Best Writer

Last week, you learned about various elements of fiction (e.g., plot, setting, symbolism, characterization). For this week’s discussion, share which of the stories that you’ve read so far (from week 1, 2, or 3) has been your favorite and explain why. (You should identify the title and author in your post. Titles of short stories go in quotation marks.) In your explanation, use the literary terminology (elements of fiction) you’ve been learning about. Additionally, for whatever story you select, identify at least one symbol in the story and explain how the author’s use of that symbol (or multiple symbols, if you choose) contributes to the story’s meaning and appeal. You may also discuss other elements of fiction, but be sure to include some discussion and analysis of symbolism.

Describe the characteristics of a normal urine sample, including a normal range of pH, osmolarity, and volume?
Name all the main structures of the urinary system and briefly describe their function?
What is a nephron and name five main components of a nephron?

Trace the flow of blood through the kidney starting from the Renal Artery?

List some of the solutes filtered, secreted, and reabsorbed in different parts of the nephron?
Briefly explain how the kidneys play a role in maintaining acid-base balance?

Chapter 25 Discussion

Both diabetes mellitus and
diabetes insipidus produce large urine volumes, but how would other
characteristics of the urine differ between the two diseases?

How did Saddam Hussein maintain control over Iraq? Explain.
How did Saddam Hussein support international terrorism?
Explain to me how we still have modern-day pirates? Explain to me how they operate, and what do we do about this problem?
Explain Boko Haram. What are their goals, and how have they used child abduction?

Then read Antigone (Sophocles, 1601-602, 1602-34) including the introductory material.
Link to a translation of the play:
https://www.poetryintranslation.com/PITBR/Greek/Antigone.php
(Links to an external site.)
A brief but excellent lecture on Antigone may be found at this link:

Questions to be answered with detail.
ANTIGONE
1.Identify Creon’s and Antigone’s hamartia (terminology available in our text and online).
2.Identify the purposes of the chorus (terminology available in our text and online).
3.What does it means to call Tiresias a seer (terminology available in our text and online)?
4.Identify the Aristotelian unities in the play (terminology available in our text and online).
5.According to the Aristotelian theory of tragedy, what emotions (cathartic) do we feel by the end of the play and why do these occur (terminology available in our text and online)?
6.Explain the social/cultural/political/religious context in which the play was written and first produced (background available in our text and online).

Describe what Columbus thought of the islanders?

Description: In this paper, you will choose a controversial issue, and try to reach a compromise on the issue between your position and that of the opposition’s. Ideally, by establishing common ground with the opposition and providing support, in the form of evidence, you will be able to come up with a solution that satisfies both parties involved in the discussion, as this will be a proposal argument.
Start by brainstorming: When choosing your topic, think about why it is relevant: Is it controversial or commonly accepted by society? What kind of opposition would you expect to your viewpoint? Assume the reader is a hostile audience, so you need to choose your words carefully, as you do not want to risk offending the reader.
Helpful hints: Remember, it is very important to address the opposition’s concerns in your argument, and to support your claim by relying more heavily on ethos and logos than pathos. Reliable sources will lend your argument credibility, and statistics and evidence from those sources will allow you to make logical claims. Please follow the structure outlined in the text, listed below:
Introduction: Introduces the problem, pointing out how both the writer and the reader are affected (establishes common ground)
Present the reader’s view of the problem
Presents the writer’s view of the problem (includes evidence to support writer’s viewpoint)
Shows how the reader would benefit from moving toward the writer’s position (includes evidence to support the writer’s viewpoint)
Lays out possible compromises that would benefit both reader and writer (includes evidence to support the writer’s viewpoint)
Conclusion: Strong concluding statement reinforces the thesis and emphasizes compromise
This paper should be a minimum of five pages. You must cite at least 5 sources, and your paper should be in MLA format, with a proper works cited page. Please follow directions carefully.
MINIMUM REQUIREMENTS:
FIVE PAGES IN LENGTH
MLA FORMAT
MINIMUM OF FIVE RELIABLE SOURCES [see below for help with this]
MINIMUM OF FOUR DIRECT QUOTATIONS
WORKS CITED PAGE
SEE RUBRIC
HELPFUL HINTS FOR THE MINIMUM OF FOUR RELIABLE SOURCES: As you read your sources, analyze the author’s use of language to persuade the reader. Are they using/avoiding clichés, concrete language, and abstract language? Does the author effectively employ ethos, pathos, and logos? How does the author define the terms? Does the author appear to be using reliable resources for their own argument?
FORMAT: Be sure to use proper MLA format. This paper should be three to five pages in length. I will take points off for papers that are not AT LEAST three full pages. Your paper should be double-spaced, Times New Roman, 12 pt font. Refer to the MLA SECTION on Owl@Purdue to aid in creating your works cited page.

TRAUMA INFORMED TEACHING PRESENTATION ASSIGNMENT INSTRUCTIONS

According to the National Survey for Children’s Health (2013), approximately 35 million
children in the United States have experienced one or more types of childhood trauma. This
assignment will provide you with an opportunity to examine childhood trauma and the impact of
traumatic stress on behavior and academic performance.

For this assignment you will create a presentation that outlines the purpose of trauma informed
teaching and establishes a plan to provide a supportive environment for students who may have
been impacted by trauma. The presentation should be designed for an audience of teachers,
teacher assistants, and paraprofessionals who will be working with you in your classroom. The
presentation should include:

1. School Description (school may be real or fabricated):
a. Provide a brief description of the school and surrounding community.
b. Include the grade level that will be addressed in this presentation.
c. Describe the demographics of the class.

2. Components of Traumatic Stress (include examples for each component):
a. What is traumatic stress?
b. Causes of traumatic stress
c. Determining the extent of trauma (ACE Scores)

3. Creating a Trauma-Informed Classroom:
a. Philosophy of trauma-informed teaching
i. Articulate your philosophy regarding the support that teachers and
staff members should provide to students who may have been
impacted by trauma.
b. Physical components of the classroom (appearance, organization of furniture)
c. Classroom procedures to support students who may have been impacted by
trauma.
d. Emergency care/crisis response
i. What will you do if a child who has been impacted by trauma
experiences a mental health crisis in your classroom?
ii. How will you assure your students of their safety and well-being while
in your school or classroom?

4. Cultural Responsiveness:
a. Explain how cultural differences may impact the way that families respond to
trauma in terms of:
i. Responding to trauma
ii. Seeking help to process the impact of traumatic events

5. Discipline Policies and Practices
a. How can traumatic stress impact behavior?
b. Explain how you will address disciplinary issues in your classroom.
c. Provide detail on how you will adjust your classroom management plan for
students who may have been impacted by trauma.

6. Partnership with Parents
a. Explain how you will work with parents to provide support for children and
other members of the family who may have been impacted by trauma.
b. Develop a plan for communicating with parents of children who have been
impacted by trauma.

7. Self-care/Secondary Traumatic Stress
a. Summarize the definition of secondary traumatic stress.
b. How will you use self-care to avoid stress and burnout as a result of secondary
traumatic stress?
c. Discuss the importance of self-care in an effort to combat the effects of
secondary traumatic stress.

The presentation must follow current APA formatting standards and include a minimum of 20
slides and at least 5 references/in-text citations

Resources:
www.nctsn.org/resources/child-trauma-toolkit-educators
www.aft.org/ae/summer2019/jennings
www.nctsn.org/resources/creating-supporting-and-sustaining-trauma-informed-schools-system-framework

Some Rubric
Criteria Ratings Pts
This criterion is linked to a Learning Outcome
Statement of Source (5 Points)
Basic introductory information that helps to answer the “5 W’s and H”. This area should include info about the type of source the message came from, the title of and the publish or air date of the message, and information about the reporter/producer behind the message.
5 pts
This criterion is linked to a Learning Outcome
Where/How/Why Media Message was Found/Chosen (5 Points)
Following the section listed above, this introductory section should help to fill in the “5 W’s and H”. Information included ought to provide insight as to where the message was originally discovered (on Snapchat, IG, FB, Google, etc); what made it appeal to you; if you could tell it would support/oppose your views, and why.
5 pts
This criterion is linked to a Learning Outcome
Description of Source Credibility (10 Points)
Comprehensive background information about the source of the media message you chose to be the basis of your analysis. This information should give insight into how long the outlet has been in business, how well-known they are, what reputation (if any) they have, and if the outlet is credible (and why).
10 pts
This criterion is linked to a Learning Outcome
Synopsis/Summary of Media Message (15 Points)
A general idea of what the story was about in 1 paragraph, followed by at least 3 paragraphs that discuss the actual content of the message (there should be no presence of your opinion or personal interpretation here; this is ONLY supposed to be a recap of the actual content).
15 pts
This criterion is linked to a Learning Outcome
Analysis of Tone (10 Points)
This is, like the Synopsis, supposed to be at least 4 paragraphs in length. That said, this is where you are expected to look more closely at HOW the content of the media message was written, voiced, or otherwise arranged or presented by the message producer. You should provide (and cite) multiple examples of the tone here, in addition to comparing/contrasting the message to other messages about the same topic.
10 pts
This criterion is linked to a Learning Outcome
Analysis of Content (15 Points)
Here, you should continue your comparison/contrast between your message and the other messages (citing ALL of them). This time, however, go back to the facts that were reported. Are there any inconsistencies that exist? Does your message have a good fact to opinion ratio? Are the facts accurate? Or, does your message seem to have a slant or bias? After all of this, is there a clear purpose for your message? Give (and cite) examples.
15 pts
This criterion is linked to a Learning Outcome
Final Determination/Takeaways (Conclusion – 10 Points)
Wrap this analysis by revisiting your position on the message and the entity that produced/distributed it for public consumption. Has your opinion about the source and its credibility changed? How? Also, how likely are you to use this source in the future? Why? Lastly, did the analysis encourage you to look a little closer at the media messages you consume? Why?
10 pts
This criterion is linked to a Learning Outcome
Organization (10 Points)
Did the introduction, body, and the conclusion all flow logically? Was content properly distributed, with most of it in the body (synopsis and analysis sections)?
10 pts
This criterion is linked to a Learning Outcome
Grammar (10 Points)
Were words properly spelled and used? Was your punctuation effective and accurate (includes possessive form and apostrophes – not just commas, periods, etc.)? Did you have a good grasp of when you should/should not capitalize and what tense you were writing in?
10 pts
This criterion is linked to a Learning Outcome
Proper Formatting/Instructions (10 Points)
Did you have a Cover Page and Works Cited? Was the Works Cited Page actually on its own page? Did you abide by the font/size/margin requirements? Did you provide clear subheadings for each section of the paper? Did you abide by APA standards for your citations and signal your cited material clearly?
10 pts
Total Points: 100

Use these headings:
Speaker and Subject Identification: (a) biographical background of the speaker and credibility in subject area, (b) identification of the subject and the relationship of subject to the speaker. This task will require the selection and citation of sources to back your claims.
Audience and Occasion Analysis: (a) a description of the occasion for the speech, including why you chose to observe the speech, and (b) a description of the audience using the information learned in our unit on audience analysis
Structure of the Speech: (a) identify the general and specific purposes, (b) identify the central idea, (c) identify the main points and supporting materials, and (d) describe the organization and development of ideas and the adequacy of the introduction and conclusion.
Delivery of the Speech: (a) identify and critique the vocal delivery techniques including use of language and transitions, and (b) identify and critique the physical delivery techniques including use of visual aids and body movement.
Effectiveness of the Speech: (a) critique the audience response to the speech, and (b) analyze the overall effectiveness of the speech.

This essay assignment requires reflection and analysis based on observation of a publicly delivered speech utilizing concepts covered in class. You must choose ONE of these speeches to analyze:
Evaluation of the paper will be based on these criteria (100 points):
Rhetorical Criticism (as described above) (80 pts)
Mechanics (grammar, spelling, APA style) (20 pts)
The paper should consist of approximately eighty percent argument based on personal observation and twenty percent definitions of the concepts from class to support or refute your argument. The essay will be assessed in accordance with guidelines published in the APA Style Guide (6th ed.).
The “Last Lecture” by Randy Pausch https://www.youtube.com/watch?v=j7zzQpvoYcQ

When an argument is presented what makes engages the reader? Explain how much does the writer or speaker of an argument affect the effectiveness of an argument? Using what you have learned in the assigned readings this week, review Ta-Nehisi Coates’s article, “The Case for Reparations”. A pdf copy is also available in the week three folder.
Click here for the full text or go to Weekly Folder 3 for a pdf file version. An audio file is below.

Assignment: In your opinion which of the three (pathos, ethos, or logos) was most present in Coates’s essay? How effective is his analysis overall? Why or why not? Be sure to include specific examples from the essay to support your answers.