What is the difference between 730 and 483

Includes all nucleotides potentially affected by this change, thus it can differ from HGVS, which is right-shifted. See here for details. The corresponding transcript and protein locations are listed in adjacent lines, along with molecular consequences from Sequence Ontology. When no protein placement is available, only the transcript is listed.

To view nucleotides adjacent to the variant use the Genomic View at the bottom of the page - zoom into the sequence until the nucleotides around the variant become visible.

Clinical Significance tab shows a list of clinical significance entries from ClinVar associated with the variation, per allele. Click on the RCV accession i. Frequency tab displays a table of the reference and alternate allele frequencies reported by various studies and populations. Aliases tab displays HGVS names representing the variant placements and allele changes on genomic, transcript and protein sequences, per allele.

HGVS name is an expression for reporting sequence accession and version, sequence type, position, and allele change. The column "Note" can have two values: "diff" means that there is a difference between the reference allele variation interval at the placement reported in HGVS name and the reference alleles reported in other HGVS names, and "rev" means that the sequence of this variation interval at the placement reported in HGVS name is in reverse orientation to the sequence s of this variation in other HGVS names not labeled as "rev".

We display Submitter handle, Submission identifier, Date and Build number, when the submission appeared for the first time. Other supporting variations are listed in the table without ss.

The Flanks tab provides retrieving flanking sequences of a SNP on all molecules that have placements. Visit Sequence Viewer for help with navigating inside the display and modifying the selection of displayed data tracks.

Current Build Released April 9, Genomic Placements. Introduction to the literature, theory, technique, and terminology of graphic narrative and practical experience in the writing of graphic narrative.

Students apply discipline-specific knowledge to a variety of writing situations encountered by professionals: correspondence, proposals, documented research reports, abstracts, definitions, product and process descriptions.

Projects emphasize developing skills in audience analysis, including multicultural considerations; analytical reading; critical thinking; research methods; and clear writing, with attention to the ethical dimensions of workplace writing. Students examine the persuasive power of language to effect social change. Through the analysis of key historic texts, students identify effective writing techniques.

Students articulate creative, researched, and well-reasoned solutions to socially relevant problems. Projects include blogs, proposals, op-ed pieces, and social-media strategies.

Writing analytical papers employing a variety of critical methods of reading and interpreting poetry, fiction, and drama. Students will read literature by women from various cultures, continents, and historical periods.

Course explores how female experience is shaped by cultural contexts as well as how women authors have used writing to change societies' ideas about women and men. Emphasis is on basic elements of literary study and of feminist analysis. Coursework includes discussion, exams, and short papers. Reading and examination of oral, nonverbal, and written tradition as expressions of culture, introduction of folklore research methods; the major genres of folklore including folk narrative, folk song, and material culture; and folklore's influence on perceptions and behaviors from the personal to cultural and international levels.

Reading and examination of folklore, as folk art and as cultural holding material; study may focus on types such as myth, legend, fairy tales ; groups such as miners, cowboys, railroaders ; or regions such as Ozarks, New England, or Scandinavia. Student requests will be considered. May be repeated to a total of 6 hours. Study of poetry, fiction, drama, biography, and autobiography selected to explore how factors such as historical era, ethnicity, religion, social class, family structure, and gender shape one's experience of life stages; emphasis on class discussion and various kinds of writing, some of it autobiographical; an introductory literature course for English majors and non-majors.

This course explores how literature imagines cultural identities, conflicts within and between cultural groups, and efforts to resolve these conflicts. For the purposes of this course, culture will be understood in terms of such categories as nation, region, language, race, ethnicity, religion, social class, family structure, gender, sexuality, age, and disability. Through the critical analysis of literature and through personal reflection on literary texts, students will learn to recognize, describe, and understand their own and others' cultures, the histories of these cultures, and their divergences and convergences.

Students will also consider how knowledge of multiple cultures can form a foundation for ethical decision-making and action in a variety of public arenas. Appropriate for student in all majors. Introduction to fundamental concepts of linguistic theory as they apply to languages of the world, especially English. Areas covered include phonology, morphology, syntax, and semantics, and some applied areas, such as language variation, change, and acquisition, disorders, and language and culture.

This service component for an existing course incorporates community service with classroom instruction in English. It provides an integrated learning experience, addressing the practice of citizenship and promoting an awareness of and participation in public affairs.

It includes 40 hours of service that benefits an external community organization, agency or public service provider. Approved service placements and assignments will vary depending on the course topic and learning objectives; a list of approved placements and assignments is available from the instructor and the Citizenship and Service-Learning Office.

May be repeated. Explores how literature shapes and is shaped by public debates, cultural heritages, and community needs.

Unit 2, "Writing Cultures and Intercultural Encounters," considers writers' efforts to imagine or represent cultures and cross-cultural relations. Public Affairs Capstone Experience course. Designed to acclimate transfer students into the English Department by helping them to achieve academic success and by integrating the public affairs mission into their studies.

Transfer students with declared English minors are also eligible to enroll. Cannot be repeated for credit. Intermediate study in the nonfiction genre. Variable content course with a focus in a specific subgenre of nonfiction, such as memoir, travel writing, personal cultural criticism, and narrative nonfiction. Students will read and analyze works and write within the subgenre. May be repeated to a total of 6 hours when the topic varies. Approved Recurring Topic: Memoir.

Focused study of the craft of memoir. This course will introduce students to the various subgenres of memoir, including book-length memoir, graphic memoir, flash nonfiction, and traditional short memoir as published in literary magazines or collections, to prepare students' writing for a variety of opportunities in literary publication. Students will participate in a workshop environment to develop original memoirs.

Approved Recurring Topic: Narrative Nonfiction. Focused study of the craft of narrative nonfiction. This course will introduce students to the various characteristics of narrative nonfiction, including book-length and shorter works. Students will participate in a workshop environment to develop original works of narrative nonfiction.

Intermediate-level work in short story writing. Introduction to the theory, techniques, and terminology of novella and novel writing. Individual conferences. Intermediate study in the literature and technique of graphic narrative and practical experience in writing and illustrating comics.

Identical with ART Experience in community engagement through client-based projects in which students synthesize information and apply skills learned in this and other classes.

Using primary and secondary research, students solve problems by developing employment materials, brochures, instructions, graphics, manuals, or other professional documents.

Emphasis on audience analysis, including multicultural considerations, as well as on presenting information clearly, concisely, and ethically in both prose and visuals.

Students will expand upon advocacy writing principles learned in ENG by creating materials to address social problems.

Students will evaluate advocacy campaigns of existing nonprofit organizations. Students will create advocacy materials through an integrated service-learning experience.

Identical with DES Intermediate-level work in playwriting. Analysis of dramatic structure. Practice in writing one-act and full-length scripts.

Workshop staged readings of student scripts. Marketing strategies. Study and practice in developing persuasive written argument through the use of rhetorical strategies to articulate various positions to specific audiences. Focus on the understanding and use in writing of evidence, experience, opinion, and reasoning, including an understanding of several rhetorical strategies such as burden of proof; generalization; analogy; authority; equivocation; oversimplification; slippery slope and ad hominem argument.

Examination of literary modes such as humor, satire, fantasy, tragedy, or genres such as essay, short story, biography. May be repeated for up to 6 hours with variable topics. Study of various genres-poetry, picture books, traditional stories, modern realistic and fantasy fiction, nonfiction--appropriate for early childhood and elementary grades; criteria for selection. Satisfies a requirement for Early Childhood and Elementary Certification.

Study of various genres-poetry, illustrated books, modern realistic and fantasy fiction, drama, nonfiction--appropriate for middle school grades ; criteria for selection.

Study of various genres-poetry, realistic and fantasy fiction, nonfiction, drama, film--appropriate for secondary school; criteria for selection. Satisfies a requirement for Secondary English Certification. Introductory practice writing in genres such as literary folk tales, fantasy, realistic fiction, nonfiction, picture book texts, and poetry for young readers at different stages of maturity. Emphasizes the writing process as well as the final product. Representative authors, movements, ideas, and styles in English literature from the beginning to Representative authors, movements, ideas, and styles in English literature from to the present.

Representative authors, movements, ideas, and styles in American literature from the beginning to Representative authors, movements, ideas, and styles in American literature from to the present. Study of representative literary works by African American, Hispanic American, Native American, or other minority authors. May be repeated to a total of 6 hours if topic is different. Survey of representative works of fiction, poetry, drama, and creative nonfiction in the context of social and cultural movements.

Identical with AAS European literature beginning with the Bible and Greek works, and ending at Excludes British literature. Survey of representative works of fiction, poetry, drama, folklore, personal narratives, and essays from various countries on the African continent written in or translated into English. Some attention to these fictions' histories, connections to other popular culture, and relationships to "literary" fiction.

Explores the ethical use of software and hardware tools that professional writers use in the workplace to create and distribute technical information. Students will produce projects to gain a hands-on understanding of the tools used in developing online help and printed documentation, working with graphics, and other relevant areas. The process of creating a new piece of writing by clarifying, reducing, expanding, and synthesizing materials written by others. Emphasis on audience adaptation; professional ethics; and document organization, style, and mechanics through a client-based editing project.

Focus on building author-editor relationships while managing the editing cycle. The course will introduce elements of folklore theory applicable to museum and performance presentation, and include reading and examination of folk worlds within the Ozarks context. Major genres covered may include ballad, legend, folk tale, and folk song. Survey of representative works of fiction and poetry focusing on the Ozarks or Ozarks characters.

The structure of American English, with emphasis on current descriptive approaches to English grammar. Students will study theoretical perspectives about the teaching of English and develop methods for teaching and assessing literature, the English language, and media in middle and secondary English classrooms.

Particular emphasis will be placed on designing units of study. A required clinical field experience under the instruction of faculty and mentorship of an experienced English classroom teachers will provide students with opportunities to engage in a cycle of planning instruction, teaching, assessing student learning, gathering feedback about the effectiveness of their instructional decision-making, and reflecting in order to adjust future instruction and professional interactions.

Credited only on BSEd Secondary. Practice in planning and managing projects. Emphasis is researched-based audience analysis, document design, and usability testing, including ethical considerations.

Students complete a client-based design project and supporting documents. Emphasis on practical and marketable skills. A capstone course emphasizing reflection and synthesis of concepts from previous courses. Focus on skills associated with the smooth transition from an academic study of professional writing to the professional workforce. Students prepare a portfolio that demonstrates their integration of course and program outcomes and complete individual research projects related to the three pillars of the Public Affairs mission, including topics ranging from ethical and legal issues to globalization and localization.

Student observes then teaches English classes under the direction of the cooperating teacher and the university supervisor. Student participates in school-related activities appropriate to the assignment and attends all required meetings. In order to receive a grade in this course, the student's professional portfolio must meet or exceed final criteria. Course will not count toward the major GPA. Student observes then teaches under the direction of the cooperating teacher and the university supervisor.

Student participates in school-related activities and attends both individual and group conferences. It is also designed to support completion of additional clinical requirements within that program including: seminars and workshops, required meetings, school related activities appropriate to the assignment, demonstrated mastery of the MoSPE standards and completion and overall assessment of a Professional Preparation Portfolio.

This course is credited only on BSEd or appropriate masters-level certification programs. Literary theory from antiquity to the present. Study of African American drama from the antebellum period to the present, with emphasis on the intersections of dramatic art and such social and cultural movements as abolitionism, the Harlem Renaissance, and the Black Arts Movement.

Supervised work experience related to English studies. Meeting minimum prerequisite requirements does not guarantee internship approval. Students are required to work a minimum of 45 hours for each credit hour. Students must submit applications no later than one month prior to the beginning of the semester in which they undertake the internship.

Cannot be repeated more than 3 hours. Builds on concepts students learn in ENG Students will gain hands-on practice working with more-advanced tools and features that professional writers use to produce technical documents. Topics may include, but are not limited to, desktop publishing, web-page creation, single sourcing, and accessibility.

Reading and examination will emphasize folklore as a definitive characteristic of varied North American literary texts. Fictional, visual, and audio texts may be examined. This course will offer readings focusing on Folklore in Literature e. Introduction to what folklore is, its types, why it varies between folk worlds; basic folklore research methods. Influence of folklore on other forms of literature.

Examines the history and development of scientific writing. Students survey a broad selection of scientific literature to better understand the cultural and ethical implications of science writing as they apply to both the field of scientific and technical writing and the broader society.

Historical development of the English language from its Indo-European roots to present-day American English. Regional, social, and ethnic variation in American English.

Incorporates linguistic geography and sociolinguistic approaches, and considers relevant political and educational issues. Group discussion and criticism. Individual writing projects. Students lacking a course prerequisite must submit two manuscripts for consideration when applying for permission. May be organized around one or more of the following nonfiction genres: creative nonfiction, magazine writing, and popular science writing.

May be repeated for a total of 6 hours. May be taught concurrently with ENG Students lacking the course prerequisite must submit two manuscripts for consideration when applying for permission to enroll in the course. Contemporary approaches to teaching grammar, reading, writing, listening, and speaking for students who are learning English as a second language.

Includes material design, development, and evaluation; student assessment; integration of all components into a unified TESOL curriculum. Students lacking a prerequisite must submit two manuscripts for consideration when applying for permission to enroll in the course. Directed development of a substantial work of poetry, fiction, or non-critical prose, prepared for publication.

The Canterbury Tales and other works by Chaucer; social, historical, literary, and linguistic background of late Middle Ages. Works by major figures in the development of the British novel, such as Fielding, Austen, Dickens, George Eliot, Hardy, Lawrence, and Woolf; major criticism of the genre.

Selected plays and poems of Shakespeare, representative criticism, and Shakespeare's theatre and milieu. Representative British plays from pre-Renaissance times to present, including such authors as Marlowe, Congreve, Wilde, and Shaw. Development of American Drama to the present; emphasis on 20th century, including such authors as O'Neill, Wilder, Hellman, Williams, Miller, and Albee; major criticism of the genre.

A survey of current writing and evaluation practices. Training in the teaching and evaluating of oral and written composition. The student will have an opportunity to examine methods currently taught in area high schools. A course intended to develop the writing of prospective and in-service teachers and to explore the means by which writing can be encouraged, developed, and assessed. Collaborative workshop designed to prepare individuals for teaching one-to-one in a writing center environment.

Study of historical trends important to the development of written discourse and writing instruction. Survey of theory from classical antiquity through the nineteenth century.

Study of rhetorical theory and argument in civic, private, professional and digital spaces. Application may include, but is not limited to, literary criticism, literacy, technical writing and composition. A study of significant themes such as gender, ethnicity, or childhood or genres such as children's poetry, the picture book, and the literary folktale and historical fiction in literature for the young. May be repeated when content varies. Study of one or more periods in the historical development of children's literature, such as the Golden Age of children's classics, twentieth-century British children's literature, and the novels for children since Study of various kinds of novels written for young people; includes historical perspectives; emphasizes developments since the "New Realism" of the s.

Introduction to the world of small press publishing. A Moon City Press publication project will be executed from inception to official publication, covering all the steps leading to completion. Steps include manuscript review, contracting, editing, design, marketing, and distribution. Student participants will be designated as official editors of the project. May be repeated to a total of six hours with permission and when projects change.

Sidney, Spenser, Donne, Milton, and other major non-dramatic writers; literary developments, Dryden, Swift, Pope, Johnson, and other significant writers; literary developments, Tennyson, Browning, the Rossettis, Hardy, and other British Victorian writers; literary developments, Significant works from several genres by authors such as Conrad, Yeats, Greene, Lessing, and Stoppard; literary developments, present.

Eliot, Amis and Larkin; the intellectual milieu of their works. Practical experience with the literary publication process, including the editing work that goes into literary journals and the process of submitting and publishing creative work.