Category: English

Summary of an article. Instructions and rubric will be attached. Effective writers know how to tailor their text for a specific purpose and a specific audience. For example, writers can choose to make an emotional appeal using simple language so that any audience can understand the message. Part of becoming a strong writer is analyzing how well or how poorly another author crafts a message, which will help one make stronger choices when it is time to communicate with others in a professional setting.
You will use the Task 1 Template located in the supporting documents section below the rubric to complete this task. First, you will choose a text from the provided list that you will analyze. Next, you will summarize the text and identify the text’s intended purpose and audience. Then, you will analyze the text’s context and the methods the author used to appeal to the audience.
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).
A. Compose an analysis using the Task 1 Template by doing the following:
1. Choose a piece of persuasive writing from the “Texts for Analysis” list within the template.
2. Analyze your chosen text by doing the following:
a. Summarize the text.
b. Discuss the author’s purpose for the text.
c. Explain the context of the text.
d. Describe the audience of the text.
e. Explain 2–3 appeals (i.e., logos, ethos, pathos) that are found within the text. For each type of appeal used in the text, include 1–2 examples.
B. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
C. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
 
Rubric
A1: TEXT SELECTION
The submission selects a piece of persuasive writing from the provided list.
A2a: SUMMARY
The submission includes an accurate summary of the text, including all essential details.
A2b: PURPOSE
The submission accurately discusses the author’s purpose for the text and includes specific details.
A2c: CONTEXT
The submission accurately explains the context of the text and provides support for the explained context.
A2d: AUDIENCE
The submission accurately describes the specific audience of the text.
A2e: APPEALS
The submission explains 2–3 appeals that are found within the text, including 1–2 examples of each type of appeal explained. The examples appropriately demonstrate the explained type of appeal.
B: SOURCES
The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.
C: PROFESSIONAL COMMUNICATION
This submission demonstrates correct use of spelling, grammar, punctuation, and sentence fluency. You have demonstrated quality professional communication skills in this submission.

I was terminated from my job for using a derogatory word. In the letter, please include the following.
1. First apologize for my actions and admit my mistake.
2. How much I love and appreciate my job as a social worker.
3. Remedies to prevent from happening again.
4. Ask for a date to meet to explain if possible.

Paper recieved a poor grade due to professor unable to understand part of it. MLA for mat was not used when that was requested. Attached are some of the comments. I’m not sure the writer had read the book. It refers to the main characters as friends in one sentence and lovers in the very next. First sentence on page 2 does not make any sense. Sentense 2 in that same paragraph needds rewritten. This paper needs rewritten to better show how the book meets the class’s definition of good writing. The paragraph below it what the professor added as moe examples of good writing. In the attachments, the professor highlighted every sentence that had something wrong.
Good writing has a purpose. The author employs proper writing techniques and strategies (attention-getting introduction, transitions, organization/structure, thesis, setting, strong paragraph development, etc.) for the purpose. Good writing contains correct grammar and punctuation. It recognizes the need for audience awareness, including the audience’s knowledge, age, gender, experiences, race, religion, etc. Good writing makes you think!

Developing a Strong, Clear Thesis Statement
Have you ever known a person who was not very good at telling stories? You probably had trouble following his train of thought as he jumped around from point to point, either being too brief in places that needed further explanation or providing too many details on a meaningless element. Maybe he told the end of the story first, then moved to the beginning, and later added details to the middle. His ideas were probably scattered, and the story did not flow very well. When the story was over, you probably had many questions.
Just as a personal anecdote can be a disorganized mess, an essay can fall into the same trap of being out of order and confusing. That is why writers need a thesis statement to provide a specific focus for their essay and to organize what they are about to discuss in the body.
Just like a topic sentence summarizes a single paragraph, the thesis statement summarizes an entire essay. It tells the reader the point you want to make in your essay, while the essay itself supports that point. It is like a signpost that signals the essay’s destination. You should form your thesis before you begin to organize an essay, but you may find that it needs revision as the essay develops.
Elements of a Thesis Statement
For every essay you write, you must focus on a central idea. This idea stems from a topic you have chosen or been assigned, or from a question your teacher has asked. It is not enough merely to discuss a general topic or simply answer a question with a yes or no. You have to form a specific opinion, and then articulate that into a controlling idea—the main idea upon which you build your thesis.
Remember that a thesis is not the topic itself, but rather your interpretation of the question or subject. For whatever topic your professor gives you, you must ask yourself, “What do I want to say about it?” Asking and then answering this question is vital to forming a thesis that is precise, forceful, and confident.
A thesis is one sentence long and appears towards the end of your introduction. It is specific and focuses on one to three points of a single idea—points that are able to be demonstrated in the body. It forecasts the content of the essay and suggests how you will organize your information. Remember that a thesis statement does not summarize an issue, but rather dissects it.
A Strong Thesis Statement
A strong thesis statement contains the following qualities.
Specificity. A thesis statement must concentrate on a specific area of a general topic. As you may recall, the creation of a thesis statement begins when you choose a broad subject and then narrow down its parts until you pinpoint a specific aspect of that topic. For example, healthcare is a broad topic, but a proper thesis statement would focus on a specific area of that topic, such as options for individuals without healthcare coverage.
Precision. A strong thesis statement must be precise enough to allow for a coherent argument and to remain focused on the topic. If the specific topic is options for individuals without healthcare coverage, then your precise thesis statement must make an exact claim about it, such as that limited options exist for those who are uninsured by their employers. You must further pinpoint what you are going to discuss regarding these limited effects, such as whom they affect and what the cause is.
Ability to be argued. A thesis statement must present a relevant and specific argument. A factual statement often is not considered arguable. Be sure your thesis statement contains a point of view that can be supported with evidence.
Ability to be demonstrated. For any claim you make in your thesis, you must be able to provide reasons and examples for your opinion. You can rely on personal observations in order to do this, or you can consult outside sources to demonstrate that what you assert is valid. A worthy argument is backed by examples and details.
Forcefulness. A thesis statement that is forceful shows readers that you are, in fact, making an argument. The tone is assertive and takes a stance that others might oppose.
Confidence. In addition to using force in your thesis statement, you must also use confidence in your claim. Phrases such as I feel or I believe actually weaken the readers’ sense of your confidence because these phrases imply that you are the only person who feels the way you do. In other words, your stance has insufficient backing. Taking an authoritative stance on the matter persuades your readers to have faith in your argument and opens their minds to what you have to say.
Examples of Appropriate Thesis Statements
Each of the following thesis statements meets several of the following requirements:
-Specificity
-Precision
-Ability to be argued
-Ability to be demonstrated
-Forcefulness
-Confidence
Examples
1. The societal and personal struggles of Troy Maxon in the play Fences symbolize the challenge of black males who lived through segregation and integration in the United States.
2. Closing all American borders for a period of five years is one solution that will tackle illegal immigration.
3. Shakespeare’s use of dramatic irony in Romeo and Juliet spoils the outcome for the audience and weakens the plot.
4. J. D. Salinger’s character in Catcher in the Rye, Holden Caulfield, is a confused rebel who voices his disgust with phonies, yet in an effort to protect himself, he acts like a phony on many occasions.
5. Compared to an absolute divorce, no-fault divorce is less expensive, promotes fairer settlements, and reflects a more realistic view of the causes for marital breakdown.
6. Exposing children from an early age to the dangers of drug abuse is a sure method of preventing future drug addicts.
7. In today’s crumbling job market, a high school diploma is not significant enough education to land a stable, lucrative job.
Source info: https://mlpp.pressbooks.pub/writingsuccess/chapter/9-1-developing-a-strong-clear-thesis-statement/

9.1 Developing a Strong, Clear Thesis Statement

Assignment:
Write a thesis statement for the topic that you wrote about in the pre-writing assignment. Remember to make each statement specific, precise, demonstrable, forceful, and confident.
Topic is: Should medical facilities and hospitals encourage nurses to self-care
There is no set length for this assignment. You need to write 5 complete thesis statements. Review the previous information if needed.
File Types doc, docx, and pdf

This week, the focus shifts from literary analysis to argument analysis. To that end, most of the texts in this module are nonfiction. After your introduction to the various forms of argument writing via the PowerPoint presentation, you write a simple claim and generate examples of each argument style for that claim.
As you read, annotate, and analyze this week’s assigned texts, keep in mind the focus on argument analysis.
To prepare for this assignment:
Review the Argument Styles PowerPoint.
Choose one of the following readings:
Citizen (excerpt) by Claudia Rankine
What You’re Seeing is people pushed to the edge? by Kareem Abdul-Jabar
If Black English isn’t a Language, Then Tell Me What Is by James Baldwin
Beyonce’s Lemonade is capitalist money-making at its best by bell hooks
Read and annotate the text you chose.
Submit:
Create a clear, simple thesis statement (claim) based on your reading. Next, create one example of each type of argument for that claim (3 arguments/paragraphs total).
Upload your written answers to the Module 3: Assignment 2: Argument Styles Assignment link.
What was your first reaction when you saw the video of the white cop kneeling on George Floyd’s neck while Floyd croaked, “I can’t breathe”?
If you’re white, you probably muttered a horrified, “Oh, my God” while shaking your head at the cruel injustice. If you’re black, you probably leapt to your feet, cursed, maybe threw something (certainly wanted to throw something), while shouting, “Not @#$%! again!” Then you remember the two white vigilantes accused of murdering Ahmaud Arbery as he jogged through their neighborhood in February, and how if it wasn’t for that video emerging a few weeks ago, they would have gotten away with it. And how those Minneapolis cops claimed Floyd was resisting arrest but a store’s video showed he wasn’t. And how the cop on Floyd’s neck wasn’t an enraged redneck stereotype, but a sworn officer who looked calm and entitled and devoid of pity: the banality of evil incarnate.
Maybe you also are thinking about the Karen in Central Park who called 911 claiming the black man who asked her to put a leash on her dog was threatening her. Or the black Yale University grad student napping in the common room of her dorm who was reported by a white student. Because you realize it’s not just a supposed “black criminal” who is targeted, it’s the whole spectrum of black faces from Yonkers to Yale.
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You start to wonder if it should be all black people who wear body cams, not the cops.
What do you see when you see angry black protesters amassing outside police stations with raised fists? If you’re white, you may be thinking, “They certainly aren’t social distancing.” Then you notice the black faces looting Target and you think, “Well, that just hurts their cause.” Then you see the police station on fire and you wag a finger saying, “That’s putting the cause backward.”
You’re not wrong — but you’re not right, either. The black community is used to the institutional racism inherent in education, the justice system and jobs. And even though we do all the conventional things to raise public and political awareness — write articulate and insightful pieces in the Atlantic, explain the continued devastation on CNN, support candidates who promise change — the needle hardly budges.
But COVID-19 has been slamming the consequences of all that home as we die at a significantly higher rate than whites, are the first to lose our jobs, and watch helplessly as Republicans try to keep us from voting. Just as the slimy underbelly of institutional racism is being exposed, it feels like hunting season is open on blacks. If there was any doubt, President Trump’s recent tweets confirm the national zeitgeist as he calls protesters “thugs” and looters fair game to be shot.
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Yes, protests often are used as an excuse for some to take advantage, just as when fans celebrating a hometown sports team championship burn cars and destroy storefronts. I don’t want to see stores looted or even buildings burn. But African Americans have been living in a burning building for many years, choking on the smoke as the flames burn closer and closer. Racism in America is like dust in the air. It seems invisible — even if you’re choking on it — until you let the sun in. Then you see it’s everywhere. As long as we keep shining that light, we have a chance of cleaning it wherever it lands. But we have to stay vigilant, because it’s always still in the air.

OPINION
Police put a gun to my head at 12. Tired of reading about racism? I’m tired of living it
May 28, 2020
So, maybe the black community’s main concern right now isn’t whether protesters are standing three or six feet apart or whether a few desperate souls steal some T-shirts or even set a police station on fire, but whether their sons, husbands, brothers and fathers will be murdered by cops or wannabe cops just for going on a walk, a jog, a drive. Or whether being black means sheltering at home for the rest of their lives because the racism virus infecting the country is more deadly than COVID-19.
What you should see when you see black protesters in the age of Trump and coronavirus is people pushed to the edge, not because they want bars and nail salons open, but because they want to live. To breathe.
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Worst of all, is that we are expected to justify our outraged behavior every time the cauldron bubbles over. Almost 70 years ago, Langston Hughes asked in his poem “Harlem”: “What happens to a dream deferred? /… Maybe it sags / like a heavy load. / Or does it explode?”
Fifty years ago, Marvin Gaye sang in “Inner City Blues”: “Make me wanna holler / The way they do my life.” And today, despite the impassioned speeches of well-meaning leaders, white and black, they want to silence our voice, steal our breath.
So what you see when you see black protesters depends on whether you’re living in that burning building or watching it on TV with a bowl of corn chips in your lap waiting for “NCIS” to start.
What I want to see is not a rush to judgment, but a rush to justice.
Kareem Abdul-Jabbar, a recipient of the Presidential Medal of Freedom and the N.B.A.’s all-time leading scorer, is the author of 16 books, including, most recently, “Mycroft & Sherlock —The Empty Birdcage” www.kareemabduljabbar.com
BEVERLY HILLS, CALIFORNIA – JUNE 06: Michael B. Jordan, Kendrick Sampson and others participate in the Hollywood talent agencies march to support Black Lives Matter protests on June 06, 2020 in Beverly Hills, California. (Photo by Rich Fury/Getty Images)
OPINION
Kareem Abdul-Jabbar: How to sustain momentum for the anti-racism movement
July 7, 2020
More to Read

All instructions will be in the file. Also all of the readings will be included as well.

https://www.nytimes.com/2022/03/30/science/navigation-directions-brain-dementia.html?unlocked_article_code=558GegeDJVEl_BiiBKK-_47Sxs98qvlEwZ5OQkLoyboScKpURH8eC5ujkIM1LztCFzpgI3NfVXjyPLSJOcOfJ8YSV2y2dP7A5lKAY2kzmW3rm4TF1QN7WsyCk2dl7ppawDZJyOiqxgmPedCCyHAN0yN9-diK9TqssIvm_ng7hQ7FPHx_rP19lPS2kh5AVOFpyqNfPDlIG1r4O-dQ8WRHeKurTsS6DjmGh1CXQSIdekRyXyK5RPK-zgghWeD7uq_PH_IDZSvXhZPHTR_Ubwic1l-xCBUDr4joOGXwQz1QDBP7lJOr8VDD1Y00Nxad8LUmX4los-4TR4ZC5g40UHw_zt9-a_8OeTz4npodHQoF&smid=share-url
https://www.discovermagazine.com/mind/your-brain-on-video-games

Using your proposal from Week 2 and the paragraph writing from Week 4 along with the peer and instructor feedback provided on both, you will compose your Argument Research Essay Full Draft this week. Review the following resources, instructions, requirements, and rubric to help support your writing.
Required Resources
Please have the following resources available while you write your draft:
All previous Explore lessons
Your completed and improved Week 2 proposal
Your completed and improved Week 4 paragraph work
Argument Research Essay OverviewLinks to an external site.
Sample Argument Research EssayLinks to an external site.
Instructions
This assignment is a full draft of your Argument Research Essay. This draft will demonstrate the argument and writing techniques studied in the course and will build upon the steps you have taken in all the previous weeks toward developing your Argument Research Essay. This draft is expected to meet all of the Argument Research Essay requirements for writing, content, length, and sources.
Writing Requirements for the Argument Research Essay Full Draft due this week and for the Argument Research Essay, due in Week 8:
Correct use of APA guidelines for the following:
Headers with pagination
Title Page
Margins, spacing, and paragraph indentation
APA in-text citation and referencing for all sources
Do not divide your essay into sections.
4–5 full pages for the essay itself, not including title page or references
Effective structure, including your introduction paragraph, your body paragraphs, and your conclusion paragraph
Use of third-person throughout. Focus on the topic, not on you nor on the essay. In other words: no first-person “I,” and no referring to the essay, such as “In this essay.”
At least 4 scholarly sources visibly used, cited, and referenced
Refer to the full Argument Research Essay Rubric
Length
Four to five fully developed pages PLUS title page and reference page.
Grading
This activity will be graded based on the Argument Research Essay Draft Rubric in Canvas.
Outcomes
1, 2, 3, 4, 5, 6, 7, 8
Due Date
By 11:59 p.m. MT on Sunday
Rubric
Argument Research Essay Full Draft Rubric
Argument Research Essay Full Draft Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeIntroduction and Thesis Statement
15 pts
The introduction paragraph is highly effective and clear. The introduction paragraph begins with a viable, appropriate attention-getting technique, offers a clear but brief overview of the existing debate, and presents a narrow argument thesis in which the writer takes a clear stance within the debate. The writer avoids using first-person and second-person and avoids referring to the paper itself.
12 pts
The introduction paragraph includes the necessary components but may be lacking in clarity, strength, or appeal in one of the following areas: a viable, appropriate attention-getting technique, a clear but brief overview of the existing debate, and a narrow argument thesis in which the writer takes a clear stance within the debate. Or, the writer may use first-person or second-person or may refer to the paper itself.
9 pts
The introduction paragraph does not include one of the required components, or the paragraph needs much work in one or more of the following: a viable, appropriate attention-getting technique, a clear but brief overview of the existing debate, and a narrow argument thesis in which the writer takes a clear stance within the debate. The writer may use first-person or second-person or may refer to the paper itself.
7 pts
The introduction paragraph does not include one or more of the required components, or the paragraph needs much work in two or more of the following: a viable, appropriate attention-getting technique, a clear but brief overview of the existing debate, and a narrow argument thesis in which the writer takes a clear stance within the debate. The writer may also use first-person or second-person or may refer to the paper itself.
0 pts
No Marks
15 pts
This criterion is linked to a Learning OutcomeBody of the Essay: Argument
20 pts
In each body paragraph, the thesis argument is forwarded with strong and effective use of multiple argument techniques. Supporting and opposing arguments are richly developed and are presented and analyzed with the writer’s voice as the driving force of each paragraph. The writer avoids using first-person and second-person and avoids referring to the paper itself.
16 pts
Body paragraphs forward the thesis argument well but could be more effective in one of the following: use of multiple argument techniques, rich development of supporting and opposing arguments, and the writer’s voice as the driving force. Or, the writer may sometimes use first-person or second-person or may refer to the paper itself.
12 pts
Body paragraphs forward the thesis argument but could be more effective in some of the following: use of multiple argument techniques, rich development of supporting and opposing arguments, and the writer’s voice as the driving force. The writer may use first-person or second-person or may refer to the paper itself.
9 pts
Body paragraphs fall short of fully forwarding the central argument because of notable deficits in the use of multiple argument techniques, in rich development of supporting and opposing arguments, or in the writer’s voice as the driving force. The writer may use first-person or second-person or may refer to the paper itself.
0 pts
No Marks
20 pts
This criterion is linked to a Learning OutcomeBody of the Essay: Paragraph Development
20 pts
The student’s voice is the driving force of each paragraph. Each paragraph includes all of the following: a clear topic sentence in the student’s voice, a brief discussion of the point at hand in the student’s voice, a smooth and clear shift from student’s voice to source material via signal phrases, a brief and clear presentation of source material, a clear indication of when the student’s voice begins again after the source material, and a rich interpretation and analysis in the student’s voice of the source material as related to the overall thesis and/or to the specific argument point at hand.
16 pts
The student’s voice is often the driving force of each paragraph, but some paragraphs may be missing some of the following: a clear topic sentence in the student’s voice, a brief discussion of the point at hand in the student’s voice, a smooth and clear shift from student’s voice to source material via signal phrases, a brief and clear presentation of source material, a clear indication of when the student’s voice begins again after the source material, and a rich interpretation and analysis in the student’s voice of the source material as related to the overall thesis and/or to the specific argument point at hand.
12 pts
The student’s voice is often the driving force of each paragraph, but many paragraphs are missing some of the following: a clear topic sentence in the student’s voice, a brief discussion of the point at hand in the student’s voice, a smooth and clear shift from student’s voice to source material via signal phrases, a brief and clear presentation of source material, a clear indication of when the student’s voice begins again after the source material, and a rich interpretation and analysis in the student’s voice of the source material as related to the overall thesis and/or to the specific argument point at hand.
9 pts
The student’s voice is not often the driving force of all paragraphs because most paragraphs are missing much of the following: a clear topic sentence in the student’s voice, a brief discussion of the point at hand in the student’s voice, a smooth and clear shift from student’s voice to source material via signal phrases, a brief and clear presentation of source material, a clear indication of when the student’s voice begins again after the source material, and a rich interpretation and analysis in the student’s voice of the source material as related to the overall thesis and/or to the specific argument point at hand.
0 pts
No Marks
20 pts
This criterion is linked to a Learning OutcomeBody of the Essay: Organization and Flow
15 pts
Throughout the essay, the writing flows smoothly with effective transitions. The writing employs strong, clear, varied word choice that clarifies ideas and demonstrates good sentence variety. The essay is organized effectively and logically from start to finish.
12 pts
Throughout most of the essay, the writing flows smoothly with effective transitions. The writing usually employs strong, clear, varied word choice that clarifies ideas and demonstrates good sentence variety. The essay reflects that an organizational plan has been employed.
9 pts
In some places throughout the essay, the writing flows smoothly with effective transitions. There is some evidence of clear, varied word choice and sentence variety. The organization of paragraphs may not be optimal.
7 pts
Throughout the essay, the writing may be choppy due to a lack of sentence variety, word choice, or transitions. The organization of paragraphs from start to finish in the essay might be confusing or otherwise ineffective.
0 pts
No Marks
15 pts
This criterion is linked to a Learning OutcomeSources: Quality and Number
20 pts
Four scholarly sources are visibly used in the essay itself and are all referenced and cited with enough information needed to determine their scholarly nature.
16 pts
Four sources are visibly used in the essay itself, but some may not include enough information needed to determine their scholarly nature.
12 pts
Four sources may be used, but 1-2 may not be scholarly. Or, fewer than four sources are used or some are not visibly integrated into the writing.
10 pts
Four sources may be used, but 3 or more may not be scholarly. Or, fewer than four sources are used and many or most are not visibly integrated into the writing.
0 pts
No Marks
20 pts
This criterion is linked to a Learning OutcomeSources: Application and Integration
15 pts
Each time a source is used within the essay, it is well-previewed in the student’s voice and is smoothly integrated with a signal phrase or with correct integration into a student’s sentence. Each time a source is used, it is highly relevant to the point at hand and is effective in the context of the argument. The student has chosen to paraphrase or quote according to best practices. Sources comprise a small portion of each paragraph and are never used in the topic sentence or final sentence of a paragraph. Sources are cited directly after use, never at the end of the paragraph.
12 pts
Almost every time a source is used within the essay, it is well-previewed in the student’s voice and is smoothly integrated with a signal phrase or with correct integration into a student’s sentence. The source may not be clearly relevant to the point at hand or in the context of the argument. The student may need to make better choices between paraphrasing or quoting according to best practices. Sources may be over-used in some paragraphs or may be used in the topic sentence or final sentence of a paragraph. Sources may be cited at the end of a paragraph vs. directly after their use.
9 pts
Source application and integration may fall short and may require work to meet some of the following standards: sources well-previewed in the student’s voice, smoothly-integrated with a signal phrase or with correct integration into a student’s sentence, clearly relevant to the point at hand or in the context of the argument, well-informed in choice of paraphrase or quotation, minimally used to maintain writer’s voice, and effectively placed sources and citations.
7 pts
Source application and integration may fall short and may require work to meet many of the following standards: sources well-previewed in the student’s voice, smoothly-integrated with a signal phrase or with correct integration into a student’s sentence, clearly relevant to the point at hand or in the context of the argument, well-informed in choice of paraphrase or quotation, minimally used to maintain writer’s voice, and effectively placed sources and citations.
0 pts
No Marks
15 pts
This criterion is linked to a Learning OutcomeEssay Conclusion
15 pts
The conclusion is succinct and powerful, avoiding verbatim repetition of material from the introduction or from the paper. The conclusion flows well from the final body paragraph, reiterates the thesis concept in a unique way, and leaves the reader thinking with a look at larger contexts while staying keenly on-topic. The writer avoids using first-person and second-person and does not refer to the essay itself.
12 pts
The conclusion is succinct and powerful, but may include a small amount of verbatim repetition of material from the introduction or from the paper. The conclusion may flow well from the final body paragraph and addresses larger contexts, but in a way that may not be effective or powerful. The writer may use first-person or second-person or may refer to the esay itself.
9 pts
The conclusion is ineffective in some of the following areas: power and conciseness, unique wording, smooth flow, a thought-provoking ending, third-person point of view.
7 pts
The conclusion is missing multiple required elements or is highly ineffective due to wordiness, repetition, length (too short or too long), choppiness, a lack of impact, and/or the use of first-person or referring to the essay itself.
0 pts
Sources are not cited.
15 pts
This criterion is linked to a Learning OutcomeAPA Citation and Referencing
15 pts
All in-text citations and references are formatted in correct APA Style, and the references page is formatted correctly: The word References is centered at the top, the entire page is double-spaced uniformly, the list is alphabetized, and all but the first line of each source is properly indented.
12 pts
In-text citations and references may have minor errors in APA Style, and the references page may show errors in 1-2 of the following: The word References is centered at the top, the entire page is double-spaced uniformly, the list is alphabetized, and all but the first line of each source is properly indented.
9 pts
In-text citations and references may have persistent errors in APA Style, or the references page may show errors in 3 of the following: The word References is centered at the top, the entire page is double-spaced uniformly, the list is alphabetized, and all but the first line of each source is properly indented.
7 pts
In-text citations and references may have major errors in APA Style, may not include enough information to fully identify the source, or 4 or more of the following: The word References is centered at the top, the entire page is double-spaced uniformly, the list is alphabetized, and all but the first line of each source is properly indented.
0 pts
Sources are not cited or are cited poorly enough that the nature of the sources is overwhelmingly unclear.
15 pts
This criterion is linked to a Learning OutcomeWriting: Mechanics & Usage
15 pts
The writing is free of errors in grammar, spelling, and punctuation that would detract from a clear reading of the paper.
12 pts
The writing contains a few errors in grammar, spelling, and punctuation, but the errors do not detract from a clear reading of the text.
9 pts
The writing contains some errors in grammar, spelling, and punctuation that need to be addressed for a clearer reading of the paper.
7 pts
The writing contains several errors in grammar, spelling, and punctuation that impede a clear reading of the paper.
4 pts
The writing contains numerous errors in grammar, spelling, and punctuation that impede a clear reading of the paper.
0 pts
No Marks
15 pts
This criterion is linked to a Learning OutcomeLength
15 pts
Meets length requirement (4-5 pages, not including title page or references).
11 pts
Length is less than 4 full pages, not including title page or references.
7 pts
Length is less than 3 full pages, not including title page or references.
0 pts
No Marks
15 pts
This criterion is linked to a Learning OutcomeAPA Paper Format
15 pts
The essay is formatted in correct APA Style for the following items: header with pagination, correct margins and spacing, indentation of the first line of each paragraph. The paper does not use sections or headings within the essay.
12 pts
The essay is missing or has errors in 1-2 elements of the following: header with pagination, correct margins and spacing, indentation of the first line of each paragraph. The paper does not use sections or headings within the essay.
9 pts
The essay is missing or has errors in 3-4 elements of the following: header with pagination, correct margins and spacing, indentation of the first line of each paragraph. The paper may incorrectly include section divisions or headings within the essay.
7 pts
The essay is missing or has errors in 5 or more elements of the following: header with pagination, correct margins and spacing, indentation of the first line of each paragraph. The paper may incorrectly include section divisions or headings within the essay.
0 pts
No Marks
15 pts
Total Points: 180

Edit and Revision Strategies
The learner formulates a strategy for editing and revising written text.
Constructive Feedback
The learner composes constructive feedback of written texts.
Introduction:
All good writers revise and edit. Whether it is a document that will be widely read or for personal use, revision is an essential part of the writing process. The process of revising and editing involves more than using a spellchecker; it involves looking closely for opportunities to improve clarity, professionalism, and style.
The revision process involves seeking out opportunities for feedback. However, receiving ineffective feedback makes it difficult for writers to improve their writing, whether that feedback is too harsh, too vague, too overwhelming, etc. The goal of this assessment is to show how being purposeful in giving and receiving constructive feedback will greatly improve your overall writing skills.
In this task, you will make edits and suggest revisions for a piece of unedited, unrevised work. You will submit a marked-up copy of your chosen text along with a written response that provides feedback.
Requirements:
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).
A. Select one of the following attached sample texts to revise and edit, and then submit the text with clearly designated markups of three revisions and five edits:
Note: The writing quality and similarity report matches the original, unedited document will not be evaluated.
Note: You can revise and edit the document by hand or by using an editing function on a word-processing document (e.g., Track Changes in Microsoft Word). The written responses to parts B, C, and D should not be written by hand.
B. Discuss the changes you made to the text in part A by doing the following:
1. Explain why each of the three marked revisions to the structure, content, and organization of the text were made.
2. Explain why each of the five marked edits to the grammar, punctuation, and word choice of the text were made.
C. Provide feedback to the writer of your chosen text by doing the following:
• Explain why the introduction is successful or unsuccessful at capturing your attention.
• Describe the greatest strength of the text.
• Describe the weakest part of the text.
• Explain whether the conclusion is successful or unsuccessful at bringing the text to a close.
D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
E. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
 
(This is the sample text I chose for this assignment.)
Review of Buster Bronco’s Surf ‘n’ Turf Restaurant
Posted by User22
9/23/2021
Last week my wife wanted me to take her out to a nice seafood restaurant to celebrate our anniversary. We went to Buster Bronco’s SurfnTurf and the following is my review. Which explains why I gave it 3 out of 5 stars. First of all, I will review the atmosphere at Buster Bronco’s. As most of you may know you could walk into this restaurant in pajamas and not feel too out of place. It is a very casual restaurant. The theme and decorations on the inside are what you’d expect for a seafood restaurant, like nets and scuba equipment. They even feature “Gus the talking Bass” by the entrance. These decorations make the dining experience feel authentic and fun. Onto to the topic of taste. Buster Bronco’s make an amazing fish taco. There is no getting around that. The fish tacos complete with seasoned warm fries on the side. Their shrimp dishes are also quite tasty and popular. No one is going to go hungry if they order the endless shrimp platter. I literally ate three plates of shrimp and they kept bringing me more. The overall look of the food is decent. Second, the service was meh, which is why I deleted a star. Our server seemed to be more interested in getting us outta there then helping us. She did bring us extra water and napkins without us asking. For most people cost will be a limiting factor in going out to eat. My wife thinks Buster’s is overpriced for how little food you get. I don’t think this is true because I always leave with a doggie bag that I eat the next day for lunch. So I am getting two meals for an average price of $20 an entrée. But hey it’s my opinion and you may disagree.
 
Rubric:
A: EDITED AND REVISED TEXT
A marked-up copy of 1 of the given texts is submitted, and the document contains 3 clearly marked revisions and 5 clearly marked edits. Each revision and edit corrects an error or improves clarity and is accurate and helpful.
B1: REASONING FOR REVISIONS
A detailed and accurate explanation of why each of the 3 marked revisions to the structure, content, and organization of the text were made is provided.
B2: REASONING FOR EDITS
A detailed and accurate explanation of why each of the 5 marked edits to the grammar, punctuation, and word choice of the text were made is provided.
C: WRITTEN RESPONSE
A written response for all 4 of the given points is provided, and each of the responses is logical and supported with specific examples and essential details from the selected text.
D: SOURCES
The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.
E: PROFESSIONAL COMMUNICATION
Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding.

Use the document attached to complete the rough draft of my college essay. I have answered the questions and provided some background within the document. This needs to grab the readers attention. This needs to be in MLA format.

Instructions and Rubric:
The learner constructs a written document with the correct format, style, structure, and grammar.
Introduction:
Efficient communication of information and logical organization allow your reader to absorb your message with as few barriers as possible. Producing text that adheres to appropriate stylistic and grammatical standards will help you demonstrate professionalism.
For this task, you will write a short essay with a central purpose for a specific audience of your choice using a specific expository structure. You may use one of the sample topics from the attached list, “List of Possible Topics,” or you may choose a topic of your own. Your essay should be well organized and should present information in a logical sequence with a clear beginning and end.
Requirements:
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).
A. Compose an essay (suggested length of 2–3 pages) for a professional audience using one of the following expository structures:
• cause or effect essay (e.g., describe possible causes or effects of stress in the workplace)
• solution proposal essay (e.g., propose one or more possible solutions for low employee morale)
• compare and contrast essay (e.g., evaluate the benefits or disadvantages of an existing or proposed policy in your workplace)
Note: For your essay, you can select a topic from the list provided or you can use a topic based on your own professional interests. In addition, you will need to clearly describe the specific, real-world purpose and audience for your essay.
1. Include the following components in your essay:
a. an introduction that establishes the topic and overtly describes a specific purpose and intended audience for the essay
b. a thesis statement that previews 2–4 main points and aligns with the chosen expository mode
c. body paragraphs that include clear main points aligned with the thesis statement
d. appropriate development of the body of the essay
e. transitions
f. a conclusion that summarizes the essay without introducing new information
B. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
C. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
Rubric
A. Essay- The submission includes an essay for a professional audience using 1 of the given expository structures.
A1a. Introduction- The submission includes an introduction that establishes the topic and overtly describes a specific purpose and intended audience for the essay.
A1b: Thesis- The submission includes a clear and specific thesis statement that is appropriate for the chosen expository mode, previews 2–4 main points, and aligns with the body of the essay.
A1c: Main Points- The submission clearly addresses and aligns with each of the 2–4 main points previewed in the thesis statement.
A1d: Appropriate Development- The submission develops the body of the essay, and it includes essential features of the type of expository structure chosen in part A, as well as examples and details to support the thesis.
A1e: Transitions- The submission includes transitions that logically connect paragraphs and ideas in an organized manner and contribute to the logical flow of information in the essay.
A1f: Conclusion- The submission includes a conclusion that summarizes the essay without introducing new information.
B: Sources- The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.
C: Professional Communication- This submission demonstrates correct use of spelling, grammar, punctuation, and sentence fluency. You have demonstrated quality professional communication skills in this submission.
 
List of Possible Topics
General:
• Workplace unions
• Neighborhood parks
• Neighborhood Watch Association
Teachers:
• Technology upgrades
• Yearly classroom spending allowance
• Free after-school programs
Information Technology:
• Work from home
• Security cameras in the workplace
• Mandatory technology upgrades
Health Professions:
• 16+ hour shifts
• Nurse retention
• Safe staffing ratios
Business:
• Dress code changes
• Flexible work schedules
• Work wellness programs
If the topics above do not resonate with you, you can generate your own. When trying to generate possible topic ideas, ask these questions:
• What current issues are meaningful to me?
• What topics do I want to explore?
• What topics are related to my area of study or future career?
• Can I find credible sources (research-based information) for this topic if needed?