Fluent Essays

Everything needed will be included in the files attached. THEY ARE IN BOLD (do not have to read entire file) writing assignment of 5-6 paragraphs. readings for this assignment are included with my answers to discussion question asked about the articles.(do not include answers,only use to know whats the viewpoint im going for) WILL BE TURNED IN ON TURNITIN , !!DO NOT PLAGIARIZE OR SUMMARIZE ARTICLES!!REQUIRED MIDTERM WRITING ASSIGNMENT—WA 1 Choose only ONE topic from topics a) through k) from any one of the Module headings, and write an essay of at least five paragraphs, with a well- developed Introduction that has a Thesis Sentence, at least three Body Paragraphs that are focused with Topic Sentences and are well-developed with examples/illustrations. Be sure to use examples from the texts you have read, films you have watched, podcasts you have listened to, and your own personal experiences, if you wish. When you have finished writing your essay, proofread it out loud and make corrections. 1. Before actually writing an essay, write a freewriting assignment on the topic you have chosen: Freewriting Freewriting is just what it says—writing freely, whatever comes into your mind, without caring about spelling, punctuation, etc. It’s a way to free up your thoughts, help you know where your interests lie, and get your fingers moving on the keyboard (and this physical act can be a way to get your thoughts flowing). Try a series of timed freewritings. Set a timer for five minutes. The object is to keep your fingers moving constantly and write down whatever thoughts come into your head during that time. If you can’t think of anything to say, keep writing I don’t know or this is silly until your thoughts move on. Stop when the timer rings. Shake out your hands, wait awhile, and then do more timed freewritings. After you have a set of five or so freewritings, review them to see if you’ve come back to certain topics, or whether you recorded some ideas that might be the basis for a piece of writing. Here’s a sample freewriting that could yield a number of topics for writing: I don’t think this is useful or helpful in any way. This is stupid, stupid, stupid. I’m looking out of my window and it’s the end of may and I can see that white cotton stuff flying around in the air, from the trees. One of my aunts was always allergic to that stuff when it started flying around in the spring. Don’t know offhand what type of tree that comes from. That aunt is now 94 years old and is in a nursing home for a while after she had a bad 1 episode. She seems to have one now every spring. It’s like that old tree cotton triggers something in her body. Allergies. Spring. Trying to get the flowers to grow but one of the neighbors who is also in his 90s keeps feeding the squirrels and they come and dig up everyone’s flowerbed to store their peanuts. Plant the flowers and within thirty minutes there’s a peanut there. Wonder if anyone has grown peanut bushes yet? Don’t know . . . know . . . Possible topics from this freewrite: • Allergy causes • Allergies on the rise in the U.S. • Consequences of humanizing wild animals 2. Now, write a mini-outline. Go to the Grammar/Punctuation course button and look at Section VI: Writing an Effective Essay. See the file called “ESSAY DEVELOPMENT FILES—ONES I HAVE DEVELOPED,” and look at the file called “The Hazards of Movie-Going_outline anPlanning, Formatting, Writing and Revising Papers Please, do not write “from scratch!” You may be able to make your favorite cake recipe from scratch because you have made it so many times, but when it comes to writing, you need at least a mini-outline, so that you can see what the structure of your essay will be BEFORE you write it. Take a look at this file that shows you a mini-outline and the essay that is developed from it: https://bbhosted.cuny.edu/bbcswebdav/pid-29223657-dt-content-rid- 127927048_1/courses/LEH01_LEH_352_Ansaldi_1172/LEH01_LEH_352_A09W_1172_1_ImportedC ontent_20161225094026/LEH01_LEH_352_IA2W_1172_WIN_ImportedContent_20161223022917/ LEH01_LEH_352_A07W_1169_1_ImportedContent_20160802082611/The\%20Hazards\%20of\%20M ovie-Going_outline\%20and\%20essay\%281\%29\%281\%29.pdf After you have planned your essay, go ahead and write it, having a reader in mind as you write. Remember, you job as a writer is make sure that your reader knows EXACTLY what you mean, word for word, sentence by sentence, paragraph by paragraph. Notice in “The Hazards of Movie-Going” essay, that transitional expressions link sentences and paragraphs. ESSAY FORMAT: The way your writing is presented is just as important as the way it is written. For your writing assignments: • Write a heading at the top of the page with your name, the date, the course and section number, and the name and number of the particular assignment. • Double space your paper. This is especially important for Turnitin assignments, as I need space to put captions and text into. · Indent each paragraph, unless you are writing a business paper, in which case, the text goes against the left margin, without paragraph breaks. · Use one-inch margins. • Use Times New Roman, font size 12, or another professional font. • Number each new page, starting at p. 2 on the second page of text, at the top of the page in the right-hand corner. In Microsoft Word, do the following: If you are numbering pages for a research paper written in the MLA (Modern Language Association) style of formatting, see this link: https://owl.english.purdue.edu/owl/resource/747/13/. If you are numbering pages for a research paper written in the APA (American Psychological Association) style of formatting, see this link: https://owl.english.purdue.edu/owl/resource/560/18/. • Proofread your essay, or other type of paper, out loud so you can hear what you have written. You will pick up mistakes by reading aloud. Run your cursor or finger under every word on your monitor as you read aloud—by doing this, you will see if you have left words out. • Check your grammar, spelling, and punctuation. This course has a “Grammar/Punctuation” course button that has the most common errors writers make. There are user-friendly Youtube lessons, links to helpful grammar websites, and printed lessons. 1. Select LAYOUT tab. 2. At the bottom of the same tab, select PAGE SETUP. 3. Inside PAGE SETUP, select LAYOUT, and then CHECK COLLEGE ESSAY GRADING RUBRIC: -The grades in this rubric correspond to the grades given for the course.  -Since there are 10 criteria for evaluating an essay, it is possible to earn 1000 points, which then must be divided by 1000, and multiplied by 100: 1000 divided by 1000 = 1, multiplied by 100 + 100\% or A.  This is the highest grade possible one can earn.  If, for example, you earn 89 in each of the 10 categories, you have earned 890 points, which you divide by 1000, and the result is 0.89.  You multiply 0.89 by 100, and your grade is 89\% or a B+.       Student’s Name:                                                               ​​​​​​​​​​Total Score: Skill              A= 93-100 A- = 90-92 B+ = 87-89              B = 83-86              B- = 80-82   C+ = 77-79 C = 73-76 C- = 69-72 D+ = 66-68  D = 63-65 D- * 60-62     At Lehman College,   “D-” is a failing grade.   Less Than D- = F or  a“ 0” grade Ideas/Evidence Thesis/Claim A statement of your argument; the essays main idea An exceptional thesis/claim that responds to the assignment An effective thesis/claim that responds to the assignment A somewhat effective thesis/claim that somewhat responds to the assignment No thesis/claim, one that does not make sense, or one that does not respond to the assignment     Supporting Ideas/  Evidence Ideas and evidence that support your thesis/claim, including appropriate set-ups for secondary sources Exceptional supporting ideas/evidence that make logical sense. Effective supporting ideas/evidence that make logical sense Supporting ideas/ evidence, which somewhat make sense Either very few or no supporting ideas/evidence or ideas/evidence which do not make sense     Analysis of Supporting  Ideas/Evidence Logical connection of ideas/ evidence to your thesis/claim Exceptional explanations that connect the ideas/evidence to the thesis/claim Effective explanations that connect the ideas/evidence to the thesis/claim Somewhat effective explanations that connect the ideas/evidence to the thesis/claim Ineffective or no connection of ideas/evidence to the thesis/claim   Organization Introduction A preview of the essay body that includes a thesis/claim and gives its context An exceptional introduction that includes a thesis/claim, its context and a preview of the essay body An effective introduction that includes a thesis/claim, its context and a preview of the essay body A somewhat effective introduction that includes a thesis/claim, its context and a preview of the essay body No introduction, or an introduction without a thesis/claim, context or preview of the essay body     Body Paragraphs and  Transitions Organization at the paragraph level; each paragraph has a clear topic or implied Topic Sentence stating its main idea and supporting sentences. There are clear connections—transitions--from one paragraph to another and wThe Silent World of Doctor and Patient by Jay Katz Johns Hopkins University Press, 2002 Review by L. Syd M Johnson on Feb 12th 2004 First published two decades ago, Jay Katzs The Silent World of Doctor and Patient proffered a new model of physician-patient communication, one that would make true informed consent possible, and help bridge the communication gap, as old as the profession of medicine itself, between doctors and their patients. Katzs radical premise was that doctors and patients should talk to each other, ending millennia of silence that secured the paternalistic authority of physicians and left their patients with few options beyond silently acquiescing or silently rebelling. Katz eloquently argued that the silence between doctors and patients has far-reaching psychic and ethical consequences, among the most damaging of them the mutual distrust that exists between patients and doctors. Patients cant trust their physicians to act in their interests, while physicians, trained to believe in what amounts to a self-fulfilling prophecy -- that patients are incapable of making informed, intelligent, rational decisions about health care -- cant trust patients to act in their own interests. The result is that patients are essentially disenfranchised. Stripped of power and control in medical decision-making, their interests and values are ignored when they matter most: in matters of life, death and well-being. Twenty years later, Katzs analysis of the problems remains relevant because the problems themselves continue to press, with implications both for the quality and the ethics of health care. The new edition of The Silent World of Doctor and Patient is a much-needed addition to the bioethical canon. Katz begins his discussion with an informative examination of the historical roots of medical paternalism and nondisclosure in Western medicine, starting with the philosophical precedent set by the ancient Greeks and the Hippocratic Oath, and ending with the twentieth centurys nascent legal doctrine of informed consent. Perhaps Katzs greatest insight is that nondisclosure in medicine has historically been viewed as necessary, justified by medical uncertainty and the impotence of doctors with little to offer their patients beyond kind words and psychological comfort. As the modern science of medicine has made great strides in the diagnosis and treatment of human illnesses, however, it has also made nondisclosure a relic of the past, Katz argues. While uncertainty is still a fact of modern medicine, it should now be acknowledged by physicians on the way towards empowering patients as medical decision- makers. The silence of doctors, particularly when they have reached the limits of medical knowledge and capability, that is, when they are confronted with medical uncertainty, is nothing less than the abandonment of patients, Katz argues. Katz wears his psychoanalytic influences on his sleeve throughout The Silent World of Doctor and PatientKatz’s view of the doctor patient relationship emphasizes the importance in building a doctor- patient relationship within the healthcare system. Katz thoughts of the silence between doctors and patients creating a barrier between the most effective plan of action for a patient is something that is not widely an issue today, However it is still an issue.I have had experience with both doctors who try to build a doctor patient bond and doctors who just think they understand you more than you. For example, my first doctor would actually listen to the complaints i have about a pain or injury then come with a effective treatment through my explanation and her examination, whereas when i had an appointment with a different doctor they pretended to listen and he went solely off his own examination and didn’t take my complaints into consideration. I agree with the points he has made in the article because we have seen a huge difference between doctor patient relationships. I agree with katz on every point he has made. Especially the part that says “Katz briefly addresses the problem, suggesting that conversation might actually result in controlling medical costs, chiefly by eliminating many procedures and treatments which are either unnecessary or provide, at best, only limited benefit. Talk, his proposal suggests, is quite literally cheap.” He is completely correct. A conversation between a patient and doctor could quite literally be cheaper, because that patient insurance might not cover the “medication” that the doctor thinks that patient needs and if they talk about there could be other ways to help that patient. Whereas if the doctor just makes a decision on his own that patient could be left without any medication or solution because they cannot afford it.The Elephants in the Doctor-Patient Relationship: Patients Clinical Interactions and the Changing Surgical Landscape of the 1890s Sally Wilde The phrase doctor-patient relationship obscures the profound differences between clinical interactions in hospital and in private practice. In the 1890s in private practice (whether in Britain, Australia or New Zealand) patients typically encountered doctors in their own homes, while accompanied by friends or relations. In hospital, solitary patients faced a multiplicity of nurses and doctors. At this time, surgery was already moving from homes to hospitals, thereby shifting the clinical encounter from the patients to the doctors territory, and the balance of power from the patient to the doctor. The fiction of one doctor interacting with one patient, ignoring the financial and administrative arrangements under which they met, served the interests of inter-doctor etiquette over ownership of patients, and the emerging system of specialist referrals. When something is very large, but for one reason or another people try to behave as if it is 1 not there, it is customary to draw attention to it by referring to the elephant in the room. The objective of this paper is to draw attention to the multiple elephants in the doctor-patient relationship. There are two major reasons for problematising the phrase doctor-patient relationship in this way. First, focus on the dyad of a single doctor and a single patient is deeply misleading, because it erases from the picture the many other people involved in the process of seeking and providing medical advice. Secondly, using these words obscures, and therefore supports, the false assumption that the content of the clinical encounter is constant, whatever the surrounding institutional and financial circumstances. There is now a large body of literature that examines the history of the doctor-patient 2 relationship. Work in the 1960s and 1970s tended to focus on changes in the sites for the generation of new medical knowledge, famously encapsulated in Erwin Ackerknechts tri- partite progression from eighteenth-century bedside medicine to early–nineteenth-century hospital medicine and late–nineteenth-century laboratory medicine.1 This approach was associated with a great deal of discussion of changes in what doctors believed and how they behaved, and an emphasis on their shifting sources of information and ways of viewing the patient.2 During the nineteenth century, doctors began to examine patients using instruments such as stethoscopes and thermometers, and it has been argued that the role of patients became increasingly passive, as the results of instrumental examinations were privileged over 1 patients narratives.3 In a landmark article, N.D. Jewson argued that the transition from bedside medicine to hospital medicine was accompanied by a novel subordination of the patient to the doctor and further that, whereas under Hospital Medicine the direction of the pAfter reading Sally Wildes article, “The Elephants in the Doctor-Patient Relationship: Patients Clinical Interactions and the Changing Surgical Landscape of the 1890s.” I would like to believe that the patient makes the most decisions about their medical care. However I strongly think that the government and/or insurance companies make most of the decisions in a patients medical care. I say that because if you dont have a certain kind of insurance you will not be able to get the medical care or attention needed without going into debt. My personal experience in this is that every time i would go to the dentist they would say i need braces, but my insurance doesn’t cover it and i can’t afford it. So therefore thats a decision in medical care that was made by my insurance company. Based on what I read a persons financial affairs was and wasn’t a factor. I stated that it’s both a factor and not a factor based on this “Mrs. P ... is a patient of mine ... she had a uterine polypus and unbeknown to me she was admitted into your hospital and operated upon. Now, I consider this the most unfair treatment, as the above is in good circumstances and was quite willing to pay the fee which I told her I should charge for the operation.” This made me think that their financial state mattered to the private doctor because of the fee he charged, but to the hospital it didn’t matter, they just wanted to help the wife. It also stated that the husband spoke with a doctor he trusted for years who suggested going to the hospital and it stated he had to pay a fee. Thats an example of a good doctor-patient relationship. I say this because instead of offering to do the operation for a fee, he turned them to the best option which was to go to the hospital. Your financial state of affairs factor into your medical care a lot more than it did back then. If you aren’t at a certain financial level you would either not get the treatment needed or go into debt getting the treatment you need. Now its more about making money than helping patients with their full abilities. There are still several good medical workers or companies out there, but it is mostly about money.The part of the past I would keep is medical students not being in debt. In today’s time some doctors are thousands of dollars of debts from borrowing loans just to put themselves through medical school. I would also keep the part where patients who were cared for and couldn’t afford to pay for that care, werent expected to pay or werent expected to go into debt trying to pay. “There were charity wards in most private hospitals and big city hospitals primarily for the indigent.” Based on this statement this is also a part of the past I would keep, because it allowed everyone to get treatment regardless of how much money they had. With there being charity wards and public hospitals, who would help even if you couldn’t afford it several people in todays world would not have medical bills so high it could buy them a house and car. I would discard people not being informed about medicine. People being informed about medicine in the modern age is something I would keep, because sometimes the doctors could wrongly diagnose you. I would also keep most of the doctor-patient relationship we have now, because now the patients are more informed and are more able to engage in a conversation that would lead to the best solution for the medical issue. I also feel like a part of the doctor-patient relationship from the past could be kept as well. However, I would only keep the part where the doctors were genuinely creating good relationships with their patients in order for examinations and consultation to be more in debt and genuine. I would discard parts of insurances, the parts where you are only able to get a certain amount of insurance coverage based on what you earn. There is so much more in debt that one could go with these answers about what to discard and what to keep, because each generation of medical care had great parts to keep and parts where the past could learn from the future(Figuratively speaking) and the future could learn from the past.