Category: English

Download the attached document for complete assignment instructions:
Love langua

Download the attached document for complete assignment instructions:
Love languages reveal your preferences on how to express caring to anyone you love–including friends, family, and significant others.
There are four (4) parts to this assignment:
Complete the Love Language scale attached. Report your five (5) scores here:Words of Affirmation: __________
Quality Time: __________
Receiving Gifts: __________
Acts of Service: __________
Physical Touch: __________
Read the explanation of Dr. Chapman’s approach to Love Languages (See below the scale).
2.) Write a reflection about the results of your love language scale. Discuss your highest and lowest scores. Give explanations and examples of each score. (At least 200 words)
3.) Share this scale with someone in your life–a friend, family member, or significant other–and ask them to complete this Love Language scale. Discuss with this person how your love language scores are different (or the same) as their love language scores.
(Note: Similarities or Differences do NOT reflect your closeness in the relationship. These scores are only an indication of the language you use to show that you care for someone.)
4.) Write a reflection about your conversation with this person regarding love languages. Share the other person’s love language and how they differed from yours. Give some details about your conversation and reactions to this knowledge of how we express caring (at least 200 words).
Attach completed assignment here. Be sure to use subtitles to indicate each part of this assignment.

I chose Trevor Winkfield and his work The Painter and his Muse you will see it d

I chose Trevor Winkfield and his work The Painter and his Muse you will see it down, I want 3 paragraphs for every source “link and file,” every paragraph 100-110 words, a total 5 entries, you will see the instructions in the artifact 1, see the sample and use the same questions as the sample, i want 2 quotes for every entry from the sourse INCLUDE IN-TEXT CITATION “AT THE END OF EACH SENTENCE WITH A QUOTE, AS EXAMPLE (ROGERS 17).

Outline Structure for Literary Analysis Essay
I. Catchy Title
II. Paragraph 1: I

Outline Structure for Literary Analysis Essay
I. Catchy Title
II. Paragraph 1: Introduction (Use HATMAT)
A. Hook
B. Author
C. Title
D. Main characters
E. A short summary
F. Thesis
III. Paragraph 2: First Body Paragraph
A. Topic sentence (what this paragraph will discuss, how it will prove your thesis)
B. Context for the quote
1. Who says it?
2. What’s happening in the text when they say it?
C. Quote from the text (cited appropriately)
D. Analysis of the quote: How does it prove your thesis?
E. Closing sentence (wrap up the paragraph to effectively transition to the next paragraph)
IV. Paragraph 3: Second Body Paragraph
A. Topic sentence (what this paragraph will discuss, how it will prove your thesis)
B. Context for the quote
1. Who says it?
2. What’s happening in the text when they say it?
C. Quote from the text (cited appropriately)
D. Analysis of the quote: How does it prove your thesis?
E. Closing sentence (wrap up the paragraph to effectively transition to the next paragraph
V. Paragraph 4: Third Body Paragraph
A. Topic sentence (what this paragraph will discuss, how it will prove your thesis)
B. Context for the quote
1. Who says it?
2. What’s happening in the text when they say it?
C. Quote from the text (cited appropriately)
D. Analysis of the quote: How does it prove your thesis?
E. Closing sentence (wrap up the paragraph to effectively transition to the next paragraph
VI. Conclusion (You do not necessarily have to follow this order, but include the following):
A. Summarize your argument.
B. Extend the argument.
C. Show why the text is important.
Rhetorical Analysis Rubric
Please note that any papers that do not meet the length requirements will lose points.
One page short -10 points
A few sentences on the final page- 8 points
Half a page short -5 points
Category Level 4-
Meets
Expectations
Level 3-
Proficient
Level 2-
Needs
Improvement
Level 1-
Unsatisfactory
Introduction,
Thesis, &
Conclusion
20 points
Introduction
provides context
for the rest of the
paper; thesis is
explicit and clear;
conclusion restates
the thesis and
provides cohesion
to whole paper.
20 points
Either introduction
provides
insufficient
context for the rest
of the paper, thesis
is lacking in
clarity, OR
conclusion fails to
recast thesis
effectively.
15 points
Introduction
provides little
context for the
paper; thesis is
implicit and hard
to find; conclusion
makes insufficient
reference to thesis.
10 points
Introduction does
not provide
context for the
paper; thesis is
undetectable;
conclusion seems
unrelated to the
rest of the paper.
5 points
Analysis
30 points
Student effectively
employs concepts
and methods of
rhetorical analysis
to examine the
text. Focuses on
rhetorical aspects
of the text
(audience,
purpose, rhetorical
strategies, etc.)
and supports
claims with
textual and
contextual
references. The
analysis is
sophisticated,
fresh and exciting,
posing new ways
to think of the
material.
Thoughtfully
engages with ideas
presented in text.
Takes some
chances. Needs to
stretch analysis a
bit further.
Employs concepts
and methods of
rhetorical analysis
effectively and
mostly focuses on
rhetorical aspects
of text.
Shows
engagement with
ideas in text by
choosing
appropriate
quotations, but
may lack
sufficient analysis.
Inconsistently
employs concepts
and methods of
rhetorical analysis
and/or may
incorrectly apply
these strategies in
her/his analysis.
Analysis diverges
from the rhetorical
aspects of text.
Analysis fails to
offer insight into
effectiveness of
text for author’s
purpose and
situation.
Student does not
apply
methods/concepts
of rhetorical
analysis from this
unit and does not
focus on rhetorical
aspects of text.
30 points
25 points 20 points 15 points
Supporting
Details
25 points
Support
information is
related to the
analysis and
supportive of the
topic/subject.
25 points
Support
information has
minor weaknesses
relative to analysis
and/or support of
the topic/subject.
20 points
Support
information has
major weaknesses
relative to analysis
and/or support of
the topic/subject.
15 points
An attempt has
been made to add
support
information, but it
was unrelated or
confusing.
10 points
Sources &
MLA Format
15 points
Evidence from
sources is smoothly
and logically
integrated into the
essay and serves to
add credibility &
insight into the
writer’s position/
claim. All sources
are cited accurately
and are highly
relevant and
reliable. Essay is
written in the
correct MLA
format.
15 points
Evidence from
source(s) is
integrated into the
text. Most sources
are cited accurately
and are generally
relevant and
reliable. Essay has
some MLA
formatting errors.
10 points
Some source
material is used
and may or may
not lend credibility
to the writer’s
position/claim.
Several sources
may not be cited
accurately.
Relevance and
reliability may be
questionable. There
are many MLA
formatting errors.
5 points
Few or no source
material is used.
Source citations are
not evident or may
be highly
inaccurate.
Relevance and/or
reliability are
strongly in
question. There are
so many MLA
formatting errors
that take away
from the content.
3 points
Grammar and
Organization
10 points
Demonstrates
skillful writing
fluency, exhibits
few or no
mechanical errors.
Smooth flow of
ideas ordered in a
logical sequence
that effectively
guides the reader;
each paragraph
has a well
supported and
clearly stated main
point.
Writing is clear
and sentences
have some varied
structure. Diction
is appropriate.
Tone is generally
consistent with the
writer’s position /
claim and
appropriate
throughout the
essay.
Punctuation,
spelling, &
capitalization are
Writing fluency is
lacking, exhibits
several
mechanical errors.
Ideas do not
always flow in a
logical, cohesive
manner;
paragraphs do not
have clear and
supported main
idea.
Demonstrates
minimal writing
fluency, exhibits
numerous
mechanical errors.
Sequence of ideas
and paragraphs
seems aimless.
10 points
generally accurate,
with some errors.
8 points
6 points 4 points
Total Points 100 points

Part 1 of 2:
Choose three of the clips listed below for viewing. Using the Disc

Part 1 of 2:
Choose three of the clips listed below for viewing. Using the Discussion Board Rubric listed below as a guide, develop a well-thought-out original response by defending the value of cultural competence in the workforce and in the community. Next, identify practices that maximize the abilities of all employees/groups to meet organizational goals. Please identify the scene(s) you are referencing and support your views with an outside reference or source.
North Country: Take It Like a Man
North Country: Learn the Rules
Outsourced: Todd’s First Day
Outsourced: Todd’s Second Day
Outsourced: Phone Sales
Philadelphia: Essence of Discrimination
Philadelphia: Case About Homosexuality
Part 2 of 2:
From NPR:
“So you’re at work one day and you’re talking to your colleagues in that professional, polite, kind of buttoned-up voice that people use when they’re doing professional work stuff. Your mom or your friend or your partner calls on the phone and you answer. And without thinking, you start talking to them in an entirely different voice — still distinctly your voice, but a certain kind of your voice less suited for the office. You drop the g’s at the end of your verbs. Your previously undetectable accent — your easy Southern drawl or your sing-songy Caribbean lilt or your Spanish-inflected vowels or your New Yawker — is suddenly turned way, way up. You rush your mom or whomever off the phone in some less formal syntax (“Yo, I’mma holler at you later”), hang up and get back to work.Then you look up and you see your co-workers looking at you and wondering who the hell you’d morphed into for the last few minutes. That right there? That’s what it means to code-switch”.
Review the two video clips listed below. Write a summary of what you read and how it applies to the video clips, also addressing the following questions:
Do you code switch?
What do you gain from it?
Think about how you react to people who speak the way Idris speaks on the basketball court.
Contrast that with the way you react to people who speak the way Idris speaks off the court.
What assumptions do you make about people based on the way they speak?
Do a search on the Internet for videos that illustrate “code switching” and share the ones you found most interesting.
Video Clip #1: American Promise – Trailer
Video Clip #2: American Promise, Idris Code Switches
Answers should be thoughtful and should include terminology and concepts referenced in the text. Your answer should be approximately 250 – 500 words in length. Use the text, resources provided, and outside sources to support your reasoning. Cite any sources used in APA format. Respond to at least 2 classmates by the end of the week. These responses should be 100-150 words minimum in length and should add to the conversation. Posts that say nothing other than “Good post” or “I agree” will not earn points.

I. Introduction
-General Background on Nursing
-Brief history of nursing as a pr

I. Introduction
-General Background on Nursing
-Brief history of nursing as a profession.
-Overview of what nursing entails (patient care, medical support, etc.).
-Importance of nursing in the healthcare system.
-Thesis Statement
-My decision to pursue nursing was influenced by personal experiences and a desire to help others.
-Nursing is crucial to society because it ensures the well-being and recovery of patients.
-While nursing offers numerous benefits, it also comes with certain challenges.
II. Body
A. What Led Me to Select Nursing as My Major – Topic Sentence: Personal experiences and a passion for helping others guided my decision to pursue nursing. Example : Interest in science and healthcare from a young age.
B. The Importance of Nursing to Society – Topic Sentence: Nursing plays a vital role in maintaining public health and supporting the healthcare system. – Example 2: The role of nurses in patient education and preventive care. – Example 3: Contribution to medical research and advancements.
C. Potential Benefits and Drawbacks of Pursuing Nursing – Topic Sentence: While nursing offers rewarding experiences, it also presents certain challenges. – Benefits: – Example 1: Job stability and demand for nurses. – Example 2: Personal fulfillment from helping others. – Example 3: Opportunities for specialization and career advancement. – Drawbacks: – Example 1: High levels of stress and burnout. – Example 2: Long and irregular working hours. – Example 3: Emotional toll of dealing with patients’ suffering.
III. Conclusion
-Revisit Thesis Statement
-Recap of why I chose nursing, its societal importance, and the pros and cons.
-Current Plans and Future Goals
-Current academic pursuits and practical experiences (e.g., internships, clinical rotations).
-Long-term career goals (e.g., becoming a specialized nurse, pursuing advanced degrees).
-Commitment to making a positive impact in the healthcare field.

Post Discussion: Chapter 11 and Reply to a Classmate
More women now die of heart

Post Discussion: Chapter 11 and Reply to a Classmate
More women now die of heart disease than men, yet cardiovascular research has long focused on men. Watch the following video.
1. Create a Discussion Post to answer the following question: (5 points)
Why are symptoms different for women during a heart attack?
Why are they often missed?
2. Reply to at least one of your classmates original post (hit the reply button below their original post). Do not reply to a reply. (5 points)
—– 5 points for your original post and 5 points for replying to your classmates.
As a reminder on your replies:
5 points for your replies to a classmate original posts, not on a reply they left for another classmate. (Click “Reply” at the bottom of their main post):
Your reply to a classmate must be at least 3 substantial sentences. The items below are example of brief, vague or “throw-away” response statements and will not receive credit. It is okay to include them in addition to your 3 substantial sentences, but not instead of your 3 substantial sentences.
Hi David.
Nice to meet you.
I like your post.
Have a good semester.
I posted the same thing.
Your replies must be written in proper sentence for with emojis, emoticons, or text abbreviations (e.g. LOL)
Your reply must relate to what they posted, not only what you posted.
Your reply must be respectful, but may disagree.
If you post that you agree, disagree, like, or dislike something in their post, you must state what the item was and why you felt that the way you did.
Vague or short replies will receive very little credit.
Asking a question does not count as one of your 3 sentences, but you may ask a question in addition to your required response
LinkLinks to an external site.
Post Discussion: Chapter 12 and Reply to a Classmate
As we have learned more about the environmental impacts on your personal health this week, I think you will find the following video interesting.
1. After watching post your thoughts on the following to the discussion board: (5 points)
The topic in the video
The places you have lived and what type of environmental issues to which you may have been exposed.
2. Reply to at least one of your classmates original post (hit the reply button below their original post). Do not reply to a reply. (5 points)
——-5 points for your original post and 5 points for replying to your classmates
As a reminder on your replies:
5 points for your replies to a classmate original posts, not on a reply they left for another classmate. (Click “Reply” at the bottom of their main post):
Your reply to a classmate must be at least 3 substantial sentences. The items below are example of brief, vague or “throw-away” response statements and will not receive credit. It is okay to include them in addition to your 3 substantial sentences, but not instead of your 3 substantial sentences.
Hi David.
Nice to meet you.
I like your post.
Have a good semester.
I posted the same thing.
Your replies must be written in proper sentence for with emojis, emoticons, or text abbreviations (e.g. LOL)
Your reply must relate to what they posted, not only what you posted.
Your reply must be respectful, but may disagree.
If you post that you agree, disagree, like, or dislike something in their post, you must state what the item was and why you felt that the way you did.
Vague or short replies will receive very little credit.
Asking a question does not count as one of your 3 sentences, but you may ask a question in addition to your required response
LinkLinks to an external site.

Summary of an article. Instructions and rubric will be attached. Effective writ

Summary of an article. Instructions and rubric will be attached. Effective writers know how to tailor their text for a specific purpose and a specific audience. For example, writers can choose to make an emotional appeal using simple language so that any audience can understand the message. Part of becoming a strong writer is analyzing how well or how poorly another author crafts a message, which will help one make stronger choices when it is time to communicate with others in a professional setting.
You will use the Task 1 Template located in the supporting documents section below the rubric to complete this task. First, you will choose a text from the provided list that you will analyze. Next, you will summarize the text and identify the text’s intended purpose and audience. Then, you will analyze the text’s context and the methods the author used to appeal to the audience.
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).
A. Compose an analysis using the Task 1 Template by doing the following:
1. Choose a piece of persuasive writing from the “Texts for Analysis” list within the template.
2. Analyze your chosen text by doing the following:
a. Summarize the text.
b. Discuss the author’s purpose for the text.
c. Explain the context of the text.
d. Describe the audience of the text.
e. Explain 2–3 appeals (i.e., logos, ethos, pathos) that are found within the text. For each type of appeal used in the text, include 1–2 examples.
B. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
C. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
 
Rubric
A1: TEXT SELECTION
The submission selects a piece of persuasive writing from the provided list.
A2a: SUMMARY
The submission includes an accurate summary of the text, including all essential details.
A2b: PURPOSE
The submission accurately discusses the author’s purpose for the text and includes specific details.
A2c: CONTEXT
The submission accurately explains the context of the text and provides support for the explained context.
A2d: AUDIENCE
The submission accurately describes the specific audience of the text.
A2e: APPEALS
The submission explains 2–3 appeals that are found within the text, including 1–2 examples of each type of appeal explained. The examples appropriately demonstrate the explained type of appeal.
B: SOURCES
The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.
C: PROFESSIONAL COMMUNICATION
This submission demonstrates correct use of spelling, grammar, punctuation, and sentence fluency. You have demonstrated quality professional communication skills in this submission.

Referencing the readings from this week, discuss the framing intersectionality p

Referencing the readings from this week, discuss the framing intersectionality provides and why we need this framing in order to see or understand the experiences of women of color and LGBTQ people of color? What happens without the intersectionality framing?
Responses should be a minimum of 250 words and demonstrate engagement with the readings. Be sure to cite examples directly from text to support your response.
8: Intersectionality- Centering Women of Color – Social Sci LibreTextsTransgender people of color face unique challenges as gender discrimination and racism intersect (theconversation.com)

Activity: Applying the Four Elements
of Greek Argumentation
• Scenario 1:Scenari

Activity: Applying the Four Elements
of Greek Argumentation
• Scenario 1:Scenario 1:
• Jonathan, A 19-year-old Shell employee who is new to the professional standards
and conduct requirements of the workplace has been disciplined under the
company’s sexual harassment policy for making sexually explicit comments to
another employee.
• Using Logos, Pathos, Ethos, and Kairos, portray the role of the upper management
team and make an argument to this teen educating him on why this type of behavior
in the professional workplace is unprofessional, and well as dangerous.
• Scenario 2:
• Dr. Justin Smith, a six-year English professor at Austin Community College was
recently denied a promotion to “Assistant Dean of Students” due to an extensive
record of student complaints, student failure rate, and an unwillingness to embrace
the diverse ideas of others.
• Using Logos, Pathos, Ethos, and Kairos Portray the role of upper administration and
educate this faculty member on ways to improve in the above areas of weakness
which prevented his promotion

Part 1 discussion
All discussions must be submitted by the closing dates. I do

Part 1 discussion
All discussions must be submitted by the closing dates. I do not accept late discussions.
After reviewing the information provided in Module 7, answer the following question:
How could you apply muscular strength and endurance exercises to maintain or improve your current fitness level? Write a minimum of one paragraph.
Part 2
Part of the requirements of this class is exercise. As the Catalog Description states, “A combination of physical activity and lecture providing regular exercise to develop physical fitness.”
You are required to exercise 3 times per week.
Each week I will provide 3 recorded yoga classes so you can exercise at home at your convenience.
Each class is approximately 35-50 minutes long.
When you have completed all three classes you will submit your answers to the following questions.
What did you enjoy about each of the three classes? Please designate each class. For example, in Class #1: I enjoyed the feeling of relaxation after I was done taking the class. I enjoyed the shoulder stretches because I have limited movement in my shoulders. I had a difficult time with the one-legged balance. You may discuss specific poses and exercises that you experienced in each of the videos. You will say something about each class. Please talk specifically about the classes so I know you are practicing along with each video.
What was difficult about the class, or did anything hurt? Be specific. For example, in Class #1: I can’t sit cross-legged on the floor. Is there another way I can complete the exercise without my legs hurting? That way I can help. You may also ask a question and I will answer your question in the comments area when I grade your weekly exercise assignment.
Submit your assignment at the end of each module/week.
You may type your answers into the text box, or attach in doc, docx, or pdf.
Module 7 Recorded Yoga Classes. Click on the links below to see and exercise with the videos.
Class 19Links to an external site.
Class 20Links to an external site.
Class 21