Category: Writing

Please make a title, and my essay is 60% AI. please help me to rewrite; the structure is good; just adjust the sentences to lower the AI. Thank you so much. 
In your essay, you should:
Summarize the scholarly article, explain the author’s purpose, and explain who the intended audience is for the scholarly article (Here you want to use the reading with the grain approach.)
Summarize the popular source, explain the author’s purpose, and explain who the intended audience is for the popular source (Here you want to use the reading with the grain approach.)
Analyze how well the author of the scholarly article establishes their credibility and trustworthiness (ethos)
Analyze how well the author of the popular source establishes their credibility and trustworthiness (ethos)
For each of your sources, you should also:
Analyze how well, or to what extent, the authors use reliable sources and/or methods (ethos and/or logos)
Analyze how well the authors treat their opposition fairly, with the understanding that not all sources will address opposing views, work, or studies (ethos and/or logos)
Analyze how well the authors create a logical structure for their arguments or main points (logos)
Analyze how well the authors appeal to their readers’ values and/or emotions
Structure for our rhetorical analysis and synthesis essay
Introduction
Start with a title for your essay—not just a subject heading (yes, your essay deserves an informative title that will also invite us to keep reading).  In your introduction, introduce us to the subject of public education in the U.S and then your topic, followed by your research question.  Let us know that in this essay you will be evaluating two sources you will be using in your longer research-informed essay.  Introduce us to the scholarly article and popular source you will be evaluating. Be sure to include the authors’ names, the scholarly article’s title, publication date, and type of journal in which it is published, and the popular source’s title publication date if available, and type of popular sources, e.g., newspaper or magazine.  Give us a very summary (one sentence each) of the scholarly article and popular source.  In another sentence or two, explain the authors’ purposes.  Include your evaluative thesis.  What connections can you create between these different sections of your introduction so that you do not just list bits of information? 
Body paragraphs
For your first body paragraph, offer a more comprehensive summary of the scholarly article and popular source’s main points.  In your subsequent body paragraphs, support your thesis using evidence from the scholarly article and popular source.  When using a quotation, give your reader some context for the quotation, e.g., what is the main point of the paragraph from which the quotation comes?  Be sure to explain how the quotation supports the point you are making.  If appropriate, you can discuss what would improve the article and/or popular source.  Explain how you will consider the scholarly article and popular source together to help you do one of the following: contextualize your research question, explain the significance of your research question, or help you answer your research question.
Conclusion
Help your readers better understand how the ideas in your body paragraphs work together in support of your evaluative thesis.  This is not simply restating what you have said.  Instead, you are helping us connect the ideas—your analysis in the different paragraphs—so that we understand how they work together. 
My essay:
The Rhetorical Analysis and
Synthesis Essay
Introduction
In the United States, public education serves as a
foundational system designed to equip students with the skills necessary for
success. For college students with Attention-Deficit/Hyperactivity Disorder
(ADHD), transitioning to higher education introduces unique challenges that
necessitate specific support structures. This essay explores whether public
colleges should offer specialized courses tailored to support students
diagnosed with ADHD. In pursuing this inquiry, I will evaluate two distinct
types of sources: a scholarly article and a popular media source.
“Symptoms of Attention-Deficit/Hyperactivity Disorder
(ADHD) Moderate Suicidal Behaviors in College Students with Depression
Mood,” authored by Connor H. G. Patros and colleagues and published in the
2013 Journal of Clinical Psychology discusses the effects between ADHD symptoms
and suicidal behaviors among college students, providing insights into the
complexities of ADHD beyond academic challenges.
The purpose of this
article is to deepen the understanding of ADHD’s impact on severe psychological
outcomes, suggesting that ADHD symptoms exacerbate risks associated with
depressed moods. The study included a sample of 1,056 undergraduate students
who provided self-reported ratings on mood, suicidal behavior, and current ADHD
symptoms. It can help us to understand that ADHD symptoms can magnify the risks
of severe psychological outcomes, such as increased susceptibility to
depression and suicidal ideation, highlighting the importance of early
identification and support within the educational framework. On the other hand, the popular source to be examined is a
blog post from the ADDA (Attention Deficit Disorder Association) website titled
“Recommended Accommodations for College Students With ADHD,” posted
by the ADDA Editorial Team published in 2022. It provides practical advice on
navigating college challenges. These sources aim to enhance understanding and
support for ADHD students in academic environments, advocating for targeted
strategies that address both academic and psychological needs.
Body Paragraphs:
This scholarly article by Connor H. G. Patros and colleagues
examines the complex relationship between ADHD symptoms and suicidal behaviors
in college students, emphasizing the moderating role of ADHD on the link
between depression and suicidal ideation and attempts. The study found that
ADHD symptoms, particularly when combined (hyperactive/impulsive and
inattentive), amplify the risk of suicidal behaviors in students experiencing
depressive moods, highlighting a significant interaction that suggests a need
for targeted interventions.
The intended audience for this scholarly article includes
clinical psychologists, psychiatrists, educational professionals, and
researchers interested in the intersections of mental health conditions such as
ADHD and depression, particularly as they relate to suicidal behaviors in young
adults. Additionally, it is relevant for policymakers and educators who develop
mental health strategies and support systems within college environments.
The
study utilizes a robust methodological framework that enhances its reliability
(ethos) and logical argumentation (logos). By employing a large sample size and
a detailed self-report measure to assess ADHD symptoms and suicidal behaviors,
the research provides a solid empirical basis for its conclusions. The use of
established diagnostic criteria and scales for measuring depression and ADHD
symptoms further underpins the scientific rigor of the study.
The
authors also ensure the study’s credibility through systematic data analysis
techniques, including moderation analyses that explore the interactions between
depressive mood, ADHD symptoms, and suicidal behaviors. The clear delineation
of these relationships through statistical methods lends significant weight to
the findings, offering a nuanced understanding of how ADHD symptoms potentially
exacerbate suicide risk.
Overall,
the article effectively uses reliable sources and methodological approaches to
address a complex issue, providing valuable insights into how ADHD symptoms
influence the severity of suicidal thoughts and behaviors in college students
experiencing depression. The thoroughness of the research design and the
careful analysis of the data contribute to a persuasive and scientifically
sound exploration of the topic.
The ADDA blog post discusses practical accommodations that
can support ADHD students in navigating college challenges. It advocates for
comprehensive support systems including extended time for tests, separate
testing locations, permission to record lectures, and priority registration.
This guidance is aimed at empowering students to manage their symptoms
effectively and succeed academically.
The article is logically structured, listing specific
accommodations that can help ADHD students manage their educational challenges.
This structured approach makes it easy for readers to understand and apply the
recommendations in their academic pursuits.
The article is logically structured, listing specific
accommodations that can help ADHD students manage their educational challenges.
This structured approach makes it easy for readers to understand and apply the
recommendations in their academic pursuits.
The author effectively appeals to the readers’ emotions by
addressing the common struggles faced by ADHD students and providing practical
solutions that resonate with their needs for support and understanding. This
empathetic approach helps to validate their experiences and encourages a
proactive stance towards academic and personal development.
Both sources contribute valuable insights into the
overarching need for specialized courses in public colleges that cater
specifically to students with ADHD. The scholarly article’s findings on the
severe psychological outcomes associated with ADHD underscore the necessity of
academic and psychological support embedded within the college curriculum. This
academic support would not only address learning challenges but also
incorporate strategies to manage emotional and psychological stress,
potentially reducing the incidence of severe outcomes like suicidal behavior.
The popular source complements this by offering practical
measures that could be integrated into specialized ADHD courses, ensuring that
the courses are tailored to address both academic and life skills, ultimately
fostering a safer and more supportive environment for these students. Together,
these sources contextualize and emphasize the significance of the research
question regarding the establishment of ADHD-specific courses in public
colleges, highlighting both the immediate benefits for student well-being and
the long-term advantages for academic and social integration.
Conclusion
In developing an evaluative thesis on the necessity for specialized courses for
ADHD students in public colleges, the synthesis of ideas across both scholarly
and popular sources provides a comprehensive understanding of why these courses
are essential. The scholarly article by Patros et al. provides critical data
linking ADHD symptoms with heightened risks of suicidal behaviors in college
students, emphasizing the need for mental health strategies within the academic
framework. This establishes a crucial foundation for the argument that
ADHD-specific courses could serve as a preventive measure, not only enhancing
academic outcomes but also addressing significant mental health risks.
The popular source from the ADDA Editorial Team complements
this by outlining practical accommodations and supports that could be
integrated into these specialized courses, such as extended testing times and
tailored instructional strategies. This guidance on accommodations underscores
the feasibility and direct benefits of such courses, demonstrating how they can
be implemented to meet the specific needs of ADHD students effectively.
Together, these sources link by demonstrating both the
critical need for specialized courses and the practical ways these needs can be
addressed. This integration of theoretical data with practical applications
creates a compelling argument for the implementation of specialized ADHD
courses in public colleges, aiming to foster a supportive educational
environment that not only acknowledges but actively accommodates the unique
challenges faced by students with ADHD. This comprehensive approach not only
supports academic success but also contributes significantly to the overall
well-being and safety of these students.
Cited:
Kelliny, M. (2024, April 4). Recommended
Accommodations for College Students with ADHD. ADDA – Attention Deficit
Disorder Association. https://add.org/recommended-accommodations-college-students-adhd/
Patros, C. H. G., Hudec, K. L., Alderson, R. M., Kasper, L.
J., Davidson, C., & Wingate, L. R. (2013). Symptoms of
Attention-Deficit/Hyperactivity Disorder (ADHD) Moderate Suicidal Behaviors in
College Students With Depressed Mood. Journal of Clinical Psychology, 69(9),
980–993. https://doi.org/10.1002/jclp.21994

c. Case scenario
Mr GOSOLO is an adult male who presented himself at the clinic complaining of headache, fever and chills,
joint pains, loss of appetite, and nausea and vomiting.
You took the vital observations as follows:
– Temperature = 40 degrees Celsius
– Resp = 20 breaths /per minute
– BP = 100/60 mm Hg
– Pulse = 85 /minute
Physical assessment showed the following:
– Chest = clear
– Ears = clean and no inflammation or discharge.
– GIT = passes loose stool 4 times the last 24 hours.
Diagnostic Test:
Malaria Parasite Slide (MPS) showed positive PV malaria.
The treatment includes:
– Coartem 20/120mg BDx3/7 (twice daily for 3 days).
– Primaquine 15mg daily x 2 weeks.
– Paracetamol 1g stat, PRN 
Make a essay 
Introduction
Patient’s background 
The Chain of Infection
Causative organism 
Reservoir 
Portal of exist 
Mode of Transmission 
Portal of entry 
Susceptible host 
How to breaking the chain 
Pharmacology 
Pharmacokinetics of drug given
Pharmacodynamics of drugs given 
Nutritional Requirements and Rationales 
Conclusion 
Reference    

write a long report on how grass is better for the use of football versus using turf
address the report to the NFLPA
can use sum sources from past reports double spaced

This assignment will be submitted to Turnitin™.
Instructions
Final Opinion Essay:
Description and Requirements: As you probably know, there are 10 Benedictine hallmarks. All IDS 2200s courses are supposed to focus on one. For this particular section, we concentrate on that of HOSPITALITY, or the willingness to be open to other people regardless of their culture, race, ethnicity, language, religion (or lack thereof), socioeconomic status, sexual orientation, ideology, or place of origin. More specifically, we have been learning about instances of religious tolerance and intolerance in the Iberian Peninsula from the times of the Muslim invasion (711 C.E.) to the official end of the Spanish Inquisition in the early 19th century.
For this exercise, you need to comment on some of the texts, audiovisual materials, and discussions that we have had so far. Make sure in particular to make frequent references to the parts from Fratelli Tutti and, if possible, the Rule of Saint Benedict that argue in favor of a more fraternal and just world in which persons of all backgrounds can live and work together in productive and respectful ways.
More specifically, you are being asked to express your opinions on how the religious, cultural, racial, and ethnic tolerance and intolerance in the historical examples that we have studied might provide us with guidance on how to achieve a more inclusive and open society in our times.
Additionally, try to show how the Catholic and Benedictine intellectual traditions, despite numerous historical examples of intolerant behavior that occurred in Catholic countries over the centuries, have evolved to become much more accepting and welcoming of other religious traditions and people of different family backgrounds. Whenever possible, make connections between those ideas and potential equivalents in other religious traditions.
Finally, in light of the fact that many of the most egregious instances of religious discrimination and persecution have happened in the context of theocratic regimes with no clear separation between Church and State (usually, rightly or not, as an attempt to create a more uniform, cohesive, stable, peaceful, and supposedly holy society), discuss how your understanding of the topic of freedom of religion may have been shaped or consolidated by the materials of the course. As, especially in the 20th century, religion was violently attacked and often suppressed by some nominally atheist and anticlerical authoritarian regimes (e.g., Soviet Union, Communist China, etc.), you may also include that in your discussion as well.
To be clear, your grade for this assignment will not be determined by how closely what you write appears to coincide with the views of the instructor. You are not expected either to pretend to agree with the tenets of Catholicism (and Christianity more generally), or any other religious, philosophical, or ideological points of view. That being said, make sure to communicate your ideas in as articulate, well-informed, and respectful a manner as you possibly can, and provide sufficient and accurate bibliographical references whenever you use external sources or ideas. Also, no matter how strong your subjective views on other people’s religion (or lack thereof), family background, or ideology might be, this is not the place to elaborate on them. Again, above all, be respectful. This assignment is meant to be an opportunity to engage in productive dialogue with people who might not agree with you, not an excuse to proselytize or disparage other people.
Length: The first draft should be no shorter than 5 pages (not including the bibliography) and the final one should be about eight pages in length, again not including the list of works cited. The bibliographical references (both those embedded in the text and the final bibliography) should be consistent with either the MLA or APA style guidelines.

This portfolio will include a 1 full page reflection (double spaced) answering the prompt and all final drafts submitted in this course.
You may only include revised final drafts that have received feedback by me after having been submitted in this course (IDS 397) and completed the cycle of revision unique to this course. This means that if you did not resubmit an essay that was given feedback, it will not count towards the page count for this assignment. Also, first drafts that were submitted at the end of the month, and as such did not receive feedback, also do not count towards this assignment. 
STEP 1:  Write your 1 full page reflection answering this prompt: 
Write a 300 word reflection about your writing process in IDS 397. Highlight how the writing skills learned during the semester influenced your understanding and experience as an academic writer. Discuss the evolution of your scholarly identity and how you’ve grown as a writer. Please compose your response into two to three paragraphs. 
Questions to consider as you prepare to write your reflection: 
How has your writing process grown or changed over the course of the semester?
What writing techniques or skills have you improved or taken away from IDS 397?
How have the weekly required readings, lectures, and/or quizzes helped your writing process?
STEP 2:  On the same document, copy and paste all revised submitted final drafts (that received feedback from me). Then, save this document as a .pdf (Adobe Acrobat) and submit it. The portfolio must be submitted as a single .pdf file. 
In order to receive a grade for your final portfolio, it must contain:
Course reflection 
10 pages of final drafts previously submitted in IDS 397 
Document must be double spaced
A single document submitted in the Adobe Acrobat format

Cal Newport, “The Minimalist Companion”
Peter Sagal, “Distance”
Bonnie Tsui, “The Grasshopper”
also find at least three additional texts related to the relevant topics that you can use as sources and integrate into your discussion. (So there will be at least six texts integrated into your discussion — one of the assigned texts and three additional “research” sources.) Make and clearly explain useful connections among the various texts and topics, and be sure that your own voice controls the discussion.
（These do not need to be “scholarly” in the sense of publication in academic journals, but they should definitely be more substantive and content-rich than a typical blog post）
ATTACHMENTSA quick glance tells us that development will definitely be an issue with this draft: you’ve written a classic five paragraph discussion (which we know would be inadequate for the discussion of even a single article—and for this project you’re supposed to be discussing six separate texts by six different authors).
Sure enough, you attempt to cover each selected assigned article and its “paired” additional source in a single paragraph, which means each article gets only a handful of sentences (which of necessity consist largely of summary). To be clear, you absolutely need to be spending multiple paragraphs on each article you’re discussing, in order to have the space for presentation, contextualization, quotation, examples, analysis, and connections—all the textual-engagement skills we’ve been practicing all semester.
Requirements: 800words

For this Touchstone, you will outline a 5–7 minute persuasive speech that you will present on a topic of your choice, The speech can be for any context, but it must be persuasive. 
To prepare to deliver this persuasive speech on a topic of your choice, you will first create a 3–5 page outline of the main components of your speech.
Download the submission template below, which further breaks down the steps involved in this assignment. You will return the completed template as your Touchstone submission. 
A. Directions
Step 1: Select Persuasive Topic/Issue
Your speech should be consistently persuasive in nature. Identify your audience, purpose, and thesis. Today, there are many different debates being had all around the world about topics that affect our personal, professional, civic, and/or academic lives. Some of these debates have been such hot topics for so long that it has become very difficult to add to the conversation with new and original ideas or stances to take. To move beyond this trend, we have created a list of topics that may not be used for this Touchstone.  Please AVOID choosing any of the following topics:
Abortion Rights
Climate Change
Belief in God(s) or Afterlife(s)
Death Penalty / Capital Punishment
Euthanasia / Assisted Suicide
Fad Diets (e.g., Keto, etc.)
Funding/Defunding Law Enforcement
Gender Affirming Care
Immigration
Legal Alcohol/Tobacco Age
Legalization of Marijuana
Legalization of Sex Work
Paying Student Athletes
Second Amendment Rights (i.e., Gun Control)
Social Media’s Impact on Mental Health
Universal Healthcare
Vaccines
Choosing to write about any of the above topics will result in a non-passing score.
Step 2: Plan Speech
Plan your speech, considering what your introduction, main points, and conclusion will include. Gather information and evidence to support your main points and thesis. Determine what persuasive strategies you will use (ethos, pathos, and/or logos).
Type of Appeal Purpose Example
Ethos To appeal to an audience by establishing one’s credibility or authority on a topic Share professional qualifications, research, or publications relating to your topic to create confidence in you as a speaker.
Pathos To appeal to an audience by influencing their emotions Create empathy by sharing stories, showing pictures, or using analogies to illustrate a need or an impact.
Logos To appeal to an audience using logic, reasoning, or evidence that supports a claim Provide data, statistics, charts, and tables to support your point.
Step 3: Outline Speech
Your outline speech, which should include an introduction, body (main points), conclusion, and transitions. Your outline should be 3–5 pages, excluding the reference page. 3a. Develop General Premise
Constructing a presentation will require that you begin by developing your goal and translating it into a general premise you will state to your audience.
3b. Generate Main Points and Organize Strategically
After you have established a premise, you will be able to generate main points to support this claim. Be sure to coherently organize these main points so that the audience can easily follow your flow of ideas. For this touchstone, you should create three to four main points to ensure clarity and timeliness when you deliver your speech.Keep main points separate (transitions separate ideas) and balance the time spent on each point.
3c. Create an Introduction and Conclusion
After you have developed your main points, you will need to complete the introduction and conclusion. Create the introduction first—the conclusion really reiterates much of what was said in the introduction. The introduction opens the speech and is responsible for getting the audience’s attention, relating the topic to the audience, establishing the speaker’s credibility, and previewing the main points of the presentation. The conclusion should summarize the main points, repeat your thesis, and end with something memorable. 
3d. Fill In Transitions
Prior to delivering your presentation, your final step will be to develop transitions that lead your audience between parts of the presentation and between distinct main ideas. Take the final step of filling in transitions seriously. Transitions play an important role in the success of your speech.  
3e. Incorporate Visual Aids
Think of an effective way to incorporate at least one visual aid that will be relevant to your purpose and message and will enhance your speech, whether that is in the introduction, the body, the conclusion, or even in a transition.
3f. Cite Sources
Be sure to include a reference list of sources you have used to prepare your speech. List these sources using APA style on the reference page in the template.
Step 4: Review Checklist and Requirements
Review the checklist and requirements to ensure that your Touchstone is complete.
Refer to the checklist below throughout the recording process. Do not submit your Touchstone until it meets these guidelines.
❒ I have selected a speech purpose that is persuasive.
❒ I have completed all aspects of the template, including the introduction, body (main points), conclusion, and transitions.
❒ I incorporated at least one visual aid in my speech outline.
❒ The introduction includes the thesis.
❒ The body includes my main points and support.
❒ I have selected sources that are credible and support that is relevant.
❒ I have included an APA-style reference page below my outline.
❒ I have used language that is appropriate to my audience.
❒ The conclusion summarizes my main points and repeats the thesis.
❒ I have answered each question using complete sentences.
❒ My outline demonstrates thoughtful consideration of each component of my speech.
❒ I have adhered to the 3–5 page length (excluding the reference page) and formatting requirements.

Write a 750 word essay that promotes and defends your position on the following prompt:
“Universal Basic Income should be instituted in the United States.”
The essay should follow MLA formatting. It should include a one-page outline. There should be at least two solid reasons that support your position, as well as a refutation. There must be three reliable sources cited, both in text and documented on a Works Cited page. One of the sources must be a peer-reviewed journal. Primary and secondary sources are acceptable. 

Note: You MUST have strong writing skills (preferably experience in writing textbook chapters) to complete this task.
Carefully read the attached instructions to draft a textbook chapter about digital rhetoric. It must be between 1,200 – 1,500 words. I will provide the links to readings, as well as a blog post I made about Digital Rhetoric.
Please follow the attached instructions EXACTLY.

For the essay choose one area of justice that this course has focused on racial , economic, political, climate. 
Then choose a subtopic within that category. Try not to go too wide, the idea is to discuss it in some depth. 
As you discuss this subtopic, be sure to introduce a little histroical background as well as the current situation and conditions. Finish by looking ahead to the future. What needs changing and how?