DNA REPLICAITON

DEFINITION.docx
by Alec Lamond

Submission date: 01-Mar-2021 11:23PM (UTC-0800)

Submission ID: 1522114804
File name: DNA_REPLICAITON_DEFINITION.docx (818.35K)
Word count: 1571
Character count: 8048
 Two Successes: 1) You have done such a great job of explaining this process in your own words and language! I really admire
this! 2) Choosing interesting subtopics (bacterial vs. eukaryotic, semi-conservative, etc.). Two Challenges: 1) Your definition
would benefit from announcing more of a "so what?" For instance, what happens when DNA replication goes wrong? Why
should we care about it? 2) Most of your errors here look like proofreading problems. I know what you mean because I've
taken Genetics, but other freshmen haven't, so some errors would create an understanding gap.

good one sent. def! can you add an adjective before "process" for specificity?

Repetitive

need a different verb (not allows)

good, but I'll bet

you can combine
some of these
sentences

good graphic caption and citation

5

Audience's needs
9

I appreciate (a
lot!) that you
put this in your
own words!
Now, can you
make it a little
less wordy?

Which parts are called "genes"?

strands?

10
spelling?

I think I'd say scientists have named this "semi..."

great
explanation for
this audience!
 Is this important for some reason? What's the "so what?" for this section?
I'm curious.

unclear (future?)

do you mean prevent? stop?

3

corresponding 8what?

2
 7

what is a telemere?

step?

6
good!
DNA REPLICAITON DEFINITION.docx
ORIGINALITY REPORT

8 %
SIMILARITY INDEX
7%
INTERNET SOURCES
2%
PUBLICATIONS
1%
STUDENT PAPERS

PRIMARY SOURCES

1
www.queryhome.com
Internet Source 1%
2
biologydictionary.net
Internet Source 1%
3
archive.org
Internet Source 1%
4
Submitted to Republic Polytechnic
Student Paper 1%
5
www.studystack.com
Internet Source 1%
6
Emmanuelle Delagoutte, Peter H. von Hippel.
"Helicase mechanisms and the coupling of
1%
helicases within macromolecular machines
Part II: Integration of helicases into cellular
processes", Quarterly Reviews of Biophysics,
2003
Publication

7
Wong, Mandy S., Woodring E. Wright, and
Jerry W. Shay. "Alternative splicing regulation
1%
 of telomerase: a new paradigm?", Trends in
Genetics, 2014.
Publication

8
portlandpress.com
Internet Source 1%
9
tel.archives-ouvertes.fr
Internet Source 1%
10
vibdoc.com
Internet Source 1%

Exclude quotes On Exclude matches < 4 words

Exclude bibliography On
DNA REPLICAITON DEFINITION.docx
GRADEMARK REPORT

FINAL GRADE GENERAL COMMENTS

113
Instructor

/125
PAGE 1

Text Comment. Two Successes: 1) You have done such a great job of explaining this
process in your own words and language! I really admire this! 2) Choosing interesting
subtopics (bacterial vs. eukaryotic, semi-conservative, etc.). Two Challenges: 1) Your
definition would benefit from announcing more of a "so what?" For instance, what happens
when DNA replication goes wrong? Why should we care about it? 2) Most of your errors here
look like proofreading problems. I know what you mean because I've taken Genetics, but
other freshmen haven't, so some errors would create an understanding gap.

Text Comment. good one sent. def! can you add an adjective before "process" for
specificity?

QM Repetitive
See if you can combine and condense these sentences or ideas, as they are repetitive or
redundant.

Text Comment. need a different verb (not allows)

Text Comment. good, but I'll bet you can combine some of these sentences

Text Comment. good graphic caption and 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.
PAGE 2

Text Comment. I appreciate (a lot!) that you put this in your own words! Now, can you
make it a little less wordy?

Text Comment. Which parts are called "genes"?

Text Comment. strands?

Text Comment. spelling?

Text Comment. I think I'd say scientists have named this "semi..."

Text Comment. great explanation for this audience!

PAGE 3

Text Comment. Is this important for some reason? What's the "so what?" for this
section? I'm curious.

Text Comment. unclear (future?)

Text Comment. do you mean prevent? stop?

PAGE 4

Text Comment. corresponding what?

PAGE 5

Text Comment. what is a telemere?

Text Comment. step?

PAGE 6

Text Comment. good!

PAGE 7
RUBRIC: 363 DEFINITION RUBRIC  

RHET. FOCUS Advanced

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 Advanced

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
BASIC (number 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
BASIC be 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;

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 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
BASIC reflect a 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.