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– ## Perrypracticingwithpronouns.docx – ## modifierrules_1__3_.pdf **## Perrypracticingwithpronouns.docx** **practice with modifiers and pronouns** · **Submitting** a text entry box or a file upload · **Available** until Nov 7 at 11:55pm Just like subjects and verbs need to agree, we need to hav…
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**## Perrypracticingwithpronouns.docx**
**practice with modifiers and pronouns**
·
**Submitting** a text entry box or a file upload
·
**Available** until Nov 7 at 11:55pm
Just like subjects and verbs need to agree, we need to have agreement and clear lines of communication between
1) a pronoun and the noun that it speaks for
2) a modifier and whatever it modifies
The attached documents will help you to understand the basic definitions and issues related to pronouns and modifiers, but here are some initial thoughts:
\* you should be able to draw a line from a pronoun to the noun that it modifies, and there should be nothing "under" that line that might cause any confusion as to what the pronoun modifies: Philip and Chuck went to his house and ate chips.
**What does "his" modify? It is unclear. We would likely need to substitute "his" for one of the names.**
\* a pronoun should refer to a noun that is not too far, typically no more than one sentence away: Philiphas a great car. The neighborhood is a bad one with lots of auto theft and some vandalism every week, no matter how many police cars patrol the neighborhood. He locks his car if he walks away even for a minute.
**Notice that "he" loses some of its clarity based on the separation of the pronoun from the noun. The reader can easily get confused with pronouns!**
\* pronouns need to agree with each other and with the relevant noun: Lisa locked his car on theirdriveway.
**The problem with "his" and "their" is that neither pronoun agrees with Lisa. Unless you clarify the relevant nouns in the sentence just prior to this one the, reader will likely struggle to map everything together. Do we really mean, "Lisa locked her car on her driveway?"**
\* modifiers need to clearly map to the part of speech that they modify and do so without any separation or chance for confusion: I drove the bus into the garage looking behind me and in reverse.
**The second piece in brown is extra information, a modifying phrase, that adds to "drove the bus," telling the reader how the writer drove. That's what modifiers do! However, the separation between the modifier and the part of speech that it modifies could cause confusion. The garage did not look behind me or reverse! It would be better to put the modifier RIGHT NEXT to what it modifies: "I drove the bus, looking behind me and in reverse, into the garage."**
\* modifiers need to modify something in the sentence or they shouldn't be there: Looking both ways, the house was still.
**What does "looking both ways" modify? I would need to clarify or cut out the modifier: Looking both ways, Chris saw that the house was still.**
Please correct the following sentences for the pronoun or modifier issues that we have been discussing, assuming that there are no sentences before the ones that you see (nothing to clarify what a pronoun might refer to):
1) The sharks swim in circles with black on their fins.
2) Everyone wants their cake with ice cream.
3) Cutting the grass, the yard looked wonderful.
4) Polite and demure, the sky above the house opened in a flood.
5) Thomas drives the car down the road with their pot holes.
6) I read the newspaper for their words of wisdom.
7) Someone at the store left their umbrella.
8) Jen drives his car to their house.
9) The radio blares through the whole house with the broken dial.
10) Airplanes land at all hours of the night on the runway.
**## modifierrules_1__3_.pdf**
1
RULES FOR FINDING AND
FIXING MISPLACED AND
DANGLING MODIFIERS
Understand the problem.
Think of modifiers as arrows and the words they describe as bull's-eyes. For clear,
logical sentences, writers aim modifiers so that they strike as close to the intended
targets as possible.
Sneering with superiority, Roland drank iced tea from a crystal glass
that sparkled in the afternoon sun.
Sneering with superiority, a participle phrase, describes Roland, the noun right
after it. That sparkled in the afternoon sun, a relative clause, describes glass, the
noun in front.
RECOGNIZING A MISPLACED MODIFIER
When a writer's aim is off and too much distance separates the modifier from its
target, the result is a misplaced modifier.
Sucking warm water from a rubber hose, envious looks were shot
Roland's way as the other picnickers quenched their own thirst.
Sucking warm water from a rubber hose, a participle phrase, should
describe picnickers, but since that noun is so far away, the phrase seems to be
modifying envious looks, which don't have mouths that can suck water!
RECOGNIZING A DANGLING MODIFIER
If the sentence fails to include a target, the modifier is dangling.
With a sigh of pleasure , consumption of cucumber sandwiches
commenced.
[http://chompchomp.com/terms/modifier.htm](http://chompchomp.com/terms/modifier.htm)
[http://chompchomp.com/terms/participlephrase.htm](http://chompchomp.com/terms/participlephrase.htm)
[http://chompchomp.com/terms/noun.htm](http://chompchomp.com/terms/noun.htm)
[http://chompchomp.com/terms/relativeclause.htm](http://chompchomp.com/terms/relativeclause.htm)
[http://chompchomp.com/terms/misplacedmodifer.htm](http://chompchomp.com/terms/misplacedmodifer.htm)
[http://chompchomp.com/terms/danglingmodifer.htm](http://chompchomp.com/terms/danglingmodifer.htm)
2
We assume that Roland is the one sighing with pleasure and eating cucumber
sandwiches, but notice that he's not in the sentence, so we can't tell for sure!
Know the solution.
Misplaced and dangling modifiers make sentences awkward and inelegant. They keep
sentences from expressing clear, straightforward ideas. When you discover a
misplaced or dangling modifier in a sentence, you will need to rearrange and/or
revise the sentence parts to untangle the idea the sentence wants to express.
FIXING MISPLACED MODIFIERS
Rearranging sentence parts will often fix a misplaced modifier. Remember that
most modifiers come as close to their targets as possible.
Here is the original error:
Sucking warm water from a rubber hose, envious looks were shot
Roland's way as the other picnickers quenched their own thirst.
If we move things around, the modifier hits the right target:
Sucking warm water from a rubber hose, the other
picnickers quenched their own thirst as they shot envious looks
Roland's way.
Now we have picnickers drinking from the rubber hose, which is clear and
logical!
FIXING DANGLING MODIFIERS
To fix a dangling modifier, you will need to add a target to the sentence and then
tweak the remaining words to make sense.
Here is the original error without a logical target:
With a sigh of pleasure , consumption of cucumber sandwiches
commenced.
Notice that the addition of a target makes the sentence clear:
With a sigh of pleasure, Roland began to consume cucumber
sandwiches.
3
After Roland sighed with pleasure, he began to consume
cucumber sandwiches.
Now we know who got to eat that delicious snack!
Grammar Bytes! | chompchomp.com | ©2019
**## modifierrules_1__3_.pdf**
1
RULES FOR FINDING AND
FIXING MISPLACED AND
DANGLING MODIFIERS
Understand the problem.
Think of modifiers as arrows and the words they describe as bull's-eyes. For clear,
logical sentences, writers aim modifiers so that they strike as close to the intended
targets as possible.
Sneering with superiority, Roland drank iced tea from a crystal glass
that sparkled in the afternoon sun.
Sneering with superiority, a participle phrase, describes Roland, the noun right
after it. That sparkled in the afternoon sun, a relative clause, describes glass, the
noun in front.
RECOGNIZING A MISPLACED MODIFIER
When a writer's aim is off and too much distance separates the modifier from its
target, the result is a misplaced modifier.
Sucking warm water from a rubber hose, envious looks were shot
Roland's way as the other picnickers quenched their own thirst.
Sucking warm water from a rubber hose, a participle phrase, should
describe picnickers, but since that noun is so far away, the phrase seems to be
modifying envious looks, which don't have mouths that can suck water!
RECOGNIZING A DANGLING MODIFIER
If the sentence fails to include a target, the modifier is dangling.
With a sigh of pleasure , consumption of cucumber sandwiches
commenced.
[http://chompchomp.com/terms/modifier.htm](http://chompchomp.com/terms/modifier.htm)
[http://chompchomp.com/terms/participlephrase.htm](http://chompchomp.com/terms/participlephrase.htm)
[http://chompchomp.com/terms/noun.htm](http://chompchomp.com/terms/noun.htm)
[http://chompchomp.com/terms/relativeclause.htm](http://chompchomp.com/terms/relativeclause.htm)
[http://chompchomp.com/terms/misplacedmodifer.htm](http://chompchomp.com/terms/misplacedmodifer.htm)
[http://chompchomp.com/terms/danglingmodifer.htm](http://chompchomp.com/terms/danglingmodifer.htm)
2
We assume that Roland is the one sighing with pleasure and eating cucumber
sandwiches, but notice that he's not in the sentence, so we can't tell for sure!
Know the solution.
Misplaced and dangling modifiers make sentences awkward and inelegant. They keep
sentences from expressing clear, straightforward ideas. When you discover a
misplaced or dangling modifier in a sentence, you will need to rearrange and/or
revise the sentence parts to untangle the idea the sentence wants to express.
FIXING MISPLACED MODIFIERS
Rearranging sentence parts will often fix a misplaced modifier. Remember that
most modifiers come as close to their targets as possible.
Here is the original error:
Sucking warm water from a rubber hose, envious looks were shot
Roland's way as the other picnickers quenched their own thirst.
If we move things around, the modifier hits the right target:
Sucking warm water from a rubber hose, the other
picnickers quenched their own thirst as they shot envious looks
Roland's way.
Now we have picnickers drinking from the rubber hose, which is clear and
logical!
FIXING DANGLING MODIFIERS
To fix a dangling modifier, you will need to add a target to the sentence and then
tweak the remaining words to make sense.
Here is the original error without a logical target:
With a sigh of pleasure , consumption of cucumber sandwiches
commenced.
Notice that the addition of a target makes the sentence clear:
With a sigh of pleasure, Roland began to consume cucumber
sandwiches.
3
After Roland sighed with pleasure, he began to consume
cucumber sandwiches.
Now we know who got to eat that delicious snack!
Grammar Bytes! | chompchomp.com | ©2019
**## Perrypracticingwithpronouns.docx**
**practice with modifiers and pronouns**
·
**Submitting** a text entry box or a file upload
·
**Available** until Nov 7 at 11:55pm
Just like subjects and verbs need to agree, we need to have agreement and clear lines of communication between
1) a pronoun and the noun that it speaks for
2) a modifier and whatever it modifies
The attached documents will help you to understand the basic definitions and issues related to pronouns and modifiers, but here are some initial thoughts:
\* you should be able to draw a line from a pronoun to the noun that it modifies, and there should be nothing "under" that line that might cause any confusion as to what the pronoun modifies: Philip and Chuck went to his house and ate chips.
**What does "his" modify? It is unclear. We would likely need to substitute "his" for one of the names.**
\* a pronoun should refer to a noun that is not too far, typically no more than one sentence away: Philiphas a great car. The neighborhood is a bad one with lots of auto theft and some vandalism every week, no matter how many police cars patrol the neighborhood. He locks his car if he walks away even for a minute.
**Notice that "he" loses some of its clarity based on the separation of the pronoun from the noun. The reader can easily get confused with pronouns!**
\* pronouns need to agree with each other and with the relevant noun: Lisa locked his car on theirdriveway.
**The problem with "his" and "their" is that neither pronoun agrees with Lisa. Unless you clarify the relevant nouns in the sentence just prior to this one the, reader will likely struggle to map everything together. Do we really mean, "Lisa locked her car on her driveway?"**
\* modifiers need to clearly map to the part of speech that they modify and do so without any separation or chance for confusion: I drove the bus into the garage looking behind me and in reverse.
**The second piece in brown is extra information, a modifying phrase, that adds to "drove the bus," telling the reader how the writer drove. That's what modifiers do! However, the separation between the modifier and the part of speech that it modifies could cause confusion. The garage did not look behind me or reverse! It would be better to put the modifier RIGHT NEXT to what it modifies: "I drove the bus, looking behind me and in reverse, into the garage."**
\* modifiers need to modify something in the sentence or they shouldn't be there: Looking both ways, the house was still.
**What does "looking both ways" modify? I would need to clarify or cut out the modifier: Looking both ways, Chris saw that the house was still.**
Please correct the following sentences for the pronoun or modifier issues that we have been discussing, assuming that there are no sentences before the ones that you see (nothing to clarify what a pronoun might refer to):
1) The sharks swim in circles with black on their fins.
2) Everyone wants their cake with ice cream.
3) Cutting the grass, the yard looked wonderful.
4) Polite and demure, the sky above the house opened in a flood.
5) Thomas drives the car down the road with their pot holes.
6) I read the newspaper for their words of wisdom.
7) Someone at the store left their umbrella.
8) Jen drives his car to their house.
9) The radio blares through the whole house with the broken dial.
10) Airplanes land at all hours of the night on the runway.
**## modifierrules_1__3_.pdf**
1
RULES FOR FINDING AND
FIXING MISPLACED AND
DANGLING MODIFIERS
Understand the problem.
Think of modifiers as arrows and the words they describe as bull's-eyes. For clear,
logical sentences, writers aim modifiers so that they strike as close to the intended
targets as possible.
Sneering with superiority, Roland drank iced tea from a crystal glass
that sparkled in the afternoon sun.
Sneering with superiority, a participle phrase, describes Roland, the noun right
after it. That sparkled in the afternoon sun, a relative clause, describes glass, the
noun in front.
RECOGNIZING A MISPLACED MODIFIER
When a writer's aim is off and too much distance separates the modifier from its
target, the result is a misplaced modifier.
Sucking warm water from a rubber hose, envious looks were shot
Roland's way as the other picnickers quenched their own thirst.
Sucking warm water from a rubber hose, a participle phrase, should
describe picnickers, but since that noun is so far away, the phrase seems to be
modifying envious looks, which don't have mouths that can suck water!
RECOGNIZING A DANGLING MODIFIER
If the sentence fails to include a target, the modifier is dangling.
With a sigh of pleasure , consumption of cucumber sandwiches
commenced.
[http://chompchomp.com/terms/modifier.htm](http://chompchomp.com/terms/modifier.htm)
[http://chompchomp.com/terms/participlephrase.htm](http://chompchomp.com/terms/participlephrase.htm)
[http://chompchomp.com/terms/noun.htm](http://chompchomp.com/terms/noun.htm)
[http://chompchomp.com/terms/relativeclause.htm](http://chompchomp.com/terms/relativeclause.htm)
[http://chompchomp.com/terms/misplacedmodifer.htm](http://chompchomp.com/terms/misplacedmodifer.htm)
[http://chompchomp.com/terms/danglingmodifer.htm](http://chompchomp.com/terms/danglingmodifer.htm)
2
We assume that Roland is the one sighing with pleasure and eating cucumber
sandwiches, but notice that he's not in the sentence, so we can't tell for sure!
Know the solution.
Misplaced and dangling modifiers make sentences awkward and inelegant. They keep
sentences from expressing clear, straightforward ideas. When you discover a
misplaced or dangling modifier in a sentence, you will need to rearrange and/or
revise the sentence parts to untangle the idea the sentence wants to express.
FIXING MISPLACED MODIFIERS
Rearranging sentence parts will often fix a misplaced modifier. Remember that
most modifiers come as close to their targets as possible.
Here is the original error:
Sucking warm water from a rubber hose, envious looks were shot
Roland's way as the other picnickers quenched their own thirst.
If we move things around, the modifier hits the right target:
Sucking warm water from a rubber hose, the other
picnickers quenched their own thirst as they shot envious looks
Roland's way.
Now we have picnickers drinking from the rubber hose, which is clear and
logical!
FIXING DANGLING MODIFIERS
To fix a dangling modifier, you will need to add a target to the sentence and then
tweak the remaining words to make sense.
Here is the original error without a logical target:
With a sigh of pleasure , consumption of cucumber sandwiches
commenced.
Notice that the addition of a target makes the sentence clear:
With a sigh of pleasure, Roland began to consume cucumber
sandwiches.
3
After Roland sighed with pleasure, he began to consume
cucumber sandwiches.
Now we know who got to eat that delicious snack!
Grammar Bytes! | chompchomp.com | ©2019
**## Perrypracticingwithpronouns.docx**
**practice with modifiers and pronouns**
·
**Submitting** a text entry box or a file upload
·
**Available** until Nov 7 at 11:55pm
Just like subjects and verbs need to agree, we need to have agreement and clear lines of communication between
1) a pronoun and the noun that it speaks for
2) a modifier and whatever it modifies
The attached documents will help you to understand the basic definitions and issues related to pronouns and modifiers, but here are some initial thoughts:
\* you should be able to draw a line from a pronoun to the noun that it modifies, and there should be nothing "under" that line that might cause any confusion as to what the pronoun modifies: Philip and Chuck went to his house and ate chips.
**What does "his" modify? It is unclear. We would likely need to substitute "his" for one of the names.**
\* a pronoun should refer to a noun that is not too far, typically no more than one sentence away: Philiphas a great car. The neighborhood is a bad one with lots of auto theft and some vandalism every week, no matter how many police cars patrol the neighborhood. He locks his car if he walks away even for a minute.
**Notice that "he" loses some of its clarity based on the separation of the pronoun from the noun. The reader can easily get confused with pronouns!**
\* pronouns need to agree with each other and with the relevant noun: Lisa locked his car on theirdriveway.
**The problem with "his" and "their" is that neither pronoun agrees with Lisa. Unless you clarify the relevant nouns in the sentence just prior to this one the, reader will likely struggle to map everything together. Do we really mean, "Lisa locked her car on her driveway?"**
\* modifiers need to clearly map to the part of speech that they modify and do so without any separation or chance for confusion: I drove the bus into the garage looking behind me and in reverse.
**The second piece in brown is extra information, a modifying phrase, that adds to "drove the bus," telling the reader how the writer drove. That's what modifiers do! However, the separation between the modifier and the part of speech that it modifies could cause confusion. The garage did not look behind me or reverse! It would be better to put the modifier RIGHT NEXT to what it modifies: "I drove the bus, looking behind me and in reverse, into the garage."**
\* modifiers need to modify something in the sentence or they shouldn't be there: Looking both ways, the house was still.
**What does "looking both ways" modify? I would need to clarify or cut out the modifier: Looking both ways, Chris saw that the house was still.**
Please correct the following sentences for the pronoun or modifier issues that we have been discussing, assuming that there are no sentences before the ones that you see (nothing to clarify what a pronoun might refer to):
1) The sharks swim in circles with black on their fins.
2) Everyone wants their cake with ice cream.
3) Cutting the grass, the yard looked wonderful.
4) Polite and demure, the sky above the house opened in a flood.
5) Thomas drives the car down the road with their pot holes.
6) I read the newspaper for their words of wisdom.
7) Someone at the store left their umbrella.
8) Jen drives his car to their house.
9) The radio blares through the whole house with the broken dial.
10) Airplanes land at all hours of the night on the runway.
**## modifierrules_1__3_.pdf**
1
RULES FOR FINDING AND
FIXING MISPLACED AND
DANGLING MODIFIERS
Understand the problem.
Think of modifiers as arrows and the words they describe as bull's-eyes. For clear,
logical sentences, writers aim modifiers so that they strike as close to the intended
targets as possible.
Sneering with superiority, Roland drank iced tea from a crystal glass
that sparkled in the afternoon sun.
Sneering with superiority, a participle phrase, describes Roland, the noun right
after it. That sparkled in the afternoon sun, a relative clause, describes glass, the
noun in front.
RECOGNIZING A MISPLACED MODIFIER
When a writer's aim is off and too much distance separates the modifier from its
target, the result is a misplaced modifier.
Sucking warm water from a rubber hose, envious looks were shot
Roland's way as the other picnickers quenched their own thirst.
Sucking warm water from a rubber hose, a participle phrase, should
describe picnickers, but since that noun is so far away, the phrase seems to be
modifying envious looks, which don't have mouths that can suck water!
RECOGNIZING A DANGLING MODIFIER
If the sentence fails to include a target, the modifier is dangling.
With a sigh of pleasure , consumption of cucumber sandwiches
commenced.
[http://chompchomp.com/terms/modifier.htm](http://chompchomp.com/terms/modifier.htm)
[http://chompchomp.com/terms/participlephrase.htm](http://chompchomp.com/terms/participlephrase.htm)
[http://chompchomp.com/terms/noun.htm](http://chompchomp.com/terms/noun.htm)
[http://chompchomp.com/terms/relativeclause.htm](http://chompchomp.com/terms/relativeclause.htm)
[http://chompchomp.com/terms/misplacedmodifer.htm](http://chompchomp.com/terms/misplacedmodifer.htm)
[http://chompchomp.com/terms/danglingmodifer.htm](http://chompchomp.com/terms/danglingmodifer.htm)
2
We assume that Roland is the one sighing with pleasure and eating cucumber
sandwiches, but notice that he's not in the sentence, so we can't tell for sure!
Know the solution.
Misplaced and dangling modifiers make sentences awkward and inelegant. They keep
sentences from expressing clear, straightforward ideas. When you discover a
misplaced or dangling modifier in a sentence, you will need to rearrange and/or
revise the sentence parts to untangle the idea the sentence wants to express.
FIXING MISPLACED MODIFIERS
Rearranging sentence parts will often fix a misplaced modifier. Remember that
most modifiers come as close to their targets as possible.
Here is the original error:
Sucking warm water from a rubber hose, envious looks were shot
Roland's way as the other picnickers quenched their own thirst.
If we move things around, the modifier hits the right target:
Sucking warm water from a rubber hose, the other
picnickers quenched their own thirst as they shot envious looks
Roland's way.
Now we have picnickers drinking from the rubber hose, which is clear and
logical!
FIXING DANGLING MODIFIERS
To fix a dangling modifier, you will need to add a target to the sentence and then
tweak the remaining words to make sense.
Here is the original error without a logical target:
With a sigh of pleasure , consumption of cucumber sandwiches
commenced.
Notice that the addition of a target makes the sentence clear:
With a sigh of pleasure, Roland began to consume cucumber
sandwiches.
3
After Roland sighed with pleasure, he began to consume
cucumber sandwiches.
Now we know who got to eat that delicious snack!
Grammar Bytes! | chompchomp.com | ©2019
– 1
– 2
READ THE ATTACHMENT!!! – ## Introduction.docx – ## Rubric.docx **## Introduction.docx** Introduction As an organizational leader, one of your primary roles is establishing programs and policies that ensure the organization operates under ethical considerations and legal mandates. This responsibility…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →READ THE ATTACHMENT!!!
– ## Introduction.docx
– ## Rubric.docx
**## Introduction.docx**
Introduction
As an organizational leader, one of your primary roles is establishing programs and policies that ensure the organization operates under ethical considerations and legal mandates. This responsibility includes informing employees of the organization's code of ethics, communicating the code of ethics, providing training, and ensuring that operational aspects are administered in a legal and ethical manner.
You will assume the role of a leader and decide what strategies you will use to develop a strong organizational ethical climate. In your position as a leader, you will need to identify primary and secondary stakeholders and satisfy their concerns, understand the organization’s ethical standing, and develop an ethics training program.
Scenario
You are a business manager of Paradigm Toys, a fictional publicly held company that is a retailer and manufacturer of children’s toys. The board of directors has asked you to conduct an ethics audit of the company and report to the board if you find the need for ethics training.
Requirements
Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the University similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation.
Prepare a report (
**_suggested length of 12 pages_**) for Paradigm Toys in which you do the following:
A. Discuss the purpose of corporate social responsibility (CSR) in an organization.
1. Identify
**one** primary and
**one** secondary stakeholder that influence Paradigm Toys.
2. Analyze how Paradigm Toys can meet their CSR for the primary and secondary stakeholders identified in part A1.
B. Reflect on the importance of ethical leadership by doing the following:
1. Explain why it is important for an organization to develop an ethical culture.
a. Discuss the role that Paradigm Toys’ leadership can play in fostering an ethical culture.
2. Explain the purpose of an ethics audit.
a. Discuss the value that an ethics audit could bring to Paradigm Toys.
C. Develop the ethical framework that you would use if you were faced with an ethical dilemma by doing the following:
1. Identify and analyze an ethical dilemma in a business setting. (An example of an ethical dilemma can be found in Task 1. The example in Task 1 cannot be submitted as the specific ethical dilemma response for this aspect.)
2. Evaluate
**two** potential solutions to the ethical dilemma identified in part C1.
3. Explain which solution from part C2 you believe is the more ethical choice.
D. Create a proposal for implementing an ethics training program at Paradigm Toys by doing the following:
1. Identify
**three** key topics that you would cover in your ethics training program.
a. Explain why you would include the
**three** topics from part D1 in your training program.
2. Recommend a delivery method and justify why you believe it would be the most effective for the training program.
E. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
F. Demonstrate professional communication in the content and presentation of your submission.
**## Rubric.docx**
Rubric
**A: Purpose Of CSR:**
**Competent**
The discussion of the purpose of CSR in an organization is accurate, and the ideas presented are complete.
**A1: Primary and Secondary Stakeholders:**
**Competent**
The 1 primary stakeholder and the 1 secondary stakeholder identified to influence Paradigm Toys are each logical choices.
**A2: Responsibility for Stakeholders:**
**Competent**
The analysis of how Paradigm Toys can meet their CSR for the primary and secondary stakeholders from part A1 is logical and well supported.
**B1: Importance of Ethical Culture:**
**Competent**
The explanation of why it is important for an organization to develop an ethical culture is logical and well supported.
**B1a: Fostering Ethical Culture:**
**Competent**
The discussion of the role that Paradigm Toys’ leadership can play in fostering an ethical culture is logical, and the ideas presented are well supported.
**B2: Ethics Audit:**
**Competent**
The explanation of the purpose of an ethics audit is accurate, and the ideas presented are logical.
**B2a: Value of an Ethics Audit:**
**Competent**
The discussion of the value that an ethics audit could bring to Paradigm Toys is accurate and contains key details.
**C1: Ethical Dilemma:**
**Competent**
The analysis of an ethical dilemma in a business setting is complete and logical.
**C2: Potential Solutions:**
**Competent**
The evaluation of
_both_ potential solutions to the dilemma identified in part C1 is logical and well supported.
**C3: Explanation of Choice:**
**Competent**
The explanation of why a solution from part C2 is the more ethical choice is logical. The ideas presented are relevant and well-reasoned.
**D1: Key Topics:**
**Competent**
_All_ 3 key topics that the ethics training program would cover are logical and feasible.
**D1a: Explanation of Key Topics:**
**Competent**
The explanation of why
_each_ of the 3 key topics identified in part D1 would be included in the training program is well supported and logical.
**D2: Delivery Method:**
**Competent**
The recommended delivery method for the training and the justification of why the recommended delivery method is the most effective are logical, and the ideas presented are well supported.
**E:** [**Sources**](https://lrps.wgu.edu/provision/71484321)
**Competent**
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.
**F:** [**Professional Communication**](https://lrps.wgu.edu/provision/27641407)
**Competent**
This submission includes satisfactory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote accurate interpretation and understanding.
**## Rubric.docx**
Rubric
**A: Purpose Of CSR:**
**Competent**
The discussion of the purpose of CSR in an organization is accurate, and the ideas presented are complete.
**A1: Primary and Secondary Stakeholders:**
**Competent**
The 1 primary stakeholder and the 1 secondary stakeholder identified to influence Paradigm Toys are each logical choices.
**A2: Responsibility for Stakeholders:**
**Competent**
The analysis of how Paradigm Toys can meet their CSR for the primary and secondary stakeholders from part A1 is logical and well supported.
**B1: Importance of Ethical Culture:**
**Competent**
The explanation of why it is important for an organization to develop an ethical culture is logical and well supported.
**B1a: Fostering Ethical Culture:**
**Competent**
The discussion of the role that Paradigm Toys’ leadership can play in fostering an ethical culture is logical, and the ideas presented are well supported.
**B2: Ethics Audit:**
**Competent**
The explanation of the purpose of an ethics audit is accurate, and the ideas presented are logical.
**B2a: Value of an Ethics Audit:**
**Competent**
The discussion of the value that an ethics audit could bring to Paradigm Toys is accurate and contains key details.
**C1: Ethical Dilemma:**
**Competent**
The analysis of an ethical dilemma in a business setting is complete and logical.
**C2: Potential Solutions:**
**Competent**
The evaluation of
_both_ potential solutions to the dilemma identified in part C1 is logical and well supported.
**C3: Explanation of Choice:**
**Competent**
The explanation of why a solution from part C2 is the more ethical choice is logical. The ideas presented are relevant and well-reasoned.
**D1: Key Topics:**
**Competent**
_All_ 3 key topics that the ethics training program would cover are logical and feasible.
**D1a: Explanation of Key Topics:**
**Competent**
The explanation of why
_each_ of the 3 key topics identified in part D1 would be included in the training program is well supported and logical.
**D2: Delivery Method:**
**Competent**
The recommended delivery method for the training and the justification of why the recommended delivery method is the most effective are logical, and the ideas presented are well supported.
**E:** [**Sources**](https://lrps.wgu.edu/provision/71484321)
**Competent**
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.
**F:** [**Professional Communication**](https://lrps.wgu.edu/provision/27641407)
**Competent**
This submission includes satisfactory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote accurate interpretation and understanding.
**## Introduction.docx**
Introduction
As an organizational leader, one of your primary roles is establishing programs and policies that ensure the organization operates under ethical considerations and legal mandates. This responsibility includes informing employees of the organization's code of ethics, communicating the code of ethics, providing training, and ensuring that operational aspects are administered in a legal and ethical manner.
You will assume the role of a leader and decide what strategies you will use to develop a strong organizational ethical climate. In your position as a leader, you will need to identify primary and secondary stakeholders and satisfy their concerns, understand the organization’s ethical standing, and develop an ethics training program.
Scenario
You are a business manager of Paradigm Toys, a fictional publicly held company that is a retailer and manufacturer of children’s toys. The board of directors has asked you to conduct an ethics audit of the company and report to the board if you find the need for ethics training.
Requirements
Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the University similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation.
Prepare a report (
**_suggested length of 12 pages_**) for Paradigm Toys in which you do the following:
A. Discuss the purpose of corporate social responsibility (CSR) in an organization.
1. Identify
**one** primary and
**one** secondary stakeholder that influence Paradigm Toys.
2. Analyze how Paradigm Toys can meet their CSR for the primary and secondary stakeholders identified in part A1.
B. Reflect on the importance of ethical leadership by doing the following:
1. Explain why it is important for an organization to develop an ethical culture.
a. Discuss the role that Paradigm Toys’ leadership can play in fostering an ethical culture.
2. Explain the purpose of an ethics audit.
a. Discuss the value that an ethics audit could bring to Paradigm Toys.
C. Develop the ethical framework that you would use if you were faced with an ethical dilemma by doing the following:
1. Identify and analyze an ethical dilemma in a business setting. (An example of an ethical dilemma can be found in Task 1. The example in Task 1 cannot be submitted as the specific ethical dilemma response for this aspect.)
2. Evaluate
**two** potential solutions to the ethical dilemma identified in part C1.
3. Explain which solution from part C2 you believe is the more ethical choice.
D. Create a proposal for implementing an ethics training program at Paradigm Toys by doing the following:
1. Identify
**three** key topics that you would cover in your ethics training program.
a. Explain why you would include the
**three** topics from part D1 in your training program.
2. Recommend a delivery method and justify why you believe it would be the most effective for the training program.
E. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
F. Demonstrate professional communication in the content and presentation of your submission.
**## Rubric.docx**
Rubric
**A: Purpose Of CSR:**
**Competent**
The discussion of the purpose of CSR in an organization is accurate, and the ideas presented are complete.
**A1: Primary and Secondary Stakeholders:**
**Competent**
The 1 primary stakeholder and the 1 secondary stakeholder identified to influence Paradigm Toys are each logical choices.
**A2: Responsibility for Stakeholders:**
**Competent**
The analysis of how Paradigm Toys can meet their CSR for the primary and secondary stakeholders from part A1 is logical and well supported.
**B1: Importance of Ethical Culture:**
**Competent**
The explanation of why it is important for an organization to develop an ethical culture is logical and well supported.
**B1a: Fostering Ethical Culture:**
**Competent**
The discussion of the role that Paradigm Toys’ leadership can play in fostering an ethical culture is logical, and the ideas presented are well supported.
**B2: Ethics Audit:**
**Competent**
The explanation of the purpose of an ethics audit is accurate, and the ideas presented are logical.
**B2a: Value of an Ethics Audit:**
**Competent**
The discussion of the value that an ethics audit could bring to Paradigm Toys is accurate and contains key details.
**C1: Ethical Dilemma:**
**Competent**
The analysis of an ethical dilemma in a business setting is complete and logical.
**C2: Potential Solutions:**
**Competent**
The evaluation of
_both_ potential solutions to the dilemma identified in part C1 is logical and well supported.
**C3: Explanation of Choice:**
**Competent**
The explanation of why a solution from part C2 is the more ethical choice is logical. The ideas presented are relevant and well-reasoned.
**D1: Key Topics:**
**Competent**
_All_ 3 key topics that the ethics training program would cover are logical and feasible.
**D1a: Explanation of Key Topics:**
**Competent**
The explanation of why
_each_ of the 3 key topics identified in part D1 would be included in the training program is well supported and logical.
**D2: Delivery Method:**
**Competent**
The recommended delivery method for the training and the justification of why the recommended delivery method is the most effective are logical, and the ideas presented are well supported.
**E:** [**Sources**](https://lrps.wgu.edu/provision/71484321)
**Competent**
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.
**F:** [**Professional Communication**](https://lrps.wgu.edu/provision/27641407)
**Competent**
This submission includes satisfactory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote accurate interpretation and understanding.
**## Introduction.docx**
Introduction
As an organizational leader, one of your primary roles is establishing programs and policies that ensure the organization operates under ethical considerations and legal mandates. This responsibility includes informing employees of the organization's code of ethics, communicating the code of ethics, providing training, and ensuring that operational aspects are administered in a legal and ethical manner.
You will assume the role of a leader and decide what strategies you will use to develop a strong organizational ethical climate. In your position as a leader, you will need to identify primary and secondary stakeholders and satisfy their concerns, understand the organization’s ethical standing, and develop an ethics training program.
Scenario
You are a business manager of Paradigm Toys, a fictional publicly held company that is a retailer and manufacturer of children’s toys. The board of directors has asked you to conduct an ethics audit of the company and report to the board if you find the need for ethics training.
Requirements
Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the University similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation.
Prepare a report (
**_suggested length of 12 pages_**) for Paradigm Toys in which you do the following:
A. Discuss the purpose of corporate social responsibility (CSR) in an organization.
1. Identify
**one** primary and
**one** secondary stakeholder that influence Paradigm Toys.
2. Analyze how Paradigm Toys can meet their CSR for the primary and secondary stakeholders identified in part A1.
B. Reflect on the importance of ethical leadership by doing the following:
1. Explain why it is important for an organization to develop an ethical culture.
a. Discuss the role that Paradigm Toys’ leadership can play in fostering an ethical culture.
2. Explain the purpose of an ethics audit.
a. Discuss the value that an ethics audit could bring to Paradigm Toys.
C. Develop the ethical framework that you would use if you were faced with an ethical dilemma by doing the following:
1. Identify and analyze an ethical dilemma in a business setting. (An example of an ethical dilemma can be found in Task 1. The example in Task 1 cannot be submitted as the specific ethical dilemma response for this aspect.)
2. Evaluate
**two** potential solutions to the ethical dilemma identified in part C1.
3. Explain which solution from part C2 you believe is the more ethical choice.
D. Create a proposal for implementing an ethics training program at Paradigm Toys by doing the following:
1. Identify
**three** key topics that you would cover in your ethics training program.
a. Explain why you would include the
**three** topics from part D1 in your training program.
2. Recommend a delivery method and justify why you believe it would be the most effective for the training program.
E. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
F. Demonstrate professional communication in the content and presentation of your submission.
**## Rubric.docx**
Rubric
**A: Purpose Of CSR:**
**Competent**
The discussion of the purpose of CSR in an organization is accurate, and the ideas presented are complete.
**A1: Primary and Secondary Stakeholders:**
**Competent**
The 1 primary stakeholder and the 1 secondary stakeholder identified to influence Paradigm Toys are each logical choices.
**A2: Responsibility for Stakeholders:**
**Competent**
The analysis of how Paradigm Toys can meet their CSR for the primary and secondary stakeholders from part A1 is logical and well supported.
**B1: Importance of Ethical Culture:**
**Competent**
The explanation of why it is important for an organization to develop an ethical culture is logical and well supported.
**B1a: Fostering Ethical Culture:**
**Competent**
The discussion of the role that Paradigm Toys’ leadership can play in fostering an ethical culture is logical, and the ideas presented are well supported.
**B2: Ethics Audit:**
**Competent**
The explanation of the purpose of an ethics audit is accurate, and the ideas presented are logical.
**B2a: Value of an Ethics Audit:**
**Competent**
The discussion of the value that an ethics audit could bring to Paradigm Toys is accurate and contains key details.
**C1: Ethical Dilemma:**
**Competent**
The analysis of an ethical dilemma in a business setting is complete and logical.
**C2: Potential Solutions:**
**Competent**
The evaluation of
_both_ potential solutions to the dilemma identified in part C1 is logical and well supported.
**C3: Explanation of Choice:**
**Competent**
The explanation of why a solution from part C2 is the more ethical choice is logical. The ideas presented are relevant and well-reasoned.
**D1: Key Topics:**
**Competent**
_All_ 3 key topics that the ethics training program would cover are logical and feasible.
**D1a: Explanation of Key Topics:**
**Competent**
The explanation of why
_each_ of the 3 key topics identified in part D1 would be included in the training program is well supported and logical.
**D2: Delivery Method:**
**Competent**
The recommended delivery method for the training and the justification of why the recommended delivery method is the most effective are logical, and the ideas presented are well supported.
**E:** [**Sources**](https://lrps.wgu.edu/provision/71484321)
**Competent**
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.
**F:** [**Professional Communication**](https://lrps.wgu.edu/provision/27641407)
**Competent**
This submission includes satisfactory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote accurate interpretation and understanding.
– 1
– 2
In-depth study guidance and analytical solution covering notes for Linguistics.
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_**What is the best conflict management style to use in this situation?**_
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– ## Untitleddocument43.pdf **## Untitleddocument43.pdf** Make Sure to Write this as a Freshman in college entry level writing Week 5 Assignment: Mental Health Disorder Topic Proposal Paper This week, you will submit a topic for approval in your paper due next week. 1. Begin by exploring the topics…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →– ## Untitleddocument43.pdf
**## Untitleddocument43.pdf**
Make Sure to Write this
as a Freshman in
college entry level
writing
Week 5 Assignment:
Mental Health Disorder
Topic Proposal Paper
This week, you will submit a topic for approval in your paper due next week.
1. Begin by exploring the topics on psychological disorders in your psychology
textbook. Reference your textbook and at least one reputable journal article to
explore topic ideas and disorders. Make sure the disorder you review is a
valid disorder in the DSM-5.
2. Choose a topic or disorder that interests you.
3. In 2 to 3 paragraphs, respond to the questions below.
● What disorder do you want to research for your paper due next
week?
● Why did you choose this disorder? Note: In this paper, do not
share personal information (yours or someone else’s) or share to
the extent that you feel uncomfortable with your topic.
Your paper should include and incorporate one scholarly source, which can be your
textbook.
Rubric
PSYC_160_OL – Topic Proposal
Criteri
a
Ratings Pts
This
criterion
is linked
to a
Learnin
g
Outcom
e
Topic
40 to >35.6 ptsMeets or Exceeds ExpectationsAn appropriately narrow, unique
topic is clearly identified.
35.6 to >30.0 ptsMostly Meets ExpectationsA topic is clearly identified but may
be too broad, too narrow, or lack originality.
30 to >23.6 ptsBelow ExpectationsA topic is identified but is too broad, too
narrow, or unclear.
23.6 to >0 ptsDoes Not Meet ExpectationsA topic is not clearly identified.
40
pts
This
criterion
is linked
to a
Learnin
g
Outcom
e
Mecha
nics
and
APA
10 to >8.9 ptsMeets or Exceeds ExpectationsThe assignment consistently
follows current APA format and is free from errors in formatting, citation, and
references. No grammatical, spelling, or punctuation errors. All sources are cited
and referenced correctly. The paper meets all assignment criteria in length,
structure, and source criteria.
8.9 to >7.5 ptsMostly Meets ExpectationsThe assignment consistently follows
current APA format with only isolated and inconsistent mistakes and/or has a few
grammatical, spelling, or punctuation errors. Most sources are cited and referenced
correctly. The paper meets most of the assignment criteria in length, structure, and
source criteria.
7.5 to >5.9 ptsBelow ExpectationsThe assignment occasionally follows current or
outdated APA format with multiple mistakes and/or grammatical, spelling, or
punctuation errors. Few sources are cited and referenced correctly. The paper
meets some of the assignment criteria in length, structure, and source criteria.
5.9 to >0 ptsDoes Not Meet ExpectationsThe assignment does not follow current
APA format and/or has many grammatical, spelling, or punctuation errors. Many
sources are cited and referenced incorrectly, or citations and references are
missing. The paper meets few of the assignment criteria in length, structure, and
source criteria.
10
pts
Total Points: 50
USE the TEXTBOOK
Module 38
The Major Psychological Disorders
LEARNING OUTCOME
LO 38-1 What are the major psychological disorders?
Ayisha’s first panic attack was a surprise. Visiting her parents after college, she
suddenly felt dizzy, broke into a cold sweat, and began hyperventilating. Her father
clocked her pulse at 180 and rushed her to the hospital, where all symptoms vanished.
She laughed it off and returned to her apartment.
But the panic attacks continued. At the gym, at work, in restaurants and movie theaters,
Ayisha was never safe from them. Not just frightening, they were downright
embarrassing. She quit her job to work at home. She avoided crowds and turned down
invitations to dinners, parties, and movies. The only way to escape humiliation was to
wall herself inside her apartment with a blanket and a pillow.
Ayisha suffered from panic disorder, one of the specific psychological disorders we’ll
consider in this module. Keep in mind that although we’ll be discussing these disorders
objectively, each represents a very human set of difficulties that influence and, in some
cases, considerably disrupt people’s lives.
Anxiety Disorders
All of us at one time or another experience anxiety, a feeling of apprehension or tension,
in reaction to stressful situations. There is nothing “wrong” with such anxiety. It is a
normal reaction to stress that often helps rather than hinders our daily functioning.
Without some anxiety, for instance, most of us probably would not have much
motivation to study hard, undergo physical exams, or spend long hours at our jobs.
But some people experience anxiety in situations in which there is no apparent reason
or cause for such distress. Anxiety disorders occur when anxiety arises without external
justification and begins to affect people’s daily functioning. We’ll discuss three major
types of anxiety disorders: phobic disorder, panic disorder, and generalized anxiety
disorder.
PHOBIC DISORDER
Forty-five-year-old Jackson is terrified of electricity. He’s unable to change a lightbulb for
fear of getting electrocuted. The thought of static electricity on clothing sends him into a
panic. He can’t even open a refrigerator door without being terrified a short circuit will
send electricity through his body. And thunderstorms? Forget it: He is beside himself
with fear of getting electrocuted by lightning (Kluger, 2001).
Jackson suffers from a specific phobia, an intense, irrational fear of a specific object or
situation. For example, claustrophobia is a fear of enclosed places, acrophobia is a fear
of high places, xenophobia is a fear of strangers or foreigners, social phobia is the fear
of being judged or embarrassed by others, and—as in Jackson’s case—electrophobia is
a fear of electricity.
The actual danger posed by an anxiety-producing stimulus (which can be just about
anything, as you can see in Figure 1) is typically small or nonexistent. However, to
someone suffering from the phobia, the danger is great, and a full-blown panic attack
may follow exposure to the stimulus. Phobic disorders differ from generalized anxiety
disorders and panic disorders in that there is a specific, identifiable stimulus that sets off
the anxiety reaction.
FIGURE 1 Phobic disorders differ from generalized anxiety and panic disorders
because with phobic disorders, a specific stimulus can be identified. Listed here are a
number of types of phobias and their triggers.
Table Summary: A table summarizes descriptions and examples of 7 phobic disorders
listed in column 1. The example for specific phobias is not provided.
Phobic Disorder Description Example
Agoraphobia Fear of places, such as unfamiliar or crowded spaces, where help might
not be available in case of emergency Person becomes housebound because any
place other than the person’s home arouses extreme anxiety symptoms.
Specific phobias Fear of specific objects, places, or situations
Animal type Specific animals or insects
Person has extreme fear of dogs, cats, or spiders.
Natural environment type Events or situations in the natural environment Person has
extreme fear of storms, heights, or water.
Situational type Public transportation, tunnels, bridges, elevators, flying, driving
Person becomes extremely claustrophobic in elevators.
Blood injection injury type Blood, injury, injections
Person panics when viewing a child’s scraped knee.
Social phobia Fear of being judged or embarrassed by others Person avoids all
social situations and becomes a recluse for fear of encountering others’ judgment.
Source: Nolen-Hoeksema, 2023.
(spider) Pets in Frames/Shutterstock; (needle) Stockbyte/Photodisc Collection/Getty
Images; (woman) Maridav/123RF; (businessman) JohnnyGreig/E+/Getty Images
Page 468
Phobias may have only a minor impact on people’s lives if those who suffer from them
can avoid the stimuli that trigger fear. For example, a fear of heights may have little
impact on people’s everyday lives (although it may prevent them from living in an
apartment on a high floor). On the other hand, a social phobia, or a fear of strangers,
presents a more serious problem. For example, in one extreme case, a Washington
woman left her home just three times in 30 years—once to visit her family, once for an
operation, and once to purchase ice cream for a dying companion (Wong et al., 2011;
Stopa et al., 2013; Lau et al., 2021).
PANIC DISORDER
In another type of anxiety disorder, panic disorder, panic attacks occur that last from a
few seconds to several hours. Panic disorders do not have any identifiable, specific
triggers (unlike phobias, which are triggered by specific objects or situations). Instead,
during an attack such as those Ayisha experienced in the case described earlier,
anxiety suddenly—and often without warning—rises, and an individual feels a sense of
impending, unavoidable doom.
Although the physical symptoms of a panic attack differ from person to person, they
may include heart palpitations, shortness of breath, unusual amounts of sweating,
faintness and dizziness, gastric sensations, and sometimes a sense of imminent death.
After such an attack, it is no wonder that people tend to feel exhausted (Montgomery,
2011; Carleton et al., 2014; Hewitt et al., 2021).
Page 469
Panic attacks seemingly come out of nowhere and are unconnected to any specific
stimulus. Because they don’t know what triggers their feelings of panic, victims of panic
attacks may become fearful of going places. In fact, some people with panic disorder
develop a complication called agoraphobia, the fear of being in a situation in which
escape is difficult and in which help for a possible panic attack would not be available.
In extreme cases, people with agoraphobia never leave their homes (Kim & Yoon, 2017;
Stech et al., 2019; Preti et al., 2021).
Acrophobia, the fear of heights, is not an uncommon phobia. What sort of
behavior-modification approaches might be used to deal with acrophobia?
Imagine China/Newscom
In addition to the physical symptoms, panic disorder affects how the brain processes
information. For instance, people with panic disorder have reduced reactions in the
anterior cingulate cortex to stimuli (such as viewing a fearful face) that normally produce
a strong reaction in those without the disorder. It may be that recurring high levels of
emotional arousal that patients with panic disorder experience desensitize them to
emotional stimuli (Maddock et al., 2013; Lai, 2019).
GENERALIZED ANXIETY DISORDER
People with generalized anxiety disorder experience long-term, persistent anxiety and
uncontrollable worry. Sometimes their concerns are about identifiable issues involving
family, money, work, or health. In other cases, though, people with the disorder feel that
something dreadful is about to happen but can’t identify the reason and thus experience
“free-floating” anxiety.
Because of persistent anxiety, people with generalized anxiety disorder cannot
concentrate or set their worry and fears aside; their lives become centered on their
worry. Furthermore, their anxiety is often accompanied by physiological symptoms, such
as muscle tension, headaches, dizziness, heart palpitations, or insomnia (Starcevic et
al., 2007). Figure 2 shows the most common symptoms of generalized anxiety disorder.
FIGURE 2 Frequency of symptoms in cases of generalized anxiety disorder.
Source: Beck & Emery, 2005.
Obsessive-Compulsive Disorder
In obsessive-compulsive disorder (OCD), people are plagued by unwanted thoughts,
called obsessions, or feel that they must carry out behaviors, termed compulsions, that
they feel driven to perform.
An obsession is a persistent, unwanted thought or idea that keeps recurring. For
example, a student may be unable to stop thinking that she has neglected to put her
name on a test and may think about it constantly for the 2 weeks it takes to get the
paper back. A man may go on vacation and wonder the whole time whether he locked
his house. A woman may hear the same tune running through her head over and over.
In each case, the thought or idea is unwanted and difficult to put out of mind. Of course,
many people suffer from mild obsessions from time to time, but usually such thoughts
persist only for a short period. For people with serious obsessions, however, the
thoughts persist for days or months and may consist of bizarre, troubling images
(Rassin & Muris, 2007; Wenzel, 2011; Iliceto et al., 2017; Llorens-Aguilar et al., 2022).
As the name suggests, as part of an obsessive-compulsive disorder, people may also
experience compulsions. Compulsions are irresistible urges to repeatedly carry out
some behavior that seems strange and unreasonable even to them. Whatever the
compulsive behavior is, people experience extreme anxiety if they cannot do it, even if it
is something they want to stop. The acts may be relatively trivial, such as repeatedly
checking the stove to make sure all the burners are turned off, or more unusual, such as
washing one’s hands so much that they bleed (Moretz & McKay, 2009; Gillan &
Sahakian, 2015; Robbins et al., 2019).
Essentials of Understanding Psychology: 2024 Release
Robert S Feldman
– Make Sure to Write this as a Freshman in college entry level writing
– Week 5 Assignment: Mental Health Disorder Topic Proposal Paper
– Rubric
– Essentials of Understanding Psychology: 2024 Release
**## Untitleddocument43.pdf**
Make Sure to Write this
as a Freshman in
college entry level
writing
Week 5 Assignment:
Mental Health Disorder
Topic Proposal Paper
This week, you will submit a topic for approval in your paper due next week.
1. Begin by exploring the topics on psychological disorders in your psychology
textbook. Reference your textbook and at least one reputable journal article to
explore topic ideas and disorders. Make sure the disorder you review is a
valid disorder in the DSM-5.
2. Choose a topic or disorder that interests you.
3. In 2 to 3 paragraphs, respond to the questions below.
● What disorder do you want to research for your paper due next
week?
● Why did you choose this disorder? Note: In this paper, do not
share personal information (yours or someone else’s) or share to
the extent that you feel uncomfortable with your topic.
Your paper should include and incorporate one scholarly source, which can be your
textbook.
Rubric
PSYC_160_OL – Topic Proposal
Criteri
a
Ratings Pts
This
criterion
is linked
to a
Learnin
g
Outcom
e
Topic
40 to >35.6 ptsMeets or Exceeds ExpectationsAn appropriately narrow, unique
topic is clearly identified.
35.6 to >30.0 ptsMostly Meets ExpectationsA topic is clearly identified but may
be too broad, too narrow, or lack originality.
30 to >23.6 ptsBelow ExpectationsA topic is identified but is too broad, too
narrow, or unclear.
23.6 to >0 ptsDoes Not Meet ExpectationsA topic is not clearly identified.
40
pts
This
criterion
is linked
to a
Learnin
g
Outcom
e
Mecha
nics
and
APA
10 to >8.9 ptsMeets or Exceeds ExpectationsThe assignment consistently
follows current APA format and is free from errors in formatting, citation, and
references. No grammatical, spelling, or punctuation errors. All sources are cited
and referenced correctly. The paper meets all assignment criteria in length,
structure, and source criteria.
8.9 to >7.5 ptsMostly Meets ExpectationsThe assignment consistently follows
current APA format with only isolated and inconsistent mistakes and/or has a few
grammatical, spelling, or punctuation errors. Most sources are cited and referenced
correctly. The paper meets most of the assignment criteria in length, structure, and
source criteria.
7.5 to >5.9 ptsBelow ExpectationsThe assignment occasionally follows current or
outdated APA format with multiple mistakes and/or grammatical, spelling, or
punctuation errors. Few sources are cited and referenced correctly. The paper
meets some of the assignment criteria in length, structure, and source criteria.
5.9 to >0 ptsDoes Not Meet ExpectationsThe assignment does not follow current
APA format and/or has many grammatical, spelling, or punctuation errors. Many
sources are cited and referenced incorrectly, or citations and references are
missing. The paper meets few of the assignment criteria in length, structure, and
source criteria.
10
pts
Total Points: 50
USE the TEXTBOOK
Module 38
The Major Psychological Disorders
LEARNING OUTCOME
LO 38-1 What are the major psychological disorders?
Ayisha’s first panic attack was a surprise. Visiting her parents after college, she
suddenly felt dizzy, broke into a cold sweat, and began hyperventilating. Her father
clocked her pulse at 180 and rushed her to the hospital, where all symptoms vanished.
She laughed it off and returned to her apartment.
But the panic attacks continued. At the gym, at work, in restaurants and movie theaters,
Ayisha was never safe from them. Not just frightening, they were downright
embarrassing. She quit her job to work at home. She avoided crowds and turned down
invitations to dinners, parties, and movies. The only way to escape humiliation was to
wall herself inside her apartment with a blanket and a pillow.
Ayisha suffered from panic disorder, one of the specific psychological disorders we’ll
consider in this module. Keep in mind that although we’ll be discussing these disorders
objectively, each represents a very human set of difficulties that influence and, in some
cases, considerably disrupt people’s lives.
Anxiety Disorders
All of us at one time or another experience anxiety, a feeling of apprehension or tension,
in reaction to stressful situations. There is nothing “wrong” with such anxiety. It is a
normal reaction to stress that often helps rather than hinders our daily functioning.
Without some anxiety, for instance, most of us probably would not have much
motivation to study hard, undergo physical exams, or spend long hours at our jobs.
But some people experience anxiety in situations in which there is no apparent reason
or cause for such distress. Anxiety disorders occur when anxiety arises without external
justification and begins to affect people’s daily functioning. We’ll discuss three major
types of anxiety disorders: phobic disorder, panic disorder, and generalized anxiety
disorder.
PHOBIC DISORDER
Forty-five-year-old Jackson is terrified of electricity. He’s unable to change a lightbulb for
fear of getting electrocuted. The thought of static electricity on clothing sends him into a
panic. He can’t even open a refrigerator door without being terrified a short circuit will
send electricity through his body. And thunderstorms? Forget it: He is beside himself
with fear of getting electrocuted by lightning (Kluger, 2001).
Jackson suffers from a specific phobia, an intense, irrational fear of a specific object or
situation. For example, claustrophobia is a fear of enclosed places, acrophobia is a fear
of high places, xenophobia is a fear of strangers or foreigners, social phobia is the fear
of being judged or embarrassed by others, and—as in Jackson’s case—electrophobia is
a fear of electricity.
The actual danger posed by an anxiety-producing stimulus (which can be just about
anything, as you can see in Figure 1) is typically small or nonexistent. However, to
someone suffering from the phobia, the danger is great, and a full-blown panic attack
may follow exposure to the stimulus. Phobic disorders differ from generalized anxiety
disorders and panic disorders in that there is a specific, identifiable stimulus that sets off
the anxiety reaction.
FIGURE 1 Phobic disorders differ from generalized anxiety and panic disorders
because with phobic disorders, a specific stimulus can be identified. Listed here are a
number of types of phobias and their triggers.
Table Summary: A table summarizes descriptions and examples of 7 phobic disorders
listed in column 1. The example for specific phobias is not provided.
Phobic Disorder Description Example
Agoraphobia Fear of places, such as unfamiliar or crowded spaces, where help might
not be available in case of emergency Person becomes housebound because any
place other than the person’s home arouses extreme anxiety symptoms.
Specific phobias Fear of specific objects, places, or situations
Animal type Specific animals or insects
Person has extreme fear of dogs, cats, or spiders.
Natural environment type Events or situations in the natural environment Person has
extreme fear of storms, heights, or water.
Situational type Public transportation, tunnels, bridges, elevators, flying, driving
Person becomes extremely claustrophobic in elevators.
Blood injection injury type Blood, injury, injections
Person panics when viewing a child’s scraped knee.
Social phobia Fear of being judged or embarrassed by others Person avoids all
social situations and becomes a recluse for fear of encountering others’ judgment.
Source: Nolen-Hoeksema, 2023.
(spider) Pets in Frames/Shutterstock; (needle) Stockbyte/Photodisc Collection/Getty
Images; (woman) Maridav/123RF; (businessman) JohnnyGreig/E+/Getty Images
Page 468
Phobias may have only a minor impact on people’s lives if those who suffer from them
can avoid the stimuli that trigger fear. For example, a fear of heights may have little
impact on people’s everyday lives (although it may prevent them from living in an
apartment on a high floor). On the other hand, a social phobia, or a fear of strangers,
presents a more serious problem. For example, in one extreme case, a Washington
woman left her home just three times in 30 years—once to visit her family, once for an
operation, and once to purchase ice cream for a dying companion (Wong et al., 2011;
Stopa et al., 2013; Lau et al., 2021).
PANIC DISORDER
In another type of anxiety disorder, panic disorder, panic attacks occur that last from a
few seconds to several hours. Panic disorders do not have any identifiable, specific
triggers (unlike phobias, which are triggered by specific objects or situations). Instead,
during an attack such as those Ayisha experienced in the case described earlier,
anxiety suddenly—and often without warning—rises, and an individual feels a sense of
impending, unavoidable doom.
Although the physical symptoms of a panic attack differ from person to person, they
may include heart palpitations, shortness of breath, unusual amounts of sweating,
faintness and dizziness, gastric sensations, and sometimes a sense of imminent death.
After such an attack, it is no wonder that people tend to feel exhausted (Montgomery,
2011; Carleton et al., 2014; Hewitt et al., 2021).
Page 469
Panic attacks seemingly come out of nowhere and are unconnected to any specific
stimulus. Because they don’t know what triggers their feelings of panic, victims of panic
attacks may become fearful of going places. In fact, some people with panic disorder
develop a complication called agoraphobia, the fear of being in a situation in which
escape is difficult and in which help for a possible panic attack would not be available.
In extreme cases, people with agoraphobia never leave their homes (Kim & Yoon, 2017;
Stech et al., 2019; Preti et al., 2021).
Acrophobia, the fear of heights, is not an uncommon phobia. What sort of
behavior-modification approaches might be used to deal with acrophobia?
Imagine China/Newscom
In addition to the physical symptoms, panic disorder affects how the brain processes
information. For instance, people with panic disorder have reduced reactions in the
anterior cingulate cortex to stimuli (such as viewing a fearful face) that normally produce
a strong reaction in those without the disorder. It may be that recurring high levels of
emotional arousal that patients with panic disorder experience desensitize them to
emotional stimuli (Maddock et al., 2013; Lai, 2019).
GENERALIZED ANXIETY DISORDER
People with generalized anxiety disorder experience long-term, persistent anxiety and
uncontrollable worry. Sometimes their concerns are about identifiable issues involving
family, money, work, or health. In other cases, though, people with the disorder feel that
something dreadful is about to happen but can’t identify the reason and thus experience
“free-floating” anxiety.
Because of persistent anxiety, people with generalized anxiety disorder cannot
concentrate or set their worry and fears aside; their lives become centered on their
worry. Furthermore, their anxiety is often accompanied by physiological symptoms, such
as muscle tension, headaches, dizziness, heart palpitations, or insomnia (Starcevic et
al., 2007). Figure 2 shows the most common symptoms of generalized anxiety disorder.
FIGURE 2 Frequency of symptoms in cases of generalized anxiety disorder.
Source: Beck & Emery, 2005.
Obsessive-Compulsive Disorder
In obsessive-compulsive disorder (OCD), people are plagued by unwanted thoughts,
called obsessions, or feel that they must carry out behaviors, termed compulsions, that
they feel driven to perform.
An obsession is a persistent, unwanted thought or idea that keeps recurring. For
example, a student may be unable to stop thinking that she has neglected to put her
name on a test and may think about it constantly for the 2 weeks it takes to get the
paper back. A man may go on vacation and wonder the whole time whether he locked
his house. A woman may hear the same tune running through her head over and over.
In each case, the thought or idea is unwanted and difficult to put out of mind. Of course,
many people suffer from mild obsessions from time to time, but usually such thoughts
persist only for a short period. For people with serious obsessions, however, the
thoughts persist for days or months and may consist of bizarre, troubling images
(Rassin & Muris, 2007; Wenzel, 2011; Iliceto et al., 2017; Llorens-Aguilar et al., 2022).
As the name suggests, as part of an obsessive-compulsive disorder, people may also
experience compulsions. Compulsions are irresistible urges to repeatedly carry out
some behavior that seems strange and unreasonable even to them. Whatever the
compulsive behavior is, people experience extreme anxiety if they cannot do it, even if it
is something they want to stop. The acts may be relatively trivial, such as repeatedly
checking the stove to make sure all the burners are turned off, or more unusual, such as
washing one’s hands so much that they bleed (Moretz & McKay, 2009; Gillan &
Sahakian, 2015; Robbins et al., 2019).
Essentials of Understanding Psychology: 2024 Release
Robert S Feldman
– Make Sure to Write this as a Freshman in college entry level writing
– Week 5 Assignment: Mental Health Disorder Topic Proposal Paper
– Rubric
– Essentials of Understanding Psychology: 2024 Release
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READ THE ATTACHMENT!!!! – ## Introduction.docx – ## Rubric.docx **## Introduction.docx** Introduction An organization’s ability to survive depends on its leadership’s capacity to effectively lead innovation and planned change. Sustainable change depends on accurate diagnosis and effective interventi…
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– ## Introduction.docx
– ## Rubric.docx
**## Introduction.docx**
Introduction
An organization’s ability to survive depends on its leadership’s capacity to effectively lead innovation and planned change. Sustainable change depends on accurate diagnosis and effective intervention.
For this assessment, you will outline a change strategy for an organization of your choice. Your chosen organization must be one that you have experience with and one that has opportunities for you to develop a strategic plan. Your strategic planning should help the organization address its fundamental problems and help create sustained organizational change.
_Note: Any information that would be considered confidential, proprietary, or personal in nature should not be included in the actual task submission to the University. Do not include the actual names of people, suppliers, the organization(s), or other identifiable information. Fictional names should be used. Also, organization-specific data, including financial information, should not be included but should be addressed in a general fashion as appropriate. Work performed for a client, or an employer is their property and should not be used without written permission._
Requirements
Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the University similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation.
_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._
Create a business report, including a multimedia presentation, for the leadership of your chosen organization that clearly outlines a change strategy by completing the following steps:
A. Analyze the current state of the chosen organization by doing the following:
1. Describe the mission statement of the chosen organization.
a. Describe the goals for the organization over the next
**three** years.
2. Identify the key external and internal stakeholders of the organization (e.g., board members, employees, the community, shareholders).
3. Discuss the current leadership (e.g., structure, policies, procedures, organizational systems) in the chosen organization.
4. Analyze
_at least_ **two** fundamental problems in the chosen organization.
5. Explain why fundamental change is necessary for the chosen organization to meet its mission and goals.
B. Create a strategic plan that addresses the organization’s fundamental problems by doing the following:
1. Propose a strategy to address the organization’s fundamental problems.
a. Explain how your strategy will benefit the organization and its stakeholders.
2. Explain how you will implement your strategic plan by doing the following:
a. Explain
_at least_ **three** steps key stakeholders need to take to prepare the organization for change implementation.
b. Identify the resources needed for
_each_ step in your implementation plan.
c. Outline an implementation timeline for
_each_ step within your plan.
3. Explain how you will evaluate your strategic plan by doing the following:
a. Describe
_at least_ **two** success metrics that will be used to evaluate the plan.
b. Explain how you will sustain the changes suggested in your plan.
c. Discuss
_at least_ **three** challenges that might negatively affect the implementation of your plan.
i. Discuss a contingency plan for
_each_ anticipated challenge discussed in part B3c.
4. Explain how you will communicate your strategic plan to the internal and external stakeholders identified in A2.
C. Create a multimedia presentation (
_length 24-26 slides_) for the leadership of your chosen organization that clearly outlines the key points of your business report.
D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
E. Demonstrate professional communication in the content and presentation of your submission.
**## Rubric.docx**
Rubric
**A1:MISSION DESCRIPTION**
**Competent**
The submission provides a reasonable description, with sufficient detail, of the mission of the chosen organization.
**A1A:VISION**
**Competent**
The submission provides a reasonable description, with sufficient detail, of the goals for the organization over the next three years.
**A2:STAKEHOLDERS**
**Competent**
The submission identifies the key external and internal stakeholders of the organization.
**A3:LEADERSHIP**
**Competent**
The submission provides a logical discussion, with sufficient detail, of the current leadership in the chosen organization
**A4:FUNDAMENTAL PROBLEMS**
**Competent**
The submission provides a plausible analysis, with sufficient support, of at least 2 fundamental problems in the chosen organization.
**A5:NEED FOR FUNDAMENTAL CHANGE**
**Competent**
The submission provides a logical explanation, with sufficient support, of why fundamental change is necessary for the chosen organization to meet its mission and goals.
**B1:PROPOSAL**
**Competent**
The submission provides an appropriate proposal, with sufficient support, of a strategy that addresses the organization’s fundamental problems.
**B1A:BENEFITS OF THE PLAN**
**Competent**
The submission provides a logical explanation, with sufficient support, of how the plan will benefit the organization and its stakeholders.
**B2A:KEY STAKEHOLDERS**
**Competent**
The submission provides a logical explanation of at least 3 steps key stakeholders need to take, with sufficient detail, to ready the organization for change implementation.
**B2B:RESOURCES NEEDED**
**Competent**
The submission identifies, with sufficient detail, appropriate resources needed for each step in the implementation plan.
**B2C:TIMELINE**
**Competent**
The submission provides an appropriate implementation timeline, with sufficient detail, for each step within the plan.
**B3A:SUCCESS METRICS**
**Competent**
The submission provides a reasonable description, with sufficient detail, of at least 2 success metrics that will be used to evaluate the plan.
**B3B:SUSTAINING CHANGES**
**Competent**
The submission provides a logical explanation, with sufficient detail, of how to sustain the changes suggested in the plan.
**B3C:CHALLENGES**
**Competent**
The submission provides a logical discussion, with sufficient detail, of at least 3 challenges that might negatively affect the implementation of the plan.
**B3CI:CONTINGENCY PLAN**
**Competent**
The submission provides a logical discussion, with sufficient detail, of a contingency plan for each anticipated challenge discussed in part B3c.
**B4:COMMUNICATION OF STRATEGIC PLAN**
**Competent**
The submission provides a logical explanation, with sufficient detail, of how the strategic plan will be communicated to the internal and external stakeholders identified in A2.
**C:MULTIMEDIA PRESENTATION**
**Competent**
The submission provides, with sufficient detail, an appropriate multimedia presentation for the leadership of the chosen organization that clearly outlines the key points of the business report.
**D:** [**SOURCES**](https://lrps.wgu.edu/provision/71484321)
**Competent**
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.
**E:** [**PROFESSIONAL COMMUNICATION**](https://lrps.wgu.edu/provision/27641407)
**Competent**
This submission includes satisfactory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote accurate interpretation and understanding.
**## Rubric.docx**
Rubric
**A1:MISSION DESCRIPTION**
**Competent**
The submission provides a reasonable description, with sufficient detail, of the mission of the chosen organization.
**A1A:VISION**
**Competent**
The submission provides a reasonable description, with sufficient detail, of the goals for the organization over the next three years.
**A2:STAKEHOLDERS**
**Competent**
The submission identifies the key external and internal stakeholders of the organization.
**A3:LEADERSHIP**
**Competent**
The submission provides a logical discussion, with sufficient detail, of the current leadership in the chosen organization
**A4:FUNDAMENTAL PROBLEMS**
**Competent**
The submission provides a plausible analysis, with sufficient support, of at least 2 fundamental problems in the chosen organization.
**A5:NEED FOR FUNDAMENTAL CHANGE**
**Competent**
The submission provides a logical explanation, with sufficient support, of why fundamental change is necessary for the chosen organization to meet its mission and goals.
**B1:PROPOSAL**
**Competent**
The submission provides an appropriate proposal, with sufficient support, of a strategy that addresses the organization’s fundamental problems.
**B1A:BENEFITS OF THE PLAN**
**Competent**
The submission provides a logical explanation, with sufficient support, of how the plan will benefit the organization and its stakeholders.
**B2A:KEY STAKEHOLDERS**
**Competent**
The submission provides a logical explanation of at least 3 steps key stakeholders need to take, with sufficient detail, to ready the organization for change implementation.
**B2B:RESOURCES NEEDED**
**Competent**
The submission identifies, with sufficient detail, appropriate resources needed for each step in the implementation plan.
**B2C:TIMELINE**
**Competent**
The submission provides an appropriate implementation timeline, with sufficient detail, for each step within the plan.
**B3A:SUCCESS METRICS**
**Competent**
The submission provides a reasonable description, with sufficient detail, of at least 2 success metrics that will be used to evaluate the plan.
**B3B:SUSTAINING CHANGES**
**Competent**
The submission provides a logical explanation, with sufficient detail, of how to sustain the changes suggested in the plan.
**B3C:CHALLENGES**
**Competent**
The submission provides a logical discussion, with sufficient detail, of at least 3 challenges that might negatively affect the implementation of the plan.
**B3CI:CONTINGENCY PLAN**
**Competent**
The submission provides a logical discussion, with sufficient detail, of a contingency plan for each anticipated challenge discussed in part B3c.
**B4:COMMUNICATION OF STRATEGIC PLAN**
**Competent**
The submission provides a logical explanation, with sufficient detail, of how the strategic plan will be communicated to the internal and external stakeholders identified in A2.
**C:MULTIMEDIA PRESENTATION**
**Competent**
The submission provides, with sufficient detail, an appropriate multimedia presentation for the leadership of the chosen organization that clearly outlines the key points of the business report.
**D:** [**SOURCES**](https://lrps.wgu.edu/provision/71484321)
**Competent**
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.
**E:** [**PROFESSIONAL COMMUNICATION**](https://lrps.wgu.edu/provision/27641407)
**Competent**
This submission includes satisfactory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote accurate interpretation and understanding.
**## Introduction.docx**
Introduction
An organization’s ability to survive depends on its leadership’s capacity to effectively lead innovation and planned change. Sustainable change depends on accurate diagnosis and effective intervention.
For this assessment, you will outline a change strategy for an organization of your choice. Your chosen organization must be one that you have experience with and one that has opportunities for you to develop a strategic plan. Your strategic planning should help the organization address its fundamental problems and help create sustained organizational change.
_Note: Any information that would be considered confidential, proprietary, or personal in nature should not be included in the actual task submission to the University. Do not include the actual names of people, suppliers, the organization(s), or other identifiable information. Fictional names should be used. Also, organization-specific data, including financial information, should not be included but should be addressed in a general fashion as appropriate. Work performed for a client, or an employer is their property and should not be used without written permission._
Requirements
Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the University similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation.
_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._
Create a business report, including a multimedia presentation, for the leadership of your chosen organization that clearly outlines a change strategy by completing the following steps:
A. Analyze the current state of the chosen organization by doing the following:
1. Describe the mission statement of the chosen organization.
a. Describe the goals for the organization over the next
**three** years.
2. Identify the key external and internal stakeholders of the organization (e.g., board members, employees, the community, shareholders).
3. Discuss the current leadership (e.g., structure, policies, procedures, organizational systems) in the chosen organization.
4. Analyze
_at least_ **two** fundamental problems in the chosen organization.
5. Explain why fundamental change is necessary for the chosen organization to meet its mission and goals.
B. Create a strategic plan that addresses the organization’s fundamental problems by doing the following:
1. Propose a strategy to address the organization’s fundamental problems.
a. Explain how your strategy will benefit the organization and its stakeholders.
2. Explain how you will implement your strategic plan by doing the following:
a. Explain
_at least_ **three** steps key stakeholders need to take to prepare the organization for change implementation.
b. Identify the resources needed for
_each_ step in your implementation plan.
c. Outline an implementation timeline for
_each_ step within your plan.
3. Explain how you will evaluate your strategic plan by doing the following:
a. Describe
_at least_ **two** success metrics that will be used to evaluate the plan.
b. Explain how you will sustain the changes suggested in your plan.
c. Discuss
_at least_ **three** challenges that might negatively affect the implementation of your plan.
i. Discuss a contingency plan for
_each_ anticipated challenge discussed in part B3c.
4. Explain how you will communicate your strategic plan to the internal and external stakeholders identified in A2.
C. Create a multimedia presentation (
_length 24-26 slides_) for the leadership of your chosen organization that clearly outlines the key points of your business report.
D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
E. Demonstrate professional communication in the content and presentation of your submission.
**## Rubric.docx**
Rubric
**A1:MISSION DESCRIPTION**
**Competent**
The submission provides a reasonable description, with sufficient detail, of the mission of the chosen organization.
**A1A:VISION**
**Competent**
The submission provides a reasonable description, with sufficient detail, of the goals for the organization over the next three years.
**A2:STAKEHOLDERS**
**Competent**
The submission identifies the key external and internal stakeholders of the organization.
**A3:LEADERSHIP**
**Competent**
The submission provides a logical discussion, with sufficient detail, of the current leadership in the chosen organization
**A4:FUNDAMENTAL PROBLEMS**
**Competent**
The submission provides a plausible analysis, with sufficient support, of at least 2 fundamental problems in the chosen organization.
**A5:NEED FOR FUNDAMENTAL CHANGE**
**Competent**
The submission provides a logical explanation, with sufficient support, of why fundamental change is necessary for the chosen organization to meet its mission and goals.
**B1:PROPOSAL**
**Competent**
The submission provides an appropriate proposal, with sufficient support, of a strategy that addresses the organization’s fundamental problems.
**B1A:BENEFITS OF THE PLAN**
**Competent**
The submission provides a logical explanation, with sufficient support, of how the plan will benefit the organization and its stakeholders.
**B2A:KEY STAKEHOLDERS**
**Competent**
The submission provides a logical explanation of at least 3 steps key stakeholders need to take, with sufficient detail, to ready the organization for change implementation.
**B2B:RESOURCES NEEDED**
**Competent**
The submission identifies, with sufficient detail, appropriate resources needed for each step in the implementation plan.
**B2C:TIMELINE**
**Competent**
The submission provides an appropriate implementation timeline, with sufficient detail, for each step within the plan.
**B3A:SUCCESS METRICS**
**Competent**
The submission provides a reasonable description, with sufficient detail, of at least 2 success metrics that will be used to evaluate the plan.
**B3B:SUSTAINING CHANGES**
**Competent**
The submission provides a logical explanation, with sufficient detail, of how to sustain the changes suggested in the plan.
**B3C:CHALLENGES**
**Competent**
The submission provides a logical discussion, with sufficient detail, of at least 3 challenges that might negatively affect the implementation of the plan.
**B3CI:CONTINGENCY PLAN**
**Competent**
The submission provides a logical discussion, with sufficient detail, of a contingency plan for each anticipated challenge discussed in part B3c.
**B4:COMMUNICATION OF STRATEGIC PLAN**
**Competent**
The submission provides a logical explanation, with sufficient detail, of how the strategic plan will be communicated to the internal and external stakeholders identified in A2.
**C:MULTIMEDIA PRESENTATION**
**Competent**
The submission provides, with sufficient detail, an appropriate multimedia presentation for the leadership of the chosen organization that clearly outlines the key points of the business report.
**D:** [**SOURCES**](https://lrps.wgu.edu/provision/71484321)
**Competent**
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.
**E:** [**PROFESSIONAL COMMUNICATION**](https://lrps.wgu.edu/provision/27641407)
**Competent**
This submission includes satisfactory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote accurate interpretation and understanding.
**## Introduction.docx**
Introduction
An organization’s ability to survive depends on its leadership’s capacity to effectively lead innovation and planned change. Sustainable change depends on accurate diagnosis and effective intervention.
For this assessment, you will outline a change strategy for an organization of your choice. Your chosen organization must be one that you have experience with and one that has opportunities for you to develop a strategic plan. Your strategic planning should help the organization address its fundamental problems and help create sustained organizational change.
_Note: Any information that would be considered confidential, proprietary, or personal in nature should not be included in the actual task submission to the University. Do not include the actual names of people, suppliers, the organization(s), or other identifiable information. Fictional names should be used. Also, organization-specific data, including financial information, should not be included but should be addressed in a general fashion as appropriate. Work performed for a client, or an employer is their property and should not be used without written permission._
Requirements
Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the University similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation.
_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._
Create a business report, including a multimedia presentation, for the leadership of your chosen organization that clearly outlines a change strategy by completing the following steps:
A. Analyze the current state of the chosen organization by doing the following:
1. Describe the mission statement of the chosen organization.
a. Describe the goals for the organization over the next
**three** years.
2. Identify the key external and internal stakeholders of the organization (e.g., board members, employees, the community, shareholders).
3. Discuss the current leadership (e.g., structure, policies, procedures, organizational systems) in the chosen organization.
4. Analyze
_at least_ **two** fundamental problems in the chosen organization.
5. Explain why fundamental change is necessary for the chosen organization to meet its mission and goals.
B. Create a strategic plan that addresses the organization’s fundamental problems by doing the following:
1. Propose a strategy to address the organization’s fundamental problems.
a. Explain how your strategy will benefit the organization and its stakeholders.
2. Explain how you will implement your strategic plan by doing the following:
a. Explain
_at least_ **three** steps key stakeholders need to take to prepare the organization for change implementation.
b. Identify the resources needed for
_each_ step in your implementation plan.
c. Outline an implementation timeline for
_each_ step within your plan.
3. Explain how you will evaluate your strategic plan by doing the following:
a. Describe
_at least_ **two** success metrics that will be used to evaluate the plan.
b. Explain how you will sustain the changes suggested in your plan.
c. Discuss
_at least_ **three** challenges that might negatively affect the implementation of your plan.
i. Discuss a contingency plan for
_each_ anticipated challenge discussed in part B3c.
4. Explain how you will communicate your strategic plan to the internal and external stakeholders identified in A2.
C. Create a multimedia presentation (
_length 24-26 slides_) for the leadership of your chosen organization that clearly outlines the key points of your business report.
D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
E. Demonstrate professional communication in the content and presentation of your submission.
**## Rubric.docx**
Rubric
**A1:MISSION DESCRIPTION**
**Competent**
The submission provides a reasonable description, with sufficient detail, of the mission of the chosen organization.
**A1A:VISION**
**Competent**
The submission provides a reasonable description, with sufficient detail, of the goals for the organization over the next three years.
**A2:STAKEHOLDERS**
**Competent**
The submission identifies the key external and internal stakeholders of the organization.
**A3:LEADERSHIP**
**Competent**
The submission provides a logical discussion, with sufficient detail, of the current leadership in the chosen organization
**A4:FUNDAMENTAL PROBLEMS**
**Competent**
The submission provides a plausible analysis, with sufficient support, of at least 2 fundamental problems in the chosen organization.
**A5:NEED FOR FUNDAMENTAL CHANGE**
**Competent**
The submission provides a logical explanation, with sufficient support, of why fundamental change is necessary for the chosen organization to meet its mission and goals.
**B1:PROPOSAL**
**Competent**
The submission provides an appropriate proposal, with sufficient support, of a strategy that addresses the organization’s fundamental problems.
**B1A:BENEFITS OF THE PLAN**
**Competent**
The submission provides a logical explanation, with sufficient support, of how the plan will benefit the organization and its stakeholders.
**B2A:KEY STAKEHOLDERS**
**Competent**
The submission provides a logical explanation of at least 3 steps key stakeholders need to take, with sufficient detail, to ready the organization for change implementation.
**B2B:RESOURCES NEEDED**
**Competent**
The submission identifies, with sufficient detail, appropriate resources needed for each step in the implementation plan.
**B2C:TIMELINE**
**Competent**
The submission provides an appropriate implementation timeline, with sufficient detail, for each step within the plan.
**B3A:SUCCESS METRICS**
**Competent**
The submission provides a reasonable description, with sufficient detail, of at least 2 success metrics that will be used to evaluate the plan.
**B3B:SUSTAINING CHANGES**
**Competent**
The submission provides a logical explanation, with sufficient detail, of how to sustain the changes suggested in the plan.
**B3C:CHALLENGES**
**Competent**
The submission provides a logical discussion, with sufficient detail, of at least 3 challenges that might negatively affect the implementation of the plan.
**B3CI:CONTINGENCY PLAN**
**Competent**
The submission provides a logical discussion, with sufficient detail, of a contingency plan for each anticipated challenge discussed in part B3c.
**B4:COMMUNICATION OF STRATEGIC PLAN**
**Competent**
The submission provides a logical explanation, with sufficient detail, of how the strategic plan will be communicated to the internal and external stakeholders identified in A2.
**C:MULTIMEDIA PRESENTATION**
**Competent**
The submission provides, with sufficient detail, an appropriate multimedia presentation for the leadership of the chosen organization that clearly outlines the key points of the business report.
**D:** [**SOURCES**](https://lrps.wgu.edu/provision/71484321)
**Competent**
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.
**E:** [**PROFESSIONAL COMMUNICATION**](https://lrps.wgu.edu/provision/27641407)
**Competent**
This submission includes satisfactory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote accurate interpretation and understanding.
– 1
– 2
– ## EA045.docx **## EA045.docx** **ALL OF THE FOLLOWING ASSIGNMENTS REQUIRE ONLY A FEW SENTENCES OR PARAGRAPHS TO COMPLETE** **Part 1 (045)** ASSIGNMENT 1.3: ✍️Reflection Journal #1: Writing Experiences (ear) Week 4 **Assignment Instructions** **Reflection Journal #1:** Reflection is an essential p…
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**## EA045.docx**
**ALL OF THE FOLLOWING ASSIGNMENTS REQUIRE ONLY A FEW SENTENCES OR PARAGRAPHS TO COMPLETE**
**Part 1 (045)**
ASSIGNMENT 1.3: ✍️Reflection Journal #1: Writing Experiences (ear) Week 4
**Assignment Instructions**
**Reflection Journal #1:**
Reflection is an essential part of the learning process. It encourages us to become more self-aware about our knowledge or lack of it; it helps us remember what we have learned so we can make improvements. When we reflect, it allows us to see our growth and check our progress, which can lead to a sense of accomplishment. The journey through reflection helps to make evident what is needed to continue to grow and learn.
[**Reflective Writing Tips**](https://lit.libguides.com/reflective-practice-tips/writing)
**Assignment Focus**
After absorbing the learning resources on using AI, for our first reflection journal, we want you to reflect on how best to use Grammarly and other AI tools ethically,
**OR** you can reflect on your previous experiences with writing in school. Whichever topic you choose, try to reflect deeply on your experiences.
**Instructions**
In a single paragraph, answer all four (4) questions for whichever topic you have chosen in an MLA-formatted Word document. Attach that Word document for this assignment submission.
**Questions for Ethical Use of AI**
1. Should students use AI in academic writing? Explain why you feel that way.
2. How often do you use AI tools? Give an example of what you use AI tools for.
3. Are you using AI tools to enhance your understanding or to bypass learning? Describe how you use it to do this.
4. Do you feel that using AI tools influences your ability to think independently and creatively? Explain why you feel that way.
**Questions for Previous Writing Experiences**
1. What strengths have you discovered in your writing? Give an example of this.
2. What challenges have you encountered in academic writing? Describe how you have worked to overcome them.
3. How has feedback from instructors or peers influenced your writing process and development? Give an example of this.
4. In what ways has writing helped you express ideas or clarify your thoughts in other areas of your academic or personal life? Explain.
· Any new attempts will be marked as late.
**Description**
Reflection is an essential part of the learning process. It encourages us to become more self-aware about our knowledge or lack of it; it helps us remember what we have learned so we can make improvements. When we reflect, it allows us to see our growth and check our progress, which can lead to a sense of accomplishment. The journey through reflection helps to make evident what is needed to continue to grow and learn. We will reflect regularly in this course.
**Part 2 (200 words)**
**ASSIGNMENT 2.3: ✍️Reflection Journal #2 – Fixed or growth mindset?**
**Reflection Journal #2: Growth Mindset**
Reflection is an essential part of the learning process. It encourages us to become more self-aware about our knowledge or lack of it; it helps us remember what we have learned so we can make improvements. When we reflect, it allows us to see our growth and check our progress, which can lead to a sense of accomplishment. The journey through reflection helps to make evident what is needed to continue to grow and learn.
[**Reflective Writing Tips**](https://lit.libguides.com/reflective-practice-tips/writing)
**Assignment Focus:**
What is your mindset? How can you put that knowledge to use in this class?
**Instructions:**
**Step 1. Self-Assessment: What is your current mindset?**
Now that you have learned what a growth mindset and a fixed mindset are, take
**one** of these online quizzes:
· at
[https://www.idrlabs.com/growth-mindset-fixed-mindset/test.php](https://www.idrlabs.com/growth-mindset-fixed-mindset/test.php) (
_move the slider to answer each question, then click Next_)
·
**or** [https://biglifejournal.com/blogs/blog/fixed-mindset-vs-growth-mindset-quiz](https://biglifejournal.com/blogs/blog/fixed-mindset-vs-growth-mindset-quiz)
·
**or** [https://www.americanbar.org/content/dam/aba/administrative/women/mindset-quiz.pdf](https://www.americanbar.org/content/dam/aba/administrative/women/mindset-quiz.pdf)
to see what mindset you currently have.
Take a screenshot or an image of the results and upload it here to receive credit.
**Step 2. Write and Reflect: How can you use a growth mindset in this course?**
Write (in a Microsoft Word document using MLA layout) and submit a four-sentence paragraph that has a very specific structure using what you have learned by watching the videos, taking the self-assessment and quiz, and reading the articles about
_growth mindset;_ summarize and show critical thinking and comprehension skills about what you have read, seen, and heard about
_growth mindset_.
**Sentence 1:** Give a short definition of a growth mindset.
**Use your own words.** Do not copy it from anywhere.
**Sentence 2:** Tell me which mindset you have currently.
**Sentence 3:** Give an example of something you have said or done that gives evidence of the mindset you claimed in Sentence 2.
**Sentence 4:** Describe one thing that you can do this semester to show growth, no matter which mindset you currently have. Use one of these suggestions from
[https://www.futurelearn.com/info/blog/general/develop-growth-mindset](https://www.futurelearn.com/info/blog/general/develop-growth-mindset) to help guide your ideas.
**Part 3**
**ASSIGNMENT 3.1: 📝Outlining to Write Body Paragraphs**
**Using Outlines to Plan Body Paragraphs Assignment**
Body paragraphs are an essential part of writing an essay. Let's practice planning and creating some, and use this opportunity to showcase your writing skills!
Body Paragraphs – 7-9 sentences minimum
·
Topic Sentence – states the topic, purpose, and point of the paragraph; the controlling idea.
·
Supporting Details (2-3 supporting ideas minimum) – explain, develop, illustrate; provide evidence and examples – with transitions to show the connections in your organization
·
Conclusion Sentence – summarize your point and transition to the next paragraph.
**_AI Reminder:_** _Review the English department's AI policy located in the syllabus and at the top of the Content area of Blackboard._
_**AI should not be used to write any part of this assignment — I want your own thoughts.**_
**INSTRUCTIONS:**
**_Complete the narrative body paragraph example and one other of your choice._**
_You will complete two (2) body paragraphs to submit in an MLA-formatted Word document._
[**Example Completed Paragraph**](https://forsythtech-my.sharepoint.com/:w:/g/personal/tpowell_forsythtech_edu/Edunm8NSy_RChpItAAWA7HsBw4PXfKz3NadeElr92mVeZQ?e=3iieeN)
**A. Compare/Contrast Paragraph**
Purpose: to show the similarities or differences between 2 things; to inform
**Step 1**: Choose your topics to compare or contrast.
·
**TOPIC OPTIONS**: 2 video games, 2 book genres, 2 music styles or artists, 2 sports or teams, or 2 superheroes
**Step 2**: Write a topic sentence that includes both topics, your purpose (comparison or contrast), and your point about them.
**Step 3**: Create an outline to plan your paragraph. List all similarities or differences between the two; add specific details, potential examples, data, evidence, and explanations.
**Step 4**: Write a draft of your paragraph. Use a logical order and confirm that the details are relevant and specific. Make sure that you include transitions to show the relationships between your details, like
_similarly, like, both, however, although,_ or
_unlike_. The conclusion should restate the significance of your point.
**Step 5**: Include a photo or image that relates to the point of your paragraph.
**B. Cause/Effect Paragraph**
Purpose: to show the reasons or results of an event; to inform
**Step 1**: Choose your topic.
·
**TOPIC OPTIONS**: the reasons or results of buying a car, moving to a new place, beginning a new job, traveling to a specific place, or playing or watching a sport.
**Step 2**: Write a topic sentence that includes the topic, the purpose, and your point about it.
**Step 3**: Create an outline to plan your paragraph. List all potential reasons, results, motives, impacts, consequences, or intentions; add specific details, expert opinions, potential examples, evidence, and explanations.
**Step 4**: Write a draft of your paragraph. Make certain that your explanations clearly link reasons and results and include sufficient specific details explain in detail. Include transitions to show the relationships between your details, like
_because, since, as a result, therefore_, or
_consequently_. The conclusion should emphasize your point.
**Step 5**: Include a photo or image that relates to the point of your paragraph.
**C. Argument Paragraph**
Purpose: to make a point and take a stand; to persuade
**Step 1**: Choose your topic.
·
**TOPIC OPTIONS**: your opinion on… cell phones in theaters, banned books, violence in video games or movies, reinstating the draft, or mandatory volunteer hours for high schoolers
**Step 2**: Write a topic sentence that states the subject and takes a stand (your claim).
**Step 3**: Create an outline to plan your paragraph. List all possible supporting evidence: specific points, potential reasons, valid motives, impacts, or consequences; add specific details, potential examples, evidence, and explanations.
**Step 4**: Write a draft of your paragraph. Make sure to include any necessary explanations of the problem being argued, all serious or obvious reasons, and sufficient specific details. Links between your reasons and details should be clear and logical; include transitions to show the relationships between your details, like
_for example, in addition, clearly shows,_ or
_furthermore_. Your concluding sentence should stress the reasoning for why your point is important (your warrant).
**Step 5**: Include a photo or image that relates to the point of your paragraph.
**D. Narrative Paragraph**
Purpose: move the story forward and deepen the reader's understanding of the characters and themes.
**Step 1:** Choose your topic.
·
**TOPIC OPTIONS:** a unique event from your life that has a lesson, your most exciting outing/trip/night, a time you were lost but found your way, the first time you attempted something new, your experience with a family tradition, a time you went camping, a time you traveled to a new place
**Step 2:** Write a topic sentence that introduces the main idea or event of the paragraph and connects to the purpose of the narrative.
**Step 3**: Create an outline to plan your paragraph. List all possible supporting details: specific points in time, sensory descriptions (sight, sound, touch, smell), emotions or feelings, or dialogue; add potential examples, evidence, and explanations.
**Step 4**: Write a draft of your paragraph. Be sure to provide any necessary background information or a brief transition from the previous paragraph to help the reader understand time, place, or changes in the scene. Give the event or action details that describe what happens in the story and provide vivid and specific sensory details to show rather than tell. Add any dialogue if necessary. Any inner thoughts and feelings should reveal the narrator’s or character’s emotions and reactions. Maybe offer insight into the significance or meaning of this event. Make sure that you include transitions to show the relationships between your details, like
_later, next, then, meanwhile, after, before_, or
_as_. Your concluding sentence should wrap up the paragraph and may hint at what’s coming next.
**Step 5**: Include a photo or image that relates to the point of your paragraph.
**Part 4**
ASSIGNMENT 4.1: 📝Introductions in Essays
**Assignment Instructions**
**Writing an Interesting Introduction Paragraph**
The first paragraph of your essay should introduce your reader to the main topic. This introduction serves to outline the general subject matter of your essay before transitioning to a more specific thesis statement, which presents the main argument or point of the essay. Think of the introduction as a roadmap that guides your reader through your ideas.
You should lead into your thesis and generate reader interest by starting your introduction paragraph with a hook sentence(s) that will grab the reader’s attention about your topic. A hook provides a way to get your reader interested in your topic from the very first sentence. You don’t want to jump directly into the point of your essay; instead, you should give your reader a chance to warm up to the topic by providing something interesting to get their attention.
Next, provide your reader with a bridge between the hook and thesis to help them make the connection between your hook sentence(s) and your thesis statement. The bridge is also a part of your introduction. On one side of the bridge are your hook sentence(s), and on the other is your thesis statement. It helps you span the gap between your attention-getting hook and your thesis statement by gradually leading your reader to the point of your essay by giving relevant information to generate interest in your topic.
Understand What Makes a Good Hook:
Before beginning, read about different types of hooks that can be used in introductory paragraphs. Choose one to try:
·
_An explanation_: Describe any background information your reader may need to understand your topic
·
_A problem_: Explain what the problem is and why it is a difficulty
·
_A misconception_: Clarify something that may be misunderstood about your topic
·
_A vivid description_: Paint a picture with words to set the scene for the essay.
·
_An anecdote_: Share a brief, personal, or fictional story to draw readers in.
**_AI Reminder:_** _Review the English department's AI policy located in the syllabus and at the top of the Content area of Blackboard._
_**AI should not be used to write any part of this assignment — I want your own thoughts.**_
**Instructions:**
Follow these steps in an MLA-formatted Word document.
**Step 1: Choose a Topic: This should be at the top of your document, like a title.**
Select one of the following essay topics for your introduction paragraph:
· The importance of mental health awareness among college students
· The impact of procrastination on grades
· The role of social media in shaping public opinion
· The benefits of learning a second language
**Step 2: Write Your Hook: Include the rough draft of your hook under your topic title.**
Write a hook for your introduction paragraph. Make sure the hook aligns with the essay topic you’ve chosen and is designed to pique the interest of your audience. It should be at least four (4) sentences long.
**Step 3: Expand into an Introduction Paragraph: This will follow under the rough draft of your hook.**
After crafting your hook, build your introduction paragraph around it. It should include:
· Your
**hook** and any
**background information**. Revise your rough draft from Step 3.
· The
**bridge** connecting your hook to your thesis statement sets up the essay.
· The
**thesis statement**: End your introduction with a clear and concise thesis statement that outlines the main argument or purpose of the essay.
Consider these questions when writing the draft of your introduction paragraph.
Reflect on your work for clarity, impact, and coherence:
· Does the hook effectively engage readers?
· Is the background information relevant without being overly detailed?
· Does the bridge clearly show the connection between your hook and the thesis?
· Does the thesis statement clearly convey the essay’s purpose?
**Step 4: Self-Assessment: This should be documented under the draft of your introduction paragraph.**
1. Having completed the writing process steps on your introduction paragraph, please self-evaluate your performance using the
**Introduction Paragraph Grading Rubric** attached below. Document your score and justify why you believe you should earn those points.
**Attach BOTH your completed rubric AND your Introduction Paragraph Word document for grading.**
**Tips for Success**
· Experiment with different types of hooks to find what works best for your topic.
· Avoid clichés or overly general statements—aim for originality and specificity.
· Consider your audience and tailor your hook to their interests and knowledge level.
**Part 5**
**ASSIGNMENT 4.3: ✍️Reflection Journal #4: Module 4 Experiences**
**Assignment Instructions**
**Reflection Journal #4: Annotation and/or Writing an Introduction Paragraph**
Reflection is an essential part of the learning process. It encourages us to become more self-aware about our knowledge or lack of it; it helps us remember what we have learned so we can make improvements. When we reflect, it allows us to see our growth and check our progress, which can lead to a sense of accomplishment. The journey through reflection helps to make evident what is needed to continue to grow and learn.
[**Reflective Writing Tips**](https://lit.libguides.com/reflective-practice-tips/writing)
**Assignment Focus:**
When we reflect, the key is to analyze the experience by asking yourself why the experience went the way it did, what its impact was on you, and how you plan to use this new knowledge. Think about your experience with annotation and/or writing an introduction paragraph to better understand what you learned from those experiences.
**Instructions:**
In an
MLA-formatted Word document, write a single paragraph reflecting on your experience by answering the following questions in as much detail as possible.
1. Describe your experience with annotation or writing an introduction paragraph.
2. What are your feelings and thoughts on the experience?
3. Explain what went well and also what went wrong.
4. Why do you think those things went well? Why did the other things go wrong?
5. What did you learn from this experience? What would you do differently?
6. What is your plan for the next time you need to annotate and/or write an introduction paragraph?
**## EA045.docx**
**ALL OF THE FOLLOWING ASSIGNMENTS REQUIRE ONLY A FEW SENTENCES OR PARAGRAPHS TO COMPLETE**
**Part 1 (045)**
ASSIGNMENT 1.3: ✍️Reflection Journal #1: Writing Experiences (ear) Week 4
**Assignment Instructions**
**Reflection Journal #1:**
Reflection is an essential part of the learning process. It encourages us to become more self-aware about our knowledge or lack of it; it helps us remember what we have learned so we can make improvements. When we reflect, it allows us to see our growth and check our progress, which can lead to a sense of accomplishment. The journey through reflection helps to make evident what is needed to continue to grow and learn.
[**Reflective Writing Tips**](https://lit.libguides.com/reflective-practice-tips/writing)
**Assignment Focus**
After absorbing the learning resources on using AI, for our first reflection journal, we want you to reflect on how best to use Grammarly and other AI tools ethically,
**OR** you can reflect on your previous experiences with writing in school. Whichever topic you choose, try to reflect deeply on your experiences.
**Instructions**
In a single paragraph, answer all four (4) questions for whichever topic you have chosen in an MLA-formatted Word document. Attach that Word document for this assignment submission.
**Questions for Ethical Use of AI**
1. Should students use AI in academic writing? Explain why you feel that way.
2. How often do you use AI tools? Give an example of what you use AI tools for.
3. Are you using AI tools to enhance your understanding or to bypass learning? Describe how you use it to do this.
4. Do you feel that using AI tools influences your ability to think independently and creatively? Explain why you feel that way.
**Questions for Previous Writing Experiences**
1. What strengths have you discovered in your writing? Give an example of this.
2. What challenges have you encountered in academic writing? Describe how you have worked to overcome them.
3. How has feedback from instructors or peers influenced your writing process and development? Give an example of this.
4. In what ways has writing helped you express ideas or clarify your thoughts in other areas of your academic or personal life? Explain.
· Any new attempts will be marked as late.
**Description**
Reflection is an essential part of the learning process. It encourages us to become more self-aware about our knowledge or lack of it; it helps us remember what we have learned so we can make improvements. When we reflect, it allows us to see our growth and check our progress, which can lead to a sense of accomplishment. The journey through reflection helps to make evident what is needed to continue to grow and learn. We will reflect regularly in this course.
**Part 2 (200 words)**
**ASSIGNMENT 2.3: ✍️Reflection Journal #2 – Fixed or growth mindset?**
**Reflection Journal #2: Growth Mindset**
Reflection is an essential part of the learning process. It encourages us to become more self-aware about our knowledge or lack of it; it helps us remember what we have learned so we can make improvements. When we reflect, it allows us to see our growth and check our progress, which can lead to a sense of accomplishment. The journey through reflection helps to make evident what is needed to continue to grow and learn.
[**Reflective Writing Tips**](https://lit.libguides.com/reflective-practice-tips/writing)
**Assignment Focus:**
What is your mindset? How can you put that knowledge to use in this class?
**Instructions:**
**Step 1. Self-Assessment: What is your current mindset?**
Now that you have learned what a growth mindset and a fixed mindset are, take
**one** of these online quizzes:
· at
[https://www.idrlabs.com/growth-mindset-fixed-mindset/test.php](https://www.idrlabs.com/growth-mindset-fixed-mindset/test.php) (
_move the slider to answer each question, then click Next_)
·
**or** [https://biglifejournal.com/blogs/blog/fixed-mindset-vs-growth-mindset-quiz](https://biglifejournal.com/blogs/blog/fixed-mindset-vs-growth-mindset-quiz)
·
**or** [https://www.americanbar.org/content/dam/aba/administrative/women/mindset-quiz.pdf](https://www.americanbar.org/content/dam/aba/administrative/women/mindset-quiz.pdf)
to see what mindset you currently have.
Take a screenshot or an image of the results and upload it here to receive credit.
**Step 2. Write and Reflect: How can you use a growth mindset in this course?**
Write (in a Microsoft Word document using MLA layout) and submit a four-sentence paragraph that has a very specific structure using what you have learned by watching the videos, taking the self-assessment and quiz, and reading the articles about
_growth mindset;_ summarize and show critical thinking and comprehension skills about what you have read, seen, and heard about
_growth mindset_.
**Sentence 1:** Give a short definition of a growth mindset.
**Use your own words.** Do not copy it from anywhere.
**Sentence 2:** Tell me which mindset you have currently.
**Sentence 3:** Give an example of something you have said or done that gives evidence of the mindset you claimed in Sentence 2.
**Sentence 4:** Describe one thing that you can do this semester to show growth, no matter which mindset you currently have. Use one of these suggestions from
[https://www.futurelearn.com/info/blog/general/develop-growth-mindset](https://www.futurelearn.com/info/blog/general/develop-growth-mindset) to help guide your ideas.
**Part 3**
**ASSIGNMENT 3.1: 📝Outlining to Write Body Paragraphs**
**Using Outlines to Plan Body Paragraphs Assignment**
Body paragraphs are an essential part of writing an essay. Let's practice planning and creating some, and use this opportunity to showcase your writing skills!
Body Paragraphs – 7-9 sentences minimum
·
Topic Sentence – states the topic, purpose, and point of the paragraph; the controlling idea.
·
Supporting Details (2-3 supporting ideas minimum) – explain, develop, illustrate; provide evidence and examples – with transitions to show the connections in your organization
·
Conclusion Sentence – summarize your point and transition to the next paragraph.
**_AI Reminder:_** _Review the English department's AI policy located in the syllabus and at the top of the Content area of Blackboard._
_**AI should not be used to write any part of this assignment — I want your own thoughts.**_
**INSTRUCTIONS:**
**_Complete the narrative body paragraph example and one other of your choice._**
_You will complete two (2) body paragraphs to submit in an MLA-formatted Word document._
[**Example Completed Paragraph**](https://forsythtech-my.sharepoint.com/:w:/g/personal/tpowell_forsythtech_edu/Edunm8NSy_RChpItAAWA7HsBw4PXfKz3NadeElr92mVeZQ?e=3iieeN)
**A. Compare/Contrast Paragraph**
Purpose: to show the similarities or differences between 2 things; to inform
**Step 1**: Choose your topics to compare or contrast.
·
**TOPIC OPTIONS**: 2 video games, 2 book genres, 2 music styles or artists, 2 sports or teams, or 2 superheroes
**Step 2**: Write a topic sentence that includes both topics, your purpose (comparison or contrast), and your point about them.
**Step 3**: Create an outline to plan your paragraph. List all similarities or differences between the two; add specific details, potential examples, data, evidence, and explanations.
**Step 4**: Write a draft of your paragraph. Use a logical order and confirm that the details are relevant and specific. Make sure that you include transitions to show the relationships between your details, like
_similarly, like, both, however, although,_ or
_unlike_. The conclusion should restate the significance of your point.
**Step 5**: Include a photo or image that relates to the point of your paragraph.
**B. Cause/Effect Paragraph**
Purpose: to show the reasons or results of an event; to inform
**Step 1**: Choose your topic.
·
**TOPIC OPTIONS**: the reasons or results of buying a car, moving to a new place, beginning a new job, traveling to a specific place, or playing or watching a sport.
**Step 2**: Write a topic sentence that includes the topic, the purpose, and your point about it.
**Step 3**: Create an outline to plan your paragraph. List all potential reasons, results, motives, impacts, consequences, or intentions; add specific details, expert opinions, potential examples, evidence, and explanations.
**Step 4**: Write a draft of your paragraph. Make certain that your explanations clearly link reasons and results and include sufficient specific details explain in detail. Include transitions to show the relationships between your details, like
_because, since, as a result, therefore_, or
_consequently_. The conclusion should emphasize your point.
**Step 5**: Include a photo or image that relates to the point of your paragraph.
**C. Argument Paragraph**
Purpose: to make a point and take a stand; to persuade
**Step 1**: Choose your topic.
·
**TOPIC OPTIONS**: your opinion on… cell phones in theaters, banned books, violence in video games or movies, reinstating the draft, or mandatory volunteer hours for high schoolers
**Step 2**: Write a topic sentence that states the subject and takes a stand (your claim).
**Step 3**: Create an outline to plan your paragraph. List all possible supporting evidence: specific points, potential reasons, valid motives, impacts, or consequences; add specific details, potential examples, evidence, and explanations.
**Step 4**: Write a draft of your paragraph. Make sure to include any necessary explanations of the problem being argued, all serious or obvious reasons, and sufficient specific details. Links between your reasons and details should be clear and logical; include transitions to show the relationships between your details, like
_for example, in addition, clearly shows,_ or
_furthermore_. Your concluding sentence should stress the reasoning for why your point is important (your warrant).
**Step 5**: Include a photo or image that relates to the point of your paragraph.
**D. Narrative Paragraph**
Purpose: move the story forward and deepen the reader's understanding of the characters and themes.
**Step 1:** Choose your topic.
·
**TOPIC OPTIONS:** a unique event from your life that has a lesson, your most exciting outing/trip/night, a time you were lost but found your way, the first time you attempted something new, your experience with a family tradition, a time you went camping, a time you traveled to a new place
**Step 2:** Write a topic sentence that introduces the main idea or event of the paragraph and connects to the purpose of the narrative.
**Step 3**: Create an outline to plan your paragraph. List all possible supporting details: specific points in time, sensory descriptions (sight, sound, touch, smell), emotions or feelings, or dialogue; add potential examples, evidence, and explanations.
**Step 4**: Write a draft of your paragraph. Be sure to provide any necessary background information or a brief transition from the previous paragraph to help the reader understand time, place, or changes in the scene. Give the event or action details that describe what happens in the story and provide vivid and specific sensory details to show rather than tell. Add any dialogue if necessary. Any inner thoughts and feelings should reveal the narrator’s or character’s emotions and reactions. Maybe offer insight into the significance or meaning of this event. Make sure that you include transitions to show the relationships between your details, like
_later, next, then, meanwhile, after, before_, or
_as_. Your concluding sentence should wrap up the paragraph and may hint at what’s coming next.
**Step 5**: Include a photo or image that relates to the point of your paragraph.
**Part 4**
ASSIGNMENT 4.1: 📝Introductions in Essays
**Assignment Instructions**
**Writing an Interesting Introduction Paragraph**
The first paragraph of your essay should introduce your reader to the main topic. This introduction serves to outline the general subject matter of your essay before transitioning to a more specific thesis statement, which presents the main argument or point of the essay. Think of the introduction as a roadmap that guides your reader through your ideas.
You should lead into your thesis and generate reader interest by starting your introduction paragraph with a hook sentence(s) that will grab the reader’s attention about your topic. A hook provides a way to get your reader interested in your topic from the very first sentence. You don’t want to jump directly into the point of your essay; instead, you should give your reader a chance to warm up to the topic by providing something interesting to get their attention.
Next, provide your reader with a bridge between the hook and thesis to help them make the connection between your hook sentence(s) and your thesis statement. The bridge is also a part of your introduction. On one side of the bridge are your hook sentence(s), and on the other is your thesis statement. It helps you span the gap between your attention-getting hook and your thesis statement by gradually leading your reader to the point of your essay by giving relevant information to generate interest in your topic.
Understand What Makes a Good Hook:
Before beginning, read about different types of hooks that can be used in introductory paragraphs. Choose one to try:
·
_An explanation_: Describe any background information your reader may need to understand your topic
·
_A problem_: Explain what the problem is and why it is a difficulty
·
_A misconception_: Clarify something that may be misunderstood about your topic
·
_A vivid description_: Paint a picture with words to set the scene for the essay.
·
_An anecdote_: Share a brief, personal, or fictional story to draw readers in.
**_AI Reminder:_** _Review the English department's AI policy located in the syllabus and at the top of the Content area of Blackboard._
_**AI should not be used to write any part of this assignment — I want your own thoughts.**_
**Instructions:**
Follow these steps in an MLA-formatted Word document.
**Step 1: Choose a Topic: This should be at the top of your document, like a title.**
Select one of the following essay topics for your introduction paragraph:
· The importance of mental health awareness among college students
· The impact of procrastination on grades
· The role of social media in shaping public opinion
· The benefits of learning a second language
**Step 2: Write Your Hook: Include the rough draft of your hook under your topic title.**
Write a hook for your introduction paragraph. Make sure the hook aligns with the essay topic you’ve chosen and is designed to pique the interest of your audience. It should be at least four (4) sentences long.
**Step 3: Expand into an Introduction Paragraph: This will follow under the rough draft of your hook.**
After crafting your hook, build your introduction paragraph around it. It should include:
· Your
**hook** and any
**background information**. Revise your rough draft from Step 3.
· The
**bridge** connecting your hook to your thesis statement sets up the essay.
· The
**thesis statement**: End your introduction with a clear and concise thesis statement that outlines the main argument or purpose of the essay.
Consider these questions when writing the draft of your introduction paragraph.
Reflect on your work for clarity, impact, and coherence:
· Does the hook effectively engage readers?
· Is the background information relevant without being overly detailed?
· Does the bridge clearly show the connection between your hook and the thesis?
· Does the thesis statement clearly convey the essay’s purpose?
**Step 4: Self-Assessment: This should be documented under the draft of your introduction paragraph.**
1. Having completed the writing process steps on your introduction paragraph, please self-evaluate your performance using the
**Introduction Paragraph Grading Rubric** attached below. Document your score and justify why you believe you should earn those points.
**Attach BOTH your completed rubric AND your Introduction Paragraph Word document for grading.**
**Tips for Success**
· Experiment with different types of hooks to find what works best for your topic.
· Avoid clichés or overly general statements—aim for originality and specificity.
· Consider your audience and tailor your hook to their interests and knowledge level.
**Part 5**
**ASSIGNMENT 4.3: ✍️Reflection Journal #4: Module 4 Experiences**
**Assignment Instructions**
**Reflection Journal #4: Annotation and/or Writing an Introduction Paragraph**
Reflection is an essential part of the learning process. It encourages us to become more self-aware about our knowledge or lack of it; it helps us remember what we have learned so we can make improvements. When we reflect, it allows us to see our growth and check our progress, which can lead to a sense of accomplishment. The journey through reflection helps to make evident what is needed to continue to grow and learn.
[**Reflective Writing Tips**](https://lit.libguides.com/reflective-practice-tips/writing)
**Assignment Focus:**
When we reflect, the key is to analyze the experience by asking yourself why the experience went the way it did, what its impact was on you, and how you plan to use this new knowledge. Think about your experience with annotation and/or writing an introduction paragraph to better understand what you learned from those experiences.
**Instructions:**
In an
MLA-formatted Word document, write a single paragraph reflecting on your experience by answering the following questions in as much detail as possible.
1. Describe your experience with annotation or writing an introduction paragraph.
2. What are your feelings and thoughts on the experience?
3. Explain what went well and also what went wrong.
4. Why do you think those things went well? Why did the other things go wrong?
5. What did you learn from this experience? What would you do differently?
6. What is your plan for the next time you need to annotate and/or write an introduction paragraph?