Out of Class Essay #2 Parks, Eng 100

Out of Class Essay #2

38. Parks, Eng 100

For this essay, write an analysis based on reading done in Richard Ford’s novel Wildlife. The audience for this essay is the entire class; the goal should be to reveal something interesting about the novel that others may not have noticed or articulated using one of the general approaches listed below.

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  Compare and contrast any two main characters in the novel in order to make us understand better the novel’s events, its theme(s), and/or its emotional effect.
  

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  Using what you know about them as characters, explain some of the bizarre and surprising actions of either Joe’s mother or his father or both.
  

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  Analyze the effect of the novel’s perspective (the way the story is told in first person by Joe) in terms of how the novel’s theme(s), moral position, and emotional impact are influenced by this perspective.
  
  
  
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  Analyze the effect of the story’s setting (both time and place) in terms of how the novel’s theme(s), moral position, and emotional impact are constructed.
  
  
  
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  Use a principle from sociology, psychology, feminist studies, or another relevant discipline to explain particular events and/or situations in the novel. This can be a principle that you’ve learned in another class or through additional research and reading. (We will practice this in class with one sample analysis.)
  

This essay should be a minimum of 500 words long. It is due on Tuesday, February 18^th. There will be checkpoints such as pre-writing, thesis submission, etc. announced in class.

English 100

During hundreds of years of the American slave trade, Africans who survived the horrific conditions aboard the slave ships brought with them the bits and pieces of their native cultures: languages, stories, dress, food, and their music. To make the sunrise-to-sunset workdays in the cotton and tobacco fields a little more bearable, slaves would chant or sing work songs. Out of these work songs, a distinctive African-American music emerged, evolving first into what became know as “the Blues”-- often deeply personal expressions of life's hardships, then later into distinctively American musical forms such as jazz, rock ‘n roll, and more recently rap and hip hop. None of these later forms would have existed had it not been for the Blues.

Learn the basic structure of a traditional Blues lyric, and then write your own Blues song. It should adhere to the form but be a personal expression rooted in your own experiences.

The first verse of Bessie Smith's version of W.C. Handy's 1914 composition, "St. Louis Blues" (recorded in 1925) goes:

I hate to see that evening sun go down

I do believe I'm on my last go-round.
See if you can scan the lines (“—“ for unaccented syllables, “\” for accented) and note what type of metrical lines they are.
Here's another blues example by Mississippi Delta bluesman, Robert Johnson, recorded in the 1930s:

Crossroad Blues

I went to the crossroad, fell down on my knees.

I went to the crossroad, fell down on my knees.

Asked the Lord above “Have mercy, now save poor bob, if you please.

Standin’ at the crossroad, I tried to flag a ride.

Didn’t nobody seem to know me—everybody pass me by.
Mmmmm. the sun goin’ down, boy, dark gon’ catch me here.

Oooo—ooee eee, boy, dark gon’ catch me here.

I haven’t got no lovin’ sweet woman that love and feel my care (words garbled here)
You can run, you can run—tell my friend—boy Willie Brown.

You can run, you can run—tell my friend—boy Willie Brown.

Lord, I’m standin’ at the crossroad, babe, I believe I’m sinkin’ down.
--Recorded in San Antonio, Texas, Nov. 23, 1936
Note to the instructor: This assignment can be modified in any number of ways. You do not need, for instance, to stress the technicalities of iambic pentameter. It might be enough if students can master the AAB Blues verse line with the aaa rhyme scheme. Also, it’s essential that students hear Blues music, so you’re encouraged to bring in your favorite recordings. The SCC library, by the way, has an excellent collection of music CDs. In particular, find recordings of the two songs noted in the assignment. If anyone in the class is a guitarist, perhaps the songs students write could be sung to accompaniment. Another idea: use this exercise to launch a discussion between the difference between poetry and song.
This assignment addresses the following Humanities Outcomes: Perceiving, Experiencing, Creating, Appreciating.
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APPENDIX G

Participants: Nursing Faculty, Shoreline Community College

Nursing 134

Nursing 142

Nursing 153

Nursing 231

Nursing 233

Nursing 241

Nursing 271

Student___________________________________ Date_________________________

NURSING 134 RUBRIC

The nursing process papers are written as directed until a minimum of two (2) satisfactory grades on assessment and one (1) satisfactory grade for a complete NPP. Grading of the NPP is based on the following criteria. Turn in a copy of the Rubric with each NPP. The student must have a satisfactory in the data collection section a minimum of 2 times, and once attained, satisfactory behavior must be maintained.

SECTION	EXCELLENT (Exceeds standard-meets satisfactory criteria and adds the following)	SATISFACTORY (Meets standard- passing)	UNSATISFACTORY (Below standard- not passing)
NURSING ASSESSMENT
Data Collection	Selects most pertinent health problems, medical diagnosis Uses appropriate medical/ health care terms and labels consistently. Documents key data for each assessment, individualizing findings r/t the resident. Identifies problems / strengths balanced and appropriate for each section. for each assessment area. Lists resources appropriately, using APA format.	Uses initials to identify resident/ first name for staff. Describes one pertinent health problem or medical diagnosis. Lists text resource appropriately. Completes all areas of survey on front page, i.e. occupation, allergies, reason and goal of admission, description of resident and environment. Uses objective language for descriptions. Uses appropriate medical/ health care terms and labels. Uses correct code when documenting data source. Assesses each system. (uses assessment tools/ guidelines) Includes key data for assessments. Describes data objectively and accurately. Includes resident’s problems/ strengths based upon data collected.	Uses full name for resident/ staff or omits identification of staff/ resident. Omits or inadequately describes health problem or medical diagnosis. Omits major aspects of survey on front page. Uses subjective language in descriptions. Omits medical/ health care terms and labels. Omits codes for data sources. Omits key data on assessments. Uses inappropriate resources for medical diagnosis. Omits resources. Omits problems/strengths Does not turn in. Assessment missing or incomplete:
Specific assessments Culture/ Ethnicity	Identifies activities client involved in which support cultural/ ethnic orientation. .	Identifies cultural / ethnic orientation.	Omits cultural / ethnic background data.
Values / Beliefs Spirituality	Completes extensive spiritual and values/beliefs assessment using multiple sources	Documents observations that support spiritual orientation. Identifies activities client involved in which support spiritual orientation and values. Identifies values important to the resident. (i.e. voting, current news, education)	Omits key data for spiritual orientation or resident values
Developmental Stage/ Theorist	Selects reference(s) outside assigned readings. Includes multiple sources for data and observations.	Identifies appropriate theorist. Identifies textbook data that supports developmental stage. Includes data and observations that supports developmental stage. References citation correctly.	Omits key data. Omits theorists or identified theorist is inappropriate. Uses same theorist repeatedly. Omits citation or is incomplete.
Mental Status	Includes extensive data and observations for each sub-heading. Documents, incorporating language and terms r/t mental status	Addresses each sub-heading with complete/objective observations Uses appropriate language/ terminology.	Omits all or parts of mental status assessment. Uses subjective language. Writes limited descriptions Lists data inconsistent with instructor observations.
ANALYSIS Nursing diagnosis:
Actual/ Risk Nursing diagnoses.	Identifies extensive major and minor defining characteristics specific for the resident. Prioritizes nursing diagnosis. Incorporates agency nursing Dx with SN identified nursing Dx.	Uses NANDA terminology for nursing Dx. Writes nursing diagnoses that are accurate and pertinent to the resident. Includes key data for evidence. Includes defining characteristics for nursing Dx Relates to 1st quarter content. Identifies agency nursing diagnosis which supports SN identified nursing Dx	Omits part of nursing diagnosis statement. Etiology Defining characteristics Does not relate nursing diagnosis to resident. Omits agency nursing Dx. Lists agency nursing diagnosis: does not support SN identified nursing Dx
PLANNING
Desired outcomes	Individualized to resident. Completes, uses data collection fully. Identifies more than one outcome. Incorporates data collection in outcome.	States outcomes clearly and accurately. States outcomes that are: time related measurable time oriented resident focused. Writes outcomes related to Nsg. Dx	Omits outcome or parts of outcome(s): time not included unrealistic not resident focused not measurable. Does not relate outcome to Nsg. Dx Lists outcomes not appropriate for resident. Lists outcomes outside 1st quarter student scope of practice.
Planned Interventions	Includes a planned intervention that facilitates working on problem & Nsg. Dx, including standards of care, protocols, and resources used. Prioritizes in a systematic way.	Writes 2-3 interventions for each outcome. Incorporates protocols and data collection information in planned interventions. Identifies interventions within scope of practice. Considers environment (LTC)	Writes planned interventions that are omitted. Lists interventions inappropriate for resident. Lists interventions outside first quarter student scope of practice.
Rationale statements	Uses sources other than assigned textbooks/ readings.	Identifies appropriate rationale for intervention. Writes clear & correct rationale statements. Cites appropriate references. Uses correct format for reference citation.	Omits rationale statements. Writes rationale statements that do not support plan. Writes incomplete rationale statements. Writes rationale statements inappropriate for student level of learning. Omits or incomplete reference.
IMPLEMENTATION
Implementation	Identifies who is responsible for nursing actions in addition to the student.	Implements nursing actions that are appropriate for the resident and student. Checks off nursing interventions that have been completed.	Implements nursing actions that were beyond first quarter scope of practice. Omits checking off nursing actions completed.
EVALUATION
Evaluations	Evaluates all 3 areas clearly —achievement toward outcomes overall nursing process suggestions for revisions. Includes appropriate rationale for changes.	Describes resident’s achievement or progress toward outcome. Includes data, which supports outcome. Omits minor evaluation data in suggestions for revision	Omits evaluation or vague. Includes only 1 aspect of evaluation: progress toward outcome overall nursing process suggestions for revision Relates evaluation to intervention, but not the outcomes. Omits rationale on why interventions not carried out.
Format of NPP follows guidelines/legible Excellent Satisfactory Needs Improvement Unsatisfactory References: Excellent Satisfactory Needs Improvement Unsatisfactory Correct Terminology/Spelling: Excellent Satisfactory Needs Improvement Unsatisfactory

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