Sentence construction is serviceable but frequently lacks concision, precision, or variety. Flow between sentences may be inconsistent. Word choice and tone may require significant improvement. | Clear and mostly fluid prose. Occasional minor errors in grammar and mechanics do not interfere significantly with the reading experience.
Sub-Assertions are identified by Capital Letters. They are not pieces of support. The items identified with Lower Case letters (a, b,. . .)
Questions are answered numerically, not as part of the overall discussion. Acceptable writing; typos and grammatical errors are present; multiple minor errors. Major errors are present; typos and grammatical errors are present; writing is unclear. Poorly written; little or no reflection on concepts. Section missing.
Quotations should be short, important phrases, correctly embedded in sentences with citation information. Do not copy sentences from the book as sentences in
Chow breaks the following 3 rules: never use a long word when a short one will do, never use a simile, metaphor, or other figure of speech which you are seeing in print, and never use a foreign phrase, a scientific or jargon word if you can think of an everyday English equivalent. The rule never use a long world when a short one will do is saying that long words don’t make you sound smarter unless they are used in the correct context, sometimes they have the opposite effect. They are also less likely to be understood and more awkward to read. Chow breaks this rule when she says “It would look innocuous enough...” (40), when she could have made it easier for the reader to understand by just replacing the word innocuous with the word bland. This rule is also broken when she uses the word gangrenous to describe flesh, instead of using a word that could create more imagery for the reader such as rotten or decomposed flesh, which is also easier to understand.
Practice writing the same sentence in three different ways. • Keep your verb tenses consistent. Do not move between past and present. • Avoid writing in first person (example: I, we). This paper is not about you or your opinions.
This can be overcome by speaking to them in a plain and simple speech and a calm and collected tone and using non verbal communication methods. 3.2 Identify barriers to effective communication. Barriers to effective communication could be: - Not understanding or being aware of a persons needs, wishes , beliefs and culture. Such as not understanding/misunderstanding an individuals words such as their slang words – that’s ‘sick’, understanding that it means something bad but due to their culture it means really good. - Not ensuring communication aids, such as hearing aids, are available, switched on or working.
No work, no credit. 1) Redo Test 1, Test 2 & Test 3 to review for Chapter 1 - 8. 1) MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question. Simplify the expression.
Do not use colloquial expressions. Use simple sentences, avoid compound or long sentences. Speak with intelligence and assume difference if unsure about the meaning. Assume the listener don’t understand and explain clearly. Use breaks between ideas.
However, I didn’t see comments regarding the continuum of care in the organization or resource options. I would like to have seen the use of headings to help in the readability and flow of the paper, which was mentioned in your week two paper. The introduction did not preview all the major points of the paper for the reader. Remember, the major points of the introduction should match the assignment. Also, the conclusion also did not review all the major points of the paper for the reader.