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[Solved] Discussion board

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Need a little help and some ideas for the discussion board. – 2 years ago **files (2)** – ## Discussion1.docx – ## Rubric.pdf **## Discussion1.docx** 500 words initial post Both Cohen's Model of Basic Student Socialization and Benner's Stages of Nursing Proficiency offer insightful frameworks for un…

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Assignment Prompt & Instructions

Need a little help and some ideas for the discussion board.

– 2 years ago

**files (2)**

– ## Discussion1.docx

– ## Rubric.pdf

**## Discussion1.docx**

500 words initial post

Both Cohen's Model of Basic Student Socialization and Benner's Stages of Nursing Proficiency offer insightful frameworks for understanding the development of students and professionals in the field of nursing. Cohen's model focuses on the socialization process of nursing students into the profession, highlighting key stages such as Unilateral Dependence, Negativity/Independence, and Team Dependence. On the other hand, Benner's stages outline the progression of nursing proficiency from Novice to Expert, emphasizing the acquisition of skills, knowledge, and clinical judgment over time.

• Why do you think it is important for you to understand the process of socialization in the profession of nursing?
• How do Cohen's stages of basic student socialization align with your own experiences or observations as a nursing student?
• Reflect on your journey through Benner's stages of nursing proficiency. Which stage do you currently identify with, and what challenges or breakthroughs have you encountered along the way?
• How do these two models complement each other in shaping the professional identity and practice of nurses? Are there any areas that overlap? Any areas of clear separation?

**## Rubric.pdf**

RNSG 2121 Discussion Board Grading Rubric
Course: 2025SP-RNSG-2121-72201-Nurse Leadership & Management

Criteria
Level 4
40 points

Level 3
30 points

Level 2
20 points

Level 1
10 points

Criterion Score

Initial Post Content / 40Initial posting is rich in

content full of thought,

insight, and analysis.

Posting thoroughly

answers the discussion

prompts and

demonstrates

understanding of

material with well-

developed ideas. Posting

integrates assigned

content and makes

strong connections to

practice.

Initial posting has

substantial information.

Thought, insight, and

analysis have taken

place.

Posting addresses most

of the prompt(s) and

demonstrates mild

understanding of

material with well-

developed ideas. Posting

references assigned

content and may not

make connections to

practice.

Initial posting is

generally competent.

Information is thin and

commonplace.

Posting fails to address

all components of the

prompt. Makes short or

irrelevant remarks.

Posting lacks connection

to practice.

Initial posting is not

relevant or no subject

matter knowledge is

evident.

Criteria
Level 4
10 points

Level 3
8 points

Level 2
5 points

Level 1
0 points

Criterion Score

Initial Post Submission / 10Fully answers the

prompt by

Friday (11:59 p.m. CST)

of the week assigned.

Initial posting contains

at least 2 references.

*Initial post must be a

minimum of 500 words.

Fully answers the

prompt by Friday (11:59

p.m. CST) of the week

assigned. Initial posting

contains less than 2

references.

*Initial post must be a

minimum of 500 words.

Fully answers the

prompt by

Friday (11:59 p.m. CST)

of the week assigned.

No references included.

*Initial post must be a

minimum of 500 words.

No initial posting by

Friday (11:59 pm CST)

or posting is less than

the minimum of 500

words.

Criteria
Level 4
20 points

Level 3
15 points

Level 2
10 points

Level 1
5 points

Criterion Score

Peer Responses / 20Provides a minimum of

two substantive peer

replies with reference by

Monday 11:59 pm. A

minimum of one (1)

reference is required per

peer reply.

*Each peer reply must

be a minimum of 250

words.

Provides replies to two

peers with simple

comments and/or

reference(s) not

provided by Monday

11:59 pm. A minimum of

one (1) reference is

required for each peer

reply.

*Each peer reply must

be a minimum of 250

words.

Provides only one peer

reply by Monday 11:59

pm. Appropriate

references are not

included on both peer

responses.

*Each peer reply must

be a minimum of 250

words.

No replies to peer

postings or postings are

less than the minimum

of 250 words.

Criteria
Level 4
15 points

Level 3
10 points

Level 2
5 points

Level 1
0 points

Criterion Score

Total / 100

Overall Score

APA Format / 15Correct APA format of

in-text citations (within

the body of the posting)

and references (in the

list). Both are required

to earn any points.

1- 2 APA errors. 3-4 APA errors. No use of APA format or

5+ errors.

Criteria
Level 3
10 points

Level 2
5 points

Level 1
0 points

Criterion Score

References / 10All references are relevant,

scholarly, and within last 5

years.

Some references are not

relevant, scholarly, or more

than 5 years old.

No use of references.

Criteria
Level 4
5 points

Level 3
3.5 points

Level 2
2 points

Level 1
0 points

Criterion Score

Spelling & Grammar / 5Spelling, grammar,

punctuation, mechanics

and

word usage are correct

and consistent with

American English.

Spelling, grammar,

punctuation, mechanics,

and word usage are

adequate and consistent

with American English.

errors do not interfere

with meaning or

understanding.

Spelling, grammar,

punctuation, mechanics,

and word usage are

distracting and could

interfere with meaning

or understanding.

Spelling, grammar,

punctuation, mechanics

and/or

word usage interfere

with understanding and

do not reflect scholarly

writing.

Level 4
14 points minimum

Level 3
11 points minimum

Level 2
8 points minimum

Level 1
5 points minimum

**## Rubric.pdf**

RNSG 2121 Discussion Board Grading Rubric
Course: 2025SP-RNSG-2121-72201-Nurse Leadership & Management

Criteria
Level 4
40 points

Level 3
30 points

Level 2
20 points

Level 1
10 points

Criterion Score

Initial Post Content / 40Initial posting is rich in

content full of thought,

insight, and analysis.

Posting thoroughly

answers the discussion

prompts and

demonstrates

understanding of

material with well-

developed ideas. Posting

integrates assigned

content and makes

strong connections to

practice.

Initial posting has

substantial information.

Thought, insight, and

analysis have taken

place.

Posting addresses most

of the prompt(s) and

demonstrates mild

understanding of

material with well-

developed ideas. Posting

references assigned

content and may not

make connections to

practice.

Initial posting is

generally competent.

Information is thin and

commonplace.

Posting fails to address

all components of the

prompt. Makes short or

irrelevant remarks.

Posting lacks connection

to practice.

Initial posting is not

relevant or no subject

matter knowledge is

evident.

Criteria
Level 4
10 points

Level 3
8 points

Level 2
5 points

Level 1
0 points

Criterion Score

Initial Post Submission / 10Fully answers the

prompt by

Friday (11:59 p.m. CST)

of the week assigned.

Initial posting contains

at least 2 references.

*Initial post must be a

minimum of 500 words.

Fully answers the

prompt by Friday (11:59

p.m. CST) of the week

assigned. Initial posting

contains less than 2

references.

*Initial post must be a

minimum of 500 words.

Fully answers the

prompt by

Friday (11:59 p.m. CST)

of the week assigned.

No references included.

*Initial post must be a

minimum of 500 words.

No initial posting by

Friday (11:59 pm CST)

or posting is less than

the minimum of 500

words.

Criteria
Level 4
20 points

Level 3
15 points

Level 2
10 points

Level 1
5 points

Criterion Score

Peer Responses / 20Provides a minimum of

two substantive peer

replies with reference by

Monday 11:59 pm. A

minimum of one (1)

reference is required per

peer reply.

*Each peer reply must

be a minimum of 250

words.

Provides replies to two

peers with simple

comments and/or

reference(s) not

provided by Monday

11:59 pm. A minimum of

one (1) reference is

required for each peer

reply.

*Each peer reply must

be a minimum of 250

words.

Provides only one peer

reply by Monday 11:59

pm. Appropriate

references are not

included on both peer

responses.

*Each peer reply must

be a minimum of 250

words.

No replies to peer

postings or postings are

less than the minimum

of 250 words.

Criteria
Level 4
15 points

Level 3
10 points

Level 2
5 points

Level 1
0 points

Criterion Score

Total / 100

Overall Score

APA Format / 15Correct APA format of

in-text citations (within

the body of the posting)

and references (in the

list). Both are required

to earn any points.

1- 2 APA errors. 3-4 APA errors. No use of APA format or

5+ errors.

Criteria
Level 3
10 points

Level 2
5 points

Level 1
0 points

Criterion Score

References / 10All references are relevant,

scholarly, and within last 5

years.

Some references are not

relevant, scholarly, or more

than 5 years old.

No use of references.

Criteria
Level 4
5 points

Level 3
3.5 points

Level 2
2 points

Level 1
0 points

Criterion Score

Spelling & Grammar / 5Spelling, grammar,

punctuation, mechanics

and

word usage are correct

and consistent with

American English.

Spelling, grammar,

punctuation, mechanics,

and word usage are

adequate and consistent

with American English.

errors do not interfere

with meaning or

understanding.

Spelling, grammar,

punctuation, mechanics,

and word usage are

distracting and could

interfere with meaning

or understanding.

Spelling, grammar,

punctuation, mechanics

and/or

word usage interfere

with understanding and

do not reflect scholarly

writing.

Level 4
14 points minimum

Level 3
11 points minimum

Level 2
8 points minimum

Level 1
5 points minimum

**## Discussion1.docx**

500 words initial post

Both Cohen's Model of Basic Student Socialization and Benner's Stages of Nursing Proficiency offer insightful frameworks for understanding the development of students and professionals in the field of nursing. Cohen's model focuses on the socialization process of nursing students into the profession, highlighting key stages such as Unilateral Dependence, Negativity/Independence, and Team Dependence. On the other hand, Benner's stages outline the progression of nursing proficiency from Novice to Expert, emphasizing the acquisition of skills, knowledge, and clinical judgment over time.

• Why do you think it is important for you to understand the process of socialization in the profession of nursing?
• How do Cohen's stages of basic student socialization align with your own experiences or observations as a nursing student?
• Reflect on your journey through Benner's stages of nursing proficiency. Which stage do you currently identify with, and what challenges or breakthroughs have you encountered along the way?
• How do these two models complement each other in shaping the professional identity and practice of nurses? Are there any areas that overlap? Any areas of clear separation?

**## Rubric.pdf**

RNSG 2121 Discussion Board Grading Rubric
Course: 2025SP-RNSG-2121-72201-Nurse Leadership & Management

Criteria
Level 4
40 points

Level 3
30 points

Level 2
20 points

Level 1
10 points

Criterion Score

Initial Post Content / 40Initial posting is rich in

content full of thought,

insight, and analysis.

Posting thoroughly

answers the discussion

prompts and

demonstrates

understanding of

material with well-

developed ideas. Posting

integrates assigned

content and makes

strong connections to

practice.

Initial posting has

substantial information.

Thought, insight, and

analysis have taken

place.

Posting addresses most

of the prompt(s) and

demonstrates mild

understanding of

material with well-

developed ideas. Posting

references assigned

content and may not

make connections to

practice.

Initial posting is

generally competent.

Information is thin and

commonplace.

Posting fails to address

all components of the

prompt. Makes short or

irrelevant remarks.

Posting lacks connection

to practice.

Initial posting is not

relevant or no subject

matter knowledge is

evident.

Criteria
Level 4
10 points

Level 3
8 points

Level 2
5 points

Level 1
0 points

Criterion Score

Initial Post Submission / 10Fully answers the

prompt by

Friday (11:59 p.m. CST)

of the week assigned.

Initial posting contains

at least 2 references.

*Initial post must be a

minimum of 500 words.

Fully answers the

prompt by Friday (11:59

p.m. CST) of the week

assigned. Initial posting

contains less than 2

references.

*Initial post must be a

minimum of 500 words.

Fully answers the

prompt by

Friday (11:59 p.m. CST)

of the week assigned.

No references included.

*Initial post must be a

minimum of 500 words.

No initial posting by

Friday (11:59 pm CST)

or posting is less than

the minimum of 500

words.

Criteria
Level 4
20 points

Level 3
15 points

Level 2
10 points

Level 1
5 points

Criterion Score

Peer Responses / 20Provides a minimum of

two substantive peer

replies with reference by

Monday 11:59 pm. A

minimum of one (1)

reference is required per

peer reply.

*Each peer reply must

be a minimum of 250

words.

Provides replies to two

peers with simple

comments and/or

reference(s) not

provided by Monday

11:59 pm. A minimum of

one (1) reference is

required for each peer

reply.

*Each peer reply must

be a minimum of 250

words.

Provides only one peer

reply by Monday 11:59

pm. Appropriate

references are not

included on both peer

responses.

*Each peer reply must

be a minimum of 250

words.

No replies to peer

postings or postings are

less than the minimum

of 250 words.

Criteria
Level 4
15 points

Level 3
10 points

Level 2
5 points

Level 1
0 points

Criterion Score

Total / 100

Overall Score

APA Format / 15Correct APA format of

in-text citations (within

the body of the posting)

and references (in the

list). Both are required

to earn any points.

1- 2 APA errors. 3-4 APA errors. No use of APA format or

5+ errors.

Criteria
Level 3
10 points

Level 2
5 points

Level 1
0 points

Criterion Score

References / 10All references are relevant,

scholarly, and within last 5

years.

Some references are not

relevant, scholarly, or more

than 5 years old.

No use of references.

Criteria
Level 4
5 points

Level 3
3.5 points

Level 2
2 points

Level 1
0 points

Criterion Score

Spelling & Grammar / 5Spelling, grammar,

punctuation, mechanics

and

word usage are correct

and consistent with

American English.

Spelling, grammar,

punctuation, mechanics,

and word usage are

adequate and consistent

with American English.

errors do not interfere

with meaning or

understanding.

Spelling, grammar,

punctuation, mechanics,

and word usage are

distracting and could

interfere with meaning

or understanding.

Spelling, grammar,

punctuation, mechanics

and/or

word usage interfere

with understanding and

do not reflect scholarly

writing.

Level 4
14 points minimum

Level 3
11 points minimum

Level 2
8 points minimum

Level 1
5 points minimum

**## Discussion1.docx**

500 words initial post

Both Cohen's Model of Basic Student Socialization and Benner's Stages of Nursing Proficiency offer insightful frameworks for understanding the development of students and professionals in the field of nursing. Cohen's model focuses on the socialization process of nursing students into the profession, highlighting key stages such as Unilateral Dependence, Negativity/Independence, and Team Dependence. On the other hand, Benner's stages outline the progression of nursing proficiency from Novice to Expert, emphasizing the acquisition of skills, knowledge, and clinical judgment over time.

• Why do you think it is important for you to understand the process of socialization in the profession of nursing?
• How do Cohen's stages of basic student socialization align with your own experiences or observations as a nursing student?
• Reflect on your journey through Benner's stages of nursing proficiency. Which stage do you currently identify with, and what challenges or breakthroughs have you encountered along the way?
• How do these two models complement each other in shaping the professional identity and practice of nurses? Are there any areas that overlap? Any areas of clear separation?

**## Rubric.pdf**

RNSG 2121 Discussion Board Grading Rubric
Course: 2025SP-RNSG-2121-72201-Nurse Leadership & Management

Criteria
Level 4
40 points

Level 3
30 points

Level 2
20 points

Level 1
10 points

Criterion Score

Initial Post Content / 40Initial posting is rich in

content full of thought,

insight, and analysis.

Posting thoroughly

answers the discussion

prompts and

demonstrates

understanding of

material with well-

developed ideas. Posting

integrates assigned

content and makes

strong connections to

practice.

Initial posting has

substantial information.

Thought, insight, and

analysis have taken

place.

Posting addresses most

of the prompt(s) and

demonstrates mild

understanding of

material with well-

developed ideas. Posting

references assigned

content and may not

make connections to

practice.

Initial posting is

generally competent.

Information is thin and

commonplace.

Posting fails to address

all components of the

prompt. Makes short or

irrelevant remarks.

Posting lacks connection

to practice.

Initial posting is not

relevant or no subject

matter knowledge is

evident.

Criteria
Level 4
10 points

Level 3
8 points

Level 2
5 points

Level 1
0 points

Criterion Score

Initial Post Submission / 10Fully answers the

prompt by

Friday (11:59 p.m. CST)

of the week assigned.

Initial posting contains

at least 2 references.

*Initial post must be a

minimum of 500 words.

Fully answers the

prompt by Friday (11:59

p.m. CST) of the week

assigned. Initial posting

contains less than 2

references.

*Initial post must be a

minimum of 500 words.

Fully answers the

prompt by

Friday (11:59 p.m. CST)

of the week assigned.

No references included.

*Initial post must be a

minimum of 500 words.

No initial posting by

Friday (11:59 pm CST)

or posting is less than

the minimum of 500

words.

Criteria
Level 4
20 points

Level 3
15 points

Level 2
10 points

Level 1
5 points

Criterion Score

Peer Responses / 20Provides a minimum of

two substantive peer

replies with reference by

Monday 11:59 pm. A

minimum of one (1)

reference is required per

peer reply.

*Each peer reply must

be a minimum of 250

words.

Provides replies to two

peers with simple

comments and/or

reference(s) not

provided by Monday

11:59 pm. A minimum of

one (1) reference is

required for each peer

reply.

*Each peer reply must

be a minimum of 250

words.

Provides only one peer

reply by Monday 11:59

pm. Appropriate

references are not

included on both peer

responses.

*Each peer reply must

be a minimum of 250

words.

No replies to peer

postings or postings are

less than the minimum

of 250 words.

Criteria
Level 4
15 points

Level 3
10 points

Level 2
5 points

Level 1
0 points

Criterion Score

Total / 100

Overall Score

APA Format / 15Correct APA format of

in-text citations (within

the body of the posting)

and references (in the

list). Both are required

to earn any points.

1- 2 APA errors. 3-4 APA errors. No use of APA format or

5+ errors.

Criteria
Level 3
10 points

Level 2
5 points

Level 1
0 points

Criterion Score

References / 10All references are relevant,

scholarly, and within last 5

years.

Some references are not

relevant, scholarly, or more

than 5 years old.

No use of references.

Criteria
Level 4
5 points

Level 3
3.5 points

Level 2
2 points

Level 1
0 points

Criterion Score

Spelling & Grammar / 5Spelling, grammar,

punctuation, mechanics

and

word usage are correct

and consistent with

American English.

Spelling, grammar,

punctuation, mechanics,

and word usage are

adequate and consistent

with American English.

errors do not interfere

with meaning or

understanding.

Spelling, grammar,

punctuation, mechanics,

and word usage are

distracting and could

interfere with meaning

or understanding.

Spelling, grammar,

punctuation, mechanics

and/or

word usage interfere

with understanding and

do not reflect scholarly

writing.

Level 4
14 points minimum

Level 3
11 points minimum

Level 2
8 points minimum

Level 1
5 points minimum

November 5, 2026
[Solved] NUR 501/600 DISCUSSION

✓ Verified Academic Solution Available

Executive Solution Overview

Please I need help on week 2 discussion – 2 years ago **files (1)** – ## NUR501600Dis3.pdf **## NUR501600Dis3.pdf** Discussion 3 Drug Therapy & Treatments for Cardiovascular and Hematologic Disorders Based on Module 3: Lecture Materials & Resources and experience, please answer the following questio…

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Assignment Prompt & Instructions

Please I need help on week 2 discussion

– 2 years ago

**files (1)**

– ## NUR501600Dis3.pdf

**## NUR501600Dis3.pdf**

Discussion 3

Drug Therapy & Treatments for Cardiovascular and Hematologic Disorders

Based on Module 3: Lecture Materials & Resources and experience, please answer
the following questions:

1. Describe the goals of drug therapy for hypertension and the different
antihypertensive treatment.

2. Describe types of arrhythmias and their treatment

3. Discuss Atrial Fibrillation

4. Discuss types of anemia, causes, symptoms, and treatment options

Submission Instructions:

• Your initial post should be at least 500 words, formatted and cited in the current
APA style with support from at least 2 academic sources. Your initial post is
worth 8 points.

◦ Each question must be answered individually as in bullet points. Not in

an essay format.

◦ Example: Question 1, followed by the answer to question 1; Question 2,

followed by the answer to question 2; and so forth.

• You should respond to at least two of your peers by extending, refuting/

correcting, or adding additional nuance to their posts. Your reply posts are worth
2 points (1 point per response.)

◦ Your response should be at least 150 words.

• All replies must be constructive and use literature where possible.

Learning Theories & Principles and Quality Health Care

Which learning theories and principles do you think are most useful to the advanced
practice nurse (APN) in providing high quality health care to clients, and why?

Submission Instructions:

• Your initial post should be at least 500 words, formatted and cited in current APA
style with support from at least 2 academic sources. Your initial post is worth 8
points.

• You should respond to at least two of your peers by extending, refuting/
correcting, or adding additional nuance to their posts. Your reply posts are worth
2 points (1 point per response.)

• All replies must be constructive and use literature where possible.

[https://stu.instructure.com/courses/43426/pages/module-3-lecture-materials-and-resources?wrap=1](https://stu.instructure.com/courses/43426/pages/module-3-lecture-materials-and-resources?wrap=1)

**## NUR501600Dis3.pdf**

Discussion 3

Drug Therapy & Treatments for Cardiovascular and Hematologic Disorders

Based on Module 3: Lecture Materials & Resources and experience, please answer
the following questions:

1. Describe the goals of drug therapy for hypertension and the different
antihypertensive treatment.

2. Describe types of arrhythmias and their treatment

3. Discuss Atrial Fibrillation

4. Discuss types of anemia, causes, symptoms, and treatment options

Submission Instructions:

• Your initial post should be at least 500 words, formatted and cited in the current
APA style with support from at least 2 academic sources. Your initial post is
worth 8 points.

◦ Each question must be answered individually as in bullet points. Not in

an essay format.

◦ Example: Question 1, followed by the answer to question 1; Question 2,

followed by the answer to question 2; and so forth.

• You should respond to at least two of your peers by extending, refuting/

correcting, or adding additional nuance to their posts. Your reply posts are worth
2 points (1 point per response.)

◦ Your response should be at least 150 words.

• All replies must be constructive and use literature where possible.

Learning Theories & Principles and Quality Health Care

Which learning theories and principles do you think are most useful to the advanced
practice nurse (APN) in providing high quality health care to clients, and why?

Submission Instructions:

• Your initial post should be at least 500 words, formatted and cited in current APA
style with support from at least 2 academic sources. Your initial post is worth 8
points.

• You should respond to at least two of your peers by extending, refuting/
correcting, or adding additional nuance to their posts. Your reply posts are worth
2 points (1 point per response.)

• All replies must be constructive and use literature where possible.

[https://stu.instructure.com/courses/43426/pages/module-3-lecture-materials-and-resources?wrap=1](https://stu.instructure.com/courses/43426/pages/module-3-lecture-materials-and-resources?wrap=1)

November 5, 2026
[Solved] week 4 discussion 2

✓ Verified Academic Solution Available

Executive Solution Overview

## **Generating Potential Solutions** Prior to beginning work on this discussion forum, – Read Chapter 4: Finding Solutions and Gaining Support of the course textbook _One Step at a Time:_ _A Roadmap for Problem Solving & Making a Difference._ – Review [_A Closer Look: Week 4: Identifying the Target…

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Have this question answered from scratch according to your specific instructions and deadline.
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Assignment Prompt & Instructions

## **Generating Potential Solutions**

Prior to beginning work on this discussion forum,

– Read Chapter 4: Finding Solutions and Gaining Support of the course textbook _One Step at a Time:_ _A Roadmap for Problem Solving & Making a Difference._
– Review [_A Closer Look: Week 4: Identifying the Target Audience_](https://uagc.instructure.com/courses/141283/modules/items/7190208).
– Review [_Synthesis_Links to an external site.](https://writingcenter.uagc.edu/synthesis).
– Review the information you have gathered over the duration of the course, including the following:
– Results of cultural and worldview lens evaluations (Week 2)
– Data gathered from research and evaluation using a theoretical lens (Week 3)
– Interview results (Week 3)

In this discussion, you will review information gathered over the duration of the course to help inform your recommendations for potential solutions to the problem.

In your discussion post,

– Restate the problem statement.
– Synthesize the results of your lens evaluations, data gathered, and interview results.
– Propose two recommendations to address the problem based on your analysis.

Your initial discussion post should be a minimum of 150 words and is due on Day 3 (Thursday)

– 2 years ago

November 5, 2026
[Solved] slide discussion

✓ Verified Academic Solution Available

Executive Solution Overview

In-depth study guidance and analytical solution covering slide discussion.

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Assignment Prompt & Instructions

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

November 5, 2026
[Solved] one page paper

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[>Statistics homework help](https://www.sweetstudy.com/fields/mathematics-statistics) Submit a NOT MORE THAN one page response to the following question. Your submission must be in APA style complete with Cover and Reference (with at least one entry – the textbook) pages. Your submission will be che…

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[>Statistics homework help](https://www.sweetstudy.com/fields/mathematics-statistics)

Submit a NOT MORE THAN one page response to the following question. Your submission must be in APA style complete with Cover and Reference (with at least one entry – the textbook) pages. Your submission will be checked for plagiarism using Turnitin. Evidence of plagiarism will at the minimum result in an automatic '0' for the assignment. Additional penalties may be levied. Please also see SWU policies on Academic Honesty.

All policies of the [Benson School of Business Writing Manual](https://swu.instructure.com/courses/1789630/pages/benson-school-of-business-writing-manual) must also be observed.

10-64. Explain, in nontechnical terms, why pairing observations, if possible, is often a more effective tool than taking independent samples.

– 2 years ago

November 5, 2026
[Solved] idk

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– [\ \ Screenshot2025-01-271.13.44PM.png](https://www.sweetstudy.com/files/screenshot2025-01-271-13-44pm-png "Screenshot2025-01-271.13.44PM.png") – 2 years ago

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– [\
\
Screenshot2025-01-271.13.44PM.png](https://www.sweetstudy.com/files/screenshot2025-01-271-13-44pm-png "Screenshot2025-01-271.13.44PM.png")

– 2 years ago

November 5, 2026
[Solved] Article Review

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Who is willing to do an article review? – 2 years ago **files (2)** – ## ARTICLEREVIEWINSTRUCTIONS.UPDATEDSPRING2025-1.doc – ## ImprovingReadingFluency.pdf **## ARTICLEREVIEWINSTRUCTIONS.UPDATEDSPRING2025-1.doc** Name ___________________________ Date ___________…

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Who is willing to do an article review?

– 2 years ago

**files (2)**

– ## ARTICLEREVIEWINSTRUCTIONS.UPDATEDSPRING2025-1.doc

– ## ImprovingReadingFluency.pdf

**## ARTICLEREVIEWINSTRUCTIONS.UPDATEDSPRING2025-1.doc**

Name ___________________________ Date _______________ Score__________/15 pts

**CEL 615 Article Review**

Read and summarize the article provided for this review and evaluate its content. This assignment must be typed in Times New Roman, font size 12.

**_Please use the following format and note the grading scale:_**

·
**Summary (1 page)**

· Brief summary to include the purpose of the study,

participants, and key findings.

· Summary should provide main idea and supporting

details.

·
**Evaluation (1/2 page)**

· This is where you state your opinion of the article

and justification for your opinion.

· Do you agree with the study and findings?

Why or why not? Justify your response.

·
**Application (1/2 page)**

· How will this apply to your classroom of

future students? Provide 3 ways you can apply the

information to your own classroom practices.

· What are the implications for you as a teacher

regarding your ELL students after reading this

article?

·
**Professionalism**

· Correct grammar, spelling, sentence structure

· Complete, correct bibliography

Possible Points�

Points Earned�

�

4

�

�

�

4

�

�

�

4

�

�

�

3

�

�

�

Total Points�

�

�

**## ImprovingReadingFluency.pdf**

Improving Reading Fluency

Home / Answers / Ask Dr Pierson / Improving Reading Fluency

Reading fluency is key to learning

and comprehension from written

texts, which is the goal of reading.

In order to optimize reading

comprehension skills, we need to

set realistic reading fluency goals

for our students with dyslexia.

Over the past two years, the

Journal of Learning Disabilities

(JLD) has published a number of

articles on the topic of reading

fluency. Whether reading aloud or

silently, fluent reading, defined as

reading with speed, accuracy, and

prosody (or expression), is key to

comprehending text. A fluent

reader reads with automaticity

and does not have to attend to

the mechanics of reading, for example, decoding. Reading is not laborious for a fluent reader, and as a result, good readers can make

inferences from the text, make connections within the text and across texts, and gain new understandings in short learn. It is well

documented in the literature that our students with dyslexia read more slowly than their typical-reading peers, even after they learn to

decode text. As a result, our students with dyslexia read less text than their peers. In turn, they have less access to new vocabulary, or

"word" knowledge, and literate language forms, and fewer opportunities to develop increased "world" knowledge; all of which contribute

to one's ability to understand text. There is a strong correlation between reading rate and reading comprehension, particularly in the

early years. But, how fast is fast enough when it comes to reading for our students with dyslexia?

We have evidence in recent literature that the practice of benchmarking reading fluency goals for those with dyslexia or reading disorder

(RD) against rates achieved by their typical-reading peers does not yield the best outcomes relative to reading comprehension. It

behooves us to set realistic goals for our students with RD in regards to reading fluency in order to optimize reading comprehension.

O’Conner (2018) found that reading rates of around 110 words correct per minute (wcpm) at 2nd grade and between 120-140 wcpm at

4th grade yielded the best outcomes for reading comprehension in typical readers. (Of note, 120-140 words per minute approaches that

of conversational speech.) On the other hand, the optimal reading rate for reading comprehension for 2nd graders with RD was between

40 and 75 wcpm, and for 4th graders with RD, it was between 40-85 wcpm, both considerably lower than their typical-reading peers.

Above the rates of 75 wcpm for 2nd graders and 90 wcpm for 4th graders, reading comprehension suffered. These are important data to

keep in mind when setting reading fluency goals for our students with dyslexia.

In regard to intervention, the practice of repeated readings (RR) has shown promise in improving both reading rate and reading

comprehension. It is important to note that sustained silent reading (a practice in many classrooms) has not been shown to be effective

in improving reading fluency. Students need direct instruction to make improvements in reading fluency and reading comprehension.

Having the student first listen to the teacher orally read the passage (i.e., model phrasing and prosody) had positive outcomes in both

reading comprehension and reducing anxiety on the part of the student (Lee & Yoon, 2017). The best outcomes occurred after hearing

the teacher read the text aloud, followed by the student reading the text four times. Lee and Yoon “…did not find isolated word preview

to be an essential component of RR for students with RD” (p. 221). They posited that reading vocabulary words in connected text may

prove to be more effective than isolated word preview.

Another way to have students with dyslexia practice RR is to have them read to younger students. To enhance reading fluency, students

should read books in which they can decode 95-97% of the words. It can be a real challenge to find books, particularly for older

students, that are at their reading level and don’t appear “childish.” To mitigate this, at 3LI, we often suggest that students read to

younger children. This creates a context of authenticity. It makes sense to read “easier” text to a preschooler or kindergartner. A note of

In addition to providing the leadership to DyslexiaHelp, Dr. Pierson is a founding partner in the Literacy, Language, and Learning Institute
(3LI) www.3-li.org.

caution — we always want to be mindful when pairing students so that the student with dyslexia has better reading skills than his or her

younger partner. Ideally, the student with dyslexia should hear the book read first, then practice reading it aloud.

Reading fluency is key to learning and comprehension from written texts, which is the goal of reading. In order to optimize reading

comprehension skills, we need to set realistic reading fluency goals for our students with dyslexia. Goals should be achievable.

Benchmarking reading rates for students with dyslexia against their typical-reading peers does not appear to be the best practice to

achieve adequate comprehension of text. Upon setting achievable goals, the reading fluency skills of our students with dyslexia can be

improved by a teacher’s (or more experienced other’s) modeling of fluent reading coupled with repeated readings of the text.

I am indebted to my talented colleague at 3LI, Dr. Lauren Katz, for her careful review of this piece.

**## ImprovingReadingFluency.pdf**

Improving Reading Fluency

Home / Answers / Ask Dr Pierson / Improving Reading Fluency

Reading fluency is key to learning

and comprehension from written

texts, which is the goal of reading.

In order to optimize reading

comprehension skills, we need to

set realistic reading fluency goals

for our students with dyslexia.

Over the past two years, the

Journal of Learning Disabilities

(JLD) has published a number of

articles on the topic of reading

fluency. Whether reading aloud or

silently, fluent reading, defined as

reading with speed, accuracy, and

prosody (or expression), is key to

comprehending text. A fluent

reader reads with automaticity

and does not have to attend to

the mechanics of reading, for example, decoding. Reading is not laborious for a fluent reader, and as a result, good readers can make

inferences from the text, make connections within the text and across texts, and gain new understandings in short learn. It is well

documented in the literature that our students with dyslexia read more slowly than their typical-reading peers, even after they learn to

decode text. As a result, our students with dyslexia read less text than their peers. In turn, they have less access to new vocabulary, or

"word" knowledge, and literate language forms, and fewer opportunities to develop increased "world" knowledge; all of which contribute

to one's ability to understand text. There is a strong correlation between reading rate and reading comprehension, particularly in the

early years. But, how fast is fast enough when it comes to reading for our students with dyslexia?

We have evidence in recent literature that the practice of benchmarking reading fluency goals for those with dyslexia or reading disorder

(RD) against rates achieved by their typical-reading peers does not yield the best outcomes relative to reading comprehension. It

behooves us to set realistic goals for our students with RD in regards to reading fluency in order to optimize reading comprehension.

O’Conner (2018) found that reading rates of around 110 words correct per minute (wcpm) at 2nd grade and between 120-140 wcpm at

4th grade yielded the best outcomes for reading comprehension in typical readers. (Of note, 120-140 words per minute approaches that

of conversational speech.) On the other hand, the optimal reading rate for reading comprehension for 2nd graders with RD was between

40 and 75 wcpm, and for 4th graders with RD, it was between 40-85 wcpm, both considerably lower than their typical-reading peers.

Above the rates of 75 wcpm for 2nd graders and 90 wcpm for 4th graders, reading comprehension suffered. These are important data to

keep in mind when setting reading fluency goals for our students with dyslexia.

In regard to intervention, the practice of repeated readings (RR) has shown promise in improving both reading rate and reading

comprehension. It is important to note that sustained silent reading (a practice in many classrooms) has not been shown to be effective

in improving reading fluency. Students need direct instruction to make improvements in reading fluency and reading comprehension.

Having the student first listen to the teacher orally read the passage (i.e., model phrasing and prosody) had positive outcomes in both

reading comprehension and reducing anxiety on the part of the student (Lee & Yoon, 2017). The best outcomes occurred after hearing

the teacher read the text aloud, followed by the student reading the text four times. Lee and Yoon “…did not find isolated word preview

to be an essential component of RR for students with RD” (p. 221). They posited that reading vocabulary words in connected text may

prove to be more effective than isolated word preview.

Another way to have students with dyslexia practice RR is to have them read to younger students. To enhance reading fluency, students

should read books in which they can decode 95-97% of the words. It can be a real challenge to find books, particularly for older

students, that are at their reading level and don’t appear “childish.” To mitigate this, at 3LI, we often suggest that students read to

younger children. This creates a context of authenticity. It makes sense to read “easier” text to a preschooler or kindergartner. A note of

In addition to providing the leadership to DyslexiaHelp, Dr. Pierson is a founding partner in the Literacy, Language, and Learning Institute
(3LI) www.3-li.org.

caution — we always want to be mindful when pairing students so that the student with dyslexia has better reading skills than his or her

younger partner. Ideally, the student with dyslexia should hear the book read first, then practice reading it aloud.

Reading fluency is key to learning and comprehension from written texts, which is the goal of reading. In order to optimize reading

comprehension skills, we need to set realistic reading fluency goals for our students with dyslexia. Goals should be achievable.

Benchmarking reading rates for students with dyslexia against their typical-reading peers does not appear to be the best practice to

achieve adequate comprehension of text. Upon setting achievable goals, the reading fluency skills of our students with dyslexia can be

improved by a teacher’s (or more experienced other’s) modeling of fluent reading coupled with repeated readings of the text.

I am indebted to my talented colleague at 3LI, Dr. Lauren Katz, for her careful review of this piece.

**## ARTICLEREVIEWINSTRUCTIONS.UPDATEDSPRING2025-1.doc**

Name ___________________________ Date _______________ Score__________/15 pts

**CEL 615 Article Review**

Read and summarize the article provided for this review and evaluate its content. This assignment must be typed in Times New Roman, font size 12.

**_Please use the following format and note the grading scale:_**

·
**Summary (1 page)**

· Brief summary to include the purpose of the study,

participants, and key findings.

· Summary should provide main idea and supporting

details.

·
**Evaluation (1/2 page)**

· This is where you state your opinion of the article

and justification for your opinion.

· Do you agree with the study and findings?

Why or why not? Justify your response.

·
**Application (1/2 page)**

· How will this apply to your classroom of

future students? Provide 3 ways you can apply the

information to your own classroom practices.

· What are the implications for you as a teacher

regarding your ELL students after reading this

article?

·
**Professionalism**

· Correct grammar, spelling, sentence structure

· Complete, correct bibliography

Possible Points�

Points Earned�

�

4

�

�

�

4

�

�

�

4

�

�

�

3

�

�

�

Total Points�

�

�

**## ImprovingReadingFluency.pdf**

Improving Reading Fluency

Home / Answers / Ask Dr Pierson / Improving Reading Fluency

Reading fluency is key to learning

and comprehension from written

texts, which is the goal of reading.

In order to optimize reading

comprehension skills, we need to

set realistic reading fluency goals

for our students with dyslexia.

Over the past two years, the

Journal of Learning Disabilities

(JLD) has published a number of

articles on the topic of reading

fluency. Whether reading aloud or

silently, fluent reading, defined as

reading with speed, accuracy, and

prosody (or expression), is key to

comprehending text. A fluent

reader reads with automaticity

and does not have to attend to

the mechanics of reading, for example, decoding. Reading is not laborious for a fluent reader, and as a result, good readers can make

inferences from the text, make connections within the text and across texts, and gain new understandings in short learn. It is well

documented in the literature that our students with dyslexia read more slowly than their typical-reading peers, even after they learn to

decode text. As a result, our students with dyslexia read less text than their peers. In turn, they have less access to new vocabulary, or

"word" knowledge, and literate language forms, and fewer opportunities to develop increased "world" knowledge; all of which contribute

to one's ability to understand text. There is a strong correlation between reading rate and reading comprehension, particularly in the

early years. But, how fast is fast enough when it comes to reading for our students with dyslexia?

We have evidence in recent literature that the practice of benchmarking reading fluency goals for those with dyslexia or reading disorder

(RD) against rates achieved by their typical-reading peers does not yield the best outcomes relative to reading comprehension. It

behooves us to set realistic goals for our students with RD in regards to reading fluency in order to optimize reading comprehension.

O’Conner (2018) found that reading rates of around 110 words correct per minute (wcpm) at 2nd grade and between 120-140 wcpm at

4th grade yielded the best outcomes for reading comprehension in typical readers. (Of note, 120-140 words per minute approaches that

of conversational speech.) On the other hand, the optimal reading rate for reading comprehension for 2nd graders with RD was between

40 and 75 wcpm, and for 4th graders with RD, it was between 40-85 wcpm, both considerably lower than their typical-reading peers.

Above the rates of 75 wcpm for 2nd graders and 90 wcpm for 4th graders, reading comprehension suffered. These are important data to

keep in mind when setting reading fluency goals for our students with dyslexia.

In regard to intervention, the practice of repeated readings (RR) has shown promise in improving both reading rate and reading

comprehension. It is important to note that sustained silent reading (a practice in many classrooms) has not been shown to be effective

in improving reading fluency. Students need direct instruction to make improvements in reading fluency and reading comprehension.

Having the student first listen to the teacher orally read the passage (i.e., model phrasing and prosody) had positive outcomes in both

reading comprehension and reducing anxiety on the part of the student (Lee & Yoon, 2017). The best outcomes occurred after hearing

the teacher read the text aloud, followed by the student reading the text four times. Lee and Yoon “…did not find isolated word preview

to be an essential component of RR for students with RD” (p. 221). They posited that reading vocabulary words in connected text may

prove to be more effective than isolated word preview.

Another way to have students with dyslexia practice RR is to have them read to younger students. To enhance reading fluency, students

should read books in which they can decode 95-97% of the words. It can be a real challenge to find books, particularly for older

students, that are at their reading level and don’t appear “childish.” To mitigate this, at 3LI, we often suggest that students read to

younger children. This creates a context of authenticity. It makes sense to read “easier” text to a preschooler or kindergartner. A note of

In addition to providing the leadership to DyslexiaHelp, Dr. Pierson is a founding partner in the Literacy, Language, and Learning Institute
(3LI) www.3-li.org.

caution — we always want to be mindful when pairing students so that the student with dyslexia has better reading skills than his or her

younger partner. Ideally, the student with dyslexia should hear the book read first, then practice reading it aloud.

Reading fluency is key to learning and comprehension from written texts, which is the goal of reading. In order to optimize reading

comprehension skills, we need to set realistic reading fluency goals for our students with dyslexia. Goals should be achievable.

Benchmarking reading rates for students with dyslexia against their typical-reading peers does not appear to be the best practice to

achieve adequate comprehension of text. Upon setting achievable goals, the reading fluency skills of our students with dyslexia can be

improved by a teacher’s (or more experienced other’s) modeling of fluent reading coupled with repeated readings of the text.

I am indebted to my talented colleague at 3LI, Dr. Lauren Katz, for her careful review of this piece.

**## ARTICLEREVIEWINSTRUCTIONS.UPDATEDSPRING2025-1.doc**

Name ___________________________ Date _______________ Score__________/15 pts

**CEL 615 Article Review**

Read and summarize the article provided for this review and evaluate its content. This assignment must be typed in Times New Roman, font size 12.

**_Please use the following format and note the grading scale:_**

·
**Summary (1 page)**

· Brief summary to include the purpose of the study,

participants, and key findings.

· Summary should provide main idea and supporting

details.

·
**Evaluation (1/2 page)**

· This is where you state your opinion of the article

and justification for your opinion.

· Do you agree with the study and findings?

Why or why not? Justify your response.

·
**Application (1/2 page)**

· How will this apply to your classroom of

future students? Provide 3 ways you can apply the

information to your own classroom practices.

· What are the implications for you as a teacher

regarding your ELL students after reading this

article?

·
**Professionalism**

· Correct grammar, spelling, sentence structure

· Complete, correct bibliography

Possible Points�

Points Earned�

�

4

�

�

�

4

�

�

�

4

�

�

�

3

�

�

�

Total Points�

�

�

**## ImprovingReadingFluency.pdf**

Improving Reading Fluency

Home / Answers / Ask Dr Pierson / Improving Reading Fluency

Reading fluency is key to learning

and comprehension from written

texts, which is the goal of reading.

In order to optimize reading

comprehension skills, we need to

set realistic reading fluency goals

for our students with dyslexia.

Over the past two years, the

Journal of Learning Disabilities

(JLD) has published a number of

articles on the topic of reading

fluency. Whether reading aloud or

silently, fluent reading, defined as

reading with speed, accuracy, and

prosody (or expression), is key to

comprehending text. A fluent

reader reads with automaticity

and does not have to attend to

the mechanics of reading, for example, decoding. Reading is not laborious for a fluent reader, and as a result, good readers can make

inferences from the text, make connections within the text and across texts, and gain new understandings in short learn. It is well

documented in the literature that our students with dyslexia read more slowly than their typical-reading peers, even after they learn to

decode text. As a result, our students with dyslexia read less text than their peers. In turn, they have less access to new vocabulary, or

"word" knowledge, and literate language forms, and fewer opportunities to develop increased "world" knowledge; all of which contribute

to one's ability to understand text. There is a strong correlation between reading rate and reading comprehension, particularly in the

early years. But, how fast is fast enough when it comes to reading for our students with dyslexia?

We have evidence in recent literature that the practice of benchmarking reading fluency goals for those with dyslexia or reading disorder

(RD) against rates achieved by their typical-reading peers does not yield the best outcomes relative to reading comprehension. It

behooves us to set realistic goals for our students with RD in regards to reading fluency in order to optimize reading comprehension.

O’Conner (2018) found that reading rates of around 110 words correct per minute (wcpm) at 2nd grade and between 120-140 wcpm at

4th grade yielded the best outcomes for reading comprehension in typical readers. (Of note, 120-140 words per minute approaches that

of conversational speech.) On the other hand, the optimal reading rate for reading comprehension for 2nd graders with RD was between

40 and 75 wcpm, and for 4th graders with RD, it was between 40-85 wcpm, both considerably lower than their typical-reading peers.

Above the rates of 75 wcpm for 2nd graders and 90 wcpm for 4th graders, reading comprehension suffered. These are important data to

keep in mind when setting reading fluency goals for our students with dyslexia.

In regard to intervention, the practice of repeated readings (RR) has shown promise in improving both reading rate and reading

comprehension. It is important to note that sustained silent reading (a practice in many classrooms) has not been shown to be effective

in improving reading fluency. Students need direct instruction to make improvements in reading fluency and reading comprehension.

Having the student first listen to the teacher orally read the passage (i.e., model phrasing and prosody) had positive outcomes in both

reading comprehension and reducing anxiety on the part of the student (Lee & Yoon, 2017). The best outcomes occurred after hearing

the teacher read the text aloud, followed by the student reading the text four times. Lee and Yoon “…did not find isolated word preview

to be an essential component of RR for students with RD” (p. 221). They posited that reading vocabulary words in connected text may

prove to be more effective than isolated word preview.

Another way to have students with dyslexia practice RR is to have them read to younger students. To enhance reading fluency, students

should read books in which they can decode 95-97% of the words. It can be a real challenge to find books, particularly for older

students, that are at their reading level and don’t appear “childish.” To mitigate this, at 3LI, we often suggest that students read to

younger children. This creates a context of authenticity. It makes sense to read “easier” text to a preschooler or kindergartner. A note of

In addition to providing the leadership to DyslexiaHelp, Dr. Pierson is a founding partner in the Literacy, Language, and Learning Institute
(3LI) www.3-li.org.

caution — we always want to be mindful when pairing students so that the student with dyslexia has better reading skills than his or her

younger partner. Ideally, the student with dyslexia should hear the book read first, then practice reading it aloud.

Reading fluency is key to learning and comprehension from written texts, which is the goal of reading. In order to optimize reading

comprehension skills, we need to set realistic reading fluency goals for our students with dyslexia. Goals should be achievable.

Benchmarking reading rates for students with dyslexia against their typical-reading peers does not appear to be the best practice to

achieve adequate comprehension of text. Upon setting achievable goals, the reading fluency skills of our students with dyslexia can be

improved by a teacher’s (or more experienced other’s) modeling of fluent reading coupled with repeated readings of the text.

I am indebted to my talented colleague at 3LI, Dr. Lauren Katz, for her careful review of this piece.

November 5, 2026
[Solved] assistance needed english

✓ Verified Academic Solution Available

Executive Solution Overview

please see attachment – 2 years ago **files (1)** – ## lu07_assignment_new2.pdf **## lu07_assignment_new2.pdf** ENG 105: Composition I Essay Assignment Page 1 of 2 Textual Analysis Assignment Sheet After spending time analyzing advertisements last week, you know that advertisers carefully think …

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Immediate access to the full model answer, formatted citations, and rubric breakdown.

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Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

please see attachment

– 2 years ago

**files (1)**

– ## lu07_assignment_new2.pdf

**## lu07_assignment_new2.pdf**

ENG 105: Composition I Essay Assignment

Page 1 of 2

Textual Analysis Assignment Sheet

After spending time analyzing advertisements last week, you know that advertisers carefully think

through and skillfully design both the visual and written elements of advertisements in order to put

forward both explicit and implicit arguments. You shouldn’t be surprised, then, to learn that authors

also employ rhetorical appeals and think through their rhetorical choices in order to impact their

audiences in a desired manner. Whether they’re seeking to inform, persuade, or even entertain their

readers, authors carefully analyze their audience and choose research, examples, organization, tone,

and even language accordingly. To help recognize and contemplate the rhetoric of written texts, you will

write a Textual Analysis Essay about an assigned professional essay.

The Textual Analysis Essay will ask you to analyze an author’s methods and the effectiveness of those

methods. After reading and thinking about EITHER bell hooks’ “Seeing and Making Culture: Representing

the Poor” OR Carol Dweck’s “From Mindset: The New Psychology of Success,” you will write a paper

exploring the ways in which the author uses rhetoric to accomplish her purpose. Through investigating

the author’s methods and the impact of those methods on her audience and purpose, you will gain

critical thinking and reading skills which should help you recognize faulty arguments in others’ writing

and improve the effectiveness of your own writing.

Assignment Guidelines

Essays for Analysis: Please note that you only have these two essay options for this assignment:

 “Seeing and Making Culture: Representing the Poor” by bell hooks (Inquiry 573)

 “From Mindset: The New Psychology of Success” by Carol Dweck (Inquiry 668)

Title: The title should be creative and representative not just of the basic topic of the paper, but also of

the major point being made in the paper.

Introduction: Your introduction should include the following two components:

1. A paragraph leading us into the topic and context. Please look at Inquiry or the sample

student papers for ideas about introduction methods.

2. A paragraph summarizing the professional text you will analyze. Before readers can

understand the significance of your analysis, they will need an overview of the professional

source’s purpose, thesis, and main points. Your summary paragraph should follow the guidelines

laid out in Rules and Learning Units 3 and 4, and should include the following:

a. A statement of the author’s full name and the essay’s full title as well as a very

general statement of the essay’s major argument in the first sentence.

b. An overview of the major claims and tone used to support the essay’s argument.

c. A transitional bridge into and statement of your essay’s thesis.

ENG 105: Composition I Essay Assignment

Page 2 of 2

Thesis Statement: The thesis statement should present an arguable claim about the effectiveness of the

professional essay’s methods and arguments. Your thesis statement should make a claim about the way

the essay is written and how the author’s methods impact his argument, NOT just respond in agreement

or disagreement with the author’s argument.

Analysis Section (Body): Your essay’s analysis section will support the thesis by analyzing how the

professional author’s methods and content appeal to the audience and impact the effectiveness of her

argument. The bulk of your essay should focus on analysis, so this section will fill at least two to three

full pages of your essay.

Conclusion: The conclusion should reiterate the main point of your essay by restating the thesis in

different words and tying together the claims made throughout your essay in final support of your

judgment (thesis statement). Please use one of the examples from Inquiry as a model for your

conclusion.

Outside Sources: No outside research is allowed. Do not read or bring in outside ideas or statistics. The

analysis should be based on your own reading of and insight into your chosen essay.

Source Integration and Documentation: You will need to follow MLA conventions for source integration

and documentation. You will also be required to integrate the following:

1. At least two quotations from your chosen essay.

2. At least one paraphrase of one of the author’s ideas.

Style: Avoid using the first person (I, we, us, my, our) and the second person (you, your). In this essay,

you should not have any reason to use first or second person point of view.

Format: Standard MLA formatting; double spaced; 12 point, Times New Roman font; one-inch margins;

Works Cited page.

Length: 4-6 pages, double spaced (not including the Works Cited Page.)

© Kara Wilson and Indian Hills Community College

**## lu07_assignment_new2.pdf**

ENG 105: Composition I Essay Assignment

Page 1 of 2

Textual Analysis Assignment Sheet

After spending time analyzing advertisements last week, you know that advertisers carefully think

through and skillfully design both the visual and written elements of advertisements in order to put

forward both explicit and implicit arguments. You shouldn’t be surprised, then, to learn that authors

also employ rhetorical appeals and think through their rhetorical choices in order to impact their

audiences in a desired manner. Whether they’re seeking to inform, persuade, or even entertain their

readers, authors carefully analyze their audience and choose research, examples, organization, tone,

and even language accordingly. To help recognize and contemplate the rhetoric of written texts, you will

write a Textual Analysis Essay about an assigned professional essay.

The Textual Analysis Essay will ask you to analyze an author’s methods and the effectiveness of those

methods. After reading and thinking about EITHER bell hooks’ “Seeing and Making Culture: Representing

the Poor” OR Carol Dweck’s “From Mindset: The New Psychology of Success,” you will write a paper

exploring the ways in which the author uses rhetoric to accomplish her purpose. Through investigating

the author’s methods and the impact of those methods on her audience and purpose, you will gain

critical thinking and reading skills which should help you recognize faulty arguments in others’ writing

and improve the effectiveness of your own writing.

Assignment Guidelines

Essays for Analysis: Please note that you only have these two essay options for this assignment:

 “Seeing and Making Culture: Representing the Poor” by bell hooks (Inquiry 573)

 “From Mindset: The New Psychology of Success” by Carol Dweck (Inquiry 668)

Title: The title should be creative and representative not just of the basic topic of the paper, but also of

the major point being made in the paper.

Introduction: Your introduction should include the following two components:

1. A paragraph leading us into the topic and context. Please look at Inquiry or the sample

student papers for ideas about introduction methods.

2. A paragraph summarizing the professional text you will analyze. Before readers can

understand the significance of your analysis, they will need an overview of the professional

source’s purpose, thesis, and main points. Your summary paragraph should follow the guidelines

laid out in Rules and Learning Units 3 and 4, and should include the following:

a. A statement of the author’s full name and the essay’s full title as well as a very

general statement of the essay’s major argument in the first sentence.

b. An overview of the major claims and tone used to support the essay’s argument.

c. A transitional bridge into and statement of your essay’s thesis.

ENG 105: Composition I Essay Assignment

Page 2 of 2

Thesis Statement: The thesis statement should present an arguable claim about the effectiveness of the

professional essay’s methods and arguments. Your thesis statement should make a claim about the way

the essay is written and how the author’s methods impact his argument, NOT just respond in agreement

or disagreement with the author’s argument.

Analysis Section (Body): Your essay’s analysis section will support the thesis by analyzing how the

professional author’s methods and content appeal to the audience and impact the effectiveness of her

argument. The bulk of your essay should focus on analysis, so this section will fill at least two to three

full pages of your essay.

Conclusion: The conclusion should reiterate the main point of your essay by restating the thesis in

different words and tying together the claims made throughout your essay in final support of your

judgment (thesis statement). Please use one of the examples from Inquiry as a model for your

conclusion.

Outside Sources: No outside research is allowed. Do not read or bring in outside ideas or statistics. The

analysis should be based on your own reading of and insight into your chosen essay.

Source Integration and Documentation: You will need to follow MLA conventions for source integration

and documentation. You will also be required to integrate the following:

1. At least two quotations from your chosen essay.

2. At least one paraphrase of one of the author’s ideas.

Style: Avoid using the first person (I, we, us, my, our) and the second person (you, your). In this essay,

you should not have any reason to use first or second person point of view.

Format: Standard MLA formatting; double spaced; 12 point, Times New Roman font; one-inch margins;

Works Cited page.

Length: 4-6 pages, double spaced (not including the Works Cited Page.)

© Kara Wilson and Indian Hills Community College

November 5, 2026
[Solved] Prof Double R

✓ Verified Academic Solution Available

Executive Solution Overview

[>Marketing homework help](https://www.sweetstudy.com/fields/business-finance-marketing) ## MBA 580 Module Four Benchmark Study Guidelines and Rubric ### Overview In Milestone One, you recommended an innovation option (incremental or discontinuous) to the organization from the course scenario. Now t…

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[>Marketing homework help](https://www.sweetstudy.com/fields/business-finance-marketing)

## MBA 580 Module Four Benchmark Study Guidelines and Rubric

### Overview

In Milestone One, you recommended an innovation option (incremental or discontinuous) to the organization from the course scenario. Now that senior management of this organization has approved your recommendation, your task is to ensure your recommended innovation option gets implemented effectively and efficiently. Remember that your perspective is still that of a middle manager for one of the top U.S. producers of luxury and mass-market automobiles and trucks.

In this assignment, you will read a case study and write a report that compares the organization’s innovation processes with 3M’s processes. This report will help your cross-functional team identify the organization's process gaps when implementing IoT in the product line and will help to eliminate potential process inefficiencies.

### Prompt

Using the information in the overview above and referring to the _3M: Rethinking Innovation_ case study (UPLOADED BELOW) in this module’s resources, compare the organization from the course scenario with 3M and identify process gaps within the organization. Your study should include the following points:

1. **Analyze 3M’s experience for a process-based approach toward innovation.**
1. How does 3M manage innovation?
2. What is the innovation strategy and leadership style within 3M?
3. How does 3M enable the innovation process?
2. **Identify significant features or processes that promote innovation from the case study.**
1. How does the management team within 3M recognize and reward employees?
2. What is the importance of permission to play within 3M?
3. How do the 3M attributes of patience and acceptance of mistakes enhance an innovative culture?
3. **Compare the organization from the course scenario with 3M.** You will need to reference the [Organization Overview](https://learn.snhu.edu/content/enforced/1838213-MBA-580-10960.202517-1/Course%20Documents/MBA%20580%20Organization%20Overview.pdf?ou=1838213) document when comparing the two companies.

1. What are the differences between the two organizational structures?
2. What is the difference in formal and informal innovation management?
3. How does the organizational structure in each company affect communication? Why is this important to innovation?
4. **Identify the process gaps of the organization.**You will need to reference the Organization Overview document when identifying process gaps.

1. What needs to be done to make the organizational structure support innovation?
2. What rewards could your organization utilize to motivate innovative behavior?
3. How should your organization examine its timeline to identify ways for longer-term projects to be more successful?

### What to Submit

Submit a 2- to 3-page Word document using 12-point Times New Roman font, double spacing, and one-inch margins. If references are included, they should be cited according to APA style.

ASSIGNMENT

## MBA 580 Module Four Video Check-In Guidelines and Rubric

### Overview

In this course, the learner-faculty video check-in assignments will be used for discussing the Milestone One, Milestone Two, and project guidelines. These are private conversations between you and your instructor, and you are encouraged to deeply explore the concepts presented. Be sure to reach out to your instructor so that any concerns and questions are addressed prior to when Milestone Two is due. In Milestone Two, you will create a strategic plan for the implementation of an IoT innovation. Discuss your progress and concerns with your instructor through this video submission.

### Prompt

In this mentor-focused video check-in, look at the [Milestone Two Guidelines and Rubric](https://learn.snhu.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1838213&type=content&rcode=snhu-3226189) and have an asynchronous discussion with your instructor regarding the points listed below.

Record a short video sharing your understanding of the guidelines to be followed for Milestone Two. Consider the following questions:

– Do you feel comfortable completing the Power BI aspects of Milestone Two?
– What are your current thoughts on your recommendations for a strategic plan?
– What are your current thoughts on competitors’ relative strengths in the marketplace?
– Describe some of the ways the company from the course scenario could adjust if business conditions change.
– How could business conditions change?
– How could the company change its strategic plan?

If you have any questions or require additional support, clearly communicate your needs to your instructor.

### What to Submit

submit this assignment in an 1- to 2-slide PowerPoint presentation.

– [\
\
Cases0-C_ManagingInnovation.html](https://www.sweetstudy.com/files/cases0-c-managinginnovation-html "Cases0-C_ManagingInnovation.html")

– 2 years ago

November 5, 2026
[Solved] enhanced interrogation

✓ Verified Academic Solution Available

Executive Solution Overview

discussion reply – 2 years ago

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Assignment Prompt & Instructions

discussion reply

– 2 years ago

November 5, 2026