Definition_ Chemotherapy (1).

pdf
by Charlotte Kong

Submission date: 24-Feb-2020 07:53PM (UTC-0800)

Submission ID: 1263623957
File name: Definition__Chemotherapy_1_.pdf (541.05K)
Word count: 1307
Character count: 7297
Two Successes: There are some great explanations here, and your writing is clear at the sentence level. 2) Selecting interesting
subtopics! The history was surprising, and the different applications were interesting too. Two Challenges: 1) Can make this
more up to date and a little higher reading level by a) adding a section on recent chemo advances--maybe just choose one
disease. Alternately, you could do a one-disease over time kind of section (like how breast cancer has been treated over time), or
b) adding a "process description" of how chemo works once it's in your body. You could choose just one type of cancer for that
too.

great 1-sent. def!

I think the intro

should be an
overview of
chemotherapy, don't
need to define
cancer here.

good

remember, more white space before a header than

after

add un/successfully to add interest--did it used?

work?

I didn't know this, and it's

fascinating!
i don't think you mean "reduce" here?

maybe define non-physical

 switch chemicals and patient, i think? or
explain.

is it radiation? or a
chemical?

the [8] is enough, then cite the whole

thing in your biblio.
 interesting! Maybe give an
example?

I didn't know all these happen bcs of the immune

system!

remember, a URL isn't a citation

Definition_ Chemotherapy (1).pdf
ORIGINALITY REPORT

1 %
SIMILARITY INDEX
1%
INTERNET SOURCES
0%
PUBLICATIONS
1%
STUDENT PAPERS

PRIMARY SOURCES

1
www.balloonexpresscagliari.com
Internet Source 1%

Exclude quotes On Exclude matches < 4 words

Exclude bibliography On
Definition_ Chemotherapy (1).pdf
GRADEMARK REPORT

FINAL GRADE GENERAL COMMENTS

Instructor

87
PAGE 1
/100

Text Comment. Two Successes: There are some great explanations here, and your writing is
clear at the sentence level. 2) Selecting interesting subtopics! The history was surprising, and the
different applications were interesting too. Two Challenges: 1) Can make this more up to date and a
little higher reading level by a) adding a section on recent chemo advances--maybe just choose one
disease. Alternately, you could do a one-disease over time kind of section (like how breast cancer
has been treated over time), or b) adding a "process description" of how chemo works once it's in
your body. You could choose just one type of cancer for that too.

Text Comment. great 1-sent. def!

Text Comment. I think the intro should be an overview of chemotherapy, don't need to define
cancer here.

Text Comment. good

Text Comment. remember, more white space before a header than after

Text Comment. add un/successfully to add interest--did it work?

Text Comment. used?

Text Comment. I didn't know this, and it's fascinating!

PAGE 2
 Text Comment. i don't think you mean "reduce" here?

Text Comment. maybe define non-physical

PAGE 3

Text Comment. switch chemicals and patient, i think? or explain.

Text Comment. is it radiation? or a chemical?

Text Comment. the [8] is enough, then cite the whole thing in your biblio.

PAGE 4

Text Comment. interesting! Maybe give an example?

Text Comment. I didn't know all these happen bcs of the immune system!

Text Comment. remember, a URL isn't a citation

PAGE 5

PAGE 6

PAGE 7
RUBRIC: 363 DEFINITION RUBRIC

RHET. FOCUS Proficient

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 Advanced

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.