Resume personal statementWe must improve conditions for specia.docx

Resume personal statement
We must improve conditions for special needs students in Saudi
Arabia. I hope to be able to bridge the gap between the
traditional Saudi method of education, and the progressive skills
and strategies I have learned during my study.
work and experience
· Work at Aljouf University from 2010 until present as a faculty
member
qualifications and certificates
· Health awareness program (program on first aid) 2009
· Certificate of attendance and well behaviour from King Faisal
University
· Computer course in the office works for three months 2009
· Certificate of attendance and discussion in the seminar for the
National Research center for giftedness and creativity
· Certificate of attendance the training course entitled enter
Pattern to identify the gifted students in the early years
· Certificate of merit for critical thinking From ELS 2012
· Certificate of appreciation and valuable support to the
international women's day of the Saudi student club March 2015
· Certificate of appreciation and valuable support to the Light
the night of the of the Saudi student club February 2015
· Certificate of attendance the Understanding the Importance of
Collaboration When Building Quality Alliances September of
2016
· Certificate of attendance the Thompson Centre Autism
Conference September 2016

· Certificate for attendance the Understanding Cognitive
Flexibility October of 2016
· Certificate of attendance the Who, What, When of Leadership
November of 2016
· Certificate of attendance the Andragogy in the Classroom
December of 2016
· Certificate of attendance the Understanding Today's Modern
World: The Effects on Leadership February of 2017
· Certificate of attendance the Art of Leadership: Problem
Solving & Decision-Making Skills April of 2017
· Certificate of attendance the When "Things" Go Wrong in
Leadership August of 2017
· “Concept Mapping and the Research Process” Scholarship of
Teaching and Learning Symposium (SOTL) Symposium, (Davis,
D.J., Aljafari, R., Alqahtani, A., Alroeshedy, W., Alwazzan, A.,
Cao, Y., Marshall, L.H., Luebbert, C., Wang, Z., & Fricke, V.),
Paul C. Reinert, S.J. Center for Transformative Teaching and
Learning, St. Louis University, St. Louis, MO
· Certificate of attendance the Development & Engagement of
Integrated Strategies December of 2017
· Certificate of attendance the Advanced Collective Leadership:
How to Develop Innovative Plans of Action February of 2018
· Certificate of attendance he CEC 2018 Annual Convention &
Expo
· Certificate of attendance the Developing quality Training
Programs May of 2018
· “The Experiences of Saudi Students at SLU” (Almalki, S.,

Alnoim, M., Aljafari, R., & Alwazzan, A.) Atlas Week Annual
17th Conference, Saint Louis University St. Louis, MO, United
States of America 04/2018
· Certificate of attendance the Wrights Special Education Law
and Advocacy Seminareducation
· Bachelor's degree from King Faisal University 2009 in special
education with GPA 4.5 out of 5
· Master's degree from University of Missouri - St. Louis 2015
in Special Education with GPA 3.9 out of 4
· Certified Autism Specialist, CAS
key skills
Work based skills
Personal skills
· Strong communication skills
· Friendly and approachable
· Working well as a team
· Organised and hard working
· Showing initiative and solving problems
· Good timekeeper
· Good at meeting deadlines
· Take pride in my work
· Good experience using Word, Excel and PowerPoint
· Project
Funding for the Ferguson Youth Initiative’s Earn-a-Bike
Programreferences
References available on request.
Academic Writing
Conventions of the genre

Which Genres are you familiar with?
Essay
Annotated Bibliography
Reading Response / reflection
Critique
Report
Literature review
Articles in Academic journals (Also called Peer-Reviewed
Journals)
How to write in academic style?
Use
Appeal to logic and credibility
Formal language
Neutral language
Neutral syntax
Objective description
Formal citation (e.g. APA)
Fully developed paragraphs
often main idea followed by supporting ideas
Qualifiers to avoid overstatements
e.g. ”This suggests” rather than “This proves”
Avoid
Appeal to emotion
Colloquial language, strong emotional connotations
Syntax that creates emotional effects (for example, fragments,
repetition)
Subjective description
Contractions (shouldn’t, can’t, doesn’t)
Second person (“you”)
Underdeveloped paragraphs
e.g. journalistic. style
Generalizations and overstatements

3
Exercise: Rewrite The following in formal academic Style
A lot of people are talking about the opioid crisis in Canada.
Like Gabor Maté. He’s a doctor working in Vancouver. He says
if you have something really terrible happen to you in your
childhood you’re going to get addicted to drugs.
Exercise: Rewrite the following for a
grade 8 student
In a rhetorical analysis, one would critically evaluate the
strategies by which the author attempts to persuade the reader,
beginning with an examination of the appeal to logic, that is,
the author’s use of sound reasoning, neutral diction, objective
description, and sourced facts and statistics in order to construct
a cogent argument.
What about “I”? Can I Use “I”?
Will Someone’s Head explode if I Use “I”?
YES, you can use “I”
No one’s head will explode if you use “I” in an academic
assignment.
In peer-reviewed journals, academics often write, “In this paper
I argue that….” or “In this paper we hypothesize….”
BUT
REMEMBER: phrases such as “I think” and “in my opinion” are
qualifiers; they soften or limit a statement. Use them

strategically.
Also: If your professor claims his or her head will explode if
you use “I”, don’t use “I” !
Academic Genres & Structures
Intro?Body?Conclusion?References?EssayIntro with
thesisEvidence and analysis
YesYesReportAbstract
Intro with hypothesis
Methodology
Findings / Results Discussion / AnalysisYesYesAnnotated
BibliographyNoSource (full citation)
Summary
EvaluationNoIncluded in citation
Academic Writing
Audience?
Purpose?
Academics generally write for people in their field; they publish
their research in peer-reviewed journals and books and share
their ideas at conferences. They usually use the technical or
specialized language of their discipline without explaining it for
the average reader.
Knowledge in the disciplines is advanced through this method;
academics test, reject, critique, affirm, and build on existing
research. Common purposes of academic writing are to inform,

analyze and argue.
For most students, the audience for their academic writing is
their professor. Their purpose depends on what the assignment
is asking them to do. Assignments consist of two obvious parts:
content (the ideas) and task (what you are being asked to do
with the ideas.)
As students, it is helpful for you to think like a professor. What
is the professor’s purpose in giving you this assignment? What
is being assessed? Is the professor assessing whether you
understand the material? Is the professor assessing particular
skills? Or is the assignment assessing both?
9
Academic Assignment Verbs
Summarize / report
Argue / Persuade
Analyze
Compare
Evaluate
Identify the Verbs
Report / Summarize
Argue / Persuade
Analyze
Compare
Evaluate
Romantic love is notoriously unstable. Should it really be the
basis for marriage?
According to Helen Fisher, mammals, including humans,
experience distress after a loss. List all the evolutionary

advantages she says this distress provides.
Show how Helen Fisher uses the appeal to logic in “Dumped.”
Which of the three appeals did Fisher use most effectively in
“Dumped”?
How does Helen Fisher’s appeal to ethos (credibility) in
“Dumped” differ from Gabor Maté’s in “Embraced by the
Needle”?
Thesis / Claim
A brief (one to two sentences) summary of what you will argue
or show
Cannot be a statement of fact
Should be something worth arguing
Should not be too broad / big for the assignment
Should not be a question in your final version
Cannot be a statement of fact: a thesis is an argument,
something that needs evidence. Facts don’t need evidence.
Should be something worth arguing: to determine whether
something is worth arguing, ask whether most people already
agree with it. Is it obvious, such as “The media influences the
way people think” or “Terrorism must be stopped”? If yes, your
thesis is not worth arguing.
Should not be too broad / big for the assignment: You can’t
argue that nature is more important than nurture in an essay of
1000 words: you don’t have room for all the evidence. Narrow
your thesis to something manageable. For example, athletic
success is more dependent on natural ability than social or
environmental factors.
Should not be a question in your final version: in a draft, your
thesis can be a question. This is often a helpful way to start.
Should we do X? How does Y work? Is Z effective? Use the

question to DISCOVER what you have to say. Then revise your
essay to show what you have FOUND. Start with your thesis:
answer the question. We should not do X because X is
dangerous. Y works by reinforcing positive social behaviour. Z
is effective under certain circumstances.
12
Good Thesis or Not?
Gabor Maté argues that trauma predisposes people to addiction
in the article “Embraced by the Needle.”
Addiction is a serious social problem.
Throughout human history addiction has been a serious social
problem.
In this essay I will consider whether Gabor Maté uses the appeal
to emotion effectively in “Embrace by the Needle.”
In this essay I will argue that Gabor Maté’s appeal to emotion
effectively supports his overall purpose in “Embraced by the
Needle.”
Gabor Maté argues that trauma predisposes people to addiction
in the article “Embraced by the Needle.” This is a statement of
fact: Maté DOES argue this in his article. To make this a thesis,
you would have to remove the first four words.
Addiction is a serious social problem. This is so obvious, it’s
not worth arguing. To make this a thesis, try arguing the other
side.
Throughout human history addiction has been a serious social
problem. This cannot be argued in an essay. The study of human
history usually begins in the Paleolithic era, 10,000 years ago.
You would need a book to prove this.
In this essay I will consider whether Gabor Maté uses the appeal
to emotion effectively in “Embrace by the Needle.” This is a
statement of intention – what you will explore. Your thesis

needs to tell us what you found. This can be your WORKING
thesis, something to get you started, but by the end of the essay,
you should know what you think about Maté’s use of the appeal
to emotion. Go back and revise your thesis to include your
argument.
In this essay I will argue that Gabor Maté’s appeal to emotion
effectively supports his overall purpose in “Embraced by the
Needle.” Good! If you are writing for a professor who strongly
objects to the use of “I” in academic writing, delete “In this
essay I will argue that.”
13
Support
Evidence
Facts, statistics
Quotes and paraphrases from credible sources
Explanation of ideas
Break down an idea into its parts (analysis)
Explore implications of the idea
Provide details, examples
Use a comparison
Why use sources?
Quotes and paraphrases from credible sources
Appeal to logic (providing evidence through appeal to
authority)
Appeal to ethos (establishing your own credibility as a
knowledgeable writer)
Evaluating your sources
Currency
Relevance (to your research)
Authority

Accuracy
Purpose / point of view
The academic essay in four words
They say / I say
Formula
THEY SAY: Researched material (quote or paraphrase, properly
integrated & cited)
+
I SAY: Your analysis or critique of the material
+
I SAY: How it relates to your overall thesis
=
Academic writing
Adding depth: Considering the other side
Addressing the opposition
Bringing in the complicating evidence
Bringing in the other side: IARR
Introduce
Some people argue that…. It might be said that…. One
commonly-raised objection is that….
Acknowledge
There is some truth to this…. This seems logical when we
consider… This concern is understandable
Refute
However…. But… On the other hand… The problem with this
argument is…

Relate
Reinforce your thesis
20
Example
Thesis of essay: Harm reduction is a more effective approach to
addiction than traditional abstinence programs.
Paragraph considering the complicating evidence:
(1) Traditional abstinence-based programs argue that persons
with addiction must experience the worst consequences of their
problematic usage before they are motivated to recover. (2) This
seems to make sense intuitively, and many stories of recovery
feature this “rock-bottom” moment, whether it be jail or
homelessness or a life-threatening illness. (3) However, these
consequences can also make recovery more difficult, leaving
people with severe addictions overwhelmed by their problems
instead of motivated by them to recover. (4) Harm reduction
programs help people with addictions reduce the number of
negative factors they have to deal with so that recovery seems
more achievable.
Creating flow
Control the flow of ideas with signal words and phrases
Order of ideasEmphasisCause &
effectExampleContradictionClarificationFirstEspeciallyBecause
For exampleHoweverIn other wordsSecondly
Next
In addition
Moreover
Furthermore
Also

Most importantly
Above allTherefore
This causes
This leads to
Resulting in
So
Consequently
For instance
Exemplify
e.g.But
Yet
On the other handThis means
i.e.
The Simpsons and Family Values
by G. Wolfcastle
In its early days, The Simpsons caused some anger among social
conservatives. Parents claimed that
Bart was a bad role model. Teachers complained the show
encouraged students to disrespect their authority.
Barbara Bush said the show was “the dumbest thing” she had
ever seen, and her husband, President George H.
W. Bush said, “This country needs to be closer to the Waltons
than the Simpsons” (as cited in Pinsky, 1999). Is
The Simpsons really a danger to the cherished values of North

American society? Although it might seem to be
mocking traditional family ideals on the surface, a closer look
shows us that the series actually upholds the
very values it seems to be attacking.
Created by cartoonist Matt Groening, The Simpsons began as
animated shorts on MTV in 1987 before
being developed into a full series on Fox in 1989. In its long
run, the show has satirized everything from
primitive human stupidity to the Second Amendment to reality
TV. Frequently appearing on lists of the “Best
TV Shows of All Time,” The Simpsons is so much a part of the
current cultural landscape that it is easy to forget
the controversy it once caused. Even now, however, the
question about the show’s objective remains relevant;
in order to understand the message of a satire, viewers must be
clear on its target.
Before we look at whether The Simpsons is targeting family
values, we need to define the term. What
exactly are “family values”? Merriam-Webster defines them as
“values especially of a traditional or
conservative kind which are held to promote the sound
functioning of the family and to strengthen the fabric
of society.” A more revealing definition can be gleaned from
the Institute for American Values, whose website

identifies six distinguishing values as part of the “family
values” package: the family as the basic social unit, the
stability of marriage, parental responsibility, the well-being of
children, the importance of elders, and the
importance of community institutions (Blankenhorn, 1988).
Social conservatives have attacked The Simpsons for devaluing
all six of these things, starting with the
traditional head of the traditional family. One of the most
common complaints against The Simpsons is that the
father-figure is depicted as unintelligent and incompetent, not to
mention abusive and alcoholic. There is some
truth to this. Homer doesn’t know that ham, bacon and pork
chops all come from the same animal (Cohen &
Kirkland, 1995). He often fixes nuclear breach alarms at work
by pouring a bucket of water onto his control
panel. His method of disciplining Bart involves attempted
strangulation, and he calls alcohol “the cause of –and
solution to—all of life’s problems” (Swartzwelder & Anderson,
1997). However, in spite of all these flaws,
Homer is a loving father and husband. He does his best to
support his family, selling his ride on the Duff Blimp
so that he can enter Lisa into a beauty contest, for example, and
giving up a chance for a fortune just so

Maggie can keep her teddy bear. In addition, he has remained
faithful to Marge throughout the series, even
S2Admin
Sticky Note
Thesis: the opposing view is built in to the thesis (the
"although" part). The writer's main argument is in the second
part of the sentence.
S2Admin
Sticky Note
This paragraph contains background information. It also
explains why the question is important -- in order to understand
the message of the show, we have to be clear on what it is
attacking.
S2Admin
Sticky Note
This paragraph defines a key term. It's important to define terms
that are ambiguous or where people disagree about the meaning.
Do not define terms where there is no disagreement, or where
the definition is unnecessary. For example, there is no need to
define "family" here.
S2Admin
Sticky Note
This paragraph begins with the opposing view.
S2Admin
Sticky Note
However: the writer is refuting the opposing view and
beginning their own argument.

when tempted by other women, such as Lurleen, the country
music star. Although Homer is a flawed father
and husband, he is ultimately a loving one.
Another complaint against The Simpsons is that the entire
family is dysfunctional. In the episode
“There’s No Disgrace Like Home,” for example, the family is
sent to therapy after behaving disgracefully at a
picnic. In the therapy session, they are wired up to electric
shock machines as Dr. Monroe attempts to teach
them to respect each other. Within seconds, they are shocking
each other so frequently that they cause a city-
wide blackout (Jean, Reiss, Vanzo & Butterworth, 1990). But in
spite of all their dysfunctional dynamics, the
Simpsons are one of the most cohesive and loving families on
TV. Homer and Marge are happily married. They
eat dinner with their kids every night. They go to church on
Sundays. (Granted, they often sleep in church, but
they still go.) Bart and Lisa argue, but defend each other against
bullies. Although they are dysfunctional, the
Simpsons are also a triumph of familial love.
It has often been argued that Springfield is populated by lazy,
corrupt people who value personal gain
above public good. Springfield’s police force is mostly
incompetent, as demonstrated by Chief Wiggum’s

description of a suspect: “Put out an APB for a male suspect,
driving a... car of some sort, heading in the
direction of, uh, you know, that place that sells chili. Suspect is
hatless. Repeat, hatless” (Apple & Carrington,
1992). Mayor Quimby cheats on his wife. Mr. Burns, owner of
the nuclear power plant, dumps nuclear waste
into the river and tries to block out his rival, the sun. When
President Bush Sr. moves in next door to the
Simpsons, he is shown to be a petty bureaucrat who gets caught
up in a small-minded war of revenge against
Homer. Indeed, this depiction of society as an assembly of
moronic authority figures and corrupt social
institutions is the strongest criticism social conservatives make
against The Simpsons.
However, against this backdrop of general corruption, one force
remains stable and certain and
uncorrupted: the nuclear family itself. Homer, Marge, Lisa, Bart
and Maggie remain consistently true to the
ideal of the family. If we can find a message in The Simpsons,
it is not that disrespect rules, or that corruption is
inevitable, or that the dishonest always win; it is that in the face
of political corruption and social disorder, the
one thing we can count on is the family. This is shown again
and again, as Marge, Homer, Lisa, Bart and

Maggie, demonstrate their loyalty and love to each other. The
strongest evidence for this is the fact that every
episode ends with a resolution of a problem and the restoration
of peace and happiness in the Simpson home.
Finally, for the critics who argue that The Simpsons is immoral,
I offer one undeniable counter-
argument: Lisa. It is Lisa who tells Homer he can’t steal cable
and who pleads with Burns to stop polluting.
When she does (once) cheat on a test, her conscience forces her
to confess. Lisa, the smartest character on the
show (IQ 156), the one who consistently points out that sexism,
racism, homophobia and hypocrisy are wrong,
is the moral voice of The Simpsons.
S2Admin
Sticky Note
Same pattern: opposing view, followed by "but" and then the
writer's own view.
S2Admin
Sticky Note
This whole paragraph is the opposing view.
S2Admin
Sticky Note
The writer is acknowledging the strength of the opposing view.
S2Admin

Sticky Note
The writer is refuting the opposing view and providing evidence
for their view: the show actually upholds the idea of the family.
S2Admin
Sticky Note
Final point: the writer offers their best evidence for the morality
of the show.
Thus, when we look beneath the surface of The Simpsons, we
see a television program that reinforces
the importance of the nuclear family and upholds, through Lisa,
the ideals of honesty, integrity, and personal
and corporate responsibility. As the National Review argued,
"It's possibly the most intelligent, funny, and
even politically satisfying TV show ever. The Simpsons
celebrates many … of the best of conservative
principles” (as cited in Ortved, 2007). For all their flaws, and
all the comedy that arises out of those flaws,
Homer, Marge, Bart, Lisa and Maggie are a depiction of what is
good and enduring in the American family and
American society.
References
Apple, G. (Writer), & Carrington, M. (Director). (1992).
Homer’s triple bypass. [Television series episode]. In

The Simpsons, Fox Broadcasting Company.
Blankenhorn, D. (1988, June 10). Just what are family values?.
In Americanvalues.com. Retrieved October 15,
2015, from
http://www.americanvalues.org/search/item.php?id=2040
Cohen, D.S. (Writer), & Kirkland, M. (Director). (1995). Lisa
the vegetarian. [Television series episode]. In The
Simpsons, Fox Broadcasting Company.
Jean, A., & Reiss, M. (Writers), & Vanzo, G., & Butterworth,
K. (Director). (1990). There’s no disgrace like
home. In The Simpsons, Fox Broadcasting Company.
Pinsky, M. I. (1999, 15 August). The gospel according to
Homer. The Orlando Sentinel.
Ortved, J. (2007, August). Simpsons family values. Vanity Fair.
Retrieved October 15, 2015, from
www.vanityfair.com/culture/features/2007/08/simpsons200708#
gotopage1
Swartzwelder, J. (Writer), & Anderson, B. (Director). (1997).
Homer vs. the eighteenth amendment.

[Television series episode] In The Simpsons, Fox Broadcasting
Company.
COM 101 Transfer Assignment (Part 2)Checklist
General Requirements
· One informative piece and one persuasive piece
· Only one email allowed
· Total word count for the two pieces together = 800 words
Research
· You must integrate your research into both pieces
· Two out of your three sources must be used, one of which
must come from Seneca Library’s databases
· Direct quotes require a lead-in
· Paraphrases must not be too close to the original source
· All research must be cited properly
· Formal citation = in-text citations AND a references page
· Informal citation = working hyperlink to the source
Note: how you use your sources is up to you, but the material in
your pieces must be adequately supported with evidence.
Informative Piece (Email, Fact Sheet, Infographic)
· Audience is clearly identified
· Purpose is clear, focused and reasonable
· Piece uses the conventions of the chosen genre skillfully
· Appropriate structure and organization of ideas
· Reader-friendly layout
· Appropriate tone and diction for audience and purpose
· Appropriate use of rhetorical appeals
· Correct citations
Persuasive Piece (Email, Essay, Personal Opinion Piece)
· Piece is written for a specific audience
· Purpose is clear, focused and reasonable

· Piece uses the conventions of the chosen genre skillfully
· Appropriate structure and organization of ideas
· Reader-friendly layout
· Appropriate tone and diction for audience and purpose
· Appropriate use of rhetorical appeals
· Correct citations
Annotated Bibliography:
Is there a link between Facebook use and poor mental health?
Chen, W., & Lee, K. H. (2013). Sharing, liking, commenting,
and distressed? The pathway between Facebook interaction and
psychological distress. Cyberpsychology, behavior, and social
networking, 16(10), 728-734.
In this online survey of 594 college students, the authors
concluded that the impact of Facebook on people is closely
related to his personality and frequency of use. Facebook
interaction can be relational, informational, or communicative,
the survey results show that if these people use facebook more
frequent, they will feel more.psychological distress.
A major problem with the article is that the authors can not
make sure the relationship between Facebook use and
psychological distress, because that either one may cause the
other.However the authors used a large sample size of what
college students are undergoing following the use of Facebook,
and this article was published in 2013, less than six years until
now, so it makes it valid. On another way, the two authors work
at institutions of higher learning and are frequently cited
scholars. The article is also published in an academic journal,
so they are increasing its credibility.
This article provided a good answer to my research question.
The two authors write that regular Facebook use leads to greater
distress, it makes people that overload amplifies communication
and diminishes self-esteem. Facebook interaction causing

psychological distress are proving the evidence of that there is a
link between Facebook use and poor mental health.
Kalpidou, M., Costin, D., & Morris, J. (2011). The relationship
between Facebook and the well-being of undergraduate college
students. CyberPsychology, behavior, and social
networking, 14(4), 183-189.
In this research of seventy undergraduate college students, the
authors found the relationship between Facebook variables and
psychological well-being. The author found Facebook usage
have a negative influence with self-esteem and academic and
emotional adjustment in the first-year students in college.
A main problem of this article is that is the researchers only
used few sample, so these sample can not be representation
experiencing of all university students. And authors did not
provide gender of these researchers, so we can not make sure
gender is an important factor in understanding the relationship
between Facebook use and mental health or not. Nonetheless,
this article still can help us to see the effects between Facebook
and university students, because it was published in 2010 so it
is still valid. This article it is authoritative as it is an academic
journal article and the authors are expert in psychology and
behavioural. Therefore, this article’s finding can be cited as
accurate. can beAs such, the article’s findings can also be cited
as accurate.
This article gives a valid answer to my research question. The
researchers found that number of Facebook friends will impede
his or her academic and emotional adjustment and too much
time on facebook is linked to low self -esteem.That shows the
evidence of Facebook use caused poor academic, emotional
adjustment and low self-esteem have a link between Facebook
use and bad mental health.
Rosen, L. D., Whaling, K., Rab, S., Carrier, L. M., & Cheever,
N. A. (2013). Is Facebook creating “iDisorders”? The link
between clinical symptoms of psychiatric disorders and

technology use, attitudes and anxiety. Computers in Human
Behavior, 29(3), 1243-1254.
In this research has 1143 teens, young adults, and adults had
answered nine questions about their daily use of media and
technology, and the acquired data shows that more Facebook
friends served as an excellent predictor of more clinical
symptoms of narcissism, bipolar-mania, and histrionic
personality disorder. Nevertheless, this factor was only linked
to fewer symptoms of dysthymia and schizoid personality
disorder.
This articles shows Facebook use is responsible for users
getting mood and personality disorders. A major problem of this
article is Participants are located in the Southern California
area, it is limits the universality of these findings in other parts
of the United States.However, the researchers used a large
sample with the participants, and they have different ages, so
the result of this article is more accurate. And the article was
published less than six years ago, that is making its findings
valid and useful. Nevertheless, these findings can be taken as
accurate as the article is published in a well-known academic
journal. The authors all worked at the California State
University and frequently cited by other scholars. So we can
see they are authoritative figures in the field of
cyberpsychology and behavior.
This article provide a good answer to my research question. The
authors are linking Facebook use to several mood and
personality disorders successful. Through systemic testing of
online surveys, the authors use evidence that shows that there is
a link between Facebook use and poor mental health.
Transfer Assignment: Summer 2019

What is the purpose of this assignment?
This assignment gives you practice writing in different styles
for different audiences and purposes.
Part 1: Researching a Question (10%). Due onlineFriday July 12
1. Develop a research question suitable for this assignment. For
more information, see Research Question under Assignments /
Transfer Assignment.
2. Find three sources (articles) that answer your research
question. Two of the articles must come from Seneca’s
databases. Apply the CRAAP test (are the articles current,
relevant, authoritative, accurate, with a trustworthy purpose or
point of view?).
3. Create an annotated bibliography of these three sources.For
more information, see the sample under Assignments / Transfer
Assignment.
4. Upload your bibliography in a Word document by 11:59 p.m.
on Friday July 12.
Part 2: Transferring Your Research (20%): Due online Friday
August 2
1. Choose an informative and a persuasive genre from the list
on the next page.
2. Optional: For each genre, use the attached questionnaire to
identify your audience and purpose and the conventions of the
genre before you write. If you would like feedback, email me
your questionnaire by July 26.
3. Write an informative and a persuasive piece, integrating your
research. Depending on our genre, cite your sources using
formal citation (APA, in-text citations with References page) or
informal citation with hyperlinks. Added together, your two
pieces will be 700-800 words.
4. Upload both pieces in a Word document by 11:59 p.m. on

August 2.
Part 3: Reflection (5%): August 6
You will do this part in class.
Transferring Your Research into Two Different Genres
1. Informative Genres
Communicate the findings of your research in an objective,
informative way.Before you begin, decide WHO you are
informing, WHY you are informing them, and WHAT you want
them to know.
Options
· A fact sheet
· An infographic
· Informative email. NOTE: If you choose the informative
email, you cannot choose the persuasive email below.
2. Persuasive Genres
Based on your research, write an informed opinion (your
opinion, supported by your research). Decide WHO your
audience is, and WHAT you are trying to convince them of.
Options
· Persuasive email. NOTE: If you chose the informative email,
you cannot choose the persuasive email.
· Persuasive essay
· Persuasive blog piece or article
Planning Questionnaire:This is an optional but helpful planning
step. Answer these questions before you start to write. Point-
form answers are fine! If you would like feedback (to make sure
you are on the right track), email me your answers by July 26.

Piece # 1. Genre:
1. Who is your intended audience?
2. What is your intended purpose? (Why are you writing to
them? What should the reader do with the information?)
3. What is your main point or message? What are the supporting
details?
4. What are the conventions of this genre?
a. Organization of ideas / structure
b. Formatting (e.g. headings, images, use of bold, paragraph
length)
c. Style and tone (e.g. formal, informal, neutral, friendly,
serious, humorous, etc.)
d. What rhetorical appeals are appropriate to use?
e. Type of citation: formal or informal?
Piece # 2. Genre:
1. Who is your intended audience?
2. What is your intended purpose? (Why are you writing to
them? What should the reader do with the information?)
3. What is your main point or message? What are the supporting
details?
4. What are the conventions of this genre?
a. Organization of ideas / structure
b. Formatting (e.g. headings, images, use of bold, paragraph
length)
c. Style and tone (e.g. formal, informal, neutral, friendly,
serious, humorous, etc.)
d. What rhetorical appeals are appropriate to use?
e. Type of citation: formal or informal?
•Examples can be found below
Mariam Alnaim was born on 10th September 1990 in Dammam,
Saudi Arabia. She grew and pursued her education in Alhasa
city. In 2008, Mariam enrolled at King Faisal University in
Saudi Arabia and in 2011, she was awarded first-honors in

special education with an emphasis in Learning Disabilities
with a GPA of 4.90/5.0. In 2014, she joined Ball State
University, Muncie Indiana to pursue postgraduate studies and
in 2016, she earned a master’s degree in special education major
with a GPA of 3.80/4.0. Now, Mrs. Alnaim is a lecturer at
Imam Abdulrahman bin Faisal University, Saudi Arabia, a
position she has held since 2013. In Imam Abdulrahman bin
Faisal University, she teaches undergraduate students different
special education and early education courses. Mrs. Alnaim
attends many different international forums for career
development. She is a member of Council of Exceptional
Children (CEC). Also, she attends and presents in many
conferences in the field of Special Education and collaborates
with different experts to build more significant connections for
future advancements. She has presented four papers at different
conferences in the United States of America, and she published
three research papers in educational journals.
Moreover, Mrs. Alnaim is a member in Saudi American
Association of Special Education (SAASPED), and she is also a
member of a Saudi Modern Association For Special Needs
(SMASN). Mrs. Alnaim works to help people with disabilities
in Saudi Arabia to completely receive their educational and
social rights. One of Mariam's career goals is to develop the
domain of Special Education in the Kingdom of Saudi Arabia
through combining Saudi Arabian studies and their US
counterparts under one umbrella. Currently, Mariam Alnaim is
a doctoral student at Saint Louis University with a GPA of
3.95/4.0. She anticipates being awarded her PhD on 22nd
December 2018.
Exaple#2
Essa Adhabi was born in Jizan, Saudi Arabia. He attended
King Saud University in Riyadh, Saudi Arabia, where he
obtained his Bachelor of Arts in Special Education. He
completed his Master of Arts in Education at The University of
Akron, in Akron, Ohio.
Mr. Adhabi has served as a student teacher in both the general

and special education settings. Currently, he serves as a
teaching assistant at Jazan University, while he is pursuing his
doctoral degree in special education. Mr. Adhabi’s experience
utilizing motivational teaching strategies to increase student
learning, in addition to his evidence-based intervention
experience has led him to be considered as a Certified Autism
Specialist.
Example#3
Mohammed Alfaleh was born in Onaizah, Saudi Arabia. He
obtained his bachelor’s degree in special education majoring in
Hearing Impairments from Qassim University. Then, he earned
his Master degree from The University of Akron.
Mr. Alfaleh has worked as a special education teacher for three
years in different regions across the kingdom of Saudi Arabia.
He taught deaf or hard of hearing students different subjects,
and he was involved in designing their IEPs. Currently, Mr.
Alfaleh is a doctoral student in a Special Education Program at
Saint Louis University. While Mr. Alfaleh is finishing his
doctoral degree in special education, he is a lecturer at Qassim
University, Saudi Arabia.

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