per the student guide:Writing Activity 4: Final DraftDue Week 9 and worth 300 pointsInstructions: Your final draft should reflect the work you have done to develop your ideas, identify counter perspectives, gather credible research, and draft your essay. You will use feedback from your instructor to review, revise, and edit your rough draft to ensure that you submit your best work.To ensure your final draft is different from your rough draft, follow the steps below.Step 1: RevisionUsing your instructor’s feedback as a guide, remove content that does not support your points, and add content where you need more support or where your rough draft was incomplete. Refine all of your content to improve clarity, idea development, flow, and the overall persuasiveness of your communication. Chapters 8 and 9 of your Webtext will provide guidance to help you ensure you submit your best work.Step 2: EditingAfter you finish your content, review your paper to make sure your sentences are clear and error free. Pay attention to grammar, mechanics, punctuation, and formatting. You do not want to distract your audience or negatively impact your credibility with small mistakes. Chapter 9 will provide you with guidance to help you avoid these mistakes.Step 3: Feedback ReflectionRemember to include your feedback reflection after the reference page. Follow the steps below:1. List the feedback you received on writing activity three2. Explain how you used feedback from writing activity three to write activity four3. Discuss how the feedback on writing activity three will help you with future writing.RubricGrading for this assignment will be based on the following rubric: Points: 300 Final Written Assignment: Persuasive Essay Criteria Unacceptable Below 60% F Meets Minimum Expectations 60-69% D Fair 70-79% C Proficient 80-89% B Exemplary 90-100% A 1. Effectiveness of Persuasion Weight: 30% The student is not persuasive or is inappropriately persuasive, does not use a balanced approach, and only applies one appeal: logic, credibility, or emotion. The student attempts to be persuasive and use a balanced approach, but only applies one or two appeals to logic, credibility, and emotion to persuade the audience. The student is somewhat persuasive, uses a somewhat balanced approach, and applies logic, credibility, and emotion to persuade the audience. The student is persuasive, uses a balanced approach, and applies logic, credibility, and emotion to effectively persuade the audience. The student is highly persuasive, uses a well-balanced approach, and uses strong application of logic, credibility, and emotion to effectively persuade the audience. 2. Clarity of Ideas Weight: 25% The student does not explain or incompletely explains ideas. Ideas may not build logically from one point to the next. Communication is not clear, straightforward, and/or easy to understand. Ideas do not flow smoothly from one to the next. The student ineffectively explains ideas and ideas ineffectively build logically from one point to the next. Communication is not completely clear, straightforward, and/or easy to understand. Ideas may not flow smoothly from one to the next. The student partially explains ideas and ideas somewhat build logically from one point to the next. Communication is somewhat clear, straightforward, and easy to understand. Ideas flow somewhat smoothly from one to the next. The student mostly explains ideas and ideas mostly build logically from one point to the next. Communication is mostly clear, straightforward, and easy to understand. For the most part, ideas flow smoothly from one to the next. The student fully explains ideas and ideas fully build logically from one point to the next. Communication is completely clear, straightforward, and easy to understand. Ideas flow smoothly from one to the next. 3. Organization and Structure Weight: 15% The essay is unorganized. It may be missing three or more of the following: an introduction, thesis statement, background information, body paragraphs, counter perspective(s), and conclusion. Body paragraphs are not structured to meet the specific needs of the audience, purpose, and content. The essay is mostly unorganized. It may be missing two of the following: an introduction, thesis statement, background information, body paragraphs, counter perspective(s), and conclusion. Body paragraphs are ineffectively structured to meet the specific needs of the audience, purpose, and content. The essay is somewhat organized. It may be missing one of the following: an introduction, thesis statement, background information, body paragraphs, counter perspective(s), and conclusion. Body paragraphs are partially structured to meet the specific needs of the audience, purpose, and content. The essay is mostly organized. It has an introduction, thesis statement, background information, body paragraphs, counter perspective(s), and conclusion. Body paragraphs are mostly structured to meet the specific needs of the audience, purpose, and content. The essay is well organized. It has an easily identifiable introduction, thesis statement, background information, body paragraphs, counter perspective(s), and conclusion. Body paragraphs are effectively structured to meet the specific needs of the audience, purpose, and content. 4. In-Text Citations and Source List Weight: 15% Did not appropriately use in-text citations throughout the essay. No source list. Does not meet the required number of references; all or most references are poor-quality choices. Most citations are missing or have been used improperly in the essay and source list. Does not meet the required number of references or there are some poor-quality reference choices. Some in-text citations and source list items are improperly placed, missing, or not formatted. Meets the required number of references; most references are high-quality choices. In-text citations and source list are mostly correctly formatted. Meets or exceeds number of required references; all references are high-quality choices. In-text citations and source list are correctly formatted. 5. Grammar, Mechanics, Punctuation, and SWS Formatting Weight: 5% There are numerous mechanics, grammar, and punctuation errors. The paper contains numerous formatting errors: it may not be double-spaced; font may be incorrect; margins may not be one-inch on all sides, and there may not be a cover page. It includes none or only one of the following: page numbers or indented paragraphs. There are many mechanics, grammar, and punctuation errors. The paper includes two of the following elements: is double-spaced; font is correct; margins are one-inch on all sides, and there is a cover page. It only includes one of the following elements: page numbers or indented paragraphs. There are some mechanics, grammar, and punctuation errors that distract the reader. The paper is double-spaced; font is correct; margins are one-inch on all sides, and there is a cover page. It includes both of the following elements: page numbers and indented paragraphs. There are minimal mechanics, grammar, and punctuation errors. The paper is double-spaced; font is correct; margins are one-inch on all sides, and there is a cover page. It includes both of the following elements: page numbers and indented paragraphs. There are no or few mechanics, grammar, and punctuation errors. The paper is double-spaced; font is correct; margins are one-inch on all sides, and there is a cover page. It includes both of the following elements: page numbers and indented paragraphs. 6. Feedback Reflection Weight: 10% The student is not reflective, does not make connections, and does not include future strategies to continue improving writing. The student may not be reflective, may not make connections, and/or may not include future strategies to continue improving writing. The student is somewhat reflective, makes some connections, and includes some future strategies to continue improving writing. The student is reflective, makes connections, and includes future strategies to continue improving writing. The student is highly reflective, makes insightful connections, and includes future strategies to continue improving writing. The topic that I chose was The benefits of having a therapy dog with some people. I started the paper based on some of the templates that were included in previous weeks so it has been started (somewhat). Needs to be double spaced, 12 point Times New Roman font, 1 inch margins. Reference page is SWS style (references need to be numbered)
eng215_writing_activity_2.docx
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Writing Activity 2: Starting Draft
Kimberly R. Fallaw
ENG 215 – Research & Writing
Dr. Marshall
February 1, 2019
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Outline
I.
Introduction
A. Therapy dogs are becoming more common in helping people with certain
disabilities function through every day life.
II.
Body
A. Therapy dogs can help a person with disabilities to remain calm should they get
worked up.
1. The results, published today in the Journal of Pediatric Oncology Nursing,
furnish evidence that regular visits from a therapy dog can provide
significant psychosocial benefits to families of children undergoing
treatment for cancer.
2. will need to find additional evidence
B. Some therapy dogs are able to detect seizures or other medical conditions before
they happen.
1. In “Wag the dog: Skepticism on seizure alert canines” (Neurology
2007;68:262), Michael J. Doherty, MD, and Alan M. Haltiner, PhD
describe a dog that warns of impending psychogenic non-epileptic
seizures (PNES) and present a critical evaluation of the literature. They
said that “a dog’s companionship can be reassuring and relaxing and may
cut down on seizure frequency. The ability for a dog to obtain help during
or after a seizure could prove lifesaving.”
2. will need to find additional evidence
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C. Therapy dogs allow people with disabilities to be able to do every day activities
that we take for granted.
1. Guide dogs assist individuals who have visual disabilities or are blind
(Sachs‐Ericsson et al., 2002; Assistance Dogs International, 2009a).
Hearing dogs assist individuals who are hard of hearing or are deaf (Guest
et al., 2006; Assistance Dogs International, 2009b). Service dogs are
trained to assist people who have mobility and balance challenges, to alert
or respond to medical issues such as diabetes and seizures and to support
people with psychiatric disabilities and autism (Assistance Dogs
International, 2009c).
2. need to find additional evidence
D. Counter Perspective: need to find additional evidence
1. Response to Counter Perspective: need to find additional evidence
III.
Conclusion
A. People with disabilities are leading more productive lives and less stressed lives
when they have a therapy dog available to them.
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Working Thesis Statement
people with disabilities can receive help from therapy dogs because therapy dogs are able to help
calm people down when they have a panic attack , they can help stabilize a person when they are
having a seizure, and they are able to go get help in certain situations.
Starting Draft
Therapy dogs are becoming more common in helping people with certain disabilities
function through every day life. These dogs are proving that they are reliable, safe, and even help
to eliminate or tone down stress from some people’s lives. Therapy dogs can be of any size and
breed they just have to have a connection with their person. People with disabilities can receive
help from therapy dogs because therapy dogs are able to help calm some people down when they
are having a panic attack, they can help to stabilize a person during a seizure and they are able to
get help in certain situations. people with disabilities can receive help from therapy dogs
because therapy dogs are able to help calm people down when they have a panic attack , they can
help stabilize a person when they are having a seizure, and they are able to go get help in certain
situations.
The results, published today in the Journal of Pediatric Oncology Nursing, furnish
evidence that regular visits from a therapy dog can provide significant psychosocial benefits to
families of children undergoing treatment for cancer. With more children being diagnosed every
year with cancer having to go through treatment can not only be tough for your body but also for
your mental health. When a child is having to undergo treatments and surgery it can leave them
feeling sick, defeated and tired. By introducing a therapy dog to a child who has been diagnosed
with cancer and going through treatments it can greatly improve their mental health, keeping
their spirits up, allowing them to remain happy in an uncertain and scary event in their life.
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Feedback Reflection
Feedback from Writing Activity 1:
kim, this is a lovely topic. my question is who would stand on the other side of this. is there an
opposing view. are there people who don’t want others to have therapy dogs. so who needs to be
persuaded here; as this is a research based topic, it doesn’t matter if people don’t believe, the data
is clear. people can choose not to believe in gravity, we don’t have to persuade them it works.
consider how to tailor your paper. perhaps something to do with funding will help focus it
How Feedback Was Used:
I need to research to see who may be opposed to therapy dogs and who needs to be persuaded
that they are good for people and can assist in helping people with disabilities. I need to further
research the data and find more evidence that they are a benefit to society.
How Feedback Will Help You with Future Writing:
The feedback can be used in any future writing activity to help focus the point you are trying to
make.
…
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