Bridging the Gap between Prewriting and Writing
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Bridging the Gap between Prewriting and Writing
Unit 2 – Discussion Board
Unit: Bridging the Gap between Prewriting and Writing
Assignment Objectives
Discuss the critical role of written communication in personal, professional, and academic environments. Identify how rhetorical and stylistic choices impact the effectiveness of written communication.
Deliverable Length: 200–250 words
For this Discussion Board, please complete the following:
Writing is all around us. We may read words on a page or backlit screen, or we may watch them played out on a big screen. Sometimes these words can have a positive or even influential impact on us.
Think of a piece of writing or video that really resonated with you and made an impact. This could be a book, an article, a social media post, a song, a film, or even a TV commercial or other short video. Perhaps you watched a film that caused you to have strong emotions. Maybe you read an article that you felt really spoke truth to you. You may have even heard a song that made you think of a loved one.
Why did it resonate with/speak to you?
What did the author of that piece do well to make an impact on you as the audience?
http://bobangus.com/wp-content/uploads/2015/10/277-Action-Words-that-Drive-High-Impact-Writing-Download.pdf
Audience
2ND Word Doc
Unit 2 – Individual Project
Unit: Bridging the Gap between Prewriting and Writing
Deliverable Length: 2 pages
Assignment Objectives
Demonstrate critical thinking skills in the writing process. Demonstrate writing as a process through planning, drafting, revising, and editing. Produce clear and organized writing appropriate for audience, purpose, and platform. Show appropriate writing conventions, including sentence structure, grammar, syntax, and mechanics, for academic and professional environments.
Assignment Details
Everything that you write has a goal and an audience. Your message and the way that you write that message will change depending on the audience and your goal. This is why it is important to carefully plan messages before writing them. When you plan your message, you ask yourself questions about your audience, your goal, and the situation.
Imagine that you just received the following e-mail from the CEO of the organization that you work for:
Team,
Thank you for your hard work and dedication as we have navigated the difficulties of this past year. As you know, the vast majority of our team has been working from home for many months now. This has not been without its challenges, but there have also been some distinct benefits to our remote work arrangements.
As the situation in the world looks to be improving, we are now considering whether or not to bring the team back to the office or continue to allow working from home. I am very much interested in your feedback. What’s working with the current arrangement? What’s not working? If given the choice, would you want to come back to the office or continue working from home?
Please reply to this message with your feedback.
Thanks for all that you do!
[CEO Signature Block]
Using the template provided, answer the following questions to help you think through how you would respond to the CEO’s e-mail. (Note that you are not actually writing a response to the e-mail. The goal of this assignment is to answer the questions below to help you think through how you would respond.)
Who is your audience?
What is your goal in this e-mail?
What are the pros and cons of working from home?
What are the pros and cons of working in the office?
What are 2 reasons for your choice (to work from home or work in the office)?
What writing choices will you use to get your point across to your audience? (For example, some choices to consider might include: What greeting would you use to begin your e-mail? Do you think using numbering or bullet points to organize your e-mail would help? How will you close your e-mail?)
Audience
Brainstorming
SCENARIO – Lois, who is in the last stages of breast cancer, was recently admitted into a hospice program. Her husband Henry, is relieved to have a hospice nurse come into their home and help with the care of his wife. After Lois had been receiving care for a week, Henry asked when he should take Lois into the hospital out-patient department for more chemotherapy.
The hospice nurse said, “I thought that you understood that since treatments would no longer help Lois and she would ultimately die, that she would not receive any more treatments once she entered the Hospice program.” Henry said he did not understand this and insisted that he wanted everything done to save Lois.
Instructions:
- Read the scenario above and then, answer the following questions:
- How could this misunderstanding have been avoided?
- What discussions should Lois and Henry have had with each other before Lois went into the hospice program?
- What could hospice programs do to better inform the general public of their purpose?
- Your paper should be:
. One (1) page
. Typed according to APA style for margins, formatting and spacing standards
. Typed into a Microsoft Word document, save the file, and then upload the file
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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