Cristian Gonzalez - GATA3

Research Review
by Cristian Gonzalez

FILE

ENGLISH_RESEARCH_REVIEW.DOCX (121.55K)

T IME SUBMIT T ED

20-APR-2016 08:21PM

WORD COUNT

1628

SUBMISSION ID

662830909

CHARACT ER COUNT

8915

these should be separate.

newly discovered?

citation goes inside the period

in

sta
te
me
nt
of
pur
po
se
?
(Th
is
rev
iew
su
m
ma
riz
es
..

who did all this research? Citation unclear.

needed this earlier. :)

feels
repetitive.
Can you
combine this
with your
previous
sentences?
need citations
here, too.

unclear: is the protein = to GATA3, or does GATA3 produce it? clarify

unclea
r-does
TGFbeta
or
GATA
3 do
the
"then
activat
ing"?
sente
nce

very clear here. :)

do
you
mea
n
not
allo
win
g?
affected how? increase?
decrease?

unclear, need detail,

more specific language

left align, vs. centered text

omit lung, since you don't

have room to discuss it
here.

alphabetize entries.

italicize titles

Cristian Gonzalez - GATA3 Research Review

GRADEMARK REPORT
FINAL GRADE

GENERAL COMMENTS

82

Instructor
Well researched and sensibly organized, this review
taught me something new about GAT A3. T hank you!

/200

If you'd like to revise it f or your portf olio, be sure to

avoid ambiguous words like "inf luenced" or
"af f ected." Use more specif ic verbs like "increase,"
"decrease, " or "inhibit."
T hen correct sentences that don't quite capture
your meaning, and of course, add a statement of
purpose.
If you need more room, try limiting your study to just
breast cancer.

PAGE 1

Text Comment.
QM

these should be separate.

citation add
You need a citation here.

QM

Run-on
Run-on sentence:
T he sentence contains two or more independent clauses. Separate the clauses with a period or
semicolon.

Text Comment.
QM

newly discovered?

citation add
You need a citation here.

Text Comment.

statement of purpose? (T his review summarizes . . .)

Text Comment.

citation goes inside the period

Text Comment.

in

PAGE 2

Comment 1
One thing is unclear to me here: "more dif f erentiated cells." I can tell f rom the context that this is
a good thing, but I can't tell if you mean more dif f erentiated cells that are healthy or cancerous.
QM

citation add
You need a citation here.

Text Comment.

who did all this research? Citation unclear.

Text Comment.

f eels repetitive. Can you combine this with your previous sentences? need

citations here, too.

Text Comment.

needed this earlier. :)

Text Comment.

unclear: is the protein = to GAT A3, or does GAT A3 produce it? clarif y

Text Comment.

unclear--does T GF-beta or GAT A3 do the "then activating"? sentence

PAGE 3

structure problem.
PAGE 4

QM

Text Comment.

do you mean not allowing?

Text Comment.

very clear here. :)

Text Comment.

af f ected how? increase? decrease?

Text Comment.

unclear, need detail, more specif ic language

citation add
You need a citation here.

PAGE 5

Text Comment.
QM

lef t align, vs. centered text

Design prob
Can you apply more ef f ective design principles?

Text Comment.

omit lung, since you don't have room to discuss it here.

Text Comment.

alphabetize entries.

Text Comment.

italicize titles

PAGE 6
PAGE 7

PAGE 8
PAGE 9

RUBRIC: REVIEW ARTICLE RUBRIC 2

AUD. & PURP.

Advanced

SLO #1: Write f ormally and inf ormally, in-class and out-of -class, f or a variety of audiences and purposes.
ABSENT/BELOW
BASIC

Audience's needs are of ten not recognized: terms and ideas either need explanation
or are over explained and language needs adjustment f or the journal's audience.
Purpose (to f amiliarize readers with research regarding a contemporary subject of
interest) 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 f amiliarize readers with
research regarding a contemporary subject of interest) 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 f amiliarize readers with
research regarding a contemporary subject of interest) 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 f amiliarize readers with
research regarding a contemporary subject of interest) is clear and achieved with
style.

SOURCES

Developing

SLO #2: Find, evaluate, select, synthesize, organize, ethically cite, and present inf ormation f rom a variety
of sources appropriate to their disciplines.
ABSENT/BELOW
BASIC

Fails to use MLA- or APA-style parenthetical citations, quotation marks, and works
cited list as specif ied by journal. Frequently uses irrelevant or unpersuasive sources.

DEVELOPING

A f ew errors in MLA- or APA-style parenthetical citations, quotation marks, and works

cited list. Sometimes uses irrelevant or unpersuasive sources.

PROFICIENT

Almost always uses MLA- or APA-style parenthetical citations, quotation marks, and
works cited list as specif ied by journal. Use of sources is usually relevant and
persuasive.

ADVANCED

Correctly uses MLA- or APA-style parenthetical citations, quotation marks, and works
cited list as specif ied by journal. Use of sources is always relevant and persuasive.

PERSUASION

Prof icient

SLO #3: Compare, contrast, and synthesize caref ully and objectively the relative merits of alternative or
opposing arguments, assumptions, and cultural values.
ABSENT/BELOW
BASIC

Fails to demonstrate similarities and dif f erences between research of dif f erent
scholars. May be biased in presentation of research. Descriptions of research may be
unclear.

DEVELOPING

Sometimes demonstrates similarities and dif f erences between research of dif f erent
scholars. Attempts to synthesize this research caref ully and objectively. Some
descriptions may be unclear.

PROFICIENT

Usually demonstrates similarities and dif f erences between research of dif f erent
scholars with clarity. Synthesizes this research caref ully and objectively. Describes
the research, usually noting objectively merits of various procedures.

ADVANCED

Demonstrates similarities and dif f erences between research of dif f erent scholars
with clarity and sophistication. Synthesizes this research caref ully and objectively.
Describes the research, noting objectively merits of various procedures.

ORGANIZ AT ION

Prof icient

SLO #4: Organize ones thoughts and communicate them clearly to address a rhetorical situation. Employs
IMRAD structure where appropriate.
ABSENT/BELOW
BASIC

Organizational devices (statement of purpose, headings, topic sentences,

transitions) may be absent, unrelated to the prompt, or illogically connected. Ps are
usually not unif ied or organized.

DEVELOPING

Organizational devices (statement of purpose, headings, topic sentences,

transitions) f it the prompt, but may be vague, too broad, or inconsistenly or illogically
linked. Ps may not be unif ied.

PROFICIENT

Clear, specif ic organizational devices (statement of purpose, headings, topic

sentences, transitions) f it the prompt and tie ideas together adequately.

ADVANCED

Clear, specif ic organizational devices (statement of purpose, headings, topic

sentences, transitions) f it the prompt and tie ideas together logically and seamlessly.

LANG & DESIGN

Developing

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/BELOW
BASIC

T one and/or design usually suggest/s an absence of awareness of audience and/or

generic conventions. Spelling, syntax, diction, or punctuation errors impede
readability.

DEVELOPING

T one and/or design are/is sometimes inappropriate or unconventional. Spelling,

syntax, diction, or punctuation errors impede readability or otherwise distract f rom
meaning.

PROFICIENT

Appropriate tone and design conf orm to assigned audience and genre. Spelling,
syntax, diction, or punctuation errors are f ew and do not distract f rom meaning.

ADVANCED

Sophisticated tone and design engage reader and conf orm to assigned audience and
genre. Outstanding control of language, including ef f ective diction and sentence
variety.