Rhetorical Analysis Prompt

This assignment asks you to produce a thesis-driven analysis, complemented by secondary sources, of an aspect of rhetoric in an assigned text.

Outcomes

• Develops clear cogent analyses and convincing arguments about rhetorical choices
• Identifies and articulates genre expectations, situating the text at hand within a larger

conversation in a particular rhetorical situation, with a particular audience

• Selects credible and pertinent material from readings and outside texts to support a point or argument as well as illustrates awareness of viewpoints and competing arguments
• Situates, integrates, and contextualizes different types of evidence effectively while

distinguishing the writer’s voice from those of sources.

• Demonstrates effective organization and style – for a particular purpose, within a

particular genre, to a particular audience

• Develops understanding of and mastery of rhetorical choices within genre

conventions, and develops an awareness of how writers must make careful decisions

based on purpose, audience and argument to execute project/writing professionally across writing situations

• Rewrites and edits language, style, tone, and sentence structure according to genre

and audience expectations

• Practices applying citation conventions systematically in their own work
• Plans and executes a revision process that does not rely only on direction from the

instructor, developing ownership of both process and product to revise purposefully

AssignmentConsider this assignment an opportunity to further explore and expand a line of analysis that you began with your Critical Reading exercises and then develop that analysis into a more complete and complex argument. You will now write a more expansive rhetorical analysis of your primary text. Your rhetorical analysis can delve into message, audience, rhetor, historical and/or social context or even a combination of these aspects.

Include secondary sources to strengthen your argument as part of the academic discourse community. Show that you can situate and integrate credible sources into your argument so that it exists as part of an ongoing dialogue among multiple parties involving the text being analyzed. Your task is not to only restate what these sources have said, but to engage and provide insightful responses as a member of this academic discourse community.

Your instructor may have some other requirements to include in the focus of your essay.

Basic requirementsLength: 1200-1800 words, typed, double-spaced, and presented in MLA format.

A minimum of three (3) sources, including the primary text being analyzed, must be used to develop the essay. A works cited will be required as part of the final draft.

https://theanarchistlibrary.org/library/ursula-k-l…

You should analysis the “The ones who walk away from the Omelas”.

 

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Human Development: Conception to Old Age

You are to write an essay with a 1000 word minimum (not including title and reference pages) in which you analyze and synthesize psychological concepts and connect them to personal experiences. In each section you are to describe personal events from that time and correlate it to the textbook information read.

The essay is to be divided into eight distinct sections that address the areas below. The examples provided after the initial questions are just that, examples. They are meant to stimulate your thinking. You may use them as they are written or feel free to elaborate as you see fit.

First describe your family. How many people were in your family during your childhood years? Did your family structure change (e.g., divorce of parents, death of a family member, inclusion of grandparent in the home, addition of a sibling)?
Write about your birth. Was there anything unusual about your birth (e.g., were you born early or a twin)? Were there any notable circumstances during your infancy (e.g., sibling was born)?
Write about what you remember about your early childhood, from 2 to 6 years of age (e.g. did you go to preschool? Who did you play with? What kinds of pretend play did you participate in? What scared you most?).
Write about your most vivid memories during middle childhood, from about 6 to 10 years of age (e.g. who were your friends: How did you do in school? What did you do in your free time? What kind of identity did you develop as a boy or girl? What kind of an identity did you develop as a member of an ethnic or cultural group? What kind of chores did you have at home?).
Write about your adolescence, from about 10 to 18 years of age (e.g. what do you remember about searching for your identity? What were your close friends like? What other kinds of peer interactions did you have? What were your romantic relationships like? Did you participate in extracurricular activities? What did you do to explore the boundaries of acceptable behavior – in other words did you participate in risky behaviors?).
Write about the accomplishments and struggles have you had or are experiencing as a young adult, from about 18 to 30 years of age (e.g., how have you or will you negotiate your personal relationships? What kinds of jobs have you had or are considering?).
Write about your experiences or experiences you anticipate having during middle adulthood, from about 30 to 60 years of age (e.g., What responsibilities have you had or anticipate having? How have your relationships changed or will change? Have you or do you anticipate remaining stable through this time or changing? What areas of your life have been or do you believe will be the most satisfying?).
The final section or conclusion should summarize what you have learned about the areas of your life in relation to the information gained from this course. The final section will require you to use your critical thinking skills and your writing ability to address the question of relevance.
Please note that if you prefer to not examine your own life, you may choose to write about another person or report on a published biography or autobiography. If you choose the first option, make sure to give the person a pseudonym. If you choose the second option provide a full reference.

In discussing information from your text, you must reference the appropriate chapters, identify and define each relevant concept, and explain why the psychological concepts you focus on are relevant to your life.

Your paper must be done using APA formatting style which includes:

A title page with the title in the middle of the page
Page numbering in the upper right corner beginning with 1 on the title page
In-text citations in APA format (that means the citation follows either the quote or the paraphrase of the information provided)
A reference page at the end (called References) in APA format

 

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Research Proposal Paper Due

What is a research proposal?

The purpose of a research proposal is to identify and formulate questions that arise from nursing practice and to design a research project to study the identified problem. The goal of a research proposal is to present and justify a research idea you have and to present the practical ways in which you think this research should be conducted. Research proposals contain extensive literature reviews and must provide persuasive evidence that there is a need for the proposed research study. In addition to providing a rationale for the proposed research, a proposal describes detailed methodology for conducting the research consistent with requirements of the professional or academic field and a statement on anticipated outcomes and/or benefits derived from the study.

Directions

Write a research proposal using your clinical question formulated earlier in the course that was approved by your instructor. This may be either a qualitative or quantitative research proposal. Your proposal must include APA formatting. The proposal should be a 6–10 in length plus appendices cover page, and reference page. The appendices should include your survey instrument created in week 6. You will be presenting your research proposal in a 6–8 minute recorded presentation in week 8.

Introduction

• Clearly stated problem and purpose of the study
• Independent and dependent variables
• Definition of terms
• Assumptions, hypothesis, or questions (depending on research type)

Theoretical Framework

• Description of the theoretical framework to be utilized
• Identification of the concepts to be explored
• Rationale for choosing framework

Review of the literature

• At least four scholarly sources included
• Appropriateness of the review and the proposal focus
• Inclusion of primary or secondary sources

Methodology

• Description of study type (quantitative or qualitative)
• Description of study design
• Rationale for the use of the selected design
• Inclusion of sample size, type, sampling method, inclusion/exclusion criteria, setting, data collection method (instrument), and data collection process
• Method for Protection of Human Subjects (consent)
• Questionnaire and consent forms must be included as appendices

Data Analysis

• Data analysis method is appropriate for study design.
• Method of data analysis is clearly stated.
• Method for displaying findings is stated.

Applicability to Nursing

• Research focuses on a problem significant to nursing.
• Research would contribute to nursing knowledge.
• Proposal is complete so that another researcher could replicate the study.
• Statement about areas of nursing that would benefit from this study.

 

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Question Description

Read Lecture 3.

Textbook1. Pathophysiology

Review fundamental concepts from chapters 13, 15 and 17.

Read chapters 9, 14, and 18.

.
Discussion Questions	Topic 3 Mandatory Discussion QuestionUse the following Case Scenario, Subjective Data, and Objective Data to answer the Critical Thinking Questions.Case ScenarioMrs. J. is a 63-year-old woman who has a history of hypertension, chronic heart failure, and sleep apnea. She has been smoking two packs of cigarettes a day for 40 years and has refused to quit. Three days ago, she had an onset of flu with fever, pharyngitis, and malaise. She has not taken her antihypertensive medications or her medications to control her heart failure for 4 days. Today, she has been admitted to the hospital ICU with acute decompensated heart failure.Subjective DataIs very anxious and asks whether she is going to die.Denies pain but says she feels like she cannot get enough air.Says her heart feels like it is “running away.”Reports that she is so exhausted she cannot eat or drink by herself.Objective DataHeight 175 cm; Weight 95.5 kgVital signs: T 37.6 C, HR 118 and irregular, RR 34, BP 90/58Cardiovascular: Distant S1, S2, S3 present; PMI at sixth ICS and faint; all peripheral pulses are 1+; bilateral jugular vein distention; initial cardiac monitoring indicates a ventricular rate of 132 and atrial fibrillationRespiratory: Pulmonary crackles; decreased breath sounds right lower lobe; coughing frothy blood-tinged sputum; SpO2 82%Gastrointestinal: BS present: hepatomegaly 4 cm below costal marginCritical Thinking QuestionsWhat nursing interventions are appropriate for Mrs. J. at the time of her admission? Drug therapy is started for Mrs. J. to control her symptoms. What is the rationale for the administration of each of the following medications?IV furosemide (Lasix)Enalapril (Vasotec)Metoprolol (Lopressor)IV morphine sulphate (Morphine)Describe four cardiovascular conditions that may lead to heart failure and what can be done in the form of medical/nursing interventions to prevent the development of heart failure in each condition.Taking into consideration the fact that most mature adults take at least six prescription medications, discuss four nursing interventions that can help prevent problems caused by multiple drug interactions in older patients. Provide rationale for each of the interventions you recommend.

 

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