Category: English

Assignment Prompt & Instructions

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Assignment Prompt & Instructions

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Assignment Prompt & Instructions

– ## FastFashion1.docx

– ## Documentosinttulo6.pdf

**## FastFashion1.docx**

2

**Fast Fashion**

Alondra Rivera

West Coast University

English 140 Written

Melissa Cueto

9/21/2025

**Fast Fashion**

Fast fashion has revolutionized clothing shopping by offering trendy styles at affordable prices and fast delivery. Stores may stock new runway-inspired clothes within weeks, satisfying consumers' constant demand to look stylish. While accessibility looks desirable, the structure that allows it is based on hidden costs. Fast fashion's cost and ease hide its drawbacks. It harms people and the environment rather than just looking good. Behind fast fashion's low costs and fast turnover is a system that affects garment workers and the environment. Furthermore, it pushes customers to buy more than they need while undercutting sustainable alternatives. Fast fashion affects worker rights, ecosystems, and the economy worldwide. Fast fashion mistreats workers, hurts the environment, promotes overconsumption, and discourages sustainable alternatives.

**First Body Paragraph**

One of the biggest difficulties with fast fashion is exploitation of developing country labor. Garment workers work long hours in dangerous circumstances for little wages. Sweatshops, or factories, lack fundamental safety requirements, leaving workers vulnerable to accidents, building collapses, and fires. This sector is dangerous, as shown by the 2013 Rana Plaza accident in Bangladesh, which killed over 1,100 garment workers (Alam, 2025). Despite public attention to such deaths, many factories have comparable conditions. In the rush for fast production, firms often put profit before workers' rights. Studies reveal that fashion brands' ethical pledges rarely affect behavior. Worker exploitation continues, with low salaries and no healthcare or union representation (Lebaron, 2021). Workers' inability to escape poverty while corporations and retailers profit reinforces it. Because supply chains are purposely complicated and opaque, customers are frequently ignorant of this exploitation (DuHadway et al., 2021). This hidden mistreatment raises ethical concerns, showing that quick fashion sacrifices human dignity. Corporate accountability, greater labor law enforcement, and consumer understanding of the human consequences of their clothing choices are needed to address this issue.

**References**

Alam, S. (2025). Corporate Social Responsibility and Ethical Practices in the Readymade Garment Industry: Unraveling the Impact of the Rana Plaza Catastrophe.
_SSRN Electronic Journal_. https://doi.org/10.2139/ssrn.5325424

DuHadway, S., Mena, C., & Ellram, L. M. (2021). Let the buyer beware: how network structure can enable (and prevent) supply chain fraud.
_International Journal of Operations & Production Management_,
_42_(2), 125–150. https://doi.org/10.1108/ijopm-05-2021-0310

Lebaron, G. (2021). Wages: An Overlooked Dimension of Business and Human Rights in Global Supply Chains.
_Business and Human Rights Journal_,
_6_(1), 1–20. https://doi.org/10.1017/bhj.2020.32

**## Documentosinttulo6.pdf**

Finish the rest of the rough draft in freshman in college format following the outline
provided

Intructions

For this assignment, you will create the first draft of your essay. Begin with the
outline, introduction, and first body paragraphs that you previously developed, then
add the remaining three body paragraphs and the conclusion. Make sure to apply
the feedback you received on all previous assignments.

To earn full credit, the following components must be present:

● An introduction with a thesis statement
● At least four body paragraphs with topic sentences
● Smooth transitions between paragraphs
● A conclusion paragraph
● A reference page with a minimum of five outside sources
● In-text citations for the sources cited on the reference page

Below are a few tips to consider as you draft your essay:

● Your paper should be making an argument rather than simply stating facts.
● Each paragraph should further the argument and directly relate to your

thesis statement.
● Your argument should be founded on logical thinking and solid evidence,

not on anecdotal evidence, hearsay, or personal beliefs.
● Do not write in first or second person (avoid the use of pronouns such as I,

me, mine, we, us, ours, you, yours, etc.).
● Your outline should be a starting point, but you may find you need to make

some adjustments as well.
● You paper must follow APA guidelines for formatting, references, and

citations.
● See the Signature Assignment: Argumentative Essay (Full Instructions)
● Download Argumentative Essay (Full Instructions)
●

Type your work into the APA template: APA Template

Download APA Template

Also, carefully review this sample paper, which includes instructor comments meant
to demonstrate what the student did well on the paper. You can use it as a guide for
your own: Sample Argumentative Paper

Download Sample Argumentative Paper

[https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?wrap=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?wrap=1)

[https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?download_frd=1)

[https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?download_frd=1)

[https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?wrap=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?wrap=1)

[https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?download_frd=1)

[https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?download_frd=1)

[https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?wrap=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?wrap=1)

[https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?download_frd=1)

[https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?download_frd=1)

See the rubric for specific grading criteria.

Resource: Use the Grammarly tool to catch and correct mistakes in your writing
assignments.

Points: 100

Rubric

Rough Draft Rubric

Criteria Ratings Pts

This
criterion is
linked to a
Learning
Outcome

Completion/
Effort

50 to >43.48 ptsThe rough draft includes an introduction with an
identifiable thesis, a minimum of four body paragraphs with
identifiable topic/transition sentences, a conclusion, and a reference
page with a minimum of 5 references, all of which are credible and
are cited within the paper. The writer has made a commendable effort
to incorporate feedback provided on previous writing submissions.

43.48 to >41.3 ptsThe rough draft is missing one of the elements
listed in the sophisticated column, but the writer has made some
effort to incorporate feedback provided on previous writing
submissions.

41.3 to >34.78 ptsThe rough draft is missing two of the elements
listed in the sophisticated column and/or the writer has not made
much effort to incorporate feedback provided on previous writing
submissions.

34.78 to >0 ptsThe rough draft is missing more than two of the
elements listed in the sophisticated column and/or the writer has not
made any effort to incorporate feedback provided on previous
writing submissions.

50
pts

[https://guides.westcoastuniversity.edu/grammarly](https://guides.westcoastuniversity.edu/grammarly)

This
criterion is
linked to a
Learning
Outcome

Content

16 to >13.33 ptsThe writer demonstrates original thought and critical
thinking skills. He/she presents a clear, focused central argument
(thesis) and supports it effectively with concrete details, examples,
and sound logic. Other authors’ ideas are skillfully paraphrased.
Direct quotations are minimal and well-chosen. All sources are
relevant and appropriate, and the writer’s ideas are convincing, even
for those who disagree with his/her premise.

13.33 to >12.0 ptsThe writer presents and supports a clear and
focused central argument (thesis), but ideas may not be consistently
convincing. Supporting details are relevant and logical but may lack
depth. Other authors’ ideas are effectively paraphrased, and direct
quotations are minimal. All sources are relevant and appropriate.

12 to >10.67 ptsThe writer presents a central argument (thesis), but it
may be overly general/broad. He/she adequately supports the central
argument, but supporting points may at times be vague, too obvious,
or otherwise unconvincing. The writer makes an effort to paraphrase
but at times struggles to express ideas in his/her own words. The
essay lacks interesting details, and/or not all sources are relevant
and appropriate.

10.67 to >0 ptsThe writer’s central argument (thesis) is unclear or
missing, and the essay lacks focus. Supporting details are
insufficient, not relevant, and/or not based on sound logic. Attempts
to paraphrase do not always reflect understanding. The writer has
not used enough sources, and/or the sources are not all relevant and
appropriate.

16
pts

This
criterion is
linked to a
Learning
Outcome

Organizatio
n

10 to >8.33 ptsThe writer demonstrates a clear sense of direction.
The paper includes an engaging introduction and conclusion.
Paragraphs are unified and arranged in a logical order. Each
paragraph begins with a clear topic sentence that introduces the
main idea of that paragraph. The writer smoothly transitions from
paragraph to paragraph, showing connections between related
ideas. Supporting details within paragraphs are well-organized, and
research is well-integrated.

8.33 to >6.67 ptsThe writer demonstrates a sense of direction. The
paper includes a strong introduction and conclusion. Paragraphs are
unified and include topic sentences, but they may lack smooth
transitions between ideas. The organization of supporting details
within paragraphs may need improvement.

6.67 to >5.0 ptsThe writer demonstrates some direction and includes
an adequate introduction and conclusion, but topic sentences and
transitions are weak. The paragraphs show unity, but they are not
arranged in any discernable order, and supporting details may not
always be well-organized.

5 to >0 ptsThe writer demonstrates little or no direction. The
introduction and conclusion are weak. It is difficult to identify a
single subtopic for each paragraph because paragraphs are not
unified and lack clear topic sentences or transitions. The order of
body paragraphs seems random, as do the supporting details within
them.

10
pts

This
criterion is
linked to a
Learning
Outcome

Style/Langu
age

8 to >6.4 ptsThe writer’s tone is confident, engaging, and appropriate
for the assignment and/or the intended audience. The text
demonstrates strong vocabulary skills and does not suffer from
errors in word choice. The writer expresses ideas concisely, only
using as many words as necessary to communicate a point. The
writer achieves flow and readability by employing sentence variety
successfully.

6.4 ptsThe writer’s tone is appropriate and effective overall. The text
demonstrates good use of vocabulary and contains few (if any)
errors in word choice. The writer expresses ideas concisely and
clearly most of the time. The writer makes an effort to employ
sentence variety.

6.4 to >4.8 ptsThe writer’s tone suffers from one or more possible
problems. Depending on the assignment, it may be too informal, too
personal, not authoritative enough, etc. Numerous sentences suffer
from lack of variety, awkward constructions, wordiness, limited
vocabulary, and/or errors in word choice.

4.8 to >0 ptsThe writer often fails to communicate ideas effectively
because the paper suffers from significant problems with tone,
language use, and/or wordiness.

8
pts

This
criterion is
linked to a
Learning
Outcome

Sentence
Structure
and
Mechanics

8 to >6.66 ptsThe writer makes minimal (if any) errors in grammar,
spelling, and/or punctuation. There are no fragments or run-on
sentences.

6.66 to >5.34 ptsThe writer makes some errors in grammar, spelling,
and/or punctuation, but these errors do not significantly distract the
reader from the substance of the text. The paper contains few (if any)
fragments and/or run-on sentences.

5.34 to >4.0 ptsThe writer makes numerous errors in grammar,
spelling, punctuation, and/or sentence structure, which at times
distract the reader from the substance of the text.

4 to >0 ptsThe writer makes a significant number of errors in
grammar, spelling, punctuation, and/or sentence structure, regularly
distracting the reader from the substance of the text and hindering
comprehension.

8
pts

This
criterion is
linked to a
Learning
Outcome

Format/Cre
diting
Sources

8 to >6.0 ptsThe writer makes minimal (if any) errors in APA format,
citations, or references.

6 to >4.0 ptsThe writer makes some errors in APA format, citations,
or references.

4 to >2.0 ptsThe writer makes numerous errors in APA format,
citations, or references.

2 to >0 ptsThe writer makes significant errors in APA format,
citations, or references.

8
pts

Total Points: 100

Outline of the essay

I. Introduction

A. Hook: Have you ever bought a shirt that looked great, was super cheap and
trendy at first, but then ripped or faded after just one wash? That’s fast fashion.

B. Background info: Fast fashion is all about trendy clothes made really fast and sold
for dirt cheap because of the way it’s being produced.

C. Background info: It’s fun because you can stay in style without spending much,
but it comes with big problems most people don’t think about.

D. Thesis statement: Fast fashion is a problem because it treats workers badly, it
hurts the environment, and it makes us buy way more than we need.

II. Body Paragraph 1

A. Topic sentence: One of the biggest issues with fast fashion is how workers are
treated.

B. Supporting point: Workers in other countries are often underpaid and overworked.

1. Detail: Many workers get paid almost nothing for very long hours.
2. Detail: Factories can be unsafe and unhealthy places to work.

C. Supporting point: Big brands focus more on profit than workers’ well-being.

1. Detail: Even when brands claim to be “ethical,” conditions rarely improve.
2. Detail: Workers’ rights are often ignored in favor of speed and low costs

D. Supporting point: The system keeps workers trapped in poor conditions.

1. Detail: People making the clothes have little power or protections.
2. Detail: Labor issues are often hidden from consumers.

III. Body Paragraph 2

A. Topic/transition sentence: Fast fashion also causes serious harm to the
environment.

B. Supporting point: Producing cheap clothes uses a lot of natural resources.

1. Detail: Making clothes takes huge amounts of water and energy.
2. Detail: Factories release pollution into the air and water.

C. Supporting point: Clothes are made cheaply and thrown away quickly.

1. Detail: Most clothing ends up in landfills after only a few wears.
2. Detail: Cheap fabrics don’t break down, which harms the environment.

D. Supporting point: Synthetic fabrics pollute oceans.

1. Detail: Tiny plastic fibers from polyester and other fabrics end up in water
systems.

2. Detail: These microplastics hurt wildlife and ecosystems.

IV. Body Paragraph 3

A. Topic/transition sentence: Fast fashion encourages overproducing and waste.

B. Supporting point: Constantly changing trends make people feel the need to buy
more.

1. Detail: New styles appear all the time, making old clothes feel outdated
which influences more people to keep up to date with the fashion and buy
more clothes that aren't even good quality.

2. Detail: People often replace barely-worn clothes with the latest trends.

C. Supporting point: This makes it harder for sustainable fashion to compete.

1. Detail: Thrift stores and ethical brands struggle against cheap fast fashion.
2. Detail: People get stuck in a cycle of buying cheap, low-quality items.

D. Supporting point: Overconsumption has long-term social and environmental
effects.

1. Detail: It leads to waste and clutter.
2. Detail: It reduces demand for better-quality, sustainable clothing.

V. Conclusion

A. Restatement of thesis: Fast fashion is harmful because how people are
overconsuming these products which are making the factories produce more where
they mistreats workers, damage the environment, and encourage overconsumption.

B. So what?: If we slow down, buy better-quality clothes, reuse items, and support
thrift or sustainable brands, we can help both people and the planet.

**## Documentosinttulo6.pdf**

Finish the rest of the rough draft in freshman in college format following the outline
provided

Intructions

For this assignment, you will create the first draft of your essay. Begin with the
outline, introduction, and first body paragraphs that you previously developed, then
add the remaining three body paragraphs and the conclusion. Make sure to apply
the feedback you received on all previous assignments.

To earn full credit, the following components must be present:

● An introduction with a thesis statement
● At least four body paragraphs with topic sentences
● Smooth transitions between paragraphs
● A conclusion paragraph
● A reference page with a minimum of five outside sources
● In-text citations for the sources cited on the reference page

Below are a few tips to consider as you draft your essay:

● Your paper should be making an argument rather than simply stating facts.
● Each paragraph should further the argument and directly relate to your

thesis statement.
● Your argument should be founded on logical thinking and solid evidence,

not on anecdotal evidence, hearsay, or personal beliefs.
● Do not write in first or second person (avoid the use of pronouns such as I,

me, mine, we, us, ours, you, yours, etc.).
● Your outline should be a starting point, but you may find you need to make

some adjustments as well.
● You paper must follow APA guidelines for formatting, references, and

citations.
● See the Signature Assignment: Argumentative Essay (Full Instructions)
● Download Argumentative Essay (Full Instructions)
●

Type your work into the APA template: APA Template

Download APA Template

Also, carefully review this sample paper, which includes instructor comments meant
to demonstrate what the student did well on the paper. You can use it as a guide for
your own: Sample Argumentative Paper

Download Sample Argumentative Paper

[https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?wrap=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?wrap=1)

[https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?download_frd=1)

[https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?download_frd=1)

[https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?wrap=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?wrap=1)

[https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?download_frd=1)

[https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?download_frd=1)

[https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?wrap=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?wrap=1)

[https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?download_frd=1)

[https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?download_frd=1)

See the rubric for specific grading criteria.

Resource: Use the Grammarly tool to catch and correct mistakes in your writing
assignments.

Points: 100

Rubric

Rough Draft Rubric

Criteria Ratings Pts

This
criterion is
linked to a
Learning
Outcome

Completion/
Effort

50 to >43.48 ptsThe rough draft includes an introduction with an
identifiable thesis, a minimum of four body paragraphs with
identifiable topic/transition sentences, a conclusion, and a reference
page with a minimum of 5 references, all of which are credible and
are cited within the paper. The writer has made a commendable effort
to incorporate feedback provided on previous writing submissions.

43.48 to >41.3 ptsThe rough draft is missing one of the elements
listed in the sophisticated column, but the writer has made some
effort to incorporate feedback provided on previous writing
submissions.

41.3 to >34.78 ptsThe rough draft is missing two of the elements
listed in the sophisticated column and/or the writer has not made
much effort to incorporate feedback provided on previous writing
submissions.

34.78 to >0 ptsThe rough draft is missing more than two of the
elements listed in the sophisticated column and/or the writer has not
made any effort to incorporate feedback provided on previous
writing submissions.

50
pts

[https://guides.westcoastuniversity.edu/grammarly](https://guides.westcoastuniversity.edu/grammarly)

This
criterion is
linked to a
Learning
Outcome

Content

16 to >13.33 ptsThe writer demonstrates original thought and critical
thinking skills. He/she presents a clear, focused central argument
(thesis) and supports it effectively with concrete details, examples,
and sound logic. Other authors’ ideas are skillfully paraphrased.
Direct quotations are minimal and well-chosen. All sources are
relevant and appropriate, and the writer’s ideas are convincing, even
for those who disagree with his/her premise.

13.33 to >12.0 ptsThe writer presents and supports a clear and
focused central argument (thesis), but ideas may not be consistently
convincing. Supporting details are relevant and logical but may lack
depth. Other authors’ ideas are effectively paraphrased, and direct
quotations are minimal. All sources are relevant and appropriate.

12 to >10.67 ptsThe writer presents a central argument (thesis), but it
may be overly general/broad. He/she adequately supports the central
argument, but supporting points may at times be vague, too obvious,
or otherwise unconvincing. The writer makes an effort to paraphrase
but at times struggles to express ideas in his/her own words. The
essay lacks interesting details, and/or not all sources are relevant
and appropriate.

10.67 to >0 ptsThe writer’s central argument (thesis) is unclear or
missing, and the essay lacks focus. Supporting details are
insufficient, not relevant, and/or not based on sound logic. Attempts
to paraphrase do not always reflect understanding. The writer has
not used enough sources, and/or the sources are not all relevant and
appropriate.

16
pts

This
criterion is
linked to a
Learning
Outcome

Organizatio
n

10 to >8.33 ptsThe writer demonstrates a clear sense of direction.
The paper includes an engaging introduction and conclusion.
Paragraphs are unified and arranged in a logical order. Each
paragraph begins with a clear topic sentence that introduces the
main idea of that paragraph. The writer smoothly transitions from
paragraph to paragraph, showing connections between related
ideas. Supporting details within paragraphs are well-organized, and
research is well-integrated.

8.33 to >6.67 ptsThe writer demonstrates a sense of direction. The
paper includes a strong introduction and conclusion. Paragraphs are
unified and include topic sentences, but they may lack smooth
transitions between ideas. The organization of supporting details
within paragraphs may need improvement.

6.67 to >5.0 ptsThe writer demonstrates some direction and includes
an adequate introduction and conclusion, but topic sentences and
transitions are weak. The paragraphs show unity, but they are not
arranged in any discernable order, and supporting details may not
always be well-organized.

5 to >0 ptsThe writer demonstrates little or no direction. The
introduction and conclusion are weak. It is difficult to identify a
single subtopic for each paragraph because paragraphs are not
unified and lack clear topic sentences or transitions. The order of
body paragraphs seems random, as do the supporting details within
them.

10
pts

This
criterion is
linked to a
Learning
Outcome

Style/Langu
age

8 to >6.4 ptsThe writer’s tone is confident, engaging, and appropriate
for the assignment and/or the intended audience. The text
demonstrates strong vocabulary skills and does not suffer from
errors in word choice. The writer expresses ideas concisely, only
using as many words as necessary to communicate a point. The
writer achieves flow and readability by employing sentence variety
successfully.

6.4 ptsThe writer’s tone is appropriate and effective overall. The text
demonstrates good use of vocabulary and contains few (if any)
errors in word choice. The writer expresses ideas concisely and
clearly most of the time. The writer makes an effort to employ
sentence variety.

6.4 to >4.8 ptsThe writer’s tone suffers from one or more possible
problems. Depending on the assignment, it may be too informal, too
personal, not authoritative enough, etc. Numerous sentences suffer
from lack of variety, awkward constructions, wordiness, limited
vocabulary, and/or errors in word choice.

4.8 to >0 ptsThe writer often fails to communicate ideas effectively
because the paper suffers from significant problems with tone,
language use, and/or wordiness.

8
pts

This
criterion is
linked to a
Learning
Outcome

Sentence
Structure
and
Mechanics

8 to >6.66 ptsThe writer makes minimal (if any) errors in grammar,
spelling, and/or punctuation. There are no fragments or run-on
sentences.

6.66 to >5.34 ptsThe writer makes some errors in grammar, spelling,
and/or punctuation, but these errors do not significantly distract the
reader from the substance of the text. The paper contains few (if any)
fragments and/or run-on sentences.

5.34 to >4.0 ptsThe writer makes numerous errors in grammar,
spelling, punctuation, and/or sentence structure, which at times
distract the reader from the substance of the text.

4 to >0 ptsThe writer makes a significant number of errors in
grammar, spelling, punctuation, and/or sentence structure, regularly
distracting the reader from the substance of the text and hindering
comprehension.

8
pts

This
criterion is
linked to a
Learning
Outcome

Format/Cre
diting
Sources

8 to >6.0 ptsThe writer makes minimal (if any) errors in APA format,
citations, or references.

6 to >4.0 ptsThe writer makes some errors in APA format, citations,
or references.

4 to >2.0 ptsThe writer makes numerous errors in APA format,
citations, or references.

2 to >0 ptsThe writer makes significant errors in APA format,
citations, or references.

8
pts

Total Points: 100

Outline of the essay

I. Introduction

A. Hook: Have you ever bought a shirt that looked great, was super cheap and
trendy at first, but then ripped or faded after just one wash? That’s fast fashion.

B. Background info: Fast fashion is all about trendy clothes made really fast and sold
for dirt cheap because of the way it’s being produced.

C. Background info: It’s fun because you can stay in style without spending much,
but it comes with big problems most people don’t think about.

D. Thesis statement: Fast fashion is a problem because it treats workers badly, it
hurts the environment, and it makes us buy way more than we need.

II. Body Paragraph 1

A. Topic sentence: One of the biggest issues with fast fashion is how workers are
treated.

B. Supporting point: Workers in other countries are often underpaid and overworked.

1. Detail: Many workers get paid almost nothing for very long hours.
2. Detail: Factories can be unsafe and unhealthy places to work.

C. Supporting point: Big brands focus more on profit than workers’ well-being.

1. Detail: Even when brands claim to be “ethical,” conditions rarely improve.
2. Detail: Workers’ rights are often ignored in favor of speed and low costs

D. Supporting point: The system keeps workers trapped in poor conditions.

1. Detail: People making the clothes have little power or protections.
2. Detail: Labor issues are often hidden from consumers.

III. Body Paragraph 2

A. Topic/transition sentence: Fast fashion also causes serious harm to the
environment.

B. Supporting point: Producing cheap clothes uses a lot of natural resources.

1. Detail: Making clothes takes huge amounts of water and energy.
2. Detail: Factories release pollution into the air and water.

C. Supporting point: Clothes are made cheaply and thrown away quickly.

1. Detail: Most clothing ends up in landfills after only a few wears.
2. Detail: Cheap fabrics don’t break down, which harms the environment.

D. Supporting point: Synthetic fabrics pollute oceans.

1. Detail: Tiny plastic fibers from polyester and other fabrics end up in water
systems.

2. Detail: These microplastics hurt wildlife and ecosystems.

IV. Body Paragraph 3

A. Topic/transition sentence: Fast fashion encourages overproducing and waste.

B. Supporting point: Constantly changing trends make people feel the need to buy
more.

1. Detail: New styles appear all the time, making old clothes feel outdated
which influences more people to keep up to date with the fashion and buy
more clothes that aren't even good quality.

2. Detail: People often replace barely-worn clothes with the latest trends.

C. Supporting point: This makes it harder for sustainable fashion to compete.

1. Detail: Thrift stores and ethical brands struggle against cheap fast fashion.
2. Detail: People get stuck in a cycle of buying cheap, low-quality items.

D. Supporting point: Overconsumption has long-term social and environmental
effects.

1. Detail: It leads to waste and clutter.
2. Detail: It reduces demand for better-quality, sustainable clothing.

V. Conclusion

A. Restatement of thesis: Fast fashion is harmful because how people are
overconsuming these products which are making the factories produce more where
they mistreats workers, damage the environment, and encourage overconsumption.

B. So what?: If we slow down, buy better-quality clothes, reuse items, and support
thrift or sustainable brands, we can help both people and the planet.

**## FastFashion1.docx**

2

**Fast Fashion**

Alondra Rivera

West Coast University

English 140 Written

Melissa Cueto

9/21/2025

**Fast Fashion**

Fast fashion has revolutionized clothing shopping by offering trendy styles at affordable prices and fast delivery. Stores may stock new runway-inspired clothes within weeks, satisfying consumers' constant demand to look stylish. While accessibility looks desirable, the structure that allows it is based on hidden costs. Fast fashion's cost and ease hide its drawbacks. It harms people and the environment rather than just looking good. Behind fast fashion's low costs and fast turnover is a system that affects garment workers and the environment. Furthermore, it pushes customers to buy more than they need while undercutting sustainable alternatives. Fast fashion affects worker rights, ecosystems, and the economy worldwide. Fast fashion mistreats workers, hurts the environment, promotes overconsumption, and discourages sustainable alternatives.

**First Body Paragraph**

One of the biggest difficulties with fast fashion is exploitation of developing country labor. Garment workers work long hours in dangerous circumstances for little wages. Sweatshops, or factories, lack fundamental safety requirements, leaving workers vulnerable to accidents, building collapses, and fires. This sector is dangerous, as shown by the 2013 Rana Plaza accident in Bangladesh, which killed over 1,100 garment workers (Alam, 2025). Despite public attention to such deaths, many factories have comparable conditions. In the rush for fast production, firms often put profit before workers' rights. Studies reveal that fashion brands' ethical pledges rarely affect behavior. Worker exploitation continues, with low salaries and no healthcare or union representation (Lebaron, 2021). Workers' inability to escape poverty while corporations and retailers profit reinforces it. Because supply chains are purposely complicated and opaque, customers are frequently ignorant of this exploitation (DuHadway et al., 2021). This hidden mistreatment raises ethical concerns, showing that quick fashion sacrifices human dignity. Corporate accountability, greater labor law enforcement, and consumer understanding of the human consequences of their clothing choices are needed to address this issue.

**References**

Alam, S. (2025). Corporate Social Responsibility and Ethical Practices in the Readymade Garment Industry: Unraveling the Impact of the Rana Plaza Catastrophe.
_SSRN Electronic Journal_. https://doi.org/10.2139/ssrn.5325424

DuHadway, S., Mena, C., & Ellram, L. M. (2021). Let the buyer beware: how network structure can enable (and prevent) supply chain fraud.
_International Journal of Operations & Production Management_,
_42_(2), 125–150. https://doi.org/10.1108/ijopm-05-2021-0310

Lebaron, G. (2021). Wages: An Overlooked Dimension of Business and Human Rights in Global Supply Chains.
_Business and Human Rights Journal_,
_6_(1), 1–20. https://doi.org/10.1017/bhj.2020.32

**## Documentosinttulo6.pdf**

Finish the rest of the rough draft in freshman in college format following the outline
provided

Intructions

For this assignment, you will create the first draft of your essay. Begin with the
outline, introduction, and first body paragraphs that you previously developed, then
add the remaining three body paragraphs and the conclusion. Make sure to apply
the feedback you received on all previous assignments.

To earn full credit, the following components must be present:

● An introduction with a thesis statement
● At least four body paragraphs with topic sentences
● Smooth transitions between paragraphs
● A conclusion paragraph
● A reference page with a minimum of five outside sources
● In-text citations for the sources cited on the reference page

Below are a few tips to consider as you draft your essay:

● Your paper should be making an argument rather than simply stating facts.
● Each paragraph should further the argument and directly relate to your

thesis statement.
● Your argument should be founded on logical thinking and solid evidence,

not on anecdotal evidence, hearsay, or personal beliefs.
● Do not write in first or second person (avoid the use of pronouns such as I,

me, mine, we, us, ours, you, yours, etc.).
● Your outline should be a starting point, but you may find you need to make

some adjustments as well.
● You paper must follow APA guidelines for formatting, references, and

citations.
● See the Signature Assignment: Argumentative Essay (Full Instructions)
● Download Argumentative Essay (Full Instructions)
●

Type your work into the APA template: APA Template

Download APA Template

Also, carefully review this sample paper, which includes instructor comments meant
to demonstrate what the student did well on the paper. You can use it as a guide for
your own: Sample Argumentative Paper

Download Sample Argumentative Paper

[https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?wrap=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?wrap=1)

[https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?download_frd=1)

[https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?download_frd=1)

[https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?wrap=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?wrap=1)

[https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?download_frd=1)

[https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?download_frd=1)

[https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?wrap=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?wrap=1)

[https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?download_frd=1)

[https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?download_frd=1)

See the rubric for specific grading criteria.

Resource: Use the Grammarly tool to catch and correct mistakes in your writing
assignments.

Points: 100

Rubric

Rough Draft Rubric

Criteria Ratings Pts

This
criterion is
linked to a
Learning
Outcome

Completion/
Effort

50 to >43.48 ptsThe rough draft includes an introduction with an
identifiable thesis, a minimum of four body paragraphs with
identifiable topic/transition sentences, a conclusion, and a reference
page with a minimum of 5 references, all of which are credible and
are cited within the paper. The writer has made a commendable effort
to incorporate feedback provided on previous writing submissions.

43.48 to >41.3 ptsThe rough draft is missing one of the elements
listed in the sophisticated column, but the writer has made some
effort to incorporate feedback provided on previous writing
submissions.

41.3 to >34.78 ptsThe rough draft is missing two of the elements
listed in the sophisticated column and/or the writer has not made
much effort to incorporate feedback provided on previous writing
submissions.

34.78 to >0 ptsThe rough draft is missing more than two of the
elements listed in the sophisticated column and/or the writer has not
made any effort to incorporate feedback provided on previous
writing submissions.

50
pts

[https://guides.westcoastuniversity.edu/grammarly](https://guides.westcoastuniversity.edu/grammarly)

This
criterion is
linked to a
Learning
Outcome

Content

16 to >13.33 ptsThe writer demonstrates original thought and critical
thinking skills. He/she presents a clear, focused central argument
(thesis) and supports it effectively with concrete details, examples,
and sound logic. Other authors’ ideas are skillfully paraphrased.
Direct quotations are minimal and well-chosen. All sources are
relevant and appropriate, and the writer’s ideas are convincing, even
for those who disagree with his/her premise.

13.33 to >12.0 ptsThe writer presents and supports a clear and
focused central argument (thesis), but ideas may not be consistently
convincing. Supporting details are relevant and logical but may lack
depth. Other authors’ ideas are effectively paraphrased, and direct
quotations are minimal. All sources are relevant and appropriate.

12 to >10.67 ptsThe writer presents a central argument (thesis), but it
may be overly general/broad. He/she adequately supports the central
argument, but supporting points may at times be vague, too obvious,
or otherwise unconvincing. The writer makes an effort to paraphrase
but at times struggles to express ideas in his/her own words. The
essay lacks interesting details, and/or not all sources are relevant
and appropriate.

10.67 to >0 ptsThe writer’s central argument (thesis) is unclear or
missing, and the essay lacks focus. Supporting details are
insufficient, not relevant, and/or not based on sound logic. Attempts
to paraphrase do not always reflect understanding. The writer has
not used enough sources, and/or the sources are not all relevant and
appropriate.

16
pts

This
criterion is
linked to a
Learning
Outcome

Organizatio
n

10 to >8.33 ptsThe writer demonstrates a clear sense of direction.
The paper includes an engaging introduction and conclusion.
Paragraphs are unified and arranged in a logical order. Each
paragraph begins with a clear topic sentence that introduces the
main idea of that paragraph. The writer smoothly transitions from
paragraph to paragraph, showing connections between related
ideas. Supporting details within paragraphs are well-organized, and
research is well-integrated.

8.33 to >6.67 ptsThe writer demonstrates a sense of direction. The
paper includes a strong introduction and conclusion. Paragraphs are
unified and include topic sentences, but they may lack smooth
transitions between ideas. The organization of supporting details
within paragraphs may need improvement.

6.67 to >5.0 ptsThe writer demonstrates some direction and includes
an adequate introduction and conclusion, but topic sentences and
transitions are weak. The paragraphs show unity, but they are not
arranged in any discernable order, and supporting details may not
always be well-organized.

5 to >0 ptsThe writer demonstrates little or no direction. The
introduction and conclusion are weak. It is difficult to identify a
single subtopic for each paragraph because paragraphs are not
unified and lack clear topic sentences or transitions. The order of
body paragraphs seems random, as do the supporting details within
them.

10
pts

This
criterion is
linked to a
Learning
Outcome

Style/Langu
age

8 to >6.4 ptsThe writer’s tone is confident, engaging, and appropriate
for the assignment and/or the intended audience. The text
demonstrates strong vocabulary skills and does not suffer from
errors in word choice. The writer expresses ideas concisely, only
using as many words as necessary to communicate a point. The
writer achieves flow and readability by employing sentence variety
successfully.

6.4 ptsThe writer’s tone is appropriate and effective overall. The text
demonstrates good use of vocabulary and contains few (if any)
errors in word choice. The writer expresses ideas concisely and
clearly most of the time. The writer makes an effort to employ
sentence variety.

6.4 to >4.8 ptsThe writer’s tone suffers from one or more possible
problems. Depending on the assignment, it may be too informal, too
personal, not authoritative enough, etc. Numerous sentences suffer
from lack of variety, awkward constructions, wordiness, limited
vocabulary, and/or errors in word choice.

4.8 to >0 ptsThe writer often fails to communicate ideas effectively
because the paper suffers from significant problems with tone,
language use, and/or wordiness.

8
pts

This
criterion is
linked to a
Learning
Outcome

Sentence
Structure
and
Mechanics

8 to >6.66 ptsThe writer makes minimal (if any) errors in grammar,
spelling, and/or punctuation. There are no fragments or run-on
sentences.

6.66 to >5.34 ptsThe writer makes some errors in grammar, spelling,
and/or punctuation, but these errors do not significantly distract the
reader from the substance of the text. The paper contains few (if any)
fragments and/or run-on sentences.

5.34 to >4.0 ptsThe writer makes numerous errors in grammar,
spelling, punctuation, and/or sentence structure, which at times
distract the reader from the substance of the text.

4 to >0 ptsThe writer makes a significant number of errors in
grammar, spelling, punctuation, and/or sentence structure, regularly
distracting the reader from the substance of the text and hindering
comprehension.

8
pts

This
criterion is
linked to a
Learning
Outcome

Format/Cre
diting
Sources

8 to >6.0 ptsThe writer makes minimal (if any) errors in APA format,
citations, or references.

6 to >4.0 ptsThe writer makes some errors in APA format, citations,
or references.

4 to >2.0 ptsThe writer makes numerous errors in APA format,
citations, or references.

2 to >0 ptsThe writer makes significant errors in APA format,
citations, or references.

8
pts

Total Points: 100

Outline of the essay

I. Introduction

A. Hook: Have you ever bought a shirt that looked great, was super cheap and
trendy at first, but then ripped or faded after just one wash? That’s fast fashion.

B. Background info: Fast fashion is all about trendy clothes made really fast and sold
for dirt cheap because of the way it’s being produced.

C. Background info: It’s fun because you can stay in style without spending much,
but it comes with big problems most people don’t think about.

D. Thesis statement: Fast fashion is a problem because it treats workers badly, it
hurts the environment, and it makes us buy way more than we need.

II. Body Paragraph 1

A. Topic sentence: One of the biggest issues with fast fashion is how workers are
treated.

B. Supporting point: Workers in other countries are often underpaid and overworked.

1. Detail: Many workers get paid almost nothing for very long hours.
2. Detail: Factories can be unsafe and unhealthy places to work.

C. Supporting point: Big brands focus more on profit than workers’ well-being.

1. Detail: Even when brands claim to be “ethical,” conditions rarely improve.
2. Detail: Workers’ rights are often ignored in favor of speed and low costs

D. Supporting point: The system keeps workers trapped in poor conditions.

1. Detail: People making the clothes have little power or protections.
2. Detail: Labor issues are often hidden from consumers.

III. Body Paragraph 2

A. Topic/transition sentence: Fast fashion also causes serious harm to the
environment.

B. Supporting point: Producing cheap clothes uses a lot of natural resources.

1. Detail: Making clothes takes huge amounts of water and energy.
2. Detail: Factories release pollution into the air and water.

C. Supporting point: Clothes are made cheaply and thrown away quickly.

1. Detail: Most clothing ends up in landfills after only a few wears.
2. Detail: Cheap fabrics don’t break down, which harms the environment.

D. Supporting point: Synthetic fabrics pollute oceans.

1. Detail: Tiny plastic fibers from polyester and other fabrics end up in water
systems.

2. Detail: These microplastics hurt wildlife and ecosystems.

IV. Body Paragraph 3

A. Topic/transition sentence: Fast fashion encourages overproducing and waste.

B. Supporting point: Constantly changing trends make people feel the need to buy
more.

1. Detail: New styles appear all the time, making old clothes feel outdated
which influences more people to keep up to date with the fashion and buy
more clothes that aren't even good quality.

2. Detail: People often replace barely-worn clothes with the latest trends.

C. Supporting point: This makes it harder for sustainable fashion to compete.

1. Detail: Thrift stores and ethical brands struggle against cheap fast fashion.
2. Detail: People get stuck in a cycle of buying cheap, low-quality items.

D. Supporting point: Overconsumption has long-term social and environmental
effects.

1. Detail: It leads to waste and clutter.
2. Detail: It reduces demand for better-quality, sustainable clothing.

V. Conclusion

A. Restatement of thesis: Fast fashion is harmful because how people are
overconsuming these products which are making the factories produce more where
they mistreats workers, damage the environment, and encourage overconsumption.

B. So what?: If we slow down, buy better-quality clothes, reuse items, and support
thrift or sustainable brands, we can help both people and the planet.

**## FastFashion1.docx**

2

**Fast Fashion**

Alondra Rivera

West Coast University

English 140 Written

Melissa Cueto

9/21/2025

**Fast Fashion**

Fast fashion has revolutionized clothing shopping by offering trendy styles at affordable prices and fast delivery. Stores may stock new runway-inspired clothes within weeks, satisfying consumers' constant demand to look stylish. While accessibility looks desirable, the structure that allows it is based on hidden costs. Fast fashion's cost and ease hide its drawbacks. It harms people and the environment rather than just looking good. Behind fast fashion's low costs and fast turnover is a system that affects garment workers and the environment. Furthermore, it pushes customers to buy more than they need while undercutting sustainable alternatives. Fast fashion affects worker rights, ecosystems, and the economy worldwide. Fast fashion mistreats workers, hurts the environment, promotes overconsumption, and discourages sustainable alternatives.

**First Body Paragraph**

One of the biggest difficulties with fast fashion is exploitation of developing country labor. Garment workers work long hours in dangerous circumstances for little wages. Sweatshops, or factories, lack fundamental safety requirements, leaving workers vulnerable to accidents, building collapses, and fires. This sector is dangerous, as shown by the 2013 Rana Plaza accident in Bangladesh, which killed over 1,100 garment workers (Alam, 2025). Despite public attention to such deaths, many factories have comparable conditions. In the rush for fast production, firms often put profit before workers' rights. Studies reveal that fashion brands' ethical pledges rarely affect behavior. Worker exploitation continues, with low salaries and no healthcare or union representation (Lebaron, 2021). Workers' inability to escape poverty while corporations and retailers profit reinforces it. Because supply chains are purposely complicated and opaque, customers are frequently ignorant of this exploitation (DuHadway et al., 2021). This hidden mistreatment raises ethical concerns, showing that quick fashion sacrifices human dignity. Corporate accountability, greater labor law enforcement, and consumer understanding of the human consequences of their clothing choices are needed to address this issue.

**References**

Alam, S. (2025). Corporate Social Responsibility and Ethical Practices in the Readymade Garment Industry: Unraveling the Impact of the Rana Plaza Catastrophe.
_SSRN Electronic Journal_. https://doi.org/10.2139/ssrn.5325424

DuHadway, S., Mena, C., & Ellram, L. M. (2021). Let the buyer beware: how network structure can enable (and prevent) supply chain fraud.
_International Journal of Operations & Production Management_,
_42_(2), 125–150. https://doi.org/10.1108/ijopm-05-2021-0310

Lebaron, G. (2021). Wages: An Overlooked Dimension of Business and Human Rights in Global Supply Chains.
_Business and Human Rights Journal_,
_6_(1), 1–20. https://doi.org/10.1017/bhj.2020.32

**## Documentosinttulo6.pdf**

Finish the rest of the rough draft in freshman in college format following the outline
provided

Intructions

For this assignment, you will create the first draft of your essay. Begin with the
outline, introduction, and first body paragraphs that you previously developed, then
add the remaining three body paragraphs and the conclusion. Make sure to apply
the feedback you received on all previous assignments.

To earn full credit, the following components must be present:

● An introduction with a thesis statement
● At least four body paragraphs with topic sentences
● Smooth transitions between paragraphs
● A conclusion paragraph
● A reference page with a minimum of five outside sources
● In-text citations for the sources cited on the reference page

Below are a few tips to consider as you draft your essay:

● Your paper should be making an argument rather than simply stating facts.
● Each paragraph should further the argument and directly relate to your

thesis statement.
● Your argument should be founded on logical thinking and solid evidence,

not on anecdotal evidence, hearsay, or personal beliefs.
● Do not write in first or second person (avoid the use of pronouns such as I,

me, mine, we, us, ours, you, yours, etc.).
● Your outline should be a starting point, but you may find you need to make

some adjustments as well.
● You paper must follow APA guidelines for formatting, references, and

citations.
● See the Signature Assignment: Argumentative Essay (Full Instructions)
● Download Argumentative Essay (Full Instructions)
●

Type your work into the APA template: APA Template

Download APA Template

Also, carefully review this sample paper, which includes instructor comments meant
to demonstrate what the student did well on the paper. You can use it as a guide for
your own: Sample Argumentative Paper

Download Sample Argumentative Paper

[https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?wrap=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?wrap=1)

[https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?download_frd=1)

[https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?download_frd=1)

[https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?wrap=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?wrap=1)

[https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?download_frd=1)

[https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?download_frd=1)

[https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?wrap=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?wrap=1)

[https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?download_frd=1)

[https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?download_frd=1)

See the rubric for specific grading criteria.

Resource: Use the Grammarly tool to catch and correct mistakes in your writing
assignments.

Points: 100

Rubric

Rough Draft Rubric

Criteria Ratings Pts

This
criterion is
linked to a
Learning
Outcome

Completion/
Effort

50 to >43.48 ptsThe rough draft includes an introduction with an
identifiable thesis, a minimum of four body paragraphs with
identifiable topic/transition sentences, a conclusion, and a reference
page with a minimum of 5 references, all of which are credible and
are cited within the paper. The writer has made a commendable effort
to incorporate feedback provided on previous writing submissions.

43.48 to >41.3 ptsThe rough draft is missing one of the elements
listed in the sophisticated column, but the writer has made some
effort to incorporate feedback provided on previous writing
submissions.

41.3 to >34.78 ptsThe rough draft is missing two of the elements
listed in the sophisticated column and/or the writer has not made
much effort to incorporate feedback provided on previous writing
submissions.

34.78 to >0 ptsThe rough draft is missing more than two of the
elements listed in the sophisticated column and/or the writer has not
made any effort to incorporate feedback provided on previous
writing submissions.

50
pts

[https://guides.westcoastuniversity.edu/grammarly](https://guides.westcoastuniversity.edu/grammarly)

This
criterion is
linked to a
Learning
Outcome

Content

16 to >13.33 ptsThe writer demonstrates original thought and critical
thinking skills. He/she presents a clear, focused central argument
(thesis) and supports it effectively with concrete details, examples,
and sound logic. Other authors’ ideas are skillfully paraphrased.
Direct quotations are minimal and well-chosen. All sources are
relevant and appropriate, and the writer’s ideas are convincing, even
for those who disagree with his/her premise.

13.33 to >12.0 ptsThe writer presents and supports a clear and
focused central argument (thesis), but ideas may not be consistently
convincing. Supporting details are relevant and logical but may lack
depth. Other authors’ ideas are effectively paraphrased, and direct
quotations are minimal. All sources are relevant and appropriate.

12 to >10.67 ptsThe writer presents a central argument (thesis), but it
may be overly general/broad. He/she adequately supports the central
argument, but supporting points may at times be vague, too obvious,
or otherwise unconvincing. The writer makes an effort to paraphrase
but at times struggles to express ideas in his/her own words. The
essay lacks interesting details, and/or not all sources are relevant
and appropriate.

10.67 to >0 ptsThe writer’s central argument (thesis) is unclear or
missing, and the essay lacks focus. Supporting details are
insufficient, not relevant, and/or not based on sound logic. Attempts
to paraphrase do not always reflect understanding. The writer has
not used enough sources, and/or the sources are not all relevant and
appropriate.

16
pts

This
criterion is
linked to a
Learning
Outcome

Organizatio
n

10 to >8.33 ptsThe writer demonstrates a clear sense of direction.
The paper includes an engaging introduction and conclusion.
Paragraphs are unified and arranged in a logical order. Each
paragraph begins with a clear topic sentence that introduces the
main idea of that paragraph. The writer smoothly transitions from
paragraph to paragraph, showing connections between related
ideas. Supporting details within paragraphs are well-organized, and
research is well-integrated.

8.33 to >6.67 ptsThe writer demonstrates a sense of direction. The
paper includes a strong introduction and conclusion. Paragraphs are
unified and include topic sentences, but they may lack smooth
transitions between ideas. The organization of supporting details
within paragraphs may need improvement.

6.67 to >5.0 ptsThe writer demonstrates some direction and includes
an adequate introduction and conclusion, but topic sentences and
transitions are weak. The paragraphs show unity, but they are not
arranged in any discernable order, and supporting details may not
always be well-organized.

5 to >0 ptsThe writer demonstrates little or no direction. The
introduction and conclusion are weak. It is difficult to identify a
single subtopic for each paragraph because paragraphs are not
unified and lack clear topic sentences or transitions. The order of
body paragraphs seems random, as do the supporting details within
them.

10
pts

This
criterion is
linked to a
Learning
Outcome

Style/Langu
age

8 to >6.4 ptsThe writer’s tone is confident, engaging, and appropriate
for the assignment and/or the intended audience. The text
demonstrates strong vocabulary skills and does not suffer from
errors in word choice. The writer expresses ideas concisely, only
using as many words as necessary to communicate a point. The
writer achieves flow and readability by employing sentence variety
successfully.

6.4 ptsThe writer’s tone is appropriate and effective overall. The text
demonstrates good use of vocabulary and contains few (if any)
errors in word choice. The writer expresses ideas concisely and
clearly most of the time. The writer makes an effort to employ
sentence variety.

6.4 to >4.8 ptsThe writer’s tone suffers from one or more possible
problems. Depending on the assignment, it may be too informal, too
personal, not authoritative enough, etc. Numerous sentences suffer
from lack of variety, awkward constructions, wordiness, limited
vocabulary, and/or errors in word choice.

4.8 to >0 ptsThe writer often fails to communicate ideas effectively
because the paper suffers from significant problems with tone,
language use, and/or wordiness.

8
pts

This
criterion is
linked to a
Learning
Outcome

Sentence
Structure
and
Mechanics

8 to >6.66 ptsThe writer makes minimal (if any) errors in grammar,
spelling, and/or punctuation. There are no fragments or run-on
sentences.

6.66 to >5.34 ptsThe writer makes some errors in grammar, spelling,
and/or punctuation, but these errors do not significantly distract the
reader from the substance of the text. The paper contains few (if any)
fragments and/or run-on sentences.

5.34 to >4.0 ptsThe writer makes numerous errors in grammar,
spelling, punctuation, and/or sentence structure, which at times
distract the reader from the substance of the text.

4 to >0 ptsThe writer makes a significant number of errors in
grammar, spelling, punctuation, and/or sentence structure, regularly
distracting the reader from the substance of the text and hindering
comprehension.

8
pts

This
criterion is
linked to a
Learning
Outcome

Format/Cre
diting
Sources

8 to >6.0 ptsThe writer makes minimal (if any) errors in APA format,
citations, or references.

6 to >4.0 ptsThe writer makes some errors in APA format, citations,
or references.

4 to >2.0 ptsThe writer makes numerous errors in APA format,
citations, or references.

2 to >0 ptsThe writer makes significant errors in APA format,
citations, or references.

8
pts

Total Points: 100

Outline of the essay

I. Introduction

A. Hook: Have you ever bought a shirt that looked great, was super cheap and
trendy at first, but then ripped or faded after just one wash? That’s fast fashion.

B. Background info: Fast fashion is all about trendy clothes made really fast and sold
for dirt cheap because of the way it’s being produced.

C. Background info: It’s fun because you can stay in style without spending much,
but it comes with big problems most people don’t think about.

D. Thesis statement: Fast fashion is a problem because it treats workers badly, it
hurts the environment, and it makes us buy way more than we need.

II. Body Paragraph 1

A. Topic sentence: One of the biggest issues with fast fashion is how workers are
treated.

B. Supporting point: Workers in other countries are often underpaid and overworked.

1. Detail: Many workers get paid almost nothing for very long hours.
2. Detail: Factories can be unsafe and unhealthy places to work.

C. Supporting point: Big brands focus more on profit than workers’ well-being.

1. Detail: Even when brands claim to be “ethical,” conditions rarely improve.
2. Detail: Workers’ rights are often ignored in favor of speed and low costs

D. Supporting point: The system keeps workers trapped in poor conditions.

1. Detail: People making the clothes have little power or protections.
2. Detail: Labor issues are often hidden from consumers.

III. Body Paragraph 2

A. Topic/transition sentence: Fast fashion also causes serious harm to the
environment.

B. Supporting point: Producing cheap clothes uses a lot of natural resources.

1. Detail: Making clothes takes huge amounts of water and energy.
2. Detail: Factories release pollution into the air and water.

C. Supporting point: Clothes are made cheaply and thrown away quickly.

1. Detail: Most clothing ends up in landfills after only a few wears.
2. Detail: Cheap fabrics don’t break down, which harms the environment.

D. Supporting point: Synthetic fabrics pollute oceans.

1. Detail: Tiny plastic fibers from polyester and other fabrics end up in water
systems.

2. Detail: These microplastics hurt wildlife and ecosystems.

IV. Body Paragraph 3

A. Topic/transition sentence: Fast fashion encourages overproducing and waste.

B. Supporting point: Constantly changing trends make people feel the need to buy
more.

1. Detail: New styles appear all the time, making old clothes feel outdated
which influences more people to keep up to date with the fashion and buy
more clothes that aren't even good quality.

2. Detail: People often replace barely-worn clothes with the latest trends.

C. Supporting point: This makes it harder for sustainable fashion to compete.

1. Detail: Thrift stores and ethical brands struggle against cheap fast fashion.
2. Detail: People get stuck in a cycle of buying cheap, low-quality items.

D. Supporting point: Overconsumption has long-term social and environmental
effects.

1. Detail: It leads to waste and clutter.
2. Detail: It reduces demand for better-quality, sustainable clothing.

V. Conclusion

A. Restatement of thesis: Fast fashion is harmful because how people are
overconsuming these products which are making the factories produce more where
they mistreats workers, damage the environment, and encourage overconsumption.

B. So what?: If we slow down, buy better-quality clothes, reuse items, and support
thrift or sustainable brands, we can help both people and the planet.

– 1
– 2

Assignment Prompt & Instructions

Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

Assignment Prompt & Instructions

Assignment Prompt & Instructions

**Week 2: Explore Human Resources: Task 1 – Presenting Constructive Feedback to Motivate, Change, and Inspire**

– ## Week2ExploreHumanResources.docx

**## Week2ExploreHumanResources.docx**

**Week 2: Explore Human Resources: Task 1 – Presenting Constructive Feedback to Motivate, Change, and Inspire**

**90 Points: Task 1 – Presenting Constructive Feedback to Motivate, Change, and Inspire**

**What you'll learn**

· Why it's important to provide feedback

· How to provide effective feedback

· How to ensure feedback encourages positive change

**What you'll do**

· Identify areas for improvement based on the performance of a team member

· Prepare to provide feedback to that team member to help them develop and improve their performance

**Instructions**

Register for the real-world HR simulation here:
[GE Aerospace Explore Human Resources.Links to an external site.](https://enterprise.theforage.com/simulations/ge-aerospace/human-resources-8hl7)

After reviewing all videos and supporting materials in Task 1, (found within the GE Aerospace case), use the 3-step model in Task 1 to write a 1-page, double-spaced script describing what you would say to an employee in a face-to-face meeting using the below scenario.

_You are part of a small team that develops your company’s products. Your team is facing competition on the market and time and cost pressures internally. In order to manage these circumstances and encourage innovation, you’ve built a team culture that encourages rapidly testing and iterating upon new ideas._

_One of your colleagues, however, has struggled with wanting to find the perfect solution before taking action. This caused delays, impacting team performance, and frustration for many team members as they felt held back. Yet, nobody said anything to him. You want to provide him with considered feedback to help him get comfortable with experimentation and risk taking._

_What will you say to him? How will you give feedback to highlight his behaviors and encourage a change?_

_Please submit the feedback you would give to your colleague by uploading your Word document.  Review the reference materials before you answer. Make sure your feedback focuses on the positive: the outcome or impact your colleague will have if he changes his behavior – this will motivate and encourage him!_
Upload your assignment to Canvas for a grade and also to the Forage simulation.

**Action**

Select the Start Assignment button to begin.

Once you have uploaded your file, select Submit Assignment.

**## Week2ExploreHumanResources.docx**

**Week 2: Explore Human Resources: Task 1 – Presenting Constructive Feedback to Motivate, Change, and Inspire**

**90 Points: Task 1 – Presenting Constructive Feedback to Motivate, Change, and Inspire**

**What you'll learn**

· Why it's important to provide feedback

· How to provide effective feedback

· How to ensure feedback encourages positive change

**What you'll do**

· Identify areas for improvement based on the performance of a team member

· Prepare to provide feedback to that team member to help them develop and improve their performance

**Instructions**

Register for the real-world HR simulation here:
[GE Aerospace Explore Human Resources.Links to an external site.](https://enterprise.theforage.com/simulations/ge-aerospace/human-resources-8hl7)

After reviewing all videos and supporting materials in Task 1, (found within the GE Aerospace case), use the 3-step model in Task 1 to write a 1-page, double-spaced script describing what you would say to an employee in a face-to-face meeting using the below scenario.

_You are part of a small team that develops your company’s products. Your team is facing competition on the market and time and cost pressures internally. In order to manage these circumstances and encourage innovation, you’ve built a team culture that encourages rapidly testing and iterating upon new ideas._

_One of your colleagues, however, has struggled with wanting to find the perfect solution before taking action. This caused delays, impacting team performance, and frustration for many team members as they felt held back. Yet, nobody said anything to him. You want to provide him with considered feedback to help him get comfortable with experimentation and risk taking._

_What will you say to him? How will you give feedback to highlight his behaviors and encourage a change?_

_Please submit the feedback you would give to your colleague by uploading your Word document.  Review the reference materials before you answer. Make sure your feedback focuses on the positive: the outcome or impact your colleague will have if he changes his behavior – this will motivate and encourage him!_
Upload your assignment to Canvas for a grade and also to the Forage simulation.

**Action**

Select the Start Assignment button to begin.

Once you have uploaded your file, select Submit Assignment.

Assignment Prompt & Instructions

2 page double space 12 font.(Super easy)

– ## TopicDeepDiveAssignment.docx

**## TopicDeepDiveAssignment.docx**

**Topic Deep Dive – 5 points**

**Assignment Overview**

In this assignment, you will select a current issue or trend that significantly impacts the sport industry and conduct an in-depth analysis. Your goal is to critically explore the topic from multiple perspectives and provide a well-researched discussion. Consider this an opportunity to research topics for your final podcast assignment.

**Guiding Questions**

When developing your paper, address the following:

1.
**History & Context:** How did this issue or trend emerge? What key events or developments shaped it?

2.
**Benefits:** Who benefits from this trend or issue, and why?

3.
**Key Stakeholders & Their Perspectives:** Identify the main individuals, groups, or organizations connected to this topic. What are their viewpoints, motivations, and interests?

4.
**Alternative Approaches:** What other strategies or solutions could address this issue or shape the trend differently?

You may choose any topic within
**sport or sport entertainment** that is relevant, timely, and research supported.

**Sample Topic Ideas (2025 Relevant)- these are only suggestions.**

1.
**NIL (Name, Image, and Likeness) Sponsorship Saturation** – Examining how the surge in NIL deals is shaping athlete branding, recruiting, and competitive balance in college sports.

2.
**AI in Athlete Performance & Fan Engagement** – How artificial intelligence is being used for player development, injury prevention, and personalized fan experiences.

3.
**Streaming Wars in Sports Broadcasting** – The impact of exclusive streaming rights (Amazon, Apple TV, Peacock, etc.) on fan access and team revenues.

4.
**Rise of Women’s Professional Leagues** – Growth strategies, media coverage, and sponsorship trends in leagues like the NWSL, WNBA, and PWHL.

5.
**Esports in University Athletics** – Integration, recruitment, and the potential for NCAA recognition.

6.
**Global Expansion of American Sports** – How leagues like the NFL and NBA are building fan bases and hosting games abroad.

7.
**Sports Betting Integration in Broadcasts** – Effects on viewership, sponsorship deals, and league policies.

8.
**Sustainability & Green Stadium Initiatives** – How franchises are reducing environmental impact and marketing those efforts.

9.
**Athlete-Driven Media Companies** – The influence of platforms like
_The Players’ Tribune_ and athlete-owned production studios on sports storytelling.

10.
**Post-Pandemic Ticketing & Fan Experience** – Innovations in pricing, stadium amenities, and gameday engagement to win back live audiences.

**Requirements**

·
**Length:** Minimum of 2 full pages (excluding title page and references).

·
**Sources:** At least 3 credible sources, including a minimum of 1 peer-reviewed or scholarly source.

·
**Formatting:**

· 12-point Times New Roman font

· Double-spaced

· 1-inch margins

· APA style for citations and references

**## TopicDeepDiveAssignment.docx**

**Topic Deep Dive – 5 points**

**Assignment Overview**

In this assignment, you will select a current issue or trend that significantly impacts the sport industry and conduct an in-depth analysis. Your goal is to critically explore the topic from multiple perspectives and provide a well-researched discussion. Consider this an opportunity to research topics for your final podcast assignment.

**Guiding Questions**

When developing your paper, address the following:

1.
**History & Context:** How did this issue or trend emerge? What key events or developments shaped it?

2.
**Benefits:** Who benefits from this trend or issue, and why?

3.
**Key Stakeholders & Their Perspectives:** Identify the main individuals, groups, or organizations connected to this topic. What are their viewpoints, motivations, and interests?

4.
**Alternative Approaches:** What other strategies or solutions could address this issue or shape the trend differently?

You may choose any topic within
**sport or sport entertainment** that is relevant, timely, and research supported.

**Sample Topic Ideas (2025 Relevant)- these are only suggestions.**

1.
**NIL (Name, Image, and Likeness) Sponsorship Saturation** – Examining how the surge in NIL deals is shaping athlete branding, recruiting, and competitive balance in college sports.

2.
**AI in Athlete Performance & Fan Engagement** – How artificial intelligence is being used for player development, injury prevention, and personalized fan experiences.

3.
**Streaming Wars in Sports Broadcasting** – The impact of exclusive streaming rights (Amazon, Apple TV, Peacock, etc.) on fan access and team revenues.

4.
**Rise of Women’s Professional Leagues** – Growth strategies, media coverage, and sponsorship trends in leagues like the NWSL, WNBA, and PWHL.

5.
**Esports in University Athletics** – Integration, recruitment, and the potential for NCAA recognition.

6.
**Global Expansion of American Sports** – How leagues like the NFL and NBA are building fan bases and hosting games abroad.

7.
**Sports Betting Integration in Broadcasts** – Effects on viewership, sponsorship deals, and league policies.

8.
**Sustainability & Green Stadium Initiatives** – How franchises are reducing environmental impact and marketing those efforts.

9.
**Athlete-Driven Media Companies** – The influence of platforms like
_The Players’ Tribune_ and athlete-owned production studios on sports storytelling.

10.
**Post-Pandemic Ticketing & Fan Experience** – Innovations in pricing, stadium amenities, and gameday engagement to win back live audiences.

**Requirements**

·
**Length:** Minimum of 2 full pages (excluding title page and references).

·
**Sources:** At least 3 credible sources, including a minimum of 1 peer-reviewed or scholarly source.

·
**Formatting:**

· 12-point Times New Roman font

· Double-spaced

· 1-inch margins

· APA style for citations and references

Assignment Prompt & Instructions

Attached

– ## Ch9PresentationAids.pptx

– IMG_9916.jpeg
– IMG_9914.jpeg
– IMG_9915.jpeg

**## Ch9PresentationAids.pptx**

Why use visual aids?

Make ideas clear and understandable

1

Make a speech more interesting

2

Can help an audience remember facts and details

3

Why use visual aids

Make long complicated explanations unnecessary

1

Help prove a point

2

Can add to your credibility (if used correctly)

3

Types of visual aids

LINE GRAPH

BAR GRAPH

Series 1 Category 1 Category 2 Category 3 Category 4 4.3 2.5 3.5 4.5 Series 2 Category 1 Category 2 Category 3 Category 4 2.4 4.4000000000000004 1.8 2.8 Series 3 Category 1 Category 2 Category 3 Category 4 2 2 3 5

Series 1 Category 1 Category 2 Category 3 Category 4 4.3 2.5 3.5 4.5 Series 2 Category 1 Category 2 Category 3 Category 4 2.4 4.4000000000000004 1.8 2.8 Series 3 Category 1 Category 2 Category 3 Category 4 2 2 3 5

Types of visual aids

PIE GRAPH

PICTORIAL GRAPH

Sales 1st Qtr 2nd Qtr 3rd Qtr 4th Qtr 8.1999999999999993 3.2 1.4 1.2

Bad Visual Aid

Bad Visual Aids

Other visual aids

Videos

Animations

Objects

Models

Basics

Write

Write the outline first

Review

Review your outline for points that need highlighting

Decide

Decide what type of visual aid is best

Create

Create the Visual Aid

Practice

Practice, practice, practice

Make

Make sure that you – not the slides – are dominate!

Media for visual aids

BOARDS

POSTERS

Presenting visual aids

Pick the right time to unveil your visual aid

Never circulate your aid among the audience

Don’t let visuals distract from your message

Don’t talk to your visual aid

Use progressive revelation

Plan for emergencies

Your visual aid must add to the

SUBSTANCE

of your speech

Out of Class Assignment for Thursday 10/12

Create and record yourself delivering the speech “My favorite childhood memory.”

1-2 minutes. You will be penalized if you do hit the one minute.

Upload via Kaltura to blackboard.

This is for a grade.

It is optional to use your visual aid.

Do NOT read the speech. Deliver it as you would in class.

Be prepared to deliver it again in class on Tuesday WITH your visual aid.

Questions?

## image1.jpeg

## image2.png

## image3.png

## image4.png

## image5.png

## image6.jpeg

## image7.png

## image8.jpeg

## image9.gif

## image10.jpeg

## image11.png

## image12.jpeg

## image13.png

## image14.png

**IMG_9916.jpeg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-9916-jpeg)

**IMG_9914.jpeg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-9914-jpeg)

**IMG_9915.jpeg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-9915-jpeg)

**IMG_9915.jpeg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-9915-jpeg)

**## Ch9PresentationAids.pptx**

Why use visual aids?

Make ideas clear and understandable

1

Make a speech more interesting

2

Can help an audience remember facts and details

3

Why use visual aids

Make long complicated explanations unnecessary

1

Help prove a point

2

Can add to your credibility (if used correctly)

3

Types of visual aids

LINE GRAPH

BAR GRAPH

Series 1 Category 1 Category 2 Category 3 Category 4 4.3 2.5 3.5 4.5 Series 2 Category 1 Category 2 Category 3 Category 4 2.4 4.4000000000000004 1.8 2.8 Series 3 Category 1 Category 2 Category 3 Category 4 2 2 3 5

Series 1 Category 1 Category 2 Category 3 Category 4 4.3 2.5 3.5 4.5 Series 2 Category 1 Category 2 Category 3 Category 4 2.4 4.4000000000000004 1.8 2.8 Series 3 Category 1 Category 2 Category 3 Category 4 2 2 3 5

Types of visual aids

PIE GRAPH

PICTORIAL GRAPH

Sales 1st Qtr 2nd Qtr 3rd Qtr 4th Qtr 8.1999999999999993 3.2 1.4 1.2

Bad Visual Aid

Bad Visual Aids

Other visual aids

Videos

Animations

Objects

Models

Basics

Write

Write the outline first

Review

Review your outline for points that need highlighting

Decide

Decide what type of visual aid is best

Create

Create the Visual Aid

Practice

Practice, practice, practice

Make

Make sure that you – not the slides – are dominate!

Media for visual aids

BOARDS

POSTERS

Presenting visual aids

Pick the right time to unveil your visual aid

Never circulate your aid among the audience

Don’t let visuals distract from your message

Don’t talk to your visual aid

Use progressive revelation

Plan for emergencies

Your visual aid must add to the

SUBSTANCE

of your speech

Out of Class Assignment for Thursday 10/12

Create and record yourself delivering the speech “My favorite childhood memory.”

1-2 minutes. You will be penalized if you do hit the one minute.

Upload via Kaltura to blackboard.

This is for a grade.

It is optional to use your visual aid.

Do NOT read the speech. Deliver it as you would in class.

Be prepared to deliver it again in class on Tuesday WITH your visual aid.

Questions?

## image1.jpeg

## image2.png

## image3.png

## image4.png

## image5.png

## image6.jpeg

## image7.png

## image8.jpeg

## image9.gif

## image10.jpeg

## image11.png

## image12.jpeg

## image13.png

## image14.png

**IMG_9916.jpeg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-9916-jpeg)

**IMG_9914.jpeg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-9914-jpeg)

**IMG_9915.jpeg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-9915-jpeg)

**## Ch9PresentationAids.pptx**

Why use visual aids?

Make ideas clear and understandable

1

Make a speech more interesting

2

Can help an audience remember facts and details

3

Why use visual aids

Make long complicated explanations unnecessary

1

Help prove a point

2

Can add to your credibility (if used correctly)

3

Types of visual aids

LINE GRAPH

BAR GRAPH

Series 1 Category 1 Category 2 Category 3 Category 4 4.3 2.5 3.5 4.5 Series 2 Category 1 Category 2 Category 3 Category 4 2.4 4.4000000000000004 1.8 2.8 Series 3 Category 1 Category 2 Category 3 Category 4 2 2 3 5

Series 1 Category 1 Category 2 Category 3 Category 4 4.3 2.5 3.5 4.5 Series 2 Category 1 Category 2 Category 3 Category 4 2.4 4.4000000000000004 1.8 2.8 Series 3 Category 1 Category 2 Category 3 Category 4 2 2 3 5

Types of visual aids

PIE GRAPH

PICTORIAL GRAPH

Sales 1st Qtr 2nd Qtr 3rd Qtr 4th Qtr 8.1999999999999993 3.2 1.4 1.2

Bad Visual Aid

Bad Visual Aids

Other visual aids

Videos

Animations

Objects

Models

Basics

Write

Write the outline first

Review

Review your outline for points that need highlighting

Decide

Decide what type of visual aid is best

Create

Create the Visual Aid

Practice

Practice, practice, practice

Make

Make sure that you – not the slides – are dominate!

Media for visual aids

BOARDS

POSTERS

Presenting visual aids

Pick the right time to unveil your visual aid

Never circulate your aid among the audience

Don’t let visuals distract from your message

Don’t talk to your visual aid

Use progressive revelation

Plan for emergencies

Your visual aid must add to the

SUBSTANCE

of your speech

Out of Class Assignment for Thursday 10/12

Create and record yourself delivering the speech “My favorite childhood memory.”

1-2 minutes. You will be penalized if you do hit the one minute.

Upload via Kaltura to blackboard.

This is for a grade.

It is optional to use your visual aid.

Do NOT read the speech. Deliver it as you would in class.

Be prepared to deliver it again in class on Tuesday WITH your visual aid.

Questions?

## image1.jpeg

## image2.png

## image3.png

## image4.png

## image5.png

## image6.jpeg

## image7.png

## image8.jpeg

## image9.gif

## image10.jpeg

## image11.png

## image12.jpeg

## image13.png

## image14.png

**IMG_9916.jpeg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-9916-jpeg)

**IMG_9914.jpeg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-9914-jpeg)

**IMG_9915.jpeg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-9915-jpeg)

– 1
– 2
– 3
– 4

Assignment Prompt & Instructions

Attached
\
IMG_9919.png](https://www.sweetstudy.com/files/img-9919-png "IMG_9919.png")
\
IMG_9920.png](https://www.sweetstudy.com/files/img-9920-png "IMG_9920.png")

Assignment Prompt & Instructions

(on file)

– ## Fieldwork.docx

**## Fieldwork.docx**

**KINESICS:** the study of body motion or body behavior.

_In this assignment, уou will venture out into a рubliс sрaсe (i.e. a сoffee shoр, рark, mall) and observe the рeoрle around уou. Tune out what theу are saуing and then sit baсk and watсh. Take notes on what tурe of gestures_ **_(emblems, regulators, illustrators, adaрtors, and affeсt disрlaуs)_** _theу are using. The notes need to be submitted, as well as two рhotos of the loсation where уou did уour fieldwork._ Required рarts of this assignment:

·
**notes** of уour fieldwork observations (tурed – these do not need to be neat or in рerfeсt English)

· 2
**рhotos** of уour fieldwork environment where уou did уour observation

·
**essaу** in рaragraрh form, 675 words minimum

**Рart 1: Notes** Submit the notes уou took while observing the рeoрle at the рubliс sрaсe уou сhose. Theу сan be handwritten or tурed and do not need to be neat.

**Рart 2: Рhotos** Submit two рhotos of the environment in whiсh уou did уour fieldwork observations. If the рhotos show рeoрle's faсes, уou сan blur them or сover the faсes to рroteсt their рrivaсу.

**Рart 3: Essaу** Based on уour notes, уou will write an essaу in рaragraрh form.

·
**Introduсtion рaragraрh**: Desсribe the setting. Where are уou? Desсribe it. What daу is it? What time is it? What are уou there to do?

·
**Bodу** (this сan be several рaragraрhs): Desсribe the рeoрle уou are observing and the different nonverbal signs уou notiсed. Define the gesture and сite our textbook in AРA format. Do not сite anу outside sourсes besides the сourse textbook. Here are some of the nonverbal signs уou maу observe:

·
**Emblems:** gestures that have a direсt verbal translation and сan stand alone suсh as the “ok” sign.

·
**Illustrators:** gestures that сomрlement our words suсh as рointing when giving direсtions.

·
**Regulators:** gestures that maу рrolong or terminate the сonversation suсh as looking at уour watсh, walking awaу, or nodding and leaning forward.

·
**Adaрtors:** gestures that make уou feel more сomfortable in a сommuniсation situation suсh as twirling уour hair or taррing уour fingers.

·
**Affeсt Disрlaуs: faсial exрressions motivated bу emotion suсh as a smile or frown.**

·
**Сonсluding рaragraрh:** What did уou learn?

_Рlease submit уour essaу to this droрbox and inсlude the following:_

· At least two рages tурed–
**MINIMUM of 675 words**

· Double sрaсed

· Рaragraрhs, not bullets

· Inсlude sрeсifiс examрles of different gestures and their interрretation aссording to уour observation

· Inсlude nonverbal terminologу and сite уour textbook in AРA format

· Inсlude a full referenсe of уour textbook in AРA format at the end of уour essaу

· Inсlude уour notes and two рhotos of the loсation

**Reminder:** All written work must сomрlу with standard English rules, suсh as рroрer сaрitalization, grammar, and sрelling.

**## Fieldwork.docx**

**KINESICS:** the study of body motion or body behavior.

_In this assignment, уou will venture out into a рubliс sрaсe (i.e. a сoffee shoр, рark, mall) and observe the рeoрle around уou. Tune out what theу are saуing and then sit baсk and watсh. Take notes on what tурe of gestures_ **_(emblems, regulators, illustrators, adaрtors, and affeсt disрlaуs)_** _theу are using. The notes need to be submitted, as well as two рhotos of the loсation where уou did уour fieldwork._ Required рarts of this assignment:

·
**notes** of уour fieldwork observations (tурed – these do not need to be neat or in рerfeсt English)

· 2
**рhotos** of уour fieldwork environment where уou did уour observation

·
**essaу** in рaragraрh form, 675 words minimum

**Рart 1: Notes** Submit the notes уou took while observing the рeoрle at the рubliс sрaсe уou сhose. Theу сan be handwritten or tурed and do not need to be neat.

**Рart 2: Рhotos** Submit two рhotos of the environment in whiсh уou did уour fieldwork observations. If the рhotos show рeoрle's faсes, уou сan blur them or сover the faсes to рroteсt their рrivaсу.

**Рart 3: Essaу** Based on уour notes, уou will write an essaу in рaragraрh form.

·
**Introduсtion рaragraрh**: Desсribe the setting. Where are уou? Desсribe it. What daу is it? What time is it? What are уou there to do?

·
**Bodу** (this сan be several рaragraрhs): Desсribe the рeoрle уou are observing and the different nonverbal signs уou notiсed. Define the gesture and сite our textbook in AРA format. Do not сite anу outside sourсes besides the сourse textbook. Here are some of the nonverbal signs уou maу observe:

·
**Emblems:** gestures that have a direсt verbal translation and сan stand alone suсh as the “ok” sign.

·
**Illustrators:** gestures that сomрlement our words suсh as рointing when giving direсtions.

·
**Regulators:** gestures that maу рrolong or terminate the сonversation suсh as looking at уour watсh, walking awaу, or nodding and leaning forward.

·
**Adaрtors:** gestures that make уou feel more сomfortable in a сommuniсation situation suсh as twirling уour hair or taррing уour fingers.

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**Affeсt Disрlaуs: faсial exрressions motivated bу emotion suсh as a smile or frown.**

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**Сonсluding рaragraрh:** What did уou learn?

_Рlease submit уour essaу to this droрbox and inсlude the following:_

· At least two рages tурed–
**MINIMUM of 675 words**

· Double sрaсed

· Рaragraрhs, not bullets

· Inсlude sрeсifiс examрles of different gestures and their interрretation aссording to уour observation

· Inсlude nonverbal terminologу and сite уour textbook in AРA format

· Inсlude a full referenсe of уour textbook in AРA format at the end of уour essaу

· Inсlude уour notes and two рhotos of the loсation

**Reminder:** All written work must сomрlу with standard English rules, suсh as рroрer сaрitalization, grammar, and sрelling.