Sputum Sample for Different Types of Staining Procedures
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Sputum Sample for Different Types of Staining Procedures
In this essay, you’ll demonstrate your understanding of the different types of staining procedures discussed in Chapter 3 in terms of how they may be applied in the identification of an unknown sample. You’ll also demonstrate your
understanding of the anatomical differences among prokaryotes discussed in Chapter 4 that these procedures use to differentiate among the different genera of bacteria.
You are given a sputum sample from a patient that may be infected with a bacterium from one of the following genera: Bacillus, Escherichia, or Mycoplasma. In a Microsoft Word document, describe the important anatomical differences among
these three genera (i.e., those features that could be used to differentiate among them) and the staining protocols you would use to identify which genera is causing the patient’s infection. When discussing each staining protocol, it is important
not only to mention the steps involved, but also how each step and each protocol would identify or eliminate each of these genera as a suspect. You may refer to other scientific resources, but they should be in addition to and not in place of the
Module 2 resources.
Your essay should be approximately 2 pages in length, double spaced in 10-12 point font. If you refer to sources of information other then the textbook, please be sure to cite them in the text and on a reference page using APA format. When you
have finished your essay, attach it to the assignment drop box and submit it to your instructor.
Home>English homework help>for the argument paper
Organizing the Refutation Paragraph in the Argument Paper
You want to avoid interjecting opposing points of view throughout your essay. The point of the essay is to build a convincing argument, so by interjecting opposing points of view in your earlier paragraphs, you weaken your argument. The most
strategic place to acknowledge opposing or refutation voices is following your strongest reason.
When you refute an opposing position, use the following three-part organization within the body paragraph :
- The opponent’s argument – Begin with a transition that clearly signals that you are now acknowledging the opposing point of view (Consult A Writer’s Reference for transitions). Then provide a context of the opposing view and then add your evidence. Make sure to analyze the source and do not jump into refuting until you have done this [never dump in a source and always include the tag line]. Thus at the beginning of your paragraph, you need to state, accurately and fairly, the main points of the argument you will refute. Include the source of the opposing point of view.
- Your position – Next, make clear the nature of your disagreement with the argument or position you are refuting. Your position might assert, for example, that a writer has not proved his assertion because he has provided evidence that is outdated, or that the argument is filled with fallacies.
- Your refutation – The specifics of your counterargument will depend upon the nature of your disagreement. If you challenge the writer’s evidence, then you must present the more recent evidence. If you challenge assumptions, then you must explain why they do not hold up. If your position is that the piece is filled with fallacies, then you must present and explain each fallacy.
Example: (This is the opposing paragraph from the student essay, “The Insidious Force of Incentives.”
On the other hand, incentives motivate people to perform. Levitt acknowledges that if companies incorporate a system of legitimate incentives with a proper check and balance system, it will motivate employees and keep management healthy
and honest (45). For most companies, who have honest management, incentives do produce positive change. However, companies are after all, driven by the bottom line; they are in the business to make money. As exemplified by Enron, not all
American companies are ethical and honest, and incentives are used in such a dishonest and corrupt way. Like the market place, incentives are explosive and ever-changing, maybe like the wind.
My comments:
- The topic sentence begins with a transition that signals clearly that this is an opposing point of view, “On the other hand.”
- Next the writer incorporates a source of the opposing point of view. This is a paraphrase. Note how the writer inserts a signal phrase, “Levitt acknowledges.” Also the paraphrase is cited (45). This is the page number from Levitt’s book.
- A tag line follows the paraphrase, “For most companies, who have honest management….change.” This shows and explains how the quote supports the topic sentence that sometimes incentives do work.
- Then the writer begins his refutation of Levitt’s information by beginning with “However, companies…wind.” He refutes the information.
Sputum Sample for Different Types of Staining Procedures
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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