Best Writer

1.Please Note. Need an Easy introduction, conclusion, proper graphs Must be plotted in JASP with proper explanation.
2. APA-7 intext citations required.
3. Rubric (posted below )
4. data file attached
5. Need JASP to use the link to download https://jasp-stats.org/
Answer the following research question: Can knee extension strength in the elderly predict falls? (Null Hypothesis: Knee extension strength in the elderly has no predictive relationship to falls.)
Use the associated dataset:
The nurse practitioner wants to examine a relationship between falls and knee extension strength in the elderly. Further, the NP would like to predict falls with knee extension strength in the elderly. Propose the most appropriate technique and report the findings in APA style. Data are shown in Fall.sav
download
.
_____________________________________________________________________________
Example of writing your results in English:
An independent-samples t-test was conducted to compare memory for words in Late Day and Early Day conditions. There was a significant difference in the scores for Late Day (M = 4.2, SD = 1.3) and Early Day (M = 2.2, SD = 0.84) conditions; t (8) = 2.89, p = 0.02. The results suggest that the time of day has a statistically significant effect on memory; specifically, humans can remember words more easily if they do it later in the day.
Notice that the report of statistical results comes in 3 distinct sections or sentences.
1. The name of the procedure used to answer the research question.
2. The statistical results (get these from the software).
3. What the results mean in plain English.

Week 5 Final Assignment
Criteria Ratings Pts
This criterion is linked to a Learning Outcome
APA and general formatting
Follows APA Format 6th or most current edition.
Cover page with Originality Statement.
Body of paper, double-spaced lines, correct use of headings and subheadings, correct use of in-text citations.
Direct quotes and paraphrasing done per APA guidelines. Maximum 5% of total word count in direct quotes.
Reference page formatted for the type of resource used, includes DOI where needed.
Appendices appropriately formatted; figures and charts appropriately formatted.
Introduction and conclusions paragraph present; includes purpose statement to paper.
15 to >13.0 pts
Exemplary. APA shows mastery and there are no spelling, grammar, or formatting issues identified. Originality report shows 0%. In-text and reference citations are in APA format without error. Originality report shows 0%.
13 to >11.0 pts
Accomplished. APA Format is followed with < 3 formatting errors. Spelling and grammar are near-perfect with < 3 errors. No evidence of plagiarism or questions of originality in document. All in text citations are correctly done and all references on reference page are in APA format with < 3 errors. Originality Report < 2%. 11 to >8.0 pts
Developing. Attempts made to demonstrate APA formatting, but multiple errors remain in APA, grammar, or spelling. Direct Quotes and paraphrasing show effort toward recognizing authors correctly, but originality is still lacking. Weak effort to APA Writing Style formatting.
8 to >0 pts
Beginning. Title page, body of text, references, and appendices not formatted in APA format. Spelling and grammar errors are many. Formatting line spacing, spacing after punctuation do not follow APA. More than 5% direct quotes. Direct quotes and paraphrasing not correctly noted. Evidence of plagiarism.
15 pts
This criterion is linked to a Learning Outcome
RQ1: What are the demographic characteristics of the sample of RN’s?
Report in paragraph format the sample size, gender, age in years, household income, years in current position, years RN experience, Type of Nursing Specialty, Highest Education Level, Participation on a Council, and Years Until Retirement.
Include at least one clearly labelled bar chart and one pie chart for a variable of your choice.
Use a table to display the data counts, percentages, means, and standard deviations for all demographic characteristics. See Table 5.5, page 135 in APA Manual for an example.
10 to >8.0 pts
Exemplary. All criteria met. Writing clear. Table written in APA format. Statistical answers accurate.
8 to >6.0 pts
Accomplished. Missing 1 criteria, writing clear, table formatting not APA, statistical answers accurate.
6 to >4.0 pts
Developing. Missing 1 criteria, writing unclear, table formatting not APA, statistical answers accurate.
4 to >0 pts
Beginning. Missing more than 1 criteria, writing unclear, table formatting not in APA format, and statistical answers incorrect.
10 pts
This criterion is linked to a Learning Outcome
RQ2: Is the variable Years of Experience normally distributed? Show on histogram and support your answer. Is there a linear relationship between the variables years of experience and household income? Show on a scatterplot and support your answer.
Report in paragraph format the answer to the research questions.
Use a clearly labelled and titled histogram and scatterplot to support your answers.
10 to >8.0 pts
Exemplary. All criteria met. Writing clear. Statistical answers accurate. Histogram and scatterplots labelled.
8 to >6.0 pts
Accomplished. All criteria met, writing may be unclear but statistical answers are correct. Histogram and scatterplots may lack clear labels for interpretation.
6 to >4.0 pts
Developing. One criteria unmet, writing may be unclear but statistical answers are correct. Histogram and scatterplots may lack clear labels.
4 to >0 pts
Beginning. One or more criteria missing, statistical answers incorrect, histogram and scatterplots lack clear labelling for interpretation.
10 pts
This criterion is linked to a Learning Outcome
RQ3: Is there a statistically significant difference between the pretest mean cholesterol levels (PretestChol) of the control and intervention groups?
Select the appropriate test.
Answer in paragraph format including the statistical results as you would see written in a standard research report Results section and as practiced in class.
Include the clearly labelled and titled statistical software output in the Appendices.
10 to >8.0 pts
Exemplary. The appropriate test was conducted. The answer is clear in 3-parts (test stated, results stated, interpretation in plain English), output in the Appendices clearly labelled for interpretation.
8 to >6.0 pts
Accomplished. The appropriate test was conducted but the answers lacked the 3-part response. Output in the appendices is clearly labelled for interpretation.
6 to >4.0 pts
Developing. An incorrect test was conducted but a 3-part response was stated for the result. The output in the appendices is clearly labelled for interpretation.
4 to >0 pts
Beginning. An incorrect test was conducted and the response lacks the 3-part explanation. Output may/may not be clearly labelled for interpretation.
10 pts
This criterion is linked to a Learning Outcome
RQ4: Is mean RN satisfaction (NurseSatisMean) related to Income Groups (IncomeGrp) of the RNs?
Select the appropriate test.
Answer in paragraph format including the statistical results as you would see written in a standard research report Results section and as practiced in class.
Include the clearly labelled and titled statistical software output in the Appendices.
10 to >8.0 pts
Exemplary. The appropriate test was conducted. The answer is clear in 3-parts (test stated, results stated, interpretation in plain English), output in the Appendices clearly labelled for interpretation.
8 to >6.0 pts
Accomplished. The appropriate test was conducted but the answers lacked the 3-part response. Output in the appendices is clearly labelled for interpretation.
6 to >4.0 pts
Developing. An incorrect test was conducted but a 3-part response was stated for the result. The output in the appendices is clearly labelled for interpretation.
4 to >0 pts
Beginning. An incorrect test was conducted and the response lacks the 3-part explanation. Output may/may not be clearly labelled for interpretation.
10 pts
This criterion is linked to a Learning Outcome
RQ5: Is there a statistically significant association between Participation on a Council (ParticipateCouncil) and Continuing Nursing Education (ContHigherEd)?
Select the appropriate test.
Answer in paragraph format including the statistical results as you would see written in a standard research report Results section and as practiced in class.
Include the clearly labelled and titled statistical software output in the Appendices.
10 pts
Exemplary. The appropriate test was conducted. The answer is clear in 3-parts (test stated, results stated, interpretation in plain English), output in the Appendices clearly labelled for interpretation.
8 pts
Accomplished. The appropriate test was conducted but the answers lacked the 3-part response. Output in the appendices is clearly labelled for interpretation.
6 pts
Developing. An incorrect test was conducted but a 3-part response was stated for the result. The output in the appendices is clearly labelled for interpretation.
4 pts
Beginning. An incorrect test was conducted and the response lacks the 3-part explanation. Output may/may not be clearly labelled for interpretation.
10 pts
This criterion is linked to a Learning Outcome
RQ6: Is the age of the nurse associated with their pretest cholesterol level (Pretest Chol)?
Select the appropriate test.
Answer in paragraph format including the statistical results as you would see written in a standard research report Results section and as practiced in class.
Include the clearly labelled and titled statistical software output in the Appendices.
10 to >8.0 pts
Exemplary. The appropriate test was conducted. The answer is clear in 3-parts (test stated, results stated, interpretation in plain English), output in the Appendices clearly labelled for interpretation.
8 to >6.0 pts
Accomplished. The appropriate test was conducted but the answers lacked the 3-part response. Output in the appendices is clearly labelled for interpretation.
6 to >4.0 pts
An incorrect test was conducted but a 3-part response was stated for the result. The output in the appendices is clearly labelled for interpretation.
4 to >0 pts
Beginning. An incorrect test was conducted and the response lacks the 3-part explanation. Output may/may not be clearly labelled for interpretation.
10 pts
This criterion is linked to a Learning Outcome
RQ7: Can the number of years of RN experience (YrsRNExp) predict the number of medication errors (NumMedErrorsreported) a nurse will make?
Select the appropriate test.
Answer in paragraph format including the statistical results as you would see written in a standard research report Results section and as practiced in class.
Include the clearly labelled and titled statistical software output in the Appendices.
10 to >8.0 pts
Exemplary. The appropriate test was conducted. The answer is clear in 3-parts (test stated, results stated, interpretation in plain English), output in the Appendices clearly labelled for interpretation.
8 to >6.0 pts
Accomplished. The appropriate test was conducted but the answers lacked the 3-part response. Output in the appendices is clearly labelled for interpretation.
6 to >4.0 pts
Developing. An incorrect test was conducted but a 3-part response was stated for the result. The output in the appendices is clearly labelled for interpretation.
4 to >0 pts
Beginning.An incorrect test was conducted and the response lacks the 3-part explanation. Output may/may not be clearly labelled for interpretation.
10 pts
This criterion is linked to a Learning Outcome
Conclusions in Plain English
Summarize the results of the investigation in terms that a bedside nurse would understand.
Apply the results to nursing practice, research, and education.
15 to >13.0 pts
Exemplary. The results of each test are clearly summarized and understandable from the bedside nurses perspective (Plain English). Clear statements apply the results to nursing practice, research, and education.
13 to >11.0 pts
Accomplished. The results of each test are summarized but not understandable in Plain English. The statements applying the results to nursing practice, research, and education may be confusing.
11 to >8.0 pts
Developing. Some results of each test are not summarized or are not understandable in Plain English. The Results may/may not been applied to practice, research, and education.
8 to >0 pts
Beginning. The results of each test are not clearly summarized in Plain English. The results are not applied to nursing practice, research, or education.
15 pts
Total Points: 100
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Write a three minute speech using a full sentence outline format to describe a social conflict either experienced or observed (personally or in the news).

Topic: Lack of education or education experience for minorities (blacks, hispanics, etc.)
How being a minority can affect their education: think of their income/community in which theyre raised. think of their financial situation. think of how they may be treated differently because of these things ETC.
Analyze the assumptions, reactions and results of the conflict within our society. Re-frame the conflict in ways that would make it transformative for all parties involved (which may require some imagination).
PROVIDE EXAMPLES (even if that means making up a scenario in which you experienced – rather, did not)

Social Networks through the Singapore Red Cross:
Share Your Blood (2015 Smarties Gold Winner)
This
mobile marketing case describes the understanding of global differences
and similarities and also discusses partnering with others. Receiving
both a Gold and a Silver award in Messaging, Relationship Building/CRM,
Social Impact/Not For Profit, Singapore Red Cross needed to get donors
with specific blood types in a population of just under five million
people. They created an app following an annual blood donation campaign
With
nearly 15,000 app downloads, they discovered 20,000 new donors, 20%
above existing donor base, and that lead to 121,360 blood donations, 21%
above their published target of 100,000 per year. Singapore Red Cross
needed to reach the next generation of blood donors while also
leveraging existing donors social networks. The Red Cross Connection
app synced up with donors Facebook networks, allowing donors to share
alerts with their friends and encourage their networks to donate. The
app also helped locate the nearest donation center and provided FAQs to
first-time donors.
Singapore
Red Cross, with just a $25,000 budget, faced the challenge of raising
the required blood supply in this island city-state off southern
Malaysia. Despite the support of existing blood donors, the growing
demand makes finding new blood donors a critical part of its strategy,
with recruiting Singapore youths key to establishing the next generation
of blood donors. Objectives (KPIs) for the Singapore Red Cross
included:
Increasing total blood donation
Increasing new donor recruitment
Reaching and activating donors for needed blood types
Singapore
Red Cross needed an always-on platform to reach youth and existing
blood donors, as well as a way to empower youth and donors to help
spread the word when specific blood types were needed. This solution
needed to be cost-effective and mobile, to keep young people engaged.
While the target audience for new donor recruitment included many age
groups, the youth were key to recruiting the next generation of regular
blood donors. An insight was that some regular donors would often behave
as advocates, inviting their friends to accompany them to give blood.
With the objectives and challenges in mind, a mobile app was the right
solution. The widespread use of smartphones by Singapore youths, coupled
with in-app push messaging and the ability to interact with popular
social media platforms such as Facebook made a mobile app the practical,
effective choice. The app was built how Facebook is used to crowdsource
help from online friends. From asking for prayers to finding owners for
pets, and even to asking for blood donors for a loved one in need, the
community responds positively when the request is from a friend. The
Singapore Red Cross app was designed to enhance this behavior, uniting
users as a group that commits their personal networks to spread the call
for donors when the need arises. Youths were encouraged to become
lifesavers, whereby the act of sharing blood or sharing the cause on
social media could help save lives. Every donation could save up to
three lives, which the app tracked. Red Cross campaigns had previously
used channels such as print and out-of-home, but due to the cost of
media, these efforts were seasonal and could not be sustained. The
mobile app allows the Singapore Red Cross to have an always-on platform
to activate its donor base, recruit new donors, and call for specific
blood types as needed.
The
Red Cross Connection app was named after the social connections that
the app uses to help activate new and existing donors, as well as in
tribute to the connection blood donors have to the people they help
save. Once installed, app users create their profiles through Facebook
Connect and indicate their blood type. When blood supplies run low,
users receive blood alerts with options to find the nearest blood
donation center and a call to action to share the alert with their
friends on Facebook, the most commonly used social platform in
Singapore. Donors used the app to register their blood donations by
entering a code or scanning a QR code on posters found at blood donation
centers and mobile blood drives. Users get rewarded with a short
animation thanking them for their selfless and noble action. The app
acknowledges user actions on their profiles, tracking the number of
potential lives saved with every donation, as well as the number of
times users have shared alerts.
All app users benefited from offers
from merchant and partner tie-ins (one of the key learning outcomes
from this Chapter) sent through the app messages. App functions included
a message box for blood alerts and other messages from the Red Cross, a
blood donation center locator, FAQs for first-time donors, a QR code
scanner for registering their donations at blood centers, and a friend
invite plus social share functions for inviting more users and spreading
the call for blood on social media, including Facebook and others. As
of early 2016, the Singapore Red Cross Facebook page had 55,000 likes
and so this campaign for blood has been successful, in part due to
MRM/McCann, who also won a Facebook award in the category Social
Technology.
http://www.mmaglobal.com/case-study-hub/case_studies/view/36700
https://www.redcross.sg/
http://mrm-mccann.com/en/index.html
Questions:
1. What other mobile strategies could you consider for this sharing social impact organization?
2.
How could Red Cross in other countries use this case study? In what
ways could they conduct similar campaigns? What about other non-profit
organizations that need donations via crowd sourcing?
3. What is the market impact of a social impact campaign? Besides the obvious benefits, what other benefits do you identify?
To answer this particular question, click the “Week Three Discussion 1” link above. Once you are in the forum, click the Create Thread button to view the question again, as well as, create and submit your answer.

Assignment 2: CONCEPTUALIZING AND OPERATIONALIZING VARIABLES
Due 11:59pm EST on Sunday of Week 6
PURPOSE: The purpose of this exercise is to conceptualize and operationalize variables, and understand how conceptual and operational definitions impact the conclusions drawn about variables.
WRITING REQUIREMENTS: The essay should be 7-9 pages. APA formatting should be used throughout (cover page, running header, major heading, subheadings, in-text citations, and reference list). Any time you paraphrase or directly quote a source, in-text citations should be used. A full APA-formatted reference should be included at the end of the assignment.
The essay should include the following subheadings:
Definitions
Conceptualizes race
Operationalizes race
Census Bureau changes
How changes to variables affect conclusions
Reflection
INSTRUCTIONS: Make sure to follow the directions in order.
First, provide a definition of the terms: “conceptual definition” and “operational definition”.
Next, conceptualize and operationalize the variable “race.”
Read the Census Bureau’s report on race.
Answer the following questions after reading the report:
What changes did the Bureau make to the conceptualization and operationalization of race in the 2010 census?
Why did the Bureau make these changes?
Could the difference in operationalization produce different conclusions about race?
Does the Bureau’s conceptualization and operationalization of race coincide with yours? If so, how? If not, what is different?
General requirements:
Submissions should be typed, double-spaced, 1″ margins, times new roman 12 pt font, and saved as .doc, .docx, .pdf.
Use APA format for citations and references
View the grading rubric so you understand how you will be assessed on this Assignment.
Disclaimer- Originality of attachments will be verified by Turnitin. Both you and your instructor will receive the results.
This course has “Resubmission” status enabled to help you if you realized you submitted an incorrect or blank file, or if you need to submit multiple documents as part of your Assignment. Resubmission of an Assignment after it is grades, to attempt a better grade, is not permitted.

“Rhetoric is pervasive. Given that it is an operating system for human meaning-making and interaction, any time we are making meaning and interactingotherwise known as ‘being human’we are using rhetoric. There isn’t any way to communicate without using rhetoric or ‘being rhetorical.’ Communication is inevitably rhetorical. You can’t choose whether or not to use rhetoric. The only question is how you’ll use it when you’re more aware of how it works.”Doug Downs, “Rhetoric: Making Sense of Human Interaction and Meaning-Making” Writing about Writing, First Edition, p. 460
“Intertextual theory suggests that the key criteria for evaluating writing should be ‘acceptability’ within some discourse community. ‘Acceptability’ includes, but goes well beyond, adherence to formal conventions. It includes choosing the ‘right’ topic, applying the appropriate critical methodology, adhering to standards for evidence and validity, and in general adopting the community’s discourse valuesand of course borrowing the appropriate traces. Success is measured by the writer’s ability to know what can be presupposed and to borrow that community’s traces effectively to create a text that contributes to the maintenance or, possibly, the definition of the community. The writer is constrained by the community, and by its intertextual preferences and prejudices, but the effective writer works to assert the will against those community constraints to effect change.”James E. Porter, “Intertextuality and the Discourse Community” Writing about Writing, First Edition, p. 563
Background
Our work in the first two-thirds of the semester has largely focused on individuals and their stories as writers. For this project, we will turn our attention to specific texts in order to understand the decisions and practices that shape their creation, use, and impact in specific contexts. In doing so, you’ll have the chance to consider more closely how some of the social and rhetorical influences we’ve been thinking about actually play out in writing. This will hopefully help prepare you to translate the ideas we’ve been studying this semester to the new writing situations you yourself will encounter after this course.
The “criticism” in the name of this assignment takes on a particular meaning. We typically think of criticism as pointing out the flaws of something. In this scholarly context, however, criticism means systematically evaluating and investigating a text in order to better appreciate or understand it. This sort of criticism, in other words, seeks to reveal something about the text in question.
Your Task
Use a combination of background research, observation, and interpretation to construct a rhetorical analysis (at least 1,200-2,000 words) of a text of your choosing. Please choose a text that has been produced within the past 5 years. Apply some of the rhetorical concepts we’ve studied this semestere.g., audience, a rhetor’s literacy experiencesto help you think through and explain how your chosen text constructs meaning for its audience(s) as well as how those meanings in turn shape reality. Your discussion should not focus on description or reporting alone; instead, your goal is to use some of the principles about writing and rhetoric we’ve studied this semester to help you look behind the text, the choices its creator(s) made, and the impact of those choices on the text’s audience(s).
As with Major Project 2, your target publication for this article is Stylus: A Journal of First-Year Writing. Be sure to provide enough detail and context so that audience can understand the text itself, your analysis, and why your discussion matters.
For this third Major Project, You will upload the following files (#1 and #3 should be Word or PDF documents):
1) Your final Rhetorical Criticism research essay
2) The text on which you are conducting a rhetorical analysis (any file format or link will do)
3) A one-paragraph (at least 150 words) reflection of your experience in writing this paper. Include the following:
What challenges did you face?
What were your most and least favorite parts?
What was the most significant takeaway from completing this essay?
_______________________________________________________________________
Objective: Use a combination of background research, observation, and interpretation to construct a rhetorical analysis of a text that has been produced within the past 5 years.
Audience: Your peers, professor, and Stylus: A Journal of First-Year Writing readers.
Format: 1,200-2,000 words, MLA-format
How you will be graded: The rubric below is based on a holistic grading system.
SAMPLE STUDENT WORK: See the “Student Samples” section as well as these two examples below.
a) Student 1
download
b) Student 2
download
c) Student 3
download
———————————————————————-
“What Text Should I Look At, and What Should I Do With It?”
You have a lot of flexibility in choosing what text to research for this project. As with Major Project 2, you might find it useful to link your work here to your major and/or career. This might include, for instance, something you’ll need to write once you get into your upper-division classes or grad school, or something that people working in your field produce. You might also use this project to do a bit of Villanueva’s “Professorial Discourse Analysis” (see Writing about Writing p. 121-22) and see what the professors in your discipline research and how they disseminate those findings. Alternatively, you might approach this project as a continuation of Major Project 2 and focus in on a text that your interviewee showed you, further investigating the rhetorical situation in which that text operates. You might also choose to talk to a friend or classmate and work to trace the rhetorical situation and/or intertextual nature of some particular project in order to see what you can learn there. The choice is yours, so choose a text to investigate that seems interesting and useful for you to consider. Again, please choose a text that has been produced within the past 5 years.
In the past, some students have chosen a text they like and are already familiar with, such as a popular song or a book they read in high school. These projects have tended not to work well since it’s harder to learn something from a text with which you are already familiar. Keep this in mind as you consider possibilities for this project.
Remember that analysis means looking closely at something and its component parts to think about how it works. Rhetorical analysis, then, means looking closely at a particular text and its component parts to think about how it works in a specific context. For ideas about what this can look like, see the student examples above as well as those listed near the bottom of this assignment.
In terms of what text to look at, you have a lot of options. For the purposes of this assignment, we’ll draw on Downs’ explanation of rhetoric in the quote at the top to help us think about what kinds of texts you might choose to analyze as well as Grant-Davie’s explanation of what each constituent of a rhetorical situation is, and Porter’s ideas of intertextuality. That means anything that is involved in making meaning or interacting between humans counts, whether it’s alphabetic, visual, auditory, or some combination. You might find it helpful to think about texts that make some kind of argument. I’ve listed a few ideas below to give you some inspiration:
A sales presentation used by the person you profiled for Major Project 2: Profile of a Writer
The website of a politician running in an election
A Facebook page for a UCF club’s fundraiser
A text message that started an argument between you and your friends
A poster for a UCF student organization
A particularly impactful Twitter thread
An evocative advertisement
A recent news article
A comedy sketch
A TV commerical
The list is endless!
What to Do
Here, I briefly outline the moves youll need to make in order to accomplish the task required by this assignment.
Introduce the text you’ve chosen to look at, the rhetorical context in which it appeared, any other information readers will need to understand your criticism.
Before launching into your analysis, you’ll want to briefly introduce readers to the text you’re looking at. This might mean summarizing and/or describing it as well as putting it into context. Think about how you can show readers what this text is like and where it came from. Use images and quotes as needed to support these descriptions. When contextualizing the text, consider where/when it was published or distributed, who the original audience was, and how that shapes your understanding of what the text’s creator(s) were trying to accomplish.
You might find, too, that you need to conduct a little informal research to learn more about the text as you begin writing about it. Try to learn as much as you can about your text, where it came from, and how it was/is received.
You should also introduce any terms or theories that readers will need to know about to understand your discussion. This might include, for instance, new ideas or ways of conceptualizing rhetoric drawn from the course readings.
Present an argument about what your rhetorical analysis of the text reveals.
You can think of this as introducing readers to the “so what?” of your article early on. What’s at stake in your analysis? What questions are you hoping to answer? What are you going to use rhetorical analysis to do or reveal? Why does that matter? Why should they care?
Remember what arguments do. You want to make a claim about the text and how it is working. An effective argument is one that is arguable (it’s not just a given or obvious fact), relevant (it’s connected, in this case, to the text you’ve chosen to analyze and our study of rhetoric), and meaningful (there’s something at stake so that readers will care).
Very likely, you wont know the focus of your discussion going into writing. Thats okay. You should discover it through your careful analysis of the text youve chosen to look at. Once you do discover your focus, revise your earlier sections of your paper so that you can develop and support that argument through your further discussion.
Support and illustrate your argument with very particular evidence from the text itself, analysis, and any other relevant data collected during your research.
However you choose to organize this analysis, be sure to support and develop your points with discussion of specific elements, passages, and moves within the text youre analyzing. This will mean carefully integrating and responding to quotes, paraphrases, and/or summaries from the text itself.
Refer back to course readings on rhetoric to add to your analysis; use at least two readings to build your own ethos/credibility. Remember, though, that this should primarily be your analysis. Im most interested in what you discover about this and how it is working within a particular rhetorical situation/ecology. Rather than repeat ideas from the readings, look to use those ideas to help you ask and try to answer questions about the nature of the text you’re analyzing. What would the authors we’ve read find interesting in this text and its rhetorical context?
When including particular evidence, be sure to make it clear to your audience why you’re including it and how it helps to further support and illustrate the claims you’re making about the text.
Reflect on the significance of your analysis in order to draw conclusions and consider the implications of your criticism.
Your conclusion should not merely restate what you’ve already said elsewhere. Instead, use this section to address the “So what?” question: what does your analysis reveal? What’s at stake? What can be learned from your analysis? What might readers or engaged parties in the rhetorical ecology(s) you were writing about do in response to learning the results of your analysis? If it seems appropriate, you might set this up as a call-to-action, but at a minimum try to give readers something to keep thinking about after they’re finished with your analysis.
Have you learned anything yourself that causes you to revisit or change your understanding of rhetoric? Have you learned anything about communication more broadly that you can use later, perhaps in the university, your career, or your civic or social life?
Also, consider what questions still remain unanswered. What might you need to keep thinking about as you continue thinking about rhetoric and these related ideas in your own life?
In general, these analyses are typically around 1,200 – 2,000 words. Writing less than that will probably not give you enough space to fully develop your ideas and examples. Writing much more than that means you probably have expanded the scope of this assignment too far. But exact lengths will vary, and your work will be assessed on quality, not length.
Stylus Student Examples
To get ideas for this project, you might find it helpful to see some examples of what past ENC 1101 students have done with rhetorical criticism for Stylus. I’ve included some examples to inspire your thinking below:
“Youre Filtering Me Out: Reviewing Snapchat Lenses through a Rhetorical Lens
” by Julie Wan in Stylus 9.1
“Rhetorical Reflection on an Air Force IT Ad” by Isaac Kyle in UCF Writes p. 21-25/Stylus
6.1
“Intertextuality and Understanding Dave Chappelle’s Comedy
” by David Galvez in Stylus 2.1
“Using Rhetorical Strategies to Examine War Protest” by Radharany Diaz in Stylus 4.2
“Galaxy-Wide Writing Strategies Used by Official Star Wars Bloggers
” by Arielle Feldman in Stylus 8.2
“Elements of a Storm: The Rhetoric Behind a 7th Grade Poem
” by Casiana Aponte in Stylus Knights Write Showcase Special Issue Spring 2016
What Makes It Good?
Here are the qualities I will be looking for when I grade this assignment:
Effectiveness of Argument
How well have you demonstrated your understanding of the readings and class discussions we’ve had about rhetoric and related topics?
Is your argument appropriately arguable, relevant, and meaningful?
Have you addressed why this argument matters to your audiencethe “So what?” question?
Thoughtfulness of Analysis
How careful is your rhetorical analysis of the text you chose to look at? Have you thoughtfully applied some of the ideas we’ve been studying this semester?
How clear and precise is the focus of your analysis?
Have you fully explained your reasoning as well as your reactions to the text and any additional research?
Use of Detail and Support
Are your claims and analysis well-supported and developed through appropriate use of quotes, paraphrase, and/or summary/description?
Is your evidence detailed enough that readers can understand the points you’re making?
Have you made clear connections between the evidence you’re presenting and the overall focus of your analysis so that readers can follow your thinking?
Organization
Is it clear how and why youre moving from point to point?
Do your ideas logically lead into one another?
Are sections and points fully developed?

Write a 10-12 page paper on a topic of special interest, including a critical review of the readings involved.

Positioning Meizrow’s Transformative Learning Theory as a Narrative Therapy Approach for Adults diagnosed with ADHD.

Explain how each step within this process if put in workbook form could assist Adults with ADHD to acknowledge thoughts and feelings about their diagnosis, take part in their treatment planning via exploration of treatment options, and build self-advocacy skills by sharing this information with their treatment and support team.

2. You must adhere to Texas LPC rules and regulations, and ACA ethical standards when creating the informed consent.
3. The informed consent must look professional and be functional as a form that clients should complete.
4. Adhere to APA formatting and be sure to cite any references.
6. You should complete this assignment as if you are a therapist. Be mindful of how best to approach this topic with future clients.

Does anyone know Spanish and can help me with my Spanish Lab assignments. I would give you my login information then you would complete the assignments due. I will continue to pay you well if you complete them, it is easy.

BIOETHICS: GENETIC ENGINEERING, CLONING, STEM CELL RESEARCH/GATTACA FILM

There is a cover page, no need for header or title. Writing should start from very top Include works cited page. MLA format.

FIRST PAGE – EXPLAIN THE ETHICAL THEORY KNOWN AS DIVINE COMMAND ETHICS
SECOND PAGE – INCLUDE A ONE-PAGE CRITIQUE OF DIVINE COMMAND THEORY
HELPFUL SOURCES:
I attached the book we use in the course, should you need information or guidance
The Arrival of Human Cloning, Wesley J. Smith, May 27, 2013, Washington Examiner.
The Newest Members of Beijing’s Police Force Are 6 Cloned K-9’s, November 21, 2019, CBS News.
A Concise Study on the History of Bioethics, Paulo Nuno Martins, Middle East Journal of Business 2018.
Tinkering With Humans, William Saletan, New York Times.com, 2007, Book Review of Michael Sandel’s Case Against Perfection

Please follow the directions that I will post in the files which will be what you need to write the essay. First file is the short story that youll read and second one is what is asking to do for the essay for that short story. Theres no need for citation or sources. Please be aware of spelling errors and grammar. I need a write that has knowledge about literature and who writes about it often. Please be available to communicate with me throughout the process. Thank you!