims with relevant, thorough, and specific explanations,
examples, etc.. Usually maintains objectivity.

ADVANCED Supports the definition's claims with relevant, thorough, and specific explanations,
examples, etc.. Maintains objectivity.

ORGANIZATION Advanced
SLO #4: Organize, focus, and communicate one’s thoughts clearly and effectively to address a rhetorical
situation.

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

sentences, headings, transitions) fit the prompt, but may be vague, too broad, or
inconsistenly or illogically linked. Ps may not be unified.

PROFICIENT Clear organizational devices (one-sentence definition; introduction; logical partitioning;

topic sentences, headings, transitions) fit the prompt and tie ideas and topics together
adequately. Ps are usually unified.

ADVANCED Clear, specific organizational devices (one-sentence definition; introduction; logical

partitioning; topic sentences, headings, transitions) fit the prompt and tie ideas and topics
together logically and seamlessly. Paragraphs are unified.

LANG & DESIGN Proficient

SLO # 5: Recognize, evaluate, and employ the features and contexts of language and design that express and
influence meaning and that demonstrate sensitivity to gender and cultural differences.

ABSENT OR BELOW Spelling, syntax, diction, or punctuation errors impede readability. Language may reflect a
BASIC gender or cultural bias or be too high or too low. Design may be unconventional and
ineffective.

DEVELOPING Spelling, syntax, diction, or punctuation errors often impede readability or otherwise
distract from meaning. Style may be either too high or too low. Language may occasionally
suggest a gender or cultural bias. Design may be inconventional or ineffective.

PROFICIENT Spelling, syntax, diction, or punctuation errors are few and do not distract from meaning.
Middle-level-style. Language respects gender and cultural differences. Design is
conventional and effective.

ADVANCED Outstanding control of language, with middle-level style, including effective diction and
sentence variety. Language respects gender and cultural differences. Design is
conventional and effective.