HSP70.

pdf
by Wesley Kamau

Submission date: 06-Mar-2020 12:08AM (UTC-0800)

Submission ID: 1270443947
File name: HSP70.pdf (231.2K)
Word count: 1011
Character count: 5488
Two Successes: 1) Your 1-sent. def is strong, 2) Frequently, you use parenthetical definitions that really help the reader digest
this difficult topic. Two Challenges: 1) Remember that your audience here is college freshmen. Much of this definition would be
inaccessible to them. To revise, try imagining explaining what "chaperones" and HSPs do for the body, for the cell, to a younger
sibling, or a friend who's a history major. Late Penalty: 11 days late, but I don't subtract more than to C level.
 good 1-sent.
|| def

good parenthetic
def.

Audience's needs

Audience's needs

Try a shorter,
more accessible
intro that
introduces why
this protein is so
important. Then
get into the
complexities.

moving what?

This graphic doesn't

communicate much
meaning to me, and
I've studied bio. So,
try a graphic that a
college freshman
might understand (like
show one messed up
protein being helped
by HSP).
Audience's needs
 ||

great parentheticals

missing some words throughout definition. Here it's your verb, elsewhere it's often an article
(the/a/an)
Audience's needs
HSP70.pdf
ORIGINALITY REPORT

24 %
SIMILARITY INDEX
14%
INTERNET SOURCES
18%
PUBLICATIONS
18%
STUDENT PAPERS

PRIMARY SOURCES

1
Submitted to Chester College of Higher
Education
6%
Student Paper

2
"Protein Folding Handbook", Wiley, 2005
Publication 3%
3
Submitted to University of Leeds
Student Paper 3%
4
Submitted to Birkbeck College
Student Paper 3%
5
www.algaecal.com
Internet Source 2%
6
www.mdpi.com
Internet Source 2%
7
Submitted to National Chung Hsing University
Student Paper 1%
8
Submitted to University of Venda
Student Paper 1%
9
Submitted to University of Wales Swansea
 Student Paper

1%
10
Submitted to University of Lincoln
Student Paper 1%
11
Submitted to The University of Manchester
Student Paper 1%
12
Submitted to Rhodes University
Student Paper 1%
13
Matthias P. Mayer. "Regulation of Hsp70
Chaperones by Co-chaperones", Protein Folding
1%
Handbook, 01/01/2005
Publication

Exclude quotes On Exclude matches < 4 words

Exclude bibliography On
HSP70.pdf
GRADEMARK REPORT

FINAL GRADE GENERAL COMMENTS

Instructor

72
PAGE 1
/100

Text Comment. Two Successes: 1) Your 1-sent. def is strong, 2) Frequently, you use
parenthetical definitions that really help the reader digest this difficult topic. Two Challenges: 1)
Remember that your audience here is college freshmen. Much of this definition would be
inaccessible to them. To revise, try imagining explaining what "chaperones" and HSPs do for the
body, for the cell, to a younger sibling, or a friend who's a history major. Late Penalty: 11 days late,
but I don't subtract more than to C level.

PAGE 2

Text Comment. good 1-sent. def

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. good parenthetic def.

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.

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 a shorter, more accessible intro that introduces why this protein is so
important. Then get into the complexities.

Text Comment. moving what?

Text Comment. This graphic doesn't communicate much meaning to me, and I've studied bio.
So, try a graphic that a college freshman might understand (like show one messed up protein being
helped by HSP).

PAGE 3

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

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. great parentheticals

Text Comment. missing some words throughout definition. Here it's your verb, elsewhere it's
often an article (the/a/an)

PAGE 5

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 6

PAGE 7
RUBRIC: 363 DEFINITION RUBRIC

RHET. FOCUS
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
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
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
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

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.