Annotated bib

by Santina Trupiano

Submission date: 15-Mar-2018 02:53AM (UT C-0700)

Submission ID: 930740434
File name: Annotated_bibliography.docx
Word count: 706
Character count: 3918
 the faulty research comma
behind this belief?

Pro or Ref

the argument of

these two
sentences isn't
good start on yourquite
introduction.
clear. For
context/background, say more
about how the influenza vaccine is
developed and how effective it is.

italicize journal titles

 interesting!

good

s spell numbers under 10.

name them

na
me
the
m
Attitudes about what?
Annotated bib
ORIGINALITY REPORT

17 %
SIMILARIT Y INDEX
12%
INT ERNET SOURCES
10%
PUBLICAT IONS
15%
ST UDENT PAPERS

PRIMARY SOURCES

1
Submitted to Massachusetts College of
Pharmacy & Allied Health Sciences
4%
St udent Paper

2
qss.dartmouth.edu
Int ernet Source 4%
3
Submitted to CSU, Fullerton
St udent Paper 4%
4
Adam L. Cohen, Meredith McMorrow, Sibongile
Walaza, Cheryl Cohen, Stefano Tempia,
4%
Marissa Alexander-Scott, Marc-Alain
Widdowson. "Potential Impact of Co-Infections
and Co-Morbidities Prevalent in Africa on
Influenza Severity and Frequency: A
Systematic Review", PLOS ONE, 2015
Publicat ion

5
www.jove.com
Int ernet Source 1%
Exclude quotes On Exclude matches Of f
Exclude bibliography On
Annotated bib
GRADEMARK REPORT

FINAL GRADE GENERAL COMMENTS

Instructor

87
PAGE 1
/100

Text Comment. the f aulty research behind this belief ?

Text Comment. comma

QM Pro or Ref
Check all your pronouns and ref erences. If it's not obvious to whom or what they ref er, make it
obvious by using the specif ic noun again.

Text Comment. the argument of these two sentences isn't quite clear.

Text Comment. good start on your introduction. For context/background, say more about
how the inf luenza vaccine is developed and how ef f ective it is.

Text Comment. italicize journal titles

PAGE 2

Text Comment. interesting!

Text Comment. good

Text Comment. spell numbers under 10.

Text Comment. s
 Text Comment. name them

Text Comment. name them

PAGE 3

Text Comment. Attitudes about what?

RUBRIC: 36 3 ANNOT BIBLIO RUBRIC 4

RHET FOCUS Prof icient

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 Prof icient

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.