Use the practice problem and a quantitative, peer-reviewed research article you identified in the Topic 1 assignment to complete this assignment.

Topic 1: Identify two areas of nursing practice, which evidence-based practice has improved patient outcomes. State the study and its impact on patient care. How have these findings changed your nursing practice? Please support your response with a minimum of two supporting peer reviewed articles.

In a 1000-1,250 word essay, summarize the study, explain the ways in which the findings might be used in nursing practice, and address ethical considerations associated with the conduct of the study.

Refer to the resource “Research Critique Guidelines” for suggested headings and content for your paper.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

Memo Essay #2: Basic Essay Structure

This should be a simple assignment, and, as students, it’s something you should do on your own—willingly, excitedly. That’s summarizing your class lessons. So, for this memo essay, simply summarize the lesson on basic essay structure; but summarize it using basic essay

structure. Summarizing your lessons soon after each class will help you retain information and increase your grades and interest in school. Unfortunately, most students won’t write summaries of their lessons unless they are forced. So this is me forcing you to do what you should be doing to make the most of your time in college. All you must do is follow these written instructions:

Single-space the memo essay.

Length: 1 page, 5Paragraphs.

Set margins for 1.13” all around.

Set paragraph spacing with no extra space before or after paragraphs.

Paragraphs must run 4-6lines each.

Limit topic sentences to one line across the page—maximum.

Separate memo paragraphs by one single space.

Do not indent memo paragraphs.

Do not use any form of the word you.

Do not use verbs in the command/imperative form.

Use 12-point Times New Roman font.

Edit & revise carefully –Proofread!

Follow all grammar rules as discussed in the Module 1Lesson.

Include a single-spaced memo headingat the topleftof your essay

(see below).

Skip two single spaces after the memo heading; bold and center your essay’s title.

Do not use all-caps for your title; capitalize appropriately.

Skip one single space after the title, then begin the first memo paragraph.

Follow all memo guidelines as explained in the class syllabus.

Model your memo format on the attached example.

Begin the name of your HW files with your last name –e.g., Rubin ME#2.

Submit your HW as.docx file. Due Date The final draft of this five-paragraph essay must be submitted by the end of Sunday,February4.

Follow the format of this visual model:

To:Jay Rubin

From:Your Name: 1A Online

Date:4 February 2018

Re:Memo Essay# 2

Your Appropriate Title

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I. Overview:

This first formal writing assignment asks you to seriously contemplate a new phrase: the American Literary Canon

The term canon originally referred to a set of selected books of the Christian bible. However, for our scholarly purposes, canon refers to notable and accepted works of literature that best represent a particular era.

In the last century, the American literary canon has been challenged for many reasons, namely, the lack of diversity amongst these “approved writers.” For instance, an American Literature anthology in 1950 may have contained Walt Whitman but not Paul Lawrence Dunbar or Gertrude Stein. While some critics praise the change to be more inclusive, others argue the classics will always be the classics—as in, what has always been viewed as the iconic writing of a time period should remain so.

This concept becomes an important one for us to contemplate. Why have these texts been continually anthologized? What is it about them that sustains over time and still speaks to readers? Is it because the text itself is entertaining? Is there some facet of the work that is inherently “American”? Or does it teach us something about a past era, an aspect of humanity, societal expectations of the genders, the true meaning of and appreciation for freedom? Some other as yet unnamed reason?

If you’re suddenly concerned that you can’t answer for a whole generation why one text is more significant than another, trust your intuition. You are the life-long reader.

Your reading of a text is as unique as the text itself. You may see something in a Dickinson poem that your peer in the same course does not; you may find bitter truth in Howells’ “Editha” because you too have questioned the true human costs of a nation engaged in war; you may be shocked by the representation of infidelity in Chopin’s short story “The Storm”; you may find beauty in the order and insight of Whitman’s poems.

While you may not “care” for some of the stories, essays, poems, and plays that we read in class, there should be a few that do provoke you intellectually, ones that “speak to you” in some significant way. At the very least, you should be able to make thoughtful connections between the people who were writing the words then, the times during which they lived, and the context during which we read them today.

II. Assignment Specifics:

A. Directions & PROMPT:

1. Select your primary sources:

a. You may choose two works by the same American writer or two works by two different American writers. However, you must show a connection between the works and you must use at least TWO.

b. You may also choose from any one of the American authors, poets, or essayistswho are published in our course anthology, even if we will not or haven’t covered them yet. Please contact me if this is your plan.

2. Your general essay topic:

Your essay should focus upon your experience reading the text(s) you select and a defense of why it should remain a part of the American Literary Canon. Therefore, you should use first person “I” in the paper.

B. REQUIREMENTS:

1. Documentation Style: Proper MLA heading and citation; Works Cited page

2. Length: 3-5 pages, double-spaced, size 12 font

3. Secondary Sources: you should use only primary sources for this first assignment.

I want to hear your thoughts, not research from some fancy-pants critic, stodgy historian, or, heaven help us all, a “homework help” website.

You will have the opportunity to research secondary sources for the term project. For this first personal reflection, you should rely solely on your ideas and information from our American Literature Anthology.

If you have questions about this requirement, please feel free to contact me.

4. Due Date: before midnight (11:59 PM) Friday, July 13th

5. Submission Guidelines: Students will submit final drafts of the essays through the VeriCite Tool in Canvas. Essays submitted in other formats (hard-copy, via e-mail, etc.) will not be included in final grade calculations.

Essays submitted late are subject to the late work policy penalties and will be graded at the end of the semester.

Essays submitted one week after the due date will be accepted but not graded.

C. A reflective response illustrates the student has engaged inthe following:

1. Careful reading

2. Engagement with the text

3. Inquiry/wonder about the text

4. Personal expression regarding the content of the text

III. Getting Started: Need help generating content? Consider answering some of the following questions as you brainstorm:

A. General—information to consider including in an introduction:

* What is this essay/poem/story about?

* Who is the author of the piece?

* How does the author’s personality and/or background influence the writing?

* What time period was it first published?

* Does the writing include references to major historical moments? If so, do you think these references to actual events/conditions are fair? Do they fit what you imagined them to be?

* What are some of the characteristics of the writing?

B. Specific— core of your thesis, substance of body paragraphs:

* What are some thoughts you had while reading?

* Were there elements of the text you connected to? How/why? Did something trigger a memory and/or association?

* Do you feel this selection represents your idea of “America”? Do you feel this selection

represents the general viewpoint of “America” to the mass U.S. population?

* What are some “timeless” aspects of the piece?

* What do you like about the reading?

* What do you dislike about the reading?

* Do you feel like anything is falsely or unfairly represented in the reading?

* Create your own questions to explore!

EVALUATION:

A (90-100%): The student demonstrates superior ability and originality. Thorough knowledge of the material is displayed. The quality of submitted work is consistently high with minimal, superficial stylistic or rhetorical errors.

* The student engages with the text and demonstrates/highlights strong connections with either the author, the story itself, the language and/or historical context.

* It is clear the student has thoroughly read the text and contemplated its various meanings to themselves and in general.

* The student presents his/her ideas in an organized, reflective manner.

B (80-89%): The student demonstrates above average ability. Knowledge of the material exceeds basic requirements: moments of strong insight and/or creativity are demonstrated. The quality of submitted work contains few stylistic or rhetorical errors.

* The student demonstrates interest in the text and provides moments of connection with either the author, the story itself, the language and/or historical context.

* It is clear the student has read the text and has given some consideration to various aspects of the selection.

*The student presents his/her ideas in a mostly organized manner.

C (70-79%): The student presents work that adequately treats the assignment. A “C” paper may also include minor erroneous evaluation of the material and/or sources and/or minor misinterpretations of the assignment. Errors in proofreading, mechanics, style, and rhetorical devices appear throughout less than 50 percent of the essay.

* The student demonstrates little interest in the text and provides few moments of connection with

either the author, the story itself, the language and/or historical context. The student mostly

focuses on reporting back general information on the text, not reflecting on what the text means to him/her.

* It is clear the student has read the text and gives brief/superficial consideration to various aspects of the selection.

* The student presents his/her ideas in a roughly organized manner

D (60-69%): The student submits below average work. This typically indicates that a student has erroneously evaluated the material and/or sources AND/OR has misunderstood the assignment. In addition, the work may also contain repeated mechanical and stylistic errors that compromise the clarity of the student’s writing.

F (0-59%): The student submits sloppy, poorly organized work containing excessive stylistic and rhetorical errors. The work displays little student effort and interest and/or does not reflect the assignment.

My topic is GMOs on food security in India (food security and food sovereignty)

TASK:

Please select a scholarly source on a relevant food justice topic that you’re interested in writing about for Essay #1. This scholarly source should be an outside source, which means that you have found it through independent research (so, it is not a scholarly essay that I have already shared with the class). Once you’ve found your outside, scholarly source, please compose a short essay of 650-800 words that addresses the following prompts directly:

1. Begin your essay by providing the relevant details of your chosen source (title, author(s), publication journal and date). Then: how would you summarize the main claims of the essay’s author or authors? What evidence or reasoning does the author use to justify those claims? Does the author acknowledge any remaining questions or weaknesses in their arguments?
2. Describe, briefly, how and why you found and selected this source. Frame this section as a narrative where you describe to the audience the resources/databases/search engines etc. you used to find this source, the key words used, any outside help received, any research “tips and tricks” you employed, and/or any challenges or concerns you faced while researching. Please also briefly explain why you selected this source in particular.
3. Evaluate the strengths and weaknesses of the argument based on two criteria: (1) how compelling and persuasive of an argument is this essay for a general audience, and (2) how compelling and persuasive of an argument is this essay for an audience made of up of experts in the same field or discipline as the author(s)?Once you’ve completed your evaluation of the essay based on the expectations of two different audiences, explain why you think there’s a difference, no difference, or some similarities and differences in why and how the essay is likely persuasive for the two different audiences.**
4. End your essay by explaining how this source provided you with new perspective on the source’s highlighted food justice topic. Even if you disagreed with the authors, or had concerns or skepticism with certain portions of the essay, how and why did the essay shape your understanding of the topic at hand? Are there any outstanding questions that you’re left with about the topic that you’d like to look into in more depth?

MINIMUM REQUIREMENTS OF A SUCCESSFUL ESSAY:

• It must evaluate a scholarly (so, from a peer-reviewed journal only) essay on a food justice topic that you’d like to explore more in Essay #1.
• The scholarly essay must be identified through independent, outside research.
• It should not be shorter than 650 words. It can be longer than 800 words, but it should not need much more than that to be thorough yet focused and concise.
• It must address all four prompts listed above clearly and obviously.
• It should not directly quote from the scholarly essay at any point. A key skill in this essay is paraphrasing and summarizing in your own words. You’ll be able to quote directly from sources in future assignment, but do not include any direct quotes from the source in this assignment.
• It should have a header, title, and should be reasonably proofread (some typos and mistakes are OK if the main ideas are clear).
• It should Include a MLA-style Works Cited entry for the scholarly source at the end of the essay.

If you have any questions about the assignment, your topic, or how to find an appropriate source, please email me ASAP. Remember, I’m available to meet in person and digitally this summer if the need arises, but we just need to set that up with 24-hour notice.

**ADDITIONAL INFO AND SUPPORT:

In general, Step #3 can be the trickiest prompt for students to address in this assignment, but it’s also the most critical to the success of the essay (it is, after all, primarily an evaluation essay). Evaluating the essay’s strengths and weaknesses for a general audience should be relatively straightforward: you are the general audience. How well does the essay meet your expectations of a persuasive argument? Very few, though, (I’d wager none of us, truly!) are actual experts in any field – but that’s generally who authors of scholarly essays are writing for and toward. Some scholars, however, do a better job than others of making their conclusions accessible and engaging for all readers. Beyond the normal critical reading questions you should be considering, here are some questions to reflect on when preparing your response to #3 (please note that you don’t have to answer ANY of these directly in your essay – these are just for your use if you’re struggling with this this part of the assignment):

• What do you think an expert in the field would expect to see from this essay?
• Are the authors taking time to define key concepts, theories, context, and/or influential people for their topic? What do their choices say about who they think their audience is?
• Does the author seem to take a stance that’s contrarian to the field’s conventional wisdom or assumptions, or does the author seem to be largely agreeing (or adding to) the general consensus of the field? How might that impact an expert audience’s reaction to the piece?
• Does the author acknowledge counterarguments, objections, and/or potential limitations in their own conclusions? How might an expert in the field consider these efforts toward the success of the essay?
• Hint: a key difference between (most) general audiences and (most) expert audiences is that expert audiences tend to appreciate and value very narrow areas of focus, limited and/or qualified conclusions, and explicit acknowledgement of not only what claims the authors think their research supports, but also what cannot be drawn from their research at this point. This can be frustrating to some general audiences, who might not mind generalizations and inaccuracies or broad analysis if the conclusions feel more “black and white,” and/or definitive. Most expert audiences, on the other hand, accept that knowledge is iterative, is created at a very slow pace, can be refuted, and is always contextual (meaning that it might not apply universally, but only in specific context). Consider this difference as you prepare your response to #3.