This document summarizes Chapter 3 of Dr. Jennifer Minter's book "Better Essays and Persuasive Techniques". The chapter focuses on persuasive techniques used in writing, including analyzing an author's tone, style, word choice, appeals, values, and attacking techniques. It provides goals for students to identify and use these persuasive strategies in their own writing. It also outlines tasks for students to focus on when analyzing an author's perspective and how they present their arguments.
Write a 700-1000 word paper analyzing an emotional experience. The e.docxsmithhedwards48727
Write a 700-1000 word paper analyzing an emotional experience. The experience can be your own or that of another person. The experience should be one involving intense emotions such as self-defeating anger, anxiety, guilt, depression. Your analysis should identify and examine:1. The
elements of the emotional experience
(emotional objects, bodily feelings, replaying of bodily feelings, behavioral changes, emotional reasoning).2. The particular emotion/s in question (anger, guilt, anxiety, etc.) using the E=O + R formula (See examples of such definitions of emotions in your text, p. 8.)3. The
emotional reasoning
. Formulate this reasoning using the standard form of emotion reasoning:If O then ROSo, RFor example, say O = my friend lied to me; and R = He is a rotten person. Then the emotional reasoning would be:If my friend lied to me then he's a rotten personMy friend lied to meSo, he's a rotten person(See reading on "
Emotional Reasoning
" and your text, pp. 14-17, for further details).4. Identify any
fallacies
in the premises (refer to chapters 2-4 in your text, the definitions contained in C
ardinal Fallacies
, and your scanning records in Tell Walter); 5. Show how to
refute
these fallacies, that is, discuss why they are irrational.6. Discuss how the situation leading to the emotion/s in question might have been more rationally managed using the theory of
guiding virtues
and other philosophical insights gleaned from the course (see discussions of guiding virtues in your text, chapters 2-4, and the link
Guiding (Transcendent) Virtues
.7. Discuss a
plan of action
based on these philosophical insights.
PHI1113 RUBRIC
This paper will be assessed according to three sets of competency skills:
1. Communicates Effectively2. Demonstrates Logical/Analytical Thinking3. Shows Emotional/Moral Sensitivity
A PAPER = satisfies all or most standards in all three categoriesB PAPER = satisfies all or most standards in two categoriesC PAPER = satisfies all or most standards in one categoryD PAPER = satisfies some standards in one category.F PAPER = does not satisfy any standards in any categoryThe standards of assessment for each of these three categories are as follows:
1. Communicates Effectively
• Presents information about an emotional experience clearly and accurately through the effective selection and organization of information.• Uses language in ways that clearly and concisely describe the various components of the experience and their relationships.• In presenting this information, identifies the most significant and relevant facts, definitions, and concrete details of the experience for purpose of analysis.
2. Demonstrates Logical/Analytic Thinking
• Identifies instances of deductive and inductive inference in the context of assessing the reasoning involved in the emotional experience.• Identifies key assumptions/premises in such reasoning.• Identifies major irrational thinking .
Write a 700-1000 word paper analyzing an emotional experience. The e.docxsmithhedwards48727
Write a 700-1000 word paper analyzing an emotional experience. The experience can be your own or that of another person. The experience should be one involving intense emotions such as self-defeating anger, anxiety, guilt, depression. Your analysis should identify and examine:1. The
elements of the emotional experience
(emotional objects, bodily feelings, replaying of bodily feelings, behavioral changes, emotional reasoning).2. The particular emotion/s in question (anger, guilt, anxiety, etc.) using the E=O + R formula (See examples of such definitions of emotions in your text, p. 8.)3. The
emotional reasoning
. Formulate this reasoning using the standard form of emotion reasoning:If O then ROSo, RFor example, say O = my friend lied to me; and R = He is a rotten person. Then the emotional reasoning would be:If my friend lied to me then he's a rotten personMy friend lied to meSo, he's a rotten person(See reading on "
Emotional Reasoning
" and your text, pp. 14-17, for further details).4. Identify any
fallacies
in the premises (refer to chapters 2-4 in your text, the definitions contained in C
ardinal Fallacies
, and your scanning records in Tell Walter); 5. Show how to
refute
these fallacies, that is, discuss why they are irrational.6. Discuss how the situation leading to the emotion/s in question might have been more rationally managed using the theory of
guiding virtues
and other philosophical insights gleaned from the course (see discussions of guiding virtues in your text, chapters 2-4, and the link
Guiding (Transcendent) Virtues
.7. Discuss a
plan of action
based on these philosophical insights.
PHI1113 RUBRIC
This paper will be assessed according to three sets of competency skills:
1. Communicates Effectively2. Demonstrates Logical/Analytical Thinking3. Shows Emotional/Moral Sensitivity
A PAPER = satisfies all or most standards in all three categoriesB PAPER = satisfies all or most standards in two categoriesC PAPER = satisfies all or most standards in one categoryD PAPER = satisfies some standards in one category.F PAPER = does not satisfy any standards in any categoryThe standards of assessment for each of these three categories are as follows:
1. Communicates Effectively
• Presents information about an emotional experience clearly and accurately through the effective selection and organization of information.• Uses language in ways that clearly and concisely describe the various components of the experience and their relationships.• In presenting this information, identifies the most significant and relevant facts, definitions, and concrete details of the experience for purpose of analysis.
2. Demonstrates Logical/Analytic Thinking
• Identifies instances of deductive and inductive inference in the context of assessing the reasoning involved in the emotional experience.• Identifies key assumptions/premises in such reasoning.• Identifies major irrational thinking .
MOD 2 Write a essay on the Stages-of-Life and the influence of aIlonaThornburg83
MOD 2
Write a essay on the Stages-of-Life and the influence of age in health care from a patient's perspective. Interview a friend or family member about that person's experiences with the health care system. You may develop your own list of questions but you at least need the ones listed.
First, learn how to cite an interview or your paper will lose a lot of points. I need to see clearly their thoughts () and research () and your thoughts.
· Title page:
· INTRO-
· Thesis- with argument: Why does this topic matter?
· Paragraph one:
· Question bolded
· Answer with APA formatted citations and Reflection with research.
· Paragraph two, etc
· Question bolded
· Answer with APA formatted citations and Reflection with research.
· Reflection on overview of interview: What did you learn? How did it compare to your expectations? How did it compare given the readings?
· Conclusion
· Reference page in APA format
INTRO- who will you write about, age, stage of life. research.
THESIS- last sentence in intro.
BODY OF PAPER
1. Do you feel that your stage-of-life had any effect on your interaction with health care professionals? What did patient say and What does research say about this?
1. Which areas of the hospital or clinic were most
What did patient say and What does research say about this?
1. concerned with your well-being and feelings?
What did patient say and What does research say about this?
1. Was your family with you during this hospital stay or outpatient visit?
What did patient say and What does research say about this?
Was your family included in your treatment, such as post-procedure instructions? What does research say about this?
REFLECTION- WITH RESEARCH! What did you find, Is this what you expected?
SEPARATE CONCLUSION- restate thesis
Go to the writing center if you are unsure how to cite an interview in APA. IMPORTANT!
ESSAY:
Undergraduate Writing Rubric
Criteria
1: Unsatisfactory
2: Less than Satisfactory
3: Satisfactory
4: Good
5: Excellent
Mechanics of Writing (includes spelling, punctuation, grammar and development of paragraphs- topic sentence,body and conclusion of paragraph)
50 pts
Surface errors are pervasive enough that they impede communication of meaning.
Inappropriate word choice and/or sentence construction, lack of variety in language use. Writer appears to be unaware of audience. Use of “primer prose” indicates writer either doesn’t apply figures of speech or uses them inappropriately.
Frequent and repetitive mechanical errors that distract the reader.
Some distracting and/or inconsistencies in language choice (register), sentence structure, and/or word choice are present. Sentence structure may be sporadic. The writer exhibits some lack of control in using figures of speech appropriately.
Some mechanical errors or typos are present, but are not overly distracting to the reader.
Sentence structure is correct and occasionally varies. Language is appropriate to the targeted aud ...
In this module the student will present writing which focuses attent.docxwhitneyleman54422
In this module the student will present writing which focuses attention on himself or herself (personal writing). We will start into college composition by reading a series of essays that explore the rhetorical modes of narration and decscription. If you think about your own lives, you'll note the importance of the stories that surround you. Think of your family's story, your friends' stories, and your very own story. Think of the detail that constitute these stories, of how they engage your sense of taste, touch, sound, smell, and sight. This module will focus on how you can better craft your own story and share it with others.
Competencies Addressed in this Module:
Competency #1: The student will demonstrate an understanding of the writing process by:
Choosing and limiting a subject that can be sufficiently developed within a given time, for a specific purpose, for a specific purpose and audience.
Developing and refining pre-writing and planning skills.ormulating the main point to reflect the subject and purpose of the writing.
Formulating the main point to reflect the subject and purpose of the writing.
Supporting the main point with specific details and arranging them logically.
Writing an effective conclusion.
Competency #3: The student will demonstrate the ability to proofread, edit, and revise by:
Recognizing and correcting errors in clarity
Recognizing and correcting errors in unity and coherence.
Using conventional sentence structure and correcting sentence errors such as fragments, run-ons, comma splices, misplaced modifiers and faulty parallelism.
Recognizing and correcting errors in utilizing the conventions of Standard American English including:
Using standard verb forms and consistent tense.
Maintaining agreement between subject and verb, pronoun and antecedent.
Using proper case forms--consistent point of view.
Using standard spelling, punctuation, and capitalization.
Selecting vocabulary appropriate to audience, purpose, and occasion.
Aditional inf: I am a woma. I am 25 years old. I have a husband and a one year old son
.
Scaffold For Transfer: Resolving Interpersonal Conflicts (Grade 10)
Hello! Kindly click like button if the article/presentation is helpful. Thank you :)
Care Setting Environmental Analysis Scoring GuideCRITERIA .docxrobert345678
Care Setting Environmental Analysis Scoring Guide
CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Synthesize stories and
evidence about times when
a care setting performed at
its best with regard to
quality and safety goals.
Does not list stories and
evidence about times
when a care setting
performed at its best with
regard to quality and
safety goals.
Lists but does not synthesize
stories and evidence, or fails to
clearly relate stories and
evidence to quality and safety
goals.
Synthesizes stories and
evidence about times when
a care setting performed at
its best with regard to
quality and safety goals.
Synthesizes stories and evidence
about times when a care setting
performed at its best with regard to
quality and safety goals. Identifies
knowledge gaps, unknowns, missing
information, unanswered questions,
or areas of uncertainty (where
further information could improve the
synthesis).
Propose positive, attainable
quality and safety
improvement goals for a
care setting.
Does not propose positive
goals for a care setting.
Proposed goals are positive
but not attainable, or will not
lead to ethical and culturally
sensitive improvement of
organizational quality and
safety, or are not clearly
aligned with the care setting’s
mission, vision, and values.
Proposes positive,
attainable quality and
safety improvement goals
for a care setting.
Proposes positive, attainable quality
and safety improvement goals for a
care setting, and identifies
assumptions on which proposed
goals are based.
Conduct a SWOT analysis
of a care setting, with
respect to quality and safety
goals.
Does not present the
findings of a SWOT
analysis of a care setting.
Conducts a SWOT analysis of
a care setting that is not clearly
focused on quality and safety
goals.
Conducts a SWOT analysis
of a care setting, with
respect to quality and
safety goals.
Conducts a SWOT analysis of a care
setting, with respect to quality and
safety goals, and impartially
considers conflicting data and other
perspectives.
Describe an area of concern
identified in a SWOT
analysis—relevant to a care
setting's mission, vision,
and values—that should be
improved.
Does not describe an
area of concern identified
in a SWOT analysis that
should be improved.
Describes an area of concern
identified in a SWOT analysis,
but does not show its relevance
to a care setting's mission,
vision, and values.
Describes an area of
concern identified in a
SWOT analysis—relevant
to a care setting's mission,
vision, and values—that
should be improved.
Describes an area of concern
identified in a SWOT analysis—
relevant to a care setting's mission,
vision, and values—that should be
improved. Identifies criteria that
could be used to evaluate such an
improvement.
Compare the AI and SWOT
approaches to analysis with
regard to data gathering and
interactions with others.
Does not describe data
gathering and interactions
with others.
Describes data gathering and
interactions with others, but
does not .
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2. Part 2: Year 8
Chapter 3: Persuasive
Techniques
The chapter focuses on:
•the author’s views, tone,
style and choice of words;
•the author’s appeals and
values and
•the author’s attacking
techniques.
Better Essays and Persuasive Techniques: pp. 43-70.
3. Part 2: Year 8 goals
• Students will identify a range
of persuasive strategies.
• Students will use persuasive
strategies in their essays.
• Students will use appeals to
write better topic sentences
• Students will use “attacking
devices” to write better
rebuttals.
Better Essays and Persuasive Techniques: pp. 43-70.
4. Part 2: Year 8 goals
Better Essays and Persuasive Techniques: pp. 43-70.
• Students will seek to improve their
written expression and maturity
through a series of vocabulary
building word exercises.
• See introduction to tone, p. 43.
• Work through small mini-
articles/exercises to learn tone
words (See pp. 116-117 and e-
book 2).
6. The task of
analysis
Focus on:
What the author says (views)
How the author says it
(their tone and style).
The author’s choice of words.
The author’s evidence and reasons.
The author’s appeals and values.
The author’s purpose and impact: see the “why”
comments for each technique.
Better Essays and Persuasive Techniques: pp. 43-70.
7. Your tone and style
Your tone and style
and your choice of
words are critical to
your message and
influence the
relationship with
readers.
8. The author’s
tone
How the author speaks is
often just as important
as what they say.
An author’s tone reflects their
attitude, their passion and
their personality and
influences their relationship
with the audience.
Better Essays and Persuasive Techniques: pp. 43-70.
9. Extending your
tone word vocabulary
Tone descriptors: See tone descriptors and definitions on
pp. 116-117.
Tone words are modelled in the “Suggested Responses”.
See E-book 3: Better Sentences :
word games
tone test matchups.
extended tone list and definitions.
Better Essays and Persuasive Techniques: pp. 116-117
10. The author’s
style
The author’s style
complements their
message and their tone.
Is the text formal or
informal or a
combination
of both?
Better Essays and Persuasive Techniques: pp. 43-70.
11. The author’s style
Look for:
Colloquial language: closely imitates
spoken language. (He doesn’t give a
stuff!)
Questions: interrogative sentences
versus rhetorical questions
Repetition: the author often repeats
words or phrases for an effect. (Tripling
and listing are often used for effect.)
Better Essays and Persuasive Techniques: pp. 43-70.
12. The author’s
words
Words mean different
things to different
people.
Some words are “neutral”;
others are loaded or
colourful and reveal a
person’s approval or
disapproval.
A fat cat
Better Essays and Persuasive Techniques: pp. 43-70.
13. The author’s words
• Words have connotations:
that is, extra meanings apart
from the literal, dictionary
meaning.
• Words may be inclusive or
exclusive.
• Words may be figurative:
similes, clichés, metaphors,
idioms. Such words have
connotations.
Barking up the wrong tree
14. Common appeals
An awareness of some
common appeals and
values can help you write
sharper topic sentences.
This knowledge helps you
think about key concepts
and categorise your
information.
15. The author’s
appeals
The author’s appeals reflect
their values and priorities.
An author’s appeals are a clue to how
they seek to influence our thoughts and
emotions.
“appeal to the nanny state”
Better Essays and Persuasive Techniques: pp. 43-70.
16. Common appeals
Appeal to common sense
Appeal to emotions
Appeal to morals and guilt
Appeal to duty of care
and leadership
Appeal to civil liberties
and freedom
Appeal to fear
Appeal to family values
Appeal to health and wellbeing
Better Essays and Persuasive Techniques: pp. 43-70.
17. On the attack: your
rebuttal
An awareness of
both your reasoning
and persuasive skills
helps you identify
more effectively the
weaknesses in your
opponent’s
argument.
18. The author’s
attack
Authors often attack or criticise opponents in
order to show the superiority of their views.
How does the author criticise opponents?
What words do they use?
Better Essays and Persuasive Techniques: pp. 43-70.
19. Criticise your opponents:
criticise their motives — suggest a
person is dishonest or self-interested
and is pushing their own agenda.
question their intelligence — accuse a
person of ignorance, or of deliberately
overlooking or twisting the facts to suit
themselves.
question their moral standards — shame someone by
showing they have double standards or that they are
heartless
trivialise a person’s views or complaints: “the planet
burns and they worry about their view”
20. Impact and purpose
Sympathy
Fear and uncertainty
Guilt and shame
Anger
Hope and reassurance
The Techniques of Persuasion: pp. 54-55, Ex.34
Think about how you can engage your
readers’ thoughts and emotions.
21. Purpose and impact, p.
66.
Better Essays and Persuasive Techniques: pp. 43-70.
23. Outcomes
You will:
learn to accurately identify the author’s views:
Ms Johnson criticises the installation of CCTV cameras
because they invade people’s privacy
identify an author’s persuasive techniques and their
purpose
write sentences relating to the author’s tone and
persuasive techniques:
Adopting an authoritative tone, Mr Jon comments that “its use is
shaming their religion and is of no benefit to anyone.”
Build an analytical vocabulary: In order to accurately identify the
author’s attitude and values, you will need an extensive
vocabulary relating to tone. (See E-book 2)
Better Essays and Persuasive Techniques: pp. 43-70.
24. Outcomes:
analytical precision
Students will recognise the difference
between generic and analytically-precise
sentences.
Generic sentences:
The speech is in a forthright tone, getting straight to the point to
show you how serious he is.
He uses his first-hand experience to build credibility and to
show an unbiased and reasonable perspective.
He uses an expert who can be trusted because he has
experience in the field.
25. Outcomes: aim for
analytical precision
Students will rewrite their sentences:
“Sharing the fat load”, p. 30
Evidence/technique; The expert, Mr Webber who is
a trusted economist with experience in the airline
industry, states that obese jetsetters must contribute
fairly to the cost of airline travel. He adopts a logical
tone to suggest that the heavier a person is, the
heavier the aircraft and therefore the cost of fuel
increases.
