HS111 Unit 3 Integumentary System Glossary Example

Course	HS111 Medical Terminology
Unit	Unit 3
Paper type	Body system glossary
Length	About 560 words, 5 pages double-spaced
Format	APA 7 student paper
School	Purdue University Global
Program	BS in Health Science
Updated	October 2026

Free sample paper for HS111 Unit 3

From the Surface Down: A Unit 3 Body System Glossary of Fifteen Integumentary Terms, Each With Its Parts

[Student Name]

Purdue University Global

HS111: Medical Terminology

Unit 3 Body System Glossary

[Instructor Name]

[Date]

The terms are standard medical vocabulary; definitions follow the textbooks cited.

What this part is doingExplaining the order of entries in the lead shows the glossary is organized by anatomy, which makes it easier to study than an alphabetical list.

How the Glossary Is Built

Each entry gives the term, a pronunciation respelling with the stressed syllable in capitals, its word parts with meanings and a short definition. Entries run from outside to inside, then to the skin's accessory structures, and finally to common conditions and procedures, so that each term can be read against the ones before it (Ehrlich et al., 2021).

Layers

1. epidermis (ep-ih-DER-mis). epi- (upon, above) + derm (skin) + -is (noun ending). The outermost layer of the skin, without blood vessels.

2. dermis (DER-mis). derm (skin) + -is. The layer beneath the epidermis, containing blood vessels, nerves, hair follicles and glands.

3. subcutaneous (sub-kyoo-TAY-nee-us). Parts: sub- (below) + cutane (skin) + -ous (pertaining to). Pertaining to the layer below the skin, made mostly of fat and connective tissue.

4. keratin (KER-ah-tin). kerat (hard, horny tissue) + -in (substance). The tough protein in the epidermis, hair and nails.

5. melanocyte (MEL-ah-noh-site). melan/o (black) + -cyte (cell). A cell in the epidermis that produces the pigment melanin.

Accessory Structures

6. sebaceous gland (seh-BAY-shus). seb/o (sebum, oil) + -aceous (pertaining to). A gland in the dermis that secretes oil into hair follicles.

7. sudoriferous gland (soo-doh-RIF-er-us). sudor/i (sweat) + -ferous (carrying). A sweat gland.

8. paronychia (par-oh-NIK-ee-ah). par- (beside, near) + onych (nail) + -ia (condition). An infection of the skin fold around a nail, often after a small cut or hangnail.

9. alopecia (al-oh-PEE-shah). A term from the Greek for fox mange, with no standard modern word parts. Loss of hair from areas where it normally grows.

An entry with no usable word parts, like alopecia, is labeled as such, because forcing a decoding onto it would teach a meaning the word never had.

What this part is doingLabeling exceptions honestly shows the writer understands where word-part analysis stops working.

Conditions and Procedures

10. dermatitis (der-mah-TY-tis). dermat (skin) + -itis (inflammation). Inflammation of the skin.

11. cellulitis (sel-yoo-LY-tis). cellul (little cell) + -itis. A spreading bacterial infection of the dermis and subcutaneous tissue; the literal parts give little clue to the modern meaning.

12. erythema (er-ih-THEE-mah). erythem (redness) + -a (noun ending). Redness of the skin.

13. pruritus (proo-RY-tus). prurit (itching) + -us (noun ending). Itching. Often misspelled as "pruritis," which would wrongly suggest inflammation.

14. lipoma (lih-POH-mah). lip (fat) + -oma (tumor, mass). A benign tumor of fat tissue, usually in the subcutaneous layer.

15. debridement (dah-BREED-mahnt). A French-derived term without Greek or Latin parts. Removal of dead or damaged tissue from a wound.

Abbreviations for This System

I&D, incision and drainage. Bx, biopsy. SC or subcut, subcutaneous; the abbreviation SQ appears on some lists of error-prone abbreviations and is better avoided (Institute for Safe Medication Practices, 2021).

Study Notes

Three points stood out while building the glossary. The skin has two Greek roots and one Latin root for itself (Gylys & Wedding, 2017), derm/o, dermat/o and cutane/o, and they are not interchangeable in fixed terms. The spelling of pruritus is a trap, since the -itis ending is so common. And several entries, including alopecia and debridement, do not decode at all, which is why each entry carries a definition as well as parts.

What this part is doingRecording study notes drawn from the glossary itself shows the writer learned from building it, which is the purpose of the assignment.

References

Ehrlich, A., Schroeder, C. L., Ehrlich, L., & Schroeder, K. A. (2021). Medical terminology for health professions (9th ed.). Cengage Learning.

Gylys, B. A., & Wedding, M. E. (2017). Medical terminology systems: A body systems approach (8th ed.). F. A. Davis.

Institute for Safe Medication Practices. (2021). ISMP list of error-prone abbreviations, symbols, and dose designations. Institute for Safe Medication Practices.

Reading the HS 111 Unit 3 instructions

The third unit usually asks students to create a glossary for a body system, often the integumentary system, with a set number of terms, commonly ten to twenty. Each entry is expected to include the term, its word parts and their meanings, and a definition; many sections also ask for pronunciation. Instructors look for accurate decoding, consistent format and definitions in the student's own words. Some prompts ask for terms drawn from several categories, such as anatomy, conditions and procedures. Abbreviations common to the system may be included where the instructions allow. Organizing entries in a meaningful order, rather than alphabetically, can help show understanding of how the system is structured.

How this HS111 Unit 3 example is built

The glossary explains its format and anatomical order, then presents five layer terms, four accessory structure terms and six condition and procedure terms, each with respelling, parts and definition. The highlighted sentence explains why entries without word parts are labeled rather than forced. Cellulitis is noted as a term whose parts give little clue to its modern meaning, and pruritus is flagged for its misleading spelling. A short abbreviations section lists I&D, Bx and SC, explaining why SQ is better avoided. Study notes summarize the skin's three roots, the pruritus trap and the value of definitions alongside parts. Each entry is short enough to review on a flashcard, which is how many students use the finished glossary.

HS111 Unit 3 rubric: what earns full points

Glossaries are generally graded on accuracy of word parts and definitions, completeness of each entry, consistency of format, correct spelling and pronunciation and evidence of understanding. Accuracy is usually the largest category; a misidentified root or wrong definition costs more than a formatting slip. Completeness means every entry has every required element. Consistency rewards a single format across all entries. Pronunciation, where required, should use a clear respelling with the stressed syllable marked. Honest labeling of terms that do not decode, and notes on common errors, often earn credit for understanding. Citations to the textbook used for definitions complete the grade. Glossaries arranged by anatomy rather than alphabet can also earn credit for showing how the system fits together.

HS111 Unit 3 help from the desk

The most common weakness is entries that give a definition without word parts, turning the glossary into a vocabulary list. Another is forcing a decoding onto terms that do not have Greek or Latin parts, such as eponyms or borrowed words. Some students mix formats between entries or skip pronunciation partway through. Others copy definitions word for word from the textbook. Misspellings such as pruritis are common and easy to avoid. If your section assigns a different system, perhaps the musculoskeletal or digestive system, send the term list or chapter, and a glossary can be built with parts, pronunciation and definitions for each entry.

Get an HS111 Unit 3 example written to your instructions

Forward the Unit 3 prompt with its rubric, noting which system your section assigned. Within 24-48h a custom body system glossary is ready, ordered the way those instructions describe and laid out entry by entry in the pattern your rubric sets. The first glossary is yours without charge, skin or any other system. The paper above is an original model document written by our desk, not a submitted student paper and not an official Purdue University Global document.

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HS111 Unit 3 questions, answered

How many terms should the glossary include?

As many as the prompt sets, and no fewer. Where it gives a range, landing in the middle with full entries beats reaching the top with thin ones, since each entry is graded for word parts, definition and usage. If the prompt gives no number, look at the rubric for a hint about length, or ask the instructor rather than guessing at it.

Do I need pronunciation for every entry?

Only if the instructions ask for it, but many sections do in this course because spoken terms get misheard as easily as written ones get misspelled. A plain respelling that capitalizes the accented syllable is usually enough, such as sub-kyoo-TAY-nee-us for subcutaneous. Match whatever convention your textbook uses so the grader recognizes it immediately.

Can I include abbreviations in a glossary?

Yes, where the system has common ones, and a glossary is a good place to show them expanded beside the full term. For skin that might be a few terms from wound care or dermatology notes. Mark each one clearly as an abbreviation rather than giving it an entry of its own as if it were a word, and note any that carry more than one meaning.

Where can I find a free HS111 Unit 3 sample paper?

The complete Unit 3 glossary of integumentary terms is posted here, with word parts, pronunciation and definitions for fifteen entries.

Why is pruritus not spelled pruritis?

Because the word ends in the Latin -us, not the suffix -itis. Pruritus means itching, and spelling it with -itis would wrongly suggest inflammation.