Definition Assignment.
docx
by Israel Romero
Submission date: 24-Feb-2019 07:35PM (UT C-0800)
Submission ID: 1083112319
File name: Def inition_Assignment.docx (185.85K)
Word count: 1096
Character count: 6371
Two Successes: 1. Graphics and the way you really combine your text with the visuals to inform your reader. 2. Clear
explanations of complex processes. Two Challenges: I think you could add a little more detail in a few spots (see below for
some, but possibly not all). 2. Keep working to apply our "concision" strategies to your sentences. Your writing is very clear,
but it could be more concise.
great 1-sent. def. Keep working to find a new word for "makes up"
hmm. can you say "animals" instead of "organisms"? Plants are organisms, but do they have neurons?
incoming?
good intro; I think you should distinguish between axial and peripheral N.S. (I
think those are the right terms?)
hmm, does it make a difference if the signal begins in the
brain or in a peripheral tissue? Does this sequence
change? If so, explain, if no, just say the direction doesn't
matter.
good proximity
a URL is not = to a citation
or one neuron and the next?
Concise
I think it would help to have a larger category called "Neuron Signaling" or something similar.
maybe say the vesicles are the yellow ...
So interesting! Is Ca an electrolyte?
This seems important for knowing
what to eat!
excellent explanation of diagram, and just that you used these graphics to help you explain in the text rather than just
dumping the graphics here and letting them stand alone is wonderful.
Concise
Can you explain how the electrical signaling works? Most people don't think of their bodies as electrified. :)
Definition [Link]
ORIGINALITY REPORT
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SIMILARIT Y INDEX
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PUBLICAT IONS
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Submitted to University of Wales, Lampeter
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[Link]
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[Link]
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Exclude quotes On Exclude matches < 4 words
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Definition [Link]
GRADEMARK REPORT
FINAL GRADE GENERAL COMMENTS
Instructor
138
PAGE 1
/150
Text Comment. T wo Successes: 1. Graphics and the way you really combine your text with
the visuals to inf orm your reader. 2. Clear explanations of complex processes. T wo Challenges:
I think you could add a little more detail in a f ew spots (see below f or some, but possibly not
all). 2. Keep working to apply our "concision" strategies to your sentences. Your writing is very
clear, but it could be more concise.
PAGE 2
Text Comment. great 1-sent. def . Keep working to f ind a new word f or "makes up"
Text Comment. hmm. can you say "animals" instead of "organisms"? Plants are organisms,
but do they have neurons?
Text Comment. incoming?
Text Comment. good intro; I think you should distinguish between axial and peripheral N.S.
(I think those are the right terms?)
PAGE 3
Text Comment. hmm, does it make a dif f erence if the signal begins in the brain or in a
peripheral tissue? Does this sequence change? If so, explain, if no, just say the direction
doesn't matter.
Text Comment. good proximity
Text Comment. a URL is not = to a citation
Text Comment. or one neuron and the next?
QM Concise
Practice our sentence revision techniques here and throughout your report (e.g., reduce
prepositional phrases, use vigorous verbs, etc.).
Text Comment. I think it would help to have a larger category called "Neuron Signaling" or
something similar.
PAGE 4
Text Comment. maybe say the vesicles are the yellow ...
Text Comment. So interesting! Is Ca an electrolyte? T his seems important f or knowing
what to eat!
PAGE 5
Text Comment. excellent explanation of diagram, and just that you used these graphics to
help you explain in the text rather than just dumping the graphics here and letting them stand
alone is wonderf ul.
QM Concise
Practice our sentence revision techniques here and throughout your report (e.g., reduce
prepositional phrases, use vigorous verbs, etc.).
Text Comment. Can you explain how the electrical signaling works? Most people don't
think of their bodies as electrif ied. :)
PAGE 6
PAGE 7
RUBRIC: 36 3 DEFINITION RUBRIC
RHET . FOCUS Advanced
SLO #1: Write f ormally and inf ormally, in-class and out-of -class, f or a variety of audiences and purposes.
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 def ine or term or
concept)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 def ine or term or
concept) may be unclear at times, and it may not be achieved convincingly.
PROFICIENT Shows attention to audience's needs, def ining necessary terms and ideas and using
audience-appropriate language. Purpose (to def ine or term or concept) 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 def ine a term or
concept) is clear and achieved with style.
ET HIC RESRCH Advanced
SLO #2: 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 incorrectly quotation marks and/or MLA-, APA-, or Wikipedia-style
BASIC (number system) parenthetical citations and works cited list. Many citation errors.
Does not cite f rom a variety of discipline-appropriate sources. May be over-reliant on
a single source.
DEVELOPING A f ew errors in quotation marks, MLA-, APA-, or Wikipedia-style (number system)
parenthetical citations and works cited list. May cite superf icially f rom 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 f rom 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 (ref erence list) citations f or
all sources, whether quoted directly or paraphrased. Cites f rom a variety of discipline-
appropriate sources. Never over-reliant on a single source.
PERS/SUPPORT Prof icient
SLO #3: Compare, evaluate, synthesize, and communicate caref ully, objectively, and persuasively the
relative merits of alternative or opposing arguments, assumptions, and cultural values.
ABSENT OR BELOW Fails to support claims with specif ic explanations, examples, etc.. Objectivity may be
BASIC lacking.
DEVELOPING Attempts to support claims with explanations, examples, etc., but specif icity and/or
objectivity may be lacking.
PROFICIENT Usually supports the def inition's claims with relevant, thorough, and specif ic
explanations, examples, etc.. Usually maintains objectivity.
ADVANCED Supports the def inition's claims with relevant, thorough, and specif ic explanations,
examples, etc.. Maintains objectivity.
ORGANIZ AT ION Advanced
SLO #4: Organize, f ocus, and communicate one’s thoughts clearly and ef f ectively to address a rhetorical
situation.
ABSENT OR BELOW Organizational devices (one-sentence def inition; introduction; logical partitioning;
BASIC topic 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 def inition; introduction; logical partitioning;
topic sentences, headings, transitions) f it the prompt, but may be vague, too broad,
or inconsistenly or illogically linked. Ps may not be unif ied.
PROFICIENT Clear organizational devices (one-sentence def inition; introduction; logical
partitioning; topic sentences, headings, transitions) f it the prompt and tie ideas and
topics together adequately. Ps are usually unif ied.
ADVANCED Clear, specif ic organizational devices (one-sentence def inition; introduction; logical
partitioning; topic sentences, headings, transitions) f it the prompt and tie ideas and
topics together logically and seamlessly. Paragraphs are unif ied.
LANG & DESIGN Prof icient
SLO # 5: 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. Language may
BASIC ref lect a gender or cultural bias or be too high or too low. 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. Style may be either too high or too low. Language 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. Middle-level-style. Language respects gender and cultural dif f erences.
Design is conventional and ef f ective.
ADVANCED Outstanding control of language, with middle-level style, including ef f ective diction
and sentence variety. Language respects gender and cultural dif f erences. Design is
conventional and ef f ective.