This document summarizes 10 discoveries being made in the scientific community's efforts to fight cancer. Discovery 1 involves modifying viruses to insert corrected tumor suppressor genes like ras into cancer cells, which should restore normal cell division control. Discovery 2 focuses on identifying genetic signatures in brain tumors to better predict disease course and treatment response. Discovery 3 links genes on chromosome 15 to smoking addiction risk. Discovery 4 develops antibodies targeting the HER2 mutation to deliver gene therapy to cancer cells. Discovery 5 modifies antibodies to recruit immune cells to destroy lymphoma cells. Discovery 6 identifies a mutated protein kinase linked to cell division that causes certain cancers, and finds a drug that inhibits it. Discovery 7 uses nanoparticles to deliver bee venom toxins to tumors in mice. Discovery 8

1. BIOL 101
Individual Assignment 3 - 10 Discoveries in the War on Cancer
1. Virologists are modifying lentiviruses as vectors for carrying
proto-oncogenes into cancer-transformed cells in culture. They
are developing this virus for inserting the ras proto-oncogene
directly into its correct location in the genome. The correct ras
gene will already be linked to human DNA on either side of it
and complexed with a recombination enzyme that will insert it
into its correct location within the human genome. At the same
time, the recombination enzyme will excise the defective
oncogenic form of ras. The cells in culture should again come
under normal hormonal control and require extra-cellular
signals in order to continue dividing.
2. Malignant brain tumors in adults are fast-growing cancers
with median survival rates of 15 months, even with aggressive
treatment. Researchers have been searching for genetic
“signatures” (characteristic groups of cancer-causing genes)
that could help in defining the kind of brain tumor the patient
has. They hope to be better able to predict the course of the
disease and more accurately design the patient’s course of
treatment.
3. Tobacco smoking is the leading cause of preventable deaths
worldwide. It is a risk factor for lung cancer and several other
types of cancer. Results of analysis of the entire human gene
collection (the “genome”) support some previous findings that a
region of human chromosome number 15 contains one or more
genes that are associated with smoking intensity (the number of
cigarettes smoked per day) and the closely related trait of
nicotine dependency. Scanning people’s genomes for these
genes will help them to determine their risk of addiction should
they begin smoking tobacco.

2. 4. Immunologists are working with a mutation (HER2) that is
expressed on the surface of many breast, bladder, pancreatic,
and ovarian cancer cells. They have made antibodies against
this mutant surface protein. These antibodies have been
covalently bonded to a “gene expression vector” that makes
cells light up when incubated with luciferin from fire flies. The
vector takes the gene for luciferin into the cancer cells. The
researchers have shown that their antibody can accurately find
and “light up” cancer cells. Their next step is to bond the
antibody to an expression vector that carries the normal HER2
gene into mutant cancer cells.
5. Immunologists are investigating ways to destroy lymphocytes
(white blood cells of the immune system) that have become
cancerous (lymphomas). A current drug Rituximab contains
antibodies that bind to the surfaces of these lymphocytes setting
them up for destruction by the cancer patient’s own immune
system. They are currently seeking ways to modify the
antibody’s structure so that it will attract the cancer patient’s
“natural killer” (NK) cells to the lymphocytes. Success of this
project will bring a multi-faceted immune response against
lymphomas and hasten destruction.
6. Biochemists have discovered a protein kinase enzyme named
BRAF that is an important link in a molecular pathway that
causes a cell to divide. Normally, BRAF responds to signals
coming from outside the cell—signals calling for the cell to
divide normally under normal conditions. But there is a
mutation in BRAF enzymes that causes it activate the cell
toward division continually. In this way it gives rise to
melanomas and thyroid or ovarian cancers. Biochemists have
also found a drug, vemurafenib, which binds selectively to
mutant BRAF totally inactivating it. Cells that have inactivated
BRAF undergo apoptosis—a process that leads to cell death.
7. Molecular biologists have taken nanoparticle-sized spheres

3. and used them to deliver a cell-killing toxin from bee venom to
tumors in mice, substantially reducing tumor growth without
harming normal body tissues. Nanoparticles are known to
concentrate in solid tumors because blood vessels in tumors
show “enhanced permeability and retention effect” or EPR.
Hence substances such as nanoparticles escape more readily
from the bloodstream into tumors and the generally poor
drainage of lymph from tumors further helps trap the particles
in tumor tissue.
8. Organic chemists are exploring structural variations of the
organic compound avobenzone (1-[4-Methoxyphenyl]-3-[4-tert-
butylphenyl] propane-1,3-dione) for inclusion in sunblock
products. Avobenzone is known for its ability to absorb a broad
spectrum of ultra-violet radiations including UVB light (known
to enhance the frequency of basal cell and squamous cell
carcinomas [skin cancers]); and UVA rays thought to increase
the frequency of melanoma cancers. New variations in the
structure of avobenzone are hoped to retain the ability to absorb
harmful UV radiation while having an increased stability in the
presence of that radiation.
9. Biochemists are analyzing the many, many components of red
meat (beef and pork) to determine which component, if any, will
cause increased colorectal cancer rates in mice when the
component is administered orally. Studies have shown that
higher colorectal cancer rates in humans are associated with
higher consumption rates of red meat.
10. Molecular biologists have developed a new sequence of
human genes called an ankyrin insulator sequence. A new
corrected or therapeutic gene is placed within this sequence. Its
role is to create an active area on a human chromosome where
the new gene can work efficiently no matter what chromosome
it lands on.
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4. ENGL 102
Use the following template as a cover page for each written
essay:
Title of Assignment
COURSE # and
TITLE_________________________________________
(e.g., ENGL 102: Literature and
Composition)
SEMESTER OF ENROLLMENT_______________________
(e.g., Fall D 2017)
NAME_________________________________________ID
#____________
WRITING STYLE
USED________________________________________________
_____
(e.g., MLA)
Page 1 of 1
ENGL 102
Poetry Essay Grading Rubric
Criteria
Levels of Achievement
Points Earned
Excellent/Good
Fair/Competent
Deficient

5. Development
(CCLO #2)
39 to 45 points
· Major points are stated clearly and are well-supported.
· Content is persuasive and comprehensive.
· Content and purpose of the writing are clear.
· Thesis has a strong claim.
· Audience is clear and appropriate for the topic.
· Supportive information (if required) is strong and addresses
writing focus.
31 to 38 points
· Major points are addressed, but clarity or support is limited.
· Content is somewhat persuasive or comprehensive.
· Content is inconsistent and lacks clear purpose and/or clarity).
· Thesis could be stronger.
· Supportive information (if required) needs strengthening or
does not address writing focus.
0 to 30 points
· Major points are unclear and/or insufficiently supported.
· Content is missing essentials.
· Content has unsatisfactory purpose, focus, and clarity.
· Supportive information (if required) is missing.
Organization and Structure
(CCLO #1)
39 to 45 points
· Writing is well-structured, clear, and easy to follow.
· Introduction is compelling and forecasts the topic and thesis.
· Each paragraph is unified and has a clear central idea.
· Transitional wording is present throughout the writing.
· Conclusion is a logical end to the writing.
31 to 38 points
· Writing is adequately organized, but some areas are difficult
to follow.
· Introduction needs to provide a stronger gateway into the
writing.

6. · Some paragraphs lack unity and coherence.
· Better transitions are needed to provide fluency of ideas.
· Conclusion is trite or barely serves its purpose.
0 to 30 points
· Organization and structure detract from the writer’s message.
· Introduction and/or conclusion is/are incomplete or missing.
· Paragraphs are not unified (e.g. more than 1 topic included,
missing or inadequate controlling and concluding sentences).
· Transitions are missing.
· Conclusion, if present, fails to serve its purpose.
Grammar and Diction
(CCLO #1, #3)
39 to 45 points
· The writing reflects correct grammar, punctuation, and
spelling standards.
· Language is accurate, appropriate, and effective.
· The writing’s tone is appropriate and highly effective.
31 to 38 points
· The writing contains some grammar, punctuation, and/or
spelling errors.
· Language is unclear, awkward, or inappropriate in parts.
· The writing’s tone is generally appropriate and moderately
effective.
0 to 30 points
· The writing contains many grammar, punctuation, and/or
spelling errors.
· Language use is largely inaccurate or inappropriate.
· The writing’s tone is ineffective and/or inappropriate.
Format: Current MLA/APA/ Turabian Paper Requirements
(CCLO #6)
11 to 15 points
· Writing correctly follows formatting guidelines.
· Parenthetical and bibliographical source citations are used
correctly and appropriately.

7. 5 to 10 points
· Writing follows most formatting guidelines, but some flaws
are detected.
· Parenthetical and bibliographical source citations are
incorrectly formatted or used.
0 to 4 points
· Writing lacks many elements of correct formatting.
· Parenthetical and bibliographical source citations and/or
references are not provided.
Total
/150
Instructor’s Comments:
Page 2 of 2
ENGL 102
Poetry Essay Instructions
You must complete the required textbook readings in
preparation for the Poetry Essay. This will equip you to
objectively respond to the readings by compiling information
from a variety of sources in order to compose a persuasive
analysis of a literary work. You will also learn to follow
standard usage in English grammar and sentence structure;
identify the theme and structure of each literary selection and
the significant characteristics or elements of each genre studied;
and evaluate the literary merit of a work (Syllabus MLOs: A, B,
C, D, F, G and Module/Week 5 LOs: 1, 2, 3, 4, 5, 6, 7).
In Module/Week 5, you will write a 750-word (approximately 3
pages) essay that analyzes 1 poem from the Poetry Unit. Before
you begin writing the essay, carefully read the below guidelines
for developing your paper topic and review the Poetry Essay
Grading Rubric to see how your submission will be graded.
Gather all of your information, plan the direction of your essay,
and organize your ideas by developing a 1-page thesis statement
and outline for your essay as you did for your Fiction Essay.
Format the thesis statement and the outline in a single Microsoft

8. Word document using current MLA, APA, or Turabian style,
whichever corresponds to your degree program; check your
Perrine’s Literature textbook, the Harbrace Essentials
Handbook, and/or the link contained in the Assignment
Instructions Folder, to ensure the correct citation format is
used.
The final essay must include, a title page (see the General
Writing Requirements), a thesis/outline page, and the essay
itself followed by a works cited/references/bibliography page of
any primary and/or secondary texts cited in the essay.
You must submit the thesis and outline by 11:59 p.m. (ET) on
Monday of Module/Week 4 for instructor feedback.
You must submit the Poetry Essay by 11:59 p.m. (ET) on
Monday of Module/Week 5.
Guidelines for Developing Your Paper Topic
The “Writing about Literature” section of your Perrine’s
Literature textbook (pp. 1–54) and the “Writing” section of
Harbrace Essentials (pp. 1–12, 18–21, 22–28) provide pointers
which will be helpful for academic writing in general, and more
specifically for your literary essay. Be sure that you read this
section before doing any further work for this assignment. Take
particular notice of the examples of poetry essays on pp. 43–48
of Perrine’s Literature.
Choose 1 of the poems from the list below to address in your
essay:
· “The Lamb,” “The Tiger,” and “The Chimney Sweeper” by
William Blake
· “Batter my heart, three-personed God” and “Death Be Not
Proud” by John Donne
· “Journey of the Magi” by T. S. Eliot
· “God’s Grandeur” and “Spring” by Gerard Manley Hopkins
· “Ode to a Nightingale” by John Keats
· “Ozymandias” by Percy Bysshe Shelley

9. · “My Last Duchess” by Robert Browning
· “Sailing to Byzantium” by William Butler Yeats
· “The Road Not Taken” and “Stopping by Woods on a Snowy
Evening” by Robert Frost
· “It Sifts from Leaden Sieves” and “There’s No Frigate Like a
Book” by Emily Dickinson
· “Ulysses” by Alfred Lord Tennyson
· Psalm 1 or 23
· “Virtue” by George Herbert
· “That Time of Year” (Sonnet 73) by William Shakespeare
Consider answering the following questions about the poem that
you have chosen:
· What is/are the theme(s) of the poem?
· Is there a literal setting or situation in the poem? What lines
from the poem tell the reader this information? What details
does the author include?
· Is the setting symbolic?
· How would you describe the mood of the poem? What
elements contribute to this mood?
· Is the title significant to the poem’s content or meaning?
How?
· What major literary devices and figures of speech does the
poet use to communicate the theme(s)?
· How are rhyme and other metrical devices used in the poem?
Do they support the poem’s overall meaning? Why or why not?
· Is the identity of the poem’s narrator clear? How would you
describe this person? What information, if any, does the author
provide about him or her?
· Does the narrator seem to have a certain opinion of or attitude
about the poem’s subject matter? How can you tell?
NOTE: These questions are a means of ordering your thoughts
while you collect information for your essay. You do not need
to include the answers to all of these questions in your essay;
only include those answers that directly support your thesis
statement.

10. Page 2 of 2
BIOL 101
Individual Assignment 3 Instructions
The global community is plagued by increasing incidence of
leukemia; non-Hodgkin lymphoma; lung, colorectal, breast,
pancreatic, prostate, liver, ovarian, and esophageal cancers.
Other types of cancer exist but are less frequent. What is the
scientific community doing to attempt to eliminate the most
common forms of cancer that are ravaging society?
1. Read the course textbook’s chapter on cell division,
specifically the last section on how cells become cancerous.
This is context for completing Individual Assignment 3.
2. Watch the Presentation in Module/Week 4 entitled “Ways to
Fight Cancer.” Notice that the presentation outlines essentially
3 approaches to fighting cancer: a) reduction of cancer risks, b)
correction of cancer genes, and c) destruction of cancerous
tissue.
3. Open the “10 Discoveries in the War on Cancer” document in
the Assignment Instructions folder. Scan the discoveries briefly.
Then, open the assignment submission link in Module/Week 9.
In the text box, number from 1 to 10 for the 10 discoveries.
4. Reflect carefully on discovery 1. Would this discovery be
more useful for a) reducing cancer risks, b) correcting/restoring
cancer cells to normal, or c) destroying cancerous tissue? After
number 1 in your list, place in parentheses the letter
representing the approach to fighting cancer that will best be
served by this new discovery. (More than 1 approach may be
served, but which is most likely to be helped most
significantly?)
5. Repeat this analysis for each of the remaining 9 discoveries.

11. Return to the “Ways to Fight Cancer” presentation as needed for
additional perspective. When finished, your entire text box must
be simple: a numbered (1–10) list of letters (a), (b) or (c). The
assignment is now complete.
6. Each correct association up to 8 correct answers is granted 7
points. If you get 9 or 10 out of 10, you get a perfect score (60
pts.) on the assignment.
Submit this assignment by 11:59 p.m. (ET) on Monday of
Module/Week 4.
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