For the past two weeks, you have been involved in a detailed conversation with Friedman (and, last week, with your classmates) about the ideas Friedman discusses in her article, “This Way for Vampires Teaching First-Year Composition in Challenging Times.pdf.” During that time, you have summarized Friedman’s article (in whole and in part!), you have paraphrased sections, and you have responded to it with ideas of your own.  That process builds strong foundations for papers. 

The final step in the process is to write a paper in which you thoughtfully respond to Friedman.  Your response should consist of a few things, generally speaking:

A summary of Friedman’s article

A thesis that describes your own argument about using popular culture (or anything other than writing itself) as a subject in the writing classroom AND how it relates to Friedman’s

A step-by-step development of your thesis in relation to and incorporating examples of Friedman’s article

It helps to see this paper as an account of your “conversation” with Friedman.  Your thesis, then, is the conclusion you reached after carefully reading Friedman’s article; the paper is the map of how you got there.

For instance, you might argue that even though Friedman makes a good case for using popular culture in the first-year writing classroom, the case for focusing only on language in those classes is stronger.  Then, following the map of this particular thesis, your paper would have to explain Friedman’s case, and at the same time, establish the case against Friedman by refuting her argument and asserting your own.

Or maybe you agree with Friedman.  Your thesis might state that Friedman’s case for using popular culture in the first-year writing classroom makes more sense than ignoring popular culture.  By agreeing, though, you don’t dodge the effort of analysis.  You must bring in your own reasoning to corroborate Friedman’s argument; you should have plenty of material from your notes over the last two weeks to help you in this regard. Avoid simply summarizing.  Show why you agree.

Maybe you agree with some things and disagree with others. In this case, you might state in your thesis that while Friedman is correct about _____________, she is mistaken about ____________. In this paper, you would follow the same pattern of explaining Friedman’s views as well as your own.

It’s crucial that you incorporate paraphrases, summary, and quotes in this paper.  You’ve been collecting them for two weeks, so you should have a lot to draw on.  Feel free to use any notes that you’ve taken while responding to the article.  Everything you’ve worked on for the last two weeks has been to prepare you for this paper, so USE WHAT YOU’VE PREVIOUSLY WRITTEN! 

In the next page, I will give you guidelines for your outline for this paper. 

You must turn in this outline at least 24 hours before you show up to your proctored location, where you will write Essay #1. 

I will mark it as “approved” or “unapproved.” Only approved outlines can be printed at the proctored location. 

When you arrive at the proctored location, you will be allowed to print out an approved outline so that you can use it while writing your essay.

 

 

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I have a causes essay about Alzheimer’s disease.

 

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The essay is to be typewritten and double-spaced (1,000 words) and should include the following: 

1. Introduction that includes who you are and where you practice nursing 

2. Definition of nursing 

3. Assumptions or underlying beliefs 

4. Definitions and examples of the major domains of nursing 

5. Summary that includes answers to the following questions: a. How are the domains connected? b. What is your vision of nursing for the future? c. What are the challenges that you will face as a nurse? d. What are your goals for professional development? 

 

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An essay, which should respond to the following attributes:

• Introduction-Include professional background, but not personal identifiers such as name, place of employment, etc., and the population track of interest (i.e., leadership, FNP, AGNP, etc.). (250 word max.)
• Learning-Describe how you think about and pursue learning in your profession. (250 word max.)
• Diversity-Discuss a nursing practice experience that changed or impacted your understanding of diversity and why. (250 word max.)
• Meaningfulness-Describe an activity that brings meaning to your life. (250 word max.)
• Leadership-Describe direct or indirect leadership experiences you have had. (250 word max.)
• Final summary

 

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Required Resources
Read/review the following resources for this activity:

• Textbook: Chapter 8, 9, 10
• Lesson

Introduction
The first two steps in evidence-based practice are to identify knowledge gaps and formulate relevant questions. In this writing exercise, you will be doing just that, across three types of inductive reasoning. In addition, you will be applying evaluation techniques to determine how credible, authoritative, and reliable the arguments are.

Scenario
Imagine your boss has asked you to evaluate four ideas that she is thinking of using to implement programs. You must evaluate whether these are good ideas that she can safely and immediately green-light or whether further evidence is needed. She is anxious to move forward, so she will be unhappy if you reject a good idea; however, if you approve a bad idea, she will be equally as unhappy. She has specifically directed you not to do any outside research. You must evaluate the ideas strictly on the brief passages available. She also wants to know what specific kind of reasoning is used in each passage

Instructions
Using everything you have learned from the text, as well as any other information you have gathered from your searches related to this week’s discussion, evaluate the following four arguments:

• Chapter 8 Exercise 8.9 Examples 7 and 10
• Chapter 9 Exercise 9.9 Example 1
• Chapter 10 Exercise 10.9 Example 1

For each exercise, address the following:

• Identify the type of inductive argument and any features of the way the argument is constructed that you find relevant.
• Explain how convincing you think the argument is.
• Does it have sufficient evidence to allow you to suggest that she move forward with the idea or does the argument have knowledge gaps?
• What questions need to be answered to close these gaps?
• Does the argument contain any information that adds to its authority, credibility, or reliability?

You need to show your boss that you know what factors have to be considered in evaluating each type of argument and how well the argument meets the criteria.

Writing Requirements (APA format)

• Length: 100-150 words per exercise (not including title page or references page)
• 1-inch margins
• Double spaced
• 12-point Times New Roman font
• Title page
• References page

Grading
This activity will be graded using the Argument Analysis (W6) Grading Rubric.

Course Outcomes (CO): 3, 5

Due Date: By 11:59 p.m. MT on Sunday 

Rubric

Argument Analysis (W6) Grading Rubric – 75 ptsArgument Analysis (W6) Grading Rubric – 75 ptsCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeTimeliness of Submission7.0 ptsAssignment submitted by due date0.0 ptsAssignment not submitted by due date7.0 pts
This criterion is linked to a Learning OutcomeExercise Identification20.0 ptsType of argument correctly identified for all 4 exercises.15.0 ptsType of argument correctly identified for 3 exercises.10.0 ptsType of argument correctly identified for 2 exercises.5.0 ptsType of argument correctly identified 1 exercise.0.0 ptsNone are correct, fully developed, or present.20.0 pts
This criterion is linked to a Learning OutcomeEvaluation of Criteria12.0 ptsEvaluates argument according to correct criteria for that type of argument for all 4 exercises.9.0 ptsEvaluates argument according to correct criteria for that type of argument for 3 exercises.6.0 ptsEvaluates argument according to correct criteria for that type of argument for 2 exercises.3.0 ptsEvaluates argument according to correct criteria for that type of argument for 1 exercise.0.0 ptsNone are correct, fully developed, or present.12.0 pts
This criterion is linked to a Learning OutcomeValue of Evidence12.0 ptsProvides full discussion of probative value of evidence (strength of evidence) for all 4 exercises.9.0 ptsProvides full discussion of probative value of evidence (strength of evidence) for 3 exercises.6.0 ptsProvides full discussion of probative value of evidence (strength of evidence) for 2 exercises.3.0 ptsProvides full discussion of probative value of evidence (strength of evidence) for 1 exercise.0.0 ptsNone are correct, fully developed, or present.12.0 pts
This criterion is linked to a Learning OutcomeQuestions12.0 ptsForms pertinent question to fill information gaps for all 4 exercises.9.0 ptsForms pertinent question to fill information gaps for 3 exercises.6.0 ptsForms pertinent question to fill information gaps for 2 exercises.3.0 ptsForms pertinent question to fill information gaps for 1 exercises.0.0 ptsNone are correct, fully developed, or present.12.0 pts
This criterion is linked to a Learning OutcomeAuthority, Credibility, Reliability12.0 ptsFull discussion of authority, credibility and reliability of passage for all 4 exercises.9.0 ptsFull discussion of authority, credibility and reliability of passage for 3 exercises.6.0 ptsFull discussion of authority, credibility and reliability of passage for 2 exercises.3.0 ptsFull discussion of authority, credibility and reliability of passage for 1 exercises.0.0 ptsNone are correct, fully developed, or present.12.0 pts
Total Points: 75.0PreviousNext

 

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