WHAT I WANT:
I want you to take that broad topic that I give you and narrow down the focus from that broad
topic to something about that topic in which you would like to write about. If you do not
narrow the focus from my broad topic, you lose 20 points off your earned grade (I can easily tell
this if the broad topic word appears in almost every sentence). If you write something that has
nothing to do with the broad topic I have given, it will be a zero (though I will ask you to explain
how it connects and if you can convince me that you did what I asked, I will rescind the zero).
This will be in MLA 8 style format with headers, page headers, and a title. If it is not in MLA 8,
you earn a zero.
PAGE HEADERS: student last name and the numeral of the page (Upper right hand corner of
every page)
For every missing page header, you lose 5 points. If the page header is in the wrong location,
you lose 4 points. If you lack your last name, but have the numeral of the page, you lose 3
points. If you include something in your page header that is not asked for (like your first name,
your first initial, or the word Page), you lose 2 points (unless your last name is Page, which so
far I have only had one student with that last name, then you do not lose any points). If you
have your last name, but did not put the page number, you lose 1 point. 

HEADERS: your full name, instructor’s full name, class name, date in European style (Only on
page one, on the left side/align, and starting one line space below the line that your first page
header is on).
If you do not have a full and correct header, you will lose points based on which parts you lack
or if it is in the wrong location of your paper. The MLA 8 template is under the announcements
tab.
Missing your name in your header is an automatic zero (I treat your compositions as if they
were physically in my hands. If you do not have your name where it is supposed to be in the
header, then I do not know whose composition it is, even if your name is on the canvas page or
part of your name is somewhere else on the composition).
If you miss any other element of a header (The instructors name, the class name, or the date),
you lose 5 points for each element you lack.
If your header is not where it is supposed to be, you lose 5 points.
If your header is out of order, you lose 5 points for every part out of order.
If you put an element in your header that is not asked for (like saying Journal Entry 1, the title of
your journal, or some other random thing), you lose 5 points).
If the spacing of the header is not double spaced (even if the composition is), you lose 5 points.
If your date in the header is not in European style, you lose 3 points (day month year with no
comma in the date). Ex. 23 August 2021 with no comma. 

TITLE (only on page one, center aligned, and one line below where the header stops)
NEVER have your title be either what it is you are doing or just the broad topic that I give you!!!
If your title is just the broad topic that I give (Water, Fear, Winter, etc.), you lose 5 points.
If your title is just what you are doing (Journal Entry 1, Example Essay, etc.), you lose 10 points.
If your title is both the broad topic that I give you and what you are doing (Journal Entry 1:
Water, Example Essay: Wear Seatbelts, etc.), you lose 15 points.
If you do not have a title, you lose 20 points.
Your title is the first bit of creativity your audience gets from you. If you give a boring title, your
audience will expect a boring read, and they will find it.
Do not all cap, underline, bold, or do anything different to your title that you would not do in
your composition. Any of the above will result in a loss of 10 points.
If you italicize or put quote marks around your full title, you will lose 10 points. If you italicize or
put quote marks around part of your title, but under MLA rules it is supposed to be how you
put it, you will not lose any points. If it is randomly done, you lose 5 points (You are supposed to
italicize the names of larger media titles, such as book titles, movie titles, or album titles. You
are supposed to put quote marks around smaller media titles, such as poem or short story
titles, movie chapter titles, or song titles. These rules apply for all parts of your paper). This will
probably only be something you will deal with in the essay where you are using movies;
however, you still need to have a creative title that does not just have the title of the movie. Ex.
Morally Casual Attitudes in The Great Gatsby

Any important words in a title must be capitalized. Any words that start at title, finish a title, or
start a sub-title, must also be capitalized regardless of what kind of word it is (unless it is known
to be a word that starts with a lowercase letter, like iPhone.
Words in a title that are known to not be important words are articles (a, and, the),
Coordinating Conjunctions (for, and, nor, but, or, yet, so) (FANBOYS), and prepositions (words
that demand a word or some words come after it (in, at, on, of, to, etc.). These words, if they
appear in your title, must be lowercase unless they are the first word of a title, the last word of
a title, or the first word after a colon in your sub-title.
THE COMPOSITION
The entire composition must be double spaced. If it is multiple spaced, you lose 20 points off of
your earned grade. If it is more than double spaced or if it is single spaced, you earn a zero.
Do not mess with the margins. After a decade of grading essays and having written essays going
all the way back to the 1990’s, I can spot an eighth of an inch extra space in a margin. Mess with
the margins, and you will lose 20 points.  
Any needless space lines will result in a loss of 5 points for every one that appears (students
love having blank space lines between their page header and header, header and title, title and
the composition, and WORST OF ALL between paragraphs within the composition) If in
removing the blank space lines you end up short of the overall journal minimum of one page,
you will lose both 5 points for every needless space line, and five points for every line you are
short of the above mentioned minimum. 

PARAGRAPHS
Each paragraph must have at least five strong, non-simple sentences (compound, complex,
and/or compound-complex). They must also have at least four full lines of text, including the
indention of the first line. No paragraph should go longer than three-quarters of a page. You
will lose a point for every fifth of a line you are under four lines or over three-quarters of a
page. If you are a full line below four lines or a full line above three-quarters of a page, you will
lose 5 points. These losses will continue as long as there is a violation (a one page paragraph
will lose you 15-20 points). These rules apply to all paragraphs, whether they be in a journal or
an essay. Having your journal be just one long paragraph will cost you 10 points (not including
the penalties for being too short overall or having a paragraph that is too long).
INDENT YOUR PARAGRAPHS!!!
There are two ways to indent paragraphs. Set it up before your write in Word, or do the easy
thing, which is to hit the tab button before you start a paragraph. Every paragraph that is not
indented will cost you 5 points on a journal (more than two paragraphs not indented on an
essay will result in a zero).
FONT
It must be in 12pt font. If it is in 11pt font, you lose 10 points off your earned grade. If it is >=13
pt. font or <=10 pt. font, you earn a zero.

It must be in a normal font style (Times New Roman, Calibri, Ariel, or Verdana). If it is in any
other font, but I can read it, you lose 20 points off of your earned grade. If it is in any other font
and I cannot read it (due to it looking too squiggly or it makes me dizzy), you earn a zero.
GRAMMAR
I do not grade journals as harshly in this area as I will in your essays (unless it is so egregious
that I cannot ignore it). Do know that if any text speak shows up in any part of any composition,
unless it plays a role in your descriptive/narrative essay, it is an automatic zero.
The MLA 8 template is under the announcements tab.
STYLE GUIDE AND FILE FORMAT
All final drafts of journals and essays MUST be turned in MLA style except for the
Argumentative Essay, which will be in APA.  You must submit final drafts to the appropriate
dropboxes on CANVAS by closing dates and times.  I will NOT reopen boxes once they have
closed.  It is YOUR responsibility to make sure that the assignments turned in to CANVAS are in
the correct and readable formats.  If I cannot open an essay, I cannot grade it.  All assignments
must be in .doc, .docx, or .rtf format (Use Microsoft Word, as you have free access to it every
semester you are here at MGCCC. You can either access that free code through the MGCCC
website or in the MGCCC Bookstore, though you must get a new code every semester).
WHAT I DO NOT WANT:
I do not want any stats, facts, figures, or anything that would need to be sourced. If anything
like this ends up on any journal and is sourced, it will earn a zero. If anything like this ends up 

on any journal and is not sourced, it is an academic integrity violation that may result in as little
as a zero on the assignment or as much as failure of the course (and possible expulsion from
MGCCC if this is a part of a pattern or if you are an extreme jerk to me while you are earning
your failure of my course). Read the Academic Integrity Statement in your syllabus.
Also, do not put any famous person quotes or have a dry boring dictionary definition in your
journals (or any compositions) as these are cheap high school writing devices. If either of these 

I need a response for a discussion post, please find post below

Review of Case Study 3

Patient Information:

Initials: M.R Age: 15 Sex: Male Race: Asian

CC: pain in both knees

HPI: M.R. is a 15-year-old Asian male who presents to the clinic today with a chief complaint of pain in bilateral knees. The patient reported the pain had been on and off for the past two weeks on a scale of 5/10. The pain got worse, which led him to stop playing basketball, and he was worried he would not be able to play in the finals. The patient reports that he feels a catching sensation under the patella. The pain is worst when he uses the stairs and stands up from a sitting position. He takes OTC Advil 200mg 2-3 times a day which helps, but the pain is not totally gone.

Current Medications: Advil 200mg PO 2-3x/day as needed for pain

Allergies: NKDA

PMH: Childhood vaccines up to date, Influenza vaccine- 11/2021. Denies any major or serious injury. Denies any surgical procedure. Denies hospitalization.

Soc Hx: Patient lives with mom and dad with two younger sisters. He is currently in 9th grade and a member of the basketball team. He loves to surf and play with his siblings.

Fam Hx:

• Mother- HTN, hyperlipidemia
• Father- HTN, hyperlipidemia, hyperthyroidism
• Sister/s- no health issues
• Maternal grandmother- diabetes, hyperlipidemia
• Maternal grandfather- COPD
• Paternal grandmother- Alzheimer’s Disease
• Paternal grandfather- HTN, hyperlipidemia, diabetes

ROS:

GENERAL: Denies weight loss. Denies fatigue. Denies fever or chills.

HEENT: Denies headache. Denies changes in vision or blurred vision. Wears contact lenses. Denies hearing loss and earache. Denies congestion, runny nose, or nose bleeds. Denies sore throat. Denies difficulty in swallowing.

SKIN: Denies rashes and itching. Denies lesions.

CARDIOVASCULAR: Denies any chest pain or discomfort. Denies palpitations. Denies swelling or edema.

RESPIRATORY: Denies shortness of breath or any difficulty of breathing. Denies cough.

GASTROINTESTINAL: Denies any abdominal pain. Denies any vomiting. Denies constipation or diarrhea.

GENITOURINARY: Denies any pain or discomfort when urinating.

NEUROLOGICAL: Denies headache, dizziness, syncope, paralysis, and ataxia.

MUSCULOSKELETAL: Complains of bilateral knee pain. Complains of pain in the bilateral knee when using the stairs and when standing from a sitting position. Complains of tenderness in joint line to bilateral knees. Denies any weakness.

HEMATOLOGIC: Denies any bleeding or bruising.

LYMPHATICS: Denies enlarged nodes. No history of splenectomy.

PSYCHIATRIC: Denies depression or anxiety.

ENDOCRINOLOGIC: Denies heat or cold intolerance. Denies polyuria or polydipsia.

Physical exam:

VS: Ht. 5’7”, Wt. 152 lbs., BMI. 23.8, Temp. 98.8, R.19, P. 88, BP. 100/60 right arm, O2 Sats 99%

General: The patient is well-developed, well-nourished, wearing appropriate clothing, and very pleasant. Alert and oriented, answers questions appropriately and cooperative. The patient follows the command. Noticed the patient rubbing both knees multiple times.

HEENT: Head normocephalic, atraumatic. PERRLA. External auditory canals were patent, and no swelling or drainage was noted. Bilateral tympanic membrane intact without erythema or effusion noted. Nares patent bilaterally. No polyps noted, nasal mucosa pink without rhinorrhea. No sinus tenderness. The oral mucosa is pink and moist.

Neck: Supple, full range of motion. No thyromegaly. No carotid bruits. No masses palpated. No tracheal deviation was noted. No neck pain or stiffness.

Skin: No rashes or lesions noted.

Respiratory: Bilateral lungs clear to auscultation. No SOB was noted or respiratory distress. Breathing unlabored.

Cardiovascular: Normal S1 and S2. Mo murmurs. Rhythm regular. No peripheral edema, cyanosis, nor pallor was noted. Extremities are warm and well perfused without clubbing, cyanosis, or edema. Capillary refill is less than 2 seconds.

Abdomen: Bowel sounds are present in all quadrants. Soft, non-tender, no distention noted. No masses or organomegaly were noted. No guarding or rebound tenderness was noted.

Musculoskeletal: Full ROM in upper extremities. Limited ROM noted in bilateral lower extremities. Popping and clicking sounds were noted with bilateral flexion of the knees. Tenderness was noted during examination when pressure was applied. Pain was noted during squatting and standing. No swelling was noted to bilateral knees.

Neurological: Alert and oriented x 3. Follows command, cooperative. Speech is normal. Normal strength and tone in all muscles. No gross focal, motor, or sensory deficits.

Diagnostic results: Xray of bilateral knees, MRI of bilateral knees

Differential Diagnoses:

1. Meniscal Tear

1. Patellar Tendonitis

1. Bursitis

1. ACL Tear

1. Patellar Fracture

Assessing Musculoskeletal Pain

Knee pain in teens results from various reasons, including overuse, specific knee injury, or other medical conditions. According to Ball et al. (2019) an acute incident or overuse and repetitive trauma can result in injuries in the muscles, bones, and supportive joint structures. In the scenario provided, in order to diagnose knee pain and knee injury, a thorough history and physical is imperative. The patient should provide when the onset of pain started, what the patient was doing when the pain started and additional information, including frequency, severity, aggravating and relieving factors.

Meniscal Tear

Physical assessment of meniscal tear includes joint line tenderness, swelling, effusions, and a positive meniscus-specific test (Vinagre et al., 2022). In addition, depending on the type of tear and injury characteristics, intermittent catching, snapping, locking, or instability may be present. The authors noted that sports-related injuries such as soccer, football, basketball, skiing, and wrestling are associated with risk factors for meniscal tear. Other risk factors include higher body mass index, delayed reconstruction of Acute cruciate ligament (ACL), and Asian children having a higher prevalence of discoid meniscus. For the young population, MRI has a lower sensitivity and specificity for detecting meniscal injuries. MRI can diagnose discoid meniscus when three or more consecutive sagittal sections demonstrate a continuity of the meniscus between the anterior and posterior horns (Vinagre et al., 2022).

Patellar Tendonitis

Cincinnati Children’s (n.d.) defines patellar tendonitis, also called “jumper’s knee”, as an inflammation of the patellar tendon related to jumping motion, usually in athletes. The signs and symptoms include pain in the front surface of the knee, the area over the tendon is tender, and it may be swollen. With no specific injury, patellar tendonitis can happen over time. The pain usually happens at the start of exercise and can happen during actions like standing, sitting for a long time, or using the stairs. An X-ray is ordered by the healthcare provider to rule out any other bone fracture.

Bursitis

Prepatellar bursitis is caused by pressure from constant kneeling, a direct blow to the front knee, and to athletes who participate in sports such as football, basketball, and wrestling. It can also be caused by a bacterial infection (AAOS, 2022). Healthcare providers will ask the patient the severity, the onset, and how long the patient had symptoms of pain and discuss the risk factors of pain. Usually, x-rays are ordered to rule out any fracture and have a clear picture of the bone. Bursitis is usually diagnosed in physical examination, but MRI may be ordered to check for other soft tissue injuries. According to AAOS (2022) Symptoms of bursitis includes pain with activity, but not usually at night. Rapid swelling on the kneecap, tenderness, and warmth to touch of the affected site. The presence of fever and chills and redness may be caused by infection.

ACL Tear

According to John Hopkins Medicine (n.d.) a sudden pivoting or cutting maneuver during football, basketball, and soccer can injure or tear the ACL. A popping or a snapping sound can be felt or heard at the time of injury, and immediate swelling of the knee develops within the first several hours, and the swelling can be limited if ice is applied to the knee. An X-ray is ordered to rule out any fracture to the bone. An MRI is also beneficial to clarify ACL tear if the information provided by the patient is inconclusive.

Patellar Fracture

A fractured kneecap “patella” is caused by a direct blow to the front of the knee from a car accident or a sporting injury and a fall onto the concrete (Cedars Sinai, n.d.). An X-ray is ordered to take pictures of the knee from several angles to determine the extent of the injury. In a patellar fracture, swelling and a deformed appearance of the knee are visible. The patient usually has difficulty extending the leg, and severe pain is experienced when moving the knee in different directions. When applying pressure to the kneecap, tenderness is noted by the healthcare provider.

Conclusion

In conclusion, an accurate diagnosis of knee pain requires specific physical examination skills. A thorough history must include characteristics of the patient’s pain, mechanical symptoms such as locking, popping, or the feeling of giving away. The timing and the mechanisms of the injury are also important in assessing the knee. Careful inspection of the knee must be included in the physical inspection. The palpation for tenderness, assessment of joint effusion, and the testing of range-of-motion are all beneficial for the appropriate diagnosis of knee pain. If an injury is suspected, radiographs should be obtained to rule out any other fracture and to clarify the disease.

For me and my friend are both nurses . Would it be nice if the topic is related to this field. Thank you

Informative Speech Outline Assignment

For this assignment you will upload the full-sentence outline of your informative speech. Use the “Sample Informative Outline” example provided in Week 4 as a template for this assignment. There’s also an example in our text.

Outlines help in several ways:

1. They help organize your thoughts so your speech is easy to follow.
2. They keep you on track so you don’t research beyond the scope of your speech.
3. They give you a clear idea of how much time it will take to present.
4. They provide notes for you to use when you deliver the speech.

Step One: Choose a topic.

You will attempt to inform your audience by providing novel information on a topic that is relevant to your audience. Choosing a good topic for this speech is key.

Step Two: Do your research.

You will need at least two sources and should provide a list of references at the end of the outline.

Step Three: Organize your ideas.

Follow the speech examples provided.

Be sure to clearly state your thesis and preview your main points in the Introduction, provide section transitions throughout the speech, and cite sources as you present new ideas. Remember to conclude your speech with a re-statement of your thesis.

Step Four: Tailor your speech.

Using your initial outline, begin writing a detailed outline of your speech (e.g. full outline). When you have a complete version of your speech, begin practicing to see if it fits within the window of time given. You only have 7-9 minutes to deliver this speech, so use this practice as a chance to edit yourself. If your speech runs far less than 7 minutes, you need to add more material. If the speech runs way over 9 minutes, you need to cut some material.

As you practice, you can create a speaking outline by shortening statements to phrases or key words. You can also include cues to prompt you throughout the delivery. The speaking outline is a tool to guide you while speaking.

Upload your outline using the submit button below. Use this naming protocol for your document file:

melisadavid603@yahoo.com	Mon, Apr 18, 1:10 PM (3 days ago)
to me

SAMPLE INFORMATIVE OUTLINE

All main points should be in full sentence form. All transitions should be completely written out in full sentence form. All cites should be written out completely, boldfaced, and clearly demarcated with quotation marks and a parenthetical reference; paraphrases also require a parenthetical reference.

SPEECH TITLE: Chopsticks – History, Use, and Etiquette

SPECIFIC PURPOSE: My purpose is to inform my audience about chopsticks and the correct way to handle them.

THESIS STATEMENT/CENTRAL IDEA: While most of you may be unfamiliar with the Japanese language, visiting Japan does not have to be a culturally awkward experience if you are familiar with one important tradition – the use of chopsticks.

INTRODUCTION:

1. (Attention getter) Minasan, Ohaiyogozaimasu! Genki desuka? Watashi wa hashi ga daisuki desuyo!

2. (Clearly reveal topic/thesis) While most of you may be unfamiliar with the Japanese language,

visiting Japan, or just eating Japanese food, does not have to be a culturally awkward experience if you are familiar with one important tradition – the use of chopsticks.

3. (Reason to listen) It serves us all well to expand our horizons, and to learn about other cultures, and knowing about and learning to use chopsticks properly is one simple way we can all do that.

4. (Establishes credibility) My family moved to Japan when I was seven, and using chopsticks very quickly became a standard activity in everyday living.

5. (Previews main points) Today I’d like to share with you the history behind chopsticks, how to use chopsticks, and Japanese etiquette when eating with chopsticks.

(Transition) To begin with, I would like to give you a brief history of chopsticks. BODY:

a. Chopstick History – Chopsticks originated in China about 5,000 years ago.

i. Those too impatient to wait for their food to cool would use sticks to eat with so they wouldn’t burn their hands.

ii. Around 400 BCE, fuel became scarce, so people began cutting their food into smaller pieces to make it cook faster.

1. This eliminated the need for knives at the table, and chopsticks became a regular eating utensil.

According to the Asian Arts Mall website, the philosopher Confucius also helped spread the popularity of chopsticks…

(< http://www.asianartmall.com/chopstickshistory.htm>)

According to Confucius, “The honorable and upright man keeps well away from both the slaughterhouse and the kitchen. And he allows no knives on his table.”

2. The absence of knives on a table required that the food already be bite-

sized, and under these circumstances chopsticks were ideal to eat with. iii. Chopstick Materials

1. Most chopsticks are made with bamboo since it is inexpensive, can withstand heat and has no taste.

2. But bamboo is not the only material used. Other popular substances include jade, wood, and sometimes bone.

a. According to the California Academy of Sciences’ website on chopstick history, during dynastic times the wealthy would eat with silver chopsticks since it was believed that the tips would turn black if exposed to poisoned food, a myth that has since been proven false. (<http://research.calacademy.org/research/anthropology/ute nsil/chpstck.htm>)

b. However, the hydrogen sulfide in rotten eggs, onions, or garlic

might cause the silver to change color. iv. Difference Between Chinese and Japanese Chopsticks

1. Chopsticks made their way to Japan by 500 CE, although the Japanese altered the original form slightly.

a. Japanese chopsticks have a more rounded shape and come to a point instead of being strictly rectangular all around.

b. They are also shorter at seven inches, than the traditional ten inch Chinese chopstick.

v. Today, chopsticks can be found in a variety of colors and designs. And there are even chopsticks designed for beginners that are connected with a spring to facilitate learning.

Now that you are familiar with the history of the Japanese chopstick, we can move on to how to actually use a pair of chopsticks.

b. Allow me to demonstrate how to use chopsticks

i. To begin, the ends of the chopsticks must be even, and they need to be held in the upper third of their length.

1. Then place the lower chopstick at the base of your thumb, and let the end of it rest on your ring finger.

2. This chopstick will remain stationary.

3. The top chopstick is held between the tips of your index and middle finger, and is held steady with the base of your index finger.

4. To pick up food, you move the top chopstick with your index and middle finger, and you move the top chopstick with your index and middle finger.

ii. As I previously mentioned, knives are not usually present at the Japanese table.

1. To cut foods, press down on them with your chopsticks and spread the

chopsticks apart from each other.

iii. It may sound difficult, but with minimal practice it becomes second nature.

1. If you are looking to become more proficient in your use of chopsticks, you can easily practice with everyday objects; all you need is two bowls and dried beans or other small objects.

2. You can place the dried beans in one bowl and practice transferring them to the other.

Although learning the basics on how to use chopsticks is important, the information is almost useless if it is not paired with the cultural etiquette that comes with using chopsticks.

c. Etiquette – According to the Japan Guide Online, the following are the major etiquette mistakes that many foreigners make, but that should be avoided. (<http://www.japanguide.com/e/e2039.html>)

i. First of all, do not stick your chopsticks into your food, especially rice, since this is only done during funeral services.

ii. Do not pass food from one set of chopsticks to another, since this is also a funeral custom dealing with cremated bones.

iii. It is rude to point with your chopsticks or spear food with them. It is also rude to wave your chopsticks in the air or play with them.

iv. As in American culture, it is impolite to play with your eating utensils in a formal setting.

v. If you wish to take food from a communal bowl and have already used your chopsticks, turn them around and use the other end to bring food to your plate. vi. Lastly, when you have finished eating, lay the chopsticks in front of you, with the tips pointing left.

vii. Without this knowledge it is highly likely that you will unintentionally offend with your eating customs.

To conclude, visiting Japan does not have to be culturally stressful when armed with the knowledge of this important cultural tradition.

CONCLUSION:

1. [Restate main points] We have discussed Chopsticks, we’ve learned the history of chopsticks and their origination in China, how to use chopsticks, and the etiquette necessary to use chopsticks properly.

2. Now that you are more familiar with this important Japanese tradition, you will be able to impress family and friends! But more importantly, you will be able to show respect for Japanese customs and may help alleviate the stereotype of the ignorant American in Japan.

3. Clincher: Ganbatte kudasai! Arigatougozaimashita!

BIBLIOGRAPHY

“Chopsticks History and Legend.” Asian Art Mall.

< http://www.asianartmall.com/chopstickshistory.htm>

“Chopsticks.” History of Eating Utensils. California Academy of Sciences.

< http://research.calacademy.org/research/anthropology/utensil/chpstck.htm> “Chopsticks.” Eitquette. Japan-Guide.

< http://www.japan-guide.com/e/e2039.html>

King, Alyn. “How to Use Chopsticks in Seven Easy Steps.” Gomestic. 12 Aug. 2007 <http://www.gomestic.com/Cooking/How-to-Use-Chopsticks-in-Seven-Easy-Steps.39217>

mee and my friend are both nurses . Would it be nice if the topic is related to this field. Thank you

Show Response Paper and Virtual Show Attendance Requirements:

For this semester, because many theaters across the country are still facing problems with staying open, you will not be required to go out in public to watch the shows that you’ve selected. Obviously – and hopefully – circumstances may change through the course of the semester. If you want to watch your shows in person, by all means, please go out and support live theater in a safe and healthy way. However, since we can’t predict the future, we’ll proceed through the semester with the option to watch everything online.

I’m still glad that you went through the process of researching theater in your area and deciding which of those shows was most appealing for you. I hope that when the world gets back to normal, the skills you used to complete the Show Selection Assignment will help you to find live theater to get out an watch. Remember, live theater will need your support more than ever once the theaters reopen to their full capacity. Many of you noticed this as you completed the Current Events Assignment. So as much as it pains me to substitute the experience of watching live theater with watching live recordings online, we just have to provide the option.

First of all, in order to watch a Professional Musical, Professional Straight Play, and a Theatrical Event, you’ll need to create an account with Broadway HD. You can create an account and take advantage of a 7-day free trial. NOTE: In order to not be charged for this account, you must cancel your account before the end of the free trial. That means, you should not sign up for the account until you’re ready to start watching the shows because you’ll only have 7 days to do it. Of course, you’re welcome to pay the $8.99 per month and keep the account for as long as you want. Some of you may be interested in doing that so that you can take a little more time to see the shows and complete your Show Response Paper. Some of you may be interested in doing that because you’ll find some cool stuff that you want to take more time to watch. But some of you will want to cancel on day 6 to make darn sure you don’t get charged. That’s totally fine as well.

To set up your account with Broadway HD:

• Go to broadwayhd.com
• Under Monthly, click “Choose this Plan”
• Follow the instructions to set up your account which includes the 7 day free trial. You’ll need a credit card to be able to do this.
• Note: you may want to set yourself a notification or reminder in your phone to make sure you cancel the free trial before you’re charged.

Once you’ve set up your account, you’re ready to follow the instructions below to watch a Professional Musical, Professional Straight Play, and a Theatrical Event. There are several options below for you to watch Community Theater which will be viewed on You Tube and require no subscription.

Once you’ve watched a show from each of the 4 categories (Professional Musical, Professional Straight Play, Theatrical Event, and Community Theater), you’re ready to complete the Show Response Paper. Details about the expectations for that paper will be given here below the instructions on how to watch the shows.

Remember, you’re not just writing a summary or review about each of the 4 shows that you watch. You are to compare the experience of watching shows from the different categories.

Here are the individual instructions for each category…

PROFESSIONAL MUSICAL
To watch a Professional Musical, first follow the instructions above to create an account with BroadwayHD.com, then follow the instructions below:

• In the navigation bar at the top of the screen, click on “Categories”
• Using the dropdown menu, click on “Musicals”
• You may select any one of the musicals listed on this page to count as your Professional Musical
• Note: at the bottom of the page, you can click “Load More” to expand the list of musicals

PROFESSIONAL STRAIGHT PLAY
To watch a Professional Straight Play, first follow the instructions above to create an account with BroadwayHD.com, then follow the instructions below:

• In the navigation bar at the top of the screen, click on “Categories”
• Using the dropdown menu, click on “Plays”
• You may select any one of the plays listed on this page to count as your Professional Straight Play
• Note: at the bottom of the page, you can click “Load More” to expand the list of plays

THEATRICAL EVENT
To watch a Theatrical Event, first follow the instructions above to create an account with BroadwayHD.com, then follow the instructions below:

• In the navigation bar at the top of the screen, click on “Categories”
• Using the dropdown menu, click on “Performing Arts”
• You may select “Vox Lemiere The Hunchback of Notre Dame” to count as your Theatrical Event

Or

• In the navigation bar at the top of the screen, click on “Categories”
• Using the dropdown menu, click on “Cirque du Soleil”
• You may select any one of the productions listed on this page to count as your Theatrical Event

COMMUNITY THEATER
You may select any of the following Community Theater selections to watch on You Tube:

• Newsies
• Wizard of Oz
• As an alternative to watching the two Community Theater options above, some of you may have access to a video recording of a play or musical that you or a loved one participated in at a local community theater. You’re welcome to submit a production like this as an option, but you’ll need to email me before you complete this assignment to get approval. If you choose this option, please don’t wait until the last minute because you will need time to receive the approval. You’ll also need to provide me with a link to see the show for myself so that I’ll know whether or not to grant approval.

And those are your alternatives to watching theater live. It breaks my heart to encourage watching recorded theater. It’s just simply not the same thing. But I definitely think it’s the right thing to do under these circumstances.

And finally, here are the specifics of what you should submit for the paper…

Show Response Paper
Tell me what you thought about the shows in comparison to each other. Don’t simply write about what happened in the shows. I don’t want to read a synopsis of the four shows you watched. I want to know how you felt about the experiences that you had watching four different types of productions.

Here are some questions you can use to prompt you through the writing of your paper:

Did you like them? Why? Did you hate them? Why? What aspects of the productions did you find successful? What aspects do you feel could be improved upon? Which one was your favorite? Why? Which one was your least favorite? Why? How did they compare to each other? After seeing these four types of productions, which type of theater are you most likely to attend again? How did watching these productions change your appreciation of Theater?

You do not have to wait until the deadline to submit this paper. I would recommend writing this paper as soon as you have completed viewing your fourth show. That way the shows will be fresh in your memory. I would also recommend that after you watch your first, second, and third shows that you take notes, or perhaps begin the first drafts of this paper. This way you will have notes to refer to for the first, second, and third shows.

These papers are to be no more than THREE pages long, double spaced, and written in twelve-point font. There’s no minimum, but you should probably get pretty close to the three page maximum.

Some things to keep in mind when writing your paper

I want to give you instructions on what is expected in terms of structure, so that you can receive the highest marks possible. Students who follow these instructions often see an improvement in their writing assignment grades, not only in this class but others. Good academic writing is important in any course. Believe me, professors are happy when they see such effort put forth.

Papers for this course have an inherently subjective grading component; meaning that a portion of the final grade cannot help but be based on my opinion of your work. Therefore, I try to make structure and grammar weigh significantly, so that the grade has a strong objective base. Strong structure and grammar will earn between a B and a B+ (80-89) depending upon how well the sentences build in each paragraph, etc. Any writing that earns an A (90 or higher) is of strong academic quality and additional points are based on how well the writing flows, builds, and drives.

It is not my philosophy when grading papers that you start with a 100 for the assignment and lose points from there. Rather, you start with a blank expectation and earn the grade by accomplishing the above and below mentioned standards in your writing. Therefore, my best advice is to write academically-

• Use strong structure (the body of the paper should have a clear beginning, middle, and end. So should each paragraph).
• Be succinct. The assignment is three pages for a reason; to limit the space in which you have to express yourself. Therefore, if you are attempting strong analysis it becomes very important to pick your words well and build to a point. Each sentence should build and drive the thought of the overall analysis, because there is no space to waste.
• Spell check and be strict about grammar.
• Make sure you do something to identify the title of a play (underline, italicize, or place in quotation marks).

Assignment Prompt

For this assignment, you will be writing a letter compelling a friend or family member to change either a behavior or a belief with which you disagree. Choose your own topic, but for example, this letter could petition an enthusiastic neighbor to scale down his blinding Christmas decorations, an immature cousin to take a gap year between high school and college, a grandparent to vote to pass the new school district budget, a friend to stop drinking, or a spouse to reconcile with an estranged sibling. Because the letter will be written to an individual of your choosing, you must tailor your language and logic to the person to whom you are writing.

Assignment-Specific Requirements:

Length: This assignment should be at least 750 words.

Thesis: Underline your thesis statement or the main claim of your letter.

Sources Needed: None required. Cite if used, following MLA guidelines.

Page Formatting: Use MLA guidelines. Also add an opening salutation (e.g. Dear Sarah, or Hello, Jon.), and a closing salutation & signature (Best regards, Tom or Sincerely, Liza)

MLA Requirements: See Formatting your Essay: MLA 8th Edition

Rhetorical Mode

The goal of persuasive writing is to get a reader (your audience) to agree with your point of view. Persuasive writingblends facts and emotion to convince the reader that the writer is right. This genre relies on opinion and emotion to a greater extent than argumentative writing, but in moving a reader, the successful persuasive letter also deploys logically sound argumentation and quite often researched support and fact.

Rhetorical Considerations

Purpose:

The purpose of drafting a persuasive letter is to move your reader to agree with your point of view. Persuasion is single-minded; it is based on a conviction that a particular way of thinking or acting is the only way to go; all of the energy of the letter works toward this end. As a writer, you will present one side–your side. While an opposing pointshould be mentioned, it is only mentioned to be refuted or dismissed in the service of your position.

Audience:

Persuasive writing is almost always written with a particular audience in mind. For this piece of writing, you will direct your persuasive letter to one person. Thus, your audience is not imagined, but rather very real, and that person and their characteristics will inform many of the choices you make as a writer. The persuasive letter requires constant negotiation with another person’s mind. At every phase of the writing process, as you prewrite, draft, and revise, this assignment will ask you to imagine and anticipate how your reader feels, responds, and thinks.

Form:

This piece of writing will be presented using a letter format. Thus, while you still need an MLA–style heading to format your work for submission, you will address your letter directly to your reader with a formal letter salutation.

Five Features of a Persuasive Letter

1. Rhetorical Situation: Persuasive Writing vs. Argumentative Writing: Persuasive writing, in a way, is a form of argumentative writing; however, the goal of persuasive writing is to get a reader or group of readers to agree with you/your point of view on a particular topic, and the goal of argumentative writing is to get the reader to acknowledge that your side is valid and is worth considering. Persuasive writing blends facts with emotion in an attempt to convince the reader that the writer is “right,” while in argumentative writing, the writer cites relevant reasons, credible facts, and sufficient evidence in order to convince the reader to consider a particular perspective. The nuances are subtle but important to consider. (Later in this course you will be crafting an argument and will see the differences in these genres of writing with greater clarity. The letter makes balanced use of the three rhetorical appeals to persuade a reader to change a behavior or belief. The three appeals, which come to us from that consequential deceased Greek, Aristotle, are:
   1. 1. Ethos: a writer’s or speaker’s credibility. In your letter, therefore, ethos is you, sort of. It’s the “you” that your writing transmits to your reader, the sum total of your tone and language choices, and also the values and intelligence that your writing communicates. Therefore, be vigilant with your work because ethos is the appeal that’s most immediately harmed by faulty word choices, punctuation mistakes, and lapses in tone.
      2. Pathos: the appeal to a reader’s emotions and values. Get your reader to feel. Play (in a non-evil way) on their emotions–their compassion, their fears, their sense of community.
   2. Logos: the appeal to a reader’s logic or reason. Ensure your claims are logical, free of fallacies, and backed with specific support.
   3. Organization: Organize using argumentative structure: an introduction with a thesis/main claim, body paragraphs that advance points in support of the thesis/main claim, and a conclusion.
2. Transitions: Uses transitional phrases to connect your ideas and move the reader forward smoothly and logically between sentences.
3. Known Audience: The letter’s appeals are personalized to the reader’s characteristics–their professional role and its obligations, as well as their values and emotions.
4. Formal or Informal Writing? The tone of the letter depends upon the recipient and your relationship and also upon subject matter. The tone should enhance the letter’s persuasive efforts, not undermine them. Always strive for a respectful approach.

Mini-Lesson on ETHOS – PATHOS – LOGOS

Plan to use these appeals heavily throughout your Persuasive Letter.

ALL WRITTEN STUDENT WORK IS EVALUATED AGAINST INDUSTRY-LEADING PLAGIARISM DETECTION SOFTWARE; BY TAKING A COURSE THROUGH STRAIGHTERLINE, STUDENTS AGREE THAT ALL REQUIRED PAPERS, ESSAYS, AND WRITTEN WORK MAY BE SUBJECT TO SUBMISSION TO PLAGIARISM SOFTWARE FOR TEXTUAL SIMILARITY REVIEW AND DETECTION OF PLAGIARISM. PLAGIARISM SOFTWARE COMPARES STUDENT WORK TO SEVERAL SOURCES INCLUDING OTHER STUDENT WORK, PUBLIC WEBSITES, VARIOUS INSTITUTIONAL ARCHIVES, THE INTERNET, AND THE GLOBAL REFERENCE DATABASE.

– ATTACHED A FORMATTED BLANK PAGE WHERE MY ESSAY NEEDS TO BE WRITTEN.