Communication For The NSG Professional NSE 101 PDF

 * Look at week Week 1 Notes 1 Readings on Overview of Communication Sharing of information, ideas, and feelings typically aimed at mutual understanding...

 * Look at week Week 1 Notes 1 Readings on Overview of Communication Sharing of information, ideas, and feelings typically aimed at mutual understanding The sender, the recipient, and the transaction Does Types of Communication Verbal ↑ I - must be clear , truthful , concise Non-verbal helps recipient understand Written Professional Communication Level of formality Principles ◦ Truthful, accurate, clear, and both concise and comprehensive MUST ◦ Introduce self fully with name and role/institution ◦ Address person formally, but do NOT assume gender ◦ Articulate your message ◦ Full sentences The Professional Email in the University Setting Professional email address/university email address Informative subject line > course code and date of course - Professional email greeting Introduce self Refer to attachments, is applicable Full sentences Signature block his interpreted yelling important to see other - threatthrough Proofread - perceptions f never Avoid humour, exclamation points, and all capital letters Y not know if its an actual problesional A Positive Lens of Conflict body igease Conflict – variance in perceptions/opinions that involves perceived or actual threat Threat – perception that something or someone is challenging your beliefs/needs and may affect your sense of self or the relationship you have with them use this approach An opportunity Conflict Resolution Finding a reasonable solution ↓ Professionalism - nursing > Be polite 3 Dese - Strategies ◦ Spirit of inquiry. ◦ Goodwill ◦ “I” statements > Let me see what I can do - ◦ Clear and rationale for your perspective Courage E be confident Social Media - Legally obligated to uphold a Code of Conduct as per the CNO must be Avoid sharing your grievances or complaints via social media The 24 hour rule confidential Ey posting pabient into bad can be fired · C: Currency. ◦ , 2 What’s the main point? 3 Any unfamiliar terms?  Continued Week 1 Introduction to Scholarly Writing Clear and succinct Original thought Credible evidence -research Critical lens > can be positive on Negative ; a thought process of evacuation and - Reading and comprehension reflecting ◦ Evidence-informed nursing depends on your capacity to read effectively Understanding, evaluating, and reflecting on a text > ↓ - with other compare readings, Lying & Information Literacy alibrary think it througa Recognizing when information is needed Identifying relevant information undlyzied be eg. picture. Searching and locating the information Internation Evaluating the information : Knowledge ; Literacy : Skill - actually understanding the knowledge CRAP Test: Evaluating Quality C: Currency - founded Suth or added ◦ Seminal literature : people who influence south : we still usetheir work regardless of the date R: Relevance yes is A: Authority : Papermustbelast ◦ Peer-reviewed journals ◦ False claims/remain critical: ▪ Beall's List A: Accuracy P: Purpose/point of view The Peer-Reviewed Process Experts reviewed, critiqued, and recommended (or not recommended) an article for publication in a journal YOU need to remain critical even when the journal is peer-reviewed Ending Texts > - Peer reviewed journals * Google Scholar is not a data base ! - common databases : > Identify Keywords + minimizes options - choose Topic -> keywords - Choose database -> evaluate your resources ch Operators : Use - Truncation : Use In asterisk at the end of variations of the word the word if your interested > AND - used to group words A must be > - Quotation marks : > - OR capital > - Not  Week 1 Continued Sources Primary sources: first person : people who did the research 3 ◦ Your first choice must be Secondary sourcesMention of primary ? analyzes it : ◦ Careful when using > cheeks accuracy - peer reviewed Common nursing websites Popular sources > news - Grey sources > organizations eg Who -. Reading 1 Pre-reading > shim through to see main points 1 What did you gather from the pre-reading? - 2 Read the text/article in full 1 Notetaking and critical reading first * Check : Title , author , on the side 1 Annotating -> key into notes if its peer reviewed 2 Dialectic notetaking > kinda analyzing - , 2 What’s the main point? repeated words 3 Any unfamiliar terms? 4 What other details are important? 3 Critiquing the text 4 Reflecting and summarizing  Week 1 Readings Introduction to Communication in Nursing: Chapter 1 Overview of Communication - Comprehensive definition: Sharing information, ideas and feelings aimed at mutual understanding - Sender: shares message, Recipient: Receives message, Transaction: Factors that influence message delivered ↳ eg. textmsg with exclaimative mark Three types of communication: - Verbal communication: Oral communication that happens through spoken words, sounds, vocal intonation and pace - Non verbal communications: Through facial expressions, eye contact, gestures, and body positions and movements - Used more than verbal - Written communication: Written words, symbols, pictures, diagrams Professional Communication - It involves a level of formality, applied when communicating verbally and writing - The main principles of professional communication are being: - Truthful - Comprehensive and concise - Accurate - Clear Verbal communication - Example of introducing yourself in terms of professional communication: - Introduce yourself fully by name, role/institution and pronouns: “Hello my name is __________, I am a year one nursing student at Toronto Metropolitan University, my pronouns are she/her - Address the person you are speaking with formally, do not assume gender - Avoid using terms such as “sir” “ma'am” - Most importantly, be polite, as your communication is a reflection of you Written communication - Consider reciprocity - Ex: If your prof emails you with the answer to your question, email them a thank you back Tips to write and email: - Use professional email greeting to address your professor - Appropriate: “Dear Professor _____” or “Hello, Dr. ______.”  - Inappropriate: “Hey teacher”, “Hi”, or “Yo - Introduce yourself so that the email recipient knows who they are communicating with - Ex: Hello, I am (insert name here) and I am in your Thursday section of NSE101 - Student number is not necessary - Refer to any links or attachments in your email to avoid confusion - Avoid colloquial language - Use a signature block at the end of your email - This should include your full name, institution and contact details - DO NOT include your student number or cell phone number here, because that is private information that should stay classified - Simply include your school email address - Ex: (Name), nursing student year one, pronouns: she/her Toronto Metropolitan, Centennial, George Brown Collaborative Nursing Degree Program, Toronto, Ontario Professional/institutional email address (insert your own email) A Positive Lens of Conflict - Conflict is a variance in perceptions and opinions that involves a perceived or actual threat - Can trigger strong emotions and negatively affect how you communicate - A threat is an unfavorable situation and force that may adversely negatively affect you - Threat is embedded in conflict because a person’s perception or position quickly becomes part of who they are (their self concept) - Opposition to this is considered a threat to self - A threat happens with conflict because you perceive that something is challenging your beliefs and may affect your sense of self or the relationship you have with them - Transform How You View Conflict: As an opportunity - You can learn and grow by truly listening to another person’s view and sharing your own → can strengthen your relationship with them Conflict Resolution - Finding a reasonable solution to varying perspectives - May involve you and the people sharing your perspectives to enhance understanding of the issue - Professionalism should always guide how you approach conflict - Effective conflict resolution takes practice: Engage in reflection on your conflict resolution; find what was effective  - Conflict resolution strategies: - Approach the situation with a “spirit of inquiry” - An open mind to understand other perspectives and their perceived and actual threats - Assume the goodwill of another person - Avoid negative attitudes - Assume others are willing to engage in kind and professional discussions - Use “I” statements - They convey how you feel and open the opportunity for discussion - States your perspective; difficult to counter-argue - Avoid “you” - Do not raise your voice - Escalates the situation and makes people defensive - In emails, avoid capital letters, bolding and exclamation marks as it can be interpreted as shouting or anger - Be clear and provide rationale for your perspective - Courage and conflict - Be courageous and act despite the fear Social Media - You are legally obligated to uphold a Code of Conduct in both personal and professional social media posts - The Code of Conduct with six guiding principles: 1. “Nurses respect the dignity of patients and treat them as individuals.” 2. “Nurses work together to promote well-being.” 3. “Nurses maintain patients’ trust by providing safe and competent care.” 4. “Nurses work respectfully with colleagues to best meet patients’ needs.” 5. “Nurses act with integrity to maintain patients’ trust.” 6. “Nurses maintain public confidence in the nursing profession” - Even though you may use social media in your personal life, you are still expected to maintain professionalism - The CNO Practice Standards documents states: - Nurses have a duty to uphold the standards of the profession - Conduct themselves in a manner that reflects well on the profession - To participate in and promote the growth of the profession - Examples of violations on social media: - Posting confidential information about a client (e.g., diagnoses, events, family situations) - Sharing explicit material (including sexually explicit) - Engaging in personal relationships with clients online  - Posting unfavourable information about colleagues, professors, or institutions (such as hospitals or universities/colleges) - Cyber bullying or intimidating colleagues or clients - 24-hour Rule: When you are uncertain of the effects of your post or you sense that your words may be provocative, wait 24 hours and think through your decision - Can also get feedback from trusted peers The Scholarship of Writing in Nursing Education: 1st Canadian Edition Chapter 1 Introduction to Scholarly Writing - Must consider the content of your writing (what you write) and the presentation of your ideas (how you write) - Fundamentals: - Presentation of ideas is clear, succinct, accurate, and congruent, consise - Incorporation of your original thought and a critical lens - Credible evidence to support your thoughts - Attention to structure, paragraph construction, grammar, language, tone, voice, audience - Non-scholarly formats use colloquial phrasing—familiar, everyday, slang terms Relevance of Scholarly Writing to the Nursing Profession - Scholarly writing is a form of communication - Types of scholarly writing that you may be involved in as a nurse: - Social awareness and advocacy campaigns in which you share knowledge and bring awareness to an issue or a new policy - Educating and influencing people and communities - Standards of practice, and policies and procedures to inform nursing practice - Research grants and manuscripts for publication - Reflective practice - A professional expectation for nurses to demonstrate their commitment to life-long learning and continuing competence by reflecting on their practice Chapter Two Reading Effectively - Reading can make you a better writer - Reading effectively involves understanding, evaluating, and reflecting on a text - Referred to as evidence-informed nursing - How do you become a better reader? - Read different things: books, magazines, blogs, peer-reviewed journals  - Practice the skills of reading critically and reflecting - Have a primary goal when reading then break it down into many simples tasks/chunks of reading - Keep reading - Effective reading skills: - Setting: An optimal time and place with no distractions - Pre-reading strategies: Skim the text - Gives you an overall picture of what to expect and helps you develop a clear purpose for reading - Consider the title, authors’ names, read the abstract, look for headings and images, review the reference list, topic sentences - Efficiency: pick up a piece of material, engage actively with it, and finish - Annotate: Write directly on the texts or take notes about the main points - Research: Research content you don't fully understand - Discover: Discover the central meaning of the text (what is the authors point) - Reflect: Reflect on what this text means to you (how are you responding to the text) - Concisely summarize main points - Refer back to the learning objectives at the start of the reading Best Place and Time for Reading - Tips for reading: - Find an ideal spot - Find when you study best - Find whether you work better in silence or with noise - Find whether you prefer: hard-copy, ebooks or audiobooks The Distracted Reader - Tips to minimize distractions: - Turn off your phone, put it on dnd and in another room - Use apps like Be Focused or Waste No Time; helps you organize study breaks and study periods - Set small and manageable goals allowing you to finish quicker Learning Preferences - Types of Learner: - Visual Learner: Refer to or create visual formats when reading. Draw tables, images, and diagrams. Highlight key points, underline words. - Verbal Learner: Engage in discussions with your peers and instructors. Participate in study groups.  - Auditory Learner: Attend all class lectures. Use built in audio components. - Kinesthetic Learner: Engage in physical practice of skills. As you read, think about ways to keep your hands moving; highlightling, taking notes. Use flashcards. Types of Texts You Are Expected to Read - Text: Anything that conveys a set of meanings (images, movies, books) - Types of Nursing Texts: - Peer-reviewed journal articles: Articles that have undergone a rigorous peer review. Can be both primary and secondary. - Books: Often used a required reading material. Most are secondary sources. - Grey literature: Texts produced outside of academic channels. Contain statistics. # - Ex. speeches, blogs, newsletters; usually by organizations like WHO Reading the Article in Full - Close Reading - Helps ensure you understand what you are reading - Can effectively summarize what you read by finding the main points - You read as if you are gonna be tested on it immediately after - Your ability to answer essay questions improves; the concepts are more organized and understood - Identify the main point - Your primary goal - Gives you a framework to organize details - When the text is complex - This includes journal articles and scholarly books - Read slowly and reread sections you don't understand - Use a dictionary Dialectic Note Taking - Dialectic means a dialogue - Involves two columns: In the left column you put main ideas and in the right column you add details, questions, connections (all your comments) Reading Critically - “Reading as a writer” means approaching a test with a variety of tools that prepare you to write about it - Including reviewing related assignments and lectures before reading, specific note taking methods, organizing information - When reading critically you might:  - Analyze the structure of the piece - Analyze the text; explore its content and rhetorical strategies - Capture main points - Critique it based on quality - Make conclusions and inferences - Combine your own ideas with the text to synthesize new ideas - Ask yourself how the text relates to what you are studying Critiquing a Text - Constructive way to explore and understand material; you evaluate it and ask it questions - Not always negative - Your own opinions and ideas become part of the textual analysis - What to consider when critiquing a text: - Main point/summary: make a list of each point to help you analyze, check for use of evidence - Tone: Evaluate whether the source’s tone is appropriate for the audience - Emotion/objectivity: Depends on the purpose of the writing and target audience - Response: Your response and beliefs will influence whether you decide to include it in your own writing or whether the source’s claim will influence your practice - Cultural context: Who is affected by the ideas and who stands to lose or gain if the ideas take place (includes social variables like age, gender, occupation, etc) - Considers the diversity Chapter 3 Overview: Information Literacy - Information literacy: Having the skills to competently evaluate various types of knowledge - A professional expectation - You must determine if information is high quality, reliable, and relevant to your practice - Use these information literacy skills to evaluate the quality and relevance of information: - Recognizing when information is needed - Identifying relevant information - Searching and locating the information - Evaluating the information Finding Texts - An important component of information literacy - Physically or virtually visit the library to do so Researching the Topic  - Consult library resources: Workshops you can participate in and online resources such as research guides, information sheets, and tutorials - Talk to librarians: Can teach you how to best use literature search tools such as databases and search engines - Take a research course - Tips for research: - Search specific peer-reviewed journals and review the issues and volumes of that journal - Become familiar with common databases - Decide on the keywords to search Search Operators > boolean - - Tools to help you optimize your searches Operator Examples AND: used to combine terms so you find Eg. nursing AND compassion sources relevant to both OR: Might be one or the other Eg. youth OR teenagers NOT: Used to filter out keywords Eg. NOT ballroom Truncation: Use the asterisk at the end of a Eg. nurs* to find sources using terms word if you are interested in variations of it including nurse, nursing, and nurses Quotation Marks: To phrase group words Eg. “chronic diseases” this will ensure that together other types of sources related to chronic only or diseases only are excluded Evaluating Quality - The CRAAP test is a way to analyze your sources and determine if they are appropriate for your research - C: Currency - Timeliness of the information - Must be within 10 years - Seminal Literature: Refers to a significant study or theoretical article that is foundational to the topic - R: Relevance - The importance of the information for your needs - A: Authority - The source of the information  - An author with a degree - If its peer reviewed - A: Accuracy - The reliability, truthfulness, and correctness of the content - Check authors citations - P: Purpose/point of view - The reason the information exists - Your source’s purpose should be clear and informative - Avoid sources with bias or clickbait Peer-Reviewed Sources - Peer review: Experts have anonymously reviewed, critiqued, and recommended (or not recommended) an article for publication - Some experts also publish their evidence-informed research in non-peer-reviewed sources like newspapers - The peer-review process: - Applies to journals which focus on something specific and are published on a regular basis - Are considered scholarly publications which are written by profs, researchers, etc - You as the reader need to remain critical using CRAAP or other ways - There are articles with inaccurate research methods that have been published - WARNING: Google scholar is not a database; must be careful as there are false peer reviewed claims Popular Sources and Grey Literature - Popular Sources: Intended for a more general audience and range from entertainment magazines to well-researched investigative articles from the New York Times - Do not have a specific structure and rarely contain references - May not be able to do the peer-review process on these - Eg. magazines and newspapers - Grey Literature: Sources of information that are not published through traditional means and are not often peer reviewed - Typically not in databases; found through Google searches - Eg. Health Canada and WHO - Provides current information Primary and Secondary Sources - Primary sources: Direct first hand sources of information or data - Eg. research articles, literary texts, autobiographies, historical documents (diaries)  - Primary is better for scholarly writing - Secondary sources: Discuss, interpret, analyze, consolidate, or otherwise rework information from primary sources - Eg. magazine articles, biographical books, literature reviews, textbooks, documentaries, encyclopedias - TIP: When reading an article, you see that the author has cited another author’s work. If you decide to add that author's work it is now considered a secondary source. You should instead access the source that is cited so you can access the original article. Caution: Wikipedia and Other Websites - Wikipedia is not an acceptable source - It is egalitarianism— billed as a public encyclopedia for everyone - Anyone can create a webpage on it; does not meet CRAAP criteria - Nursing websites provide current information but… - Are not considered peer-reviewed - Are not primary sources - The College of Nurses of Ontario (CNO):The provincial governing body in Ontario for nurses - Help you articulate practice standards and guidelines when writing about nursing interventions and professional practice - The CNO’s Quality Assurance Program can assist you in writing your reflective analysis paper - The Registered Nurses Association of Ontario (RNAO): An association that represents nursing students, RNs, and NPs in Ontario - Used to learn about best practice guidelines, nursing policies, political activism, eHealth, and technology - The Canadian Nurses Association (CNA): An organization focused on advancing the national and global professional voice of Canadian nursing - Used to learn about healthy public policy, advocacy, nursing leadership, and nursing excellence - The Ontario Ministry of Health and Long-Term Care (MOHLTC): A provincial organization - Provides information related to health services, provincial wait times, and access to care and care in the community - The Health Canada website: Managed by the Government of Canada. Supports Canadians’ health decisions and choices by providing health resources and information - Based in scientific research, statistics, and current health information that focuses on Canadians’ health and well-being - It provides current strategies for addressing financial concerns and health inequities - The World Health Organization: An international organization that promotes health for all people worldwide - Publishes information about international health issues, policies, and statistics: topics include prevention, health strategies, treatment, and guidelines  Week 2 : Lecture and Readings https://pressbooks.library.torontomu.ca/scholarlywriting/ Chapters 4 and 5 Chapter 4: Types of Writing reader: Descriptive Writing *+ prof: - Type of writing where you describe or write a summary of a text you’ve read - Usually does not include personal opinion or critique How Do You Do it? - She will ↓heperfective audience: Who you 1. Consider the reason why you are writing the summary and the audience you are Want to writing for Convince a. Ex. Is the summary for your own benefit? Are you trying to summarize the reader : main points of a text to ensure you understand it The person 2. You should do some pre-reading followed by a close and full reading of the text a. When reading, take notes by annotating or dialectic note taking reading Your paper 3. Document in point form the main points and supporting points of the text a. Ex. for a research article, you should indicate the study’s purpose, audience: the person - approach and findings 4. A summary provides a general overview of the text and excludes minor details or group you a. Use language like “the authors claim…”, “In this article, it is suggested are trys a influence that…”, “Brown et al. report that the clinical implications include …” Tailor - your 5. Begin the summary by identifying the text source (e.g., the authors and text title) style of and end the summary with a bibliographic citation of the text writing and Keep in Mind: content to your ducience - Write the summary in a neutral voice and avoid incorporating your opinion I could be - Paraphrase the text in your own words → dont use direct quotes Prof since its - Should be from a few sentences to a couple pages → length depends on reason not actually and audience going to the audience) Reflective Writing: > think - deeply , subjective (personal experience - A writing process that involves recalling an experience or event, dissecting it, and then n evidence to writing about it - Reflective writing requires you to think critically and thoroughly- a deep analysis of you in relation to the topic - In nursing, reflective writing is a part of what is called “reflective practice”, a practice required by the CNO → reflecting on clinical experiences to identify strengths and NOT weaknesses How to do it? - Using the LEARN framework ↑ self reflection 1. Look back: recall a situation that was meaningful to you in your practice 2. Elaborate: Describe the situation from both an objective and subjective perspective - S  a. What did you see and/or hear? Who was involved and what was observed? What did you think and feel? 3. Analyze: Examine how a situation happened and why it happened the way it did a. Think about it in the context of your nursing courses and the literature 4. Revise: Consider how and why your practice should remain the same and how it should be modified 5. New trial/perspective: Think and move forward. a. What will you do differently when a similar situation comes up? - Reflective writing can also be described in the context of narrative writing, in which you engage in personal and professional storytelling - In this case, storied elements would be thought of as an experience, in which the LEARN framework can be applied too Keep in Mind: - Choose a topic that is meaningful to you - Be vulnerable → share thoughts and feelings - Think critically about your experience and be open to new perspectives Analytical Writing texamining : concross in other ↓ - Type of writing that involves a detailed examination of multiple elements related to your topic writing tells - The purpose of the analysis is clarify a complex topic, if there was a clear dichotomy (right or wrong), there would be no need for an analysis You - In nursing, you will analyze complex issues or concepts and how they are taken up in thefacts practice → must consider all perspectives in analysis - Ex. The development of healthcare policy with How to do it? 1. Start with a question or debate; establish a clear goal or thesis that you can stick to evidence throughout your paper 2. Review the literature to gain a preliminary understanding of what is known about your ↓ topic a. Establish criteria that will assist you in assessing the literature and determining what evidence is applicable to your topic 3. Begin your analysis; ask questions like Are there opposing points of view? Have themes include emerged from the literature? a. These questions will allow you to sort information and process what is known in about your topic 4. Your analysis should present what is known about the topic in a concise and assign informative manner - a. Start with an overview of the topic Nest 5. Articulate your process of inquiry and examine the concept or issue closely  a. Why is the concept or issue appearing this way? What is the significance? 6. The discussion section in your paper provides room for analytical commentary to reflect on issues a. What further work needs to be done? What to Keep in Mind? - This writing is devoid of overt opinion; opinion should be conveyed in terms of what and how information is presented - Keep an open mind and consider differing points of view - Avoid over-quoting one source → weave together several sources - Start by learning the facts before establishing your point of view - Do not simplify the issue, balance is key, be concise but also allow for complexity - > convince+ multiple - Persuasive Writing: people talking look at all Perfectives - A genre of writing that is intended to convince, motivate, or move readers toward a and pursuades certain point of view yours - In nursing, this writing style is used to promote social justice and advocate for equitable and inclusive conditions - The act of persuasion means that there are multiple opinions on a subject that can be argued like a debate - An argument is a reasoned opinion that is supported and explained by evidence How to do it? 1. Choose a topic that you feel passionate about a. If you are required to write about a specific topic, approach the subject from an angle that interests you 2. Read and prepare as much as you can about the topic a. Search for literature that both supports and counters your argument 3. Begin your paper with an introduction that is engaging a. Your introduction should include a thesis statement that highlights your main point, ideas and argument that will follow 4. Begin with the most important points a. This will captivate your reader and encourage them to keep reading b. Provide sound, credible evidence to prove your points i. Use a balance of facts and opinions from a wide range of sources 5. Identify opposing points of view and provide a thorough, evidence-informed, convincing argument that challenges them a. Acknowledging points of view that conflict with your own helps build credibility and trust in your audience 6. Write a conclusion that effectively summarizes your main argument and reinforces your thesis a. Here, you want to leave the reader with a strong impression or a call to action  What to Keep in Mind? - Make sure your viewpoint is apparent and clear. - It should be stated in a topic sentence at the beginning of each paragraph - Stay focused on your main point. - Do not go off topic and make sure each idea is related to the overall argument - Avoid confusing persuasion with righteousness. - This means avoiding value-based language like good/evil, since this risks evoking emotions that could cloud critical thinking - Focus on ideas instead of individuals - When making an argument, you are questioning an idea, so stay focused on the a godeeper idea instead of pointing fingers at individuals - Write in a style and tone that is appropriate for your subject and audience form your - Tailor your language to both while still staying true to your own voice no- Use some transitional words in your writing more - Remember that in persuasive writing, proving an argument is often not possible; that’s why it's debatable - Facts can be proved, but opinions can only be supported, explained and persuaded f - Critical Writing assesses , evaluates and synthesizes >- Originality - Critical writing involves critical thinking; involves learning to evaluate and reconstruct and involves your thinking and ideas in the context of others’ thinking and ideas creativity reflective usedto - You should use critical thinking and writing when you break down your topic to develop form can be discussion points your WS used in all - You use critical analysis when you blend your ideas with experts ideas → goes types beyond stating facts as YOU insert your ideas into the text’s conversation Critical writing may involve: - Responding to a text and determining its quality and relevance - Evaluating a specific issue; challenging the status quo and question pervasive ideology underpinned by social justice - Critically examining the sources you use to support your writing How to do it? 1. Provide a clear picture of the issue; demonstrate a concise and comprehensive understanding of your issue - Helpful for audience to think critically 2. Critically evaluate the issue or text by identifying strengths and limitations; focus on the positive aspects of a phenomenon or a combination of both negative and positive elements  3. Critical analysis demonstrates that you are able to synthesize and connect ideas, and develop new directions for discussion a. Used sources to develop ideas of your own, not just stating others’ facts 4. You will be expected to evaluate texts related to research studies a. Ask questions like “is the purpose of the research clear?” What to Keep in Mind? - While summarizing an issue, it is important to adopt the language used in the original source → don't impose beliefs or assumptions - Clearly and concisely argue one point at a time → each paragraph should focus on one point - Highlight strengths, limitations, and recommendations in a respectful way - Provide constructive feedback > must have a Editorial Writing: background on topis ; must becurrent and - - When you are asked to write an editorial, you are required to share your educated contrervation opinion on a current and often controversial or debated topic - It is written from an assumed knowledge base, meaning the author has expertise on the topic - Within an editorial, you may find yourself combining other forms of writing like analytical or critical writing when comparing and contrasting and evaluating issues, or even persuasive writing to compel the reader - Editorials are often written for newspapers, blogs, websites, and in nursing, they are written for nursing magazines and journals How to do it? 1. Choose a specific topic that is current, timely, and controversial in the nursing and healthcare field a. Avoid topics that are too broad or ones that limit your ability to write comprehensively about your topic in a concise manner 2. Always consider the audience when writing because they will influence the language you use and the point you will emphasize a. Your instructor is not necessarily your audience; your audience is the person or group that you are trying to influence (local government, key stakeholders) 3. Think about your purpose in writing the editorial a. There are two general types of an editorial’s purpose: expressing your opinion about the issue or proposing a solution to said issue 4. Based on your informed opinion, choose a side and clearly state your position early in the editorial a. This should be done in the first paragraph  5. An editorial should be structured similarly to other types of writing a. Introduction, body paragraphs that describe both sides of the issue; why you disagree with one side; and provide an argument to support your opinion, and finally a conclusion that really grabs the reader What to Keep in Mind? - Write using a professional tone - Choose clear and simple language that easy to understand - Create a short title that emphasizes the main point and is catchy - Do your research and make sure your facts are correct - Keep it concise: length of editorials range from 500-1500 words max Literature Review: > summarizes - topic based on many texts - A literature review involves summarizing what is already known about a particular topic based on your examination of existing scholarly literature - It involves synthesizing ideas - A synthesis combines multiple ideas and text into a larger whole - You should identify the main idea in the literature and compare/contrast them > with purpose - synthesize a body Overview of all the points - of literature On Types of Literature Reviews & particular topic Type of Literature Review Focus Relevance/Use Annotated Bibliography - An alphabetical list of - Organizes the main texts on a specific ideas and your topic with a brief critique of multiple summary of each, and sources into an an evaluation of the itemized list quality and relevance - A combination of descriptive and critical writing Narrative Review - A synthesis and - Could be a standalone critical analysis of the assignment, but is also literature on a topic a component of many (this is not a types of assignments “systematic” review, and forms the which provides the background or audience with the literature review detailed methods used section of a paper or a to conduct the review) study.  Scoping Review - A synthesis and - Often used when little critical analysis of the is known about a literature reviewed topic. Provides the focusing on a broad audience with an topic area (includes a initial understanding detailed description of of the nature of the the methods used to literature and the conduct the review existing gaps. after it has been completed). Systematic Review - A synthesis and - Conducted when a critical analysis of the comprehensive review literature reviewed on is needed on a specific a highly focused topic. topic. The literature review methods are detailed and established prior to conducting the literature review. Annotated Bibliography: How to do it? 1. Identify your topic for the bibliography and the number of texts you want to include 2. If the texts are not provided for you, search the literature for articles or other types of text that relate to your topic 3. Take notes while reading and critiquing the identified texts 4. Review your notes and construct a short annotation, summarizing the texts main points 5. The annotation may also include brief comments critiquing each text, comparing and contrasting them and describing how each text adds to the overall topic of the bibliography 6. A bibliographic citation is included prior to the written citation; APA formatting is often required in nursing Narrative Literature Reviews: How to do it? 1. Narrow and define your topic, and then review the existing literature in that area a. Limit your literature search to certain dates or countries, decide what sources are acceptable, check the reference lists of literatures you found 2. Take notes about the main points and critique the literature while doing pre-reading and during the full reading of the literature 3. Gather your notes and consider the literature you have reviewed as a whole a. What are the main points across all sources reviewed? Are there common findings across sources or do they contradict?  4. Make decisions on how to structure your review a. Based on content trends throughout the sources (eg. subheadings) 5. Use topic sentences in each paragraph and link each paragraph and section to the next What to Keep in Mind? - Annotated bibliographies are concise and typically presented as one paragraph - Narrative literature reviews are much longer Chapter 5: The Fundamentals of Writing Audience and Reader - Audience: The person or group that you are trying to influence - Although your instructor is reading your assignment, they are not the audience - Varies on topic and purpose of writing - You should tailor the content and style of writing to your audience Considerations: - What does the audience already know about my topic? Can I use simple or complex terms? - What will compel the audience? - What ideological assumptions should I use? (does the audience support the topic?) - How do I want the audience to feel after reading my work? (desire for change?) Writing Purpose : Why ? Each Paragraph should serve your main - Before writing, identify your purpose; this will guide your writing process and purpose decisions about how to write and what to include - What is your goal? What do you want your audience to feel and think? - The verbs in your guidelines can help you determine the purpose of your writing - Your goal will determine appropriate language - Possible Purposes: - Persuade/inspire your audience to act or think about an issue from your point of view - Challenge your audience or make them question their thinking - Argue for or against something your audience believes or change their minds - Inform your audience about a topic they don’t know much about - Connect with your audience emotionally and help them feel understood - Motivate your audience to continue to research and learn about the topic - Purpose Statement: Guides your writing and tells the reader the focus of your paper - Must be clear and concise - Choose your verbs purposefully tells you that - Use present tense the papers - In the intro about I must be consistent -One sentence throughout paper)  - Write with confidence - Use first or third person → don’t switch between them Point of View and Pronouns - Point of view: Perspective used when writing a text (first person, second person, or third person) - First Person POV: Uses pronouns such as I, our, and we (avoids anthropomorphism: human traits onto non humans) - Second Person POV: Uses pronouns such as you, and your (avoid using in academic paper) > used to educate(informational or instructional purposes) - - Third Person POV: Uses pronouns such as she, he, they, it, and their (identifies people using nouns (e.g., the researcher)) → eliminates subjectivity 9) factual : more objective) Consider when choosing POV: - Whatever POV you use, consistency is paramount (don’t switch between) - Your choice of POV is influenced by the purpose and audience for your writing → I will influence your message differently - Watch out for gendered assumptions in your use of pronouns like he or she (say they in your writing when referring to someone or use their last name) different types - > Tone of Writing of writing have different tones - Tone of writing identifies a writer’s attitude toward a subject or audience - Influences the message and audience’s mood and receptiveness - In writing, you need to think more carefully about tone → can’t rely on your spoken voice - Tone is conveyed by a range of elements: the level of formality, point of view, word choice, and punctuation - Can use a combination of of tones in your writing but be consistent Types of Tones: - Informal: A relaxed, unofficial way of writing (uses slang) → not scholarly writing - Conversational: Informal, fun, and engaging, like a conversation between people - Written in second person POV - Professional: Formal, respectful, and serious, with punctuation and full words and sentences - Scientific: Impersonal, objective, derived from facts, and sometimes written in third person POV - Ironic: Humorous, dispassionate ex. To lose weight you simply need to diet and change your whole life! - Critical: Exposes oppression and power inequities - Rhetorical: Is persuasive and simplistic  - Political: Overtly convey an ideology or belief (ex. We need to practice restraint in health care to minimize over-spending) Originality in Writing - Originality in writing means integrating your own authentic voice into what you are trying to say - Can be hard → takes safe spaces and mentorship to feel empowered to share your voice Ways to Cultivate Originality in Writing: - Recognize that your own voice (and experiences and emotions) are important - Encourage yourself to be vulnerable and courageous → brainstorm on your own experiences and emotions related to the topic and include what you feel comfortable with in your paper - Think critically about the literature and the ideas of others → is there another way to think about it than what is presented - The risk of using too many quotations is that your writing will lack originality - Reshape existing information from your own point of view - Present the information in a unique way or perspective - Creativity can be used to make your writing original and done so in a scholarly way (literary devices) Sentence and Paragraph Construction ↓ must beinline with purpose statement - Paragraphs should be constructed with intention, as these elements are the foundation of scholarly writing - Each paragraph should convey one main point, identified in the first sentence, that links to the main purpose of your paper Topic Sentence : Relates to what the - paragraph is aboutdnd purpose statement. Paragraph Pointers Signals that it’s time to end a paragraph and start a - You’re ready to being developing a new idea new one: - You want to emphasize a new point by setting it apart - You’re getting ready to continue discussing the same idea but in a different context (shifting from comparison to contrast) - You notice that your current paragraph is getting lengthy Signals that you may want to combine paragraphs: - You notice that some of your paragraphs appear to be short and choppy - You have multiple paragraphs on the same topic  - You have undeveloped material that needs to be united under a clear topic. Clear and Complex Language: : can be depentant on audience - When writing a paper, choose clear and specific words; avoid broad and general terms that can be ambiguous - In nursing, a common error is to generalize clients as a distinct population - For clarity, instead of saying “clients”, you can say “clients with congenital heart disease” Complex - : so you Languages to Avoid in Scholarly Writing don't simplify thetopics One word explains & lot of words Languages to Avoid Examples Jargon: Only setrain people understand Biological and social capital are influenced by material I - Refers to language, abbreviations, or terms that are conditions. used by specific groups, typically people involved in a profession. Better option: A client’s socioeconomic status influences - Using jargon within that group makes conversation their social relationships and health and wellness state. simpler, and it works because everyone in the group knows the terms. car be - The problem with using jargon when writing is that if your reader has no idea of what those terms mean, based you’ll lose them. on location and culture - If you decide jargon is useful based on your audience’s knowledge, then at least explain each complex term when you first introduce it. Colloquial Phrasing : takes away formality - Refers to familiar, everyday slang language On the other hand, it has been noted that the tympanic route enhances temperature accuracy. - This language is used when speaking or texting, but Better option: Conversely, it has been noted that the it is necessary to avoid in writing because of the tympanic route enhances temperature accuracy. level of informality and its limits to a specific group of people The study found that drug seekers are frequent flyers. Better option: The study found that people with addictions seek healthcare often. They made a big deal of the issue. Clichés : outdelted phrases It is important that nurses read between the lines when - Clichés are descriptive expressions that are often not reading new policy. understood because they have lost their original meaning due to overuse Better option: It is important that nurses look for hidden or implied meaning when reading new policy statements. - Writing that includes clichés lacks professionalism Respectful and Inclusive Language - Labels: Words and phrases that describe and categorize people in ways that are seet overpowering and demeaning as - - Can be used a tools to oppress populations negative - Ex. “the autistic child” instead say → the child living with autism G - Words have denotative and connotative meanings - Denotation: The dictionary definition of a word - Connotation: The cultural meaning or feeling or idea attached to a word Chow we - Can be positive or negative think) - Be careful of the connotative meaning of words Commonly Confused Words - Affect VS Effect - Affect: Means to create a change; Effect: Means an outcome or result Other Grammar and Style Tips - Contraction use: should be avoided in scholarly writing (ex. don’t) - Excessive modifiers/descriptors: Describe words that are already descriptive (ex. extremely effective → don’t need extremely) - Semi-colon: used to connect two closely related independent clauses (group of words that can stand alone as a complete sentence) - Omission of listing comma: Write comma before and (ex. chem, and bio) - Comma splice: Two independent clauses (i.e., complete sentences) joined with a comma - Emphasis of a word → use italics if needed (APA) anthropomorphism not humalize - : Do words about care Eg. talking a She has 10 miles ↓ actipotism  Week 3 https://pressbooks.library.torontomu.ca/scholarlywriting/chapter/learning-outcomes-7/ Chapter 6: The Writing Process and Pre-Writing Overview: The Writing Process - > to find controlling idea 1. Prewriting: Generate ideas to write about. Read the writing assignment, determine what is required, and what you will focus on. You may conduct research during this phase. 2. Outlining a structure of ideas: Determine the paper’s organizational structure and create an outline to organize these ideas a. Involves elaborating on the initial ideas 3. Writing a rough draft: Use the work completed in the prewriting and outlining phases to develop a first draft. It should cover the ideas that you brainstormed and follow the organizational plan you laid out. 4. Revising: Review the draft and reshape its content to ensure it flows smoothly. a. This stage involves moderate and major changes: adding or deleting paragraphs, phrasing the main point differently, expanding on an important idea 5. Editing: Review the draft again to make changes that improve style and adherence to standard writing conventions. a. Eg, you may replace a vague word with a more precise one, or correct errors in grammar and spelling - Process is not linear: move back and forth between the phases The Starting Point 1. Read the assignment guidelines carefully a. Highlight the key points; must know what is expected before writing b. Look for verbs in the assignment; are you reflecting, analyzing, etc → determines type of writing c. Schedule the timing of when you will engage in each phase of the writing process i. Factors that influence this: the length of the paper, complexity of ideas, amount of research needed before writing the paper, etc 2. Think about YOU in relation to the topic a. Think about your positionality - your opinion i. Positionality: How you position yourself in relation to a topic, informed by your identity > makes tone ! - ii. Challenge yourself to examine your feelings, and biases surrounding the topic → influence what and how you write b. Every decision you make conveys meaning → beware of the meaning so you can be consistent and intentional Brainstorming to Get Started - Determine what works best for you  - Methods that help you make ideas and see connections between ideas without writing in complete sentences - These methods have rules: - Write down all of your ideas; don’t remove anything until you’re finished brainstorming - Write in point form ·and don’t edit at this stage - Work as quickly as you can - If you get stuck, stop and review your work or get someone else’s input Clustering - Method of brainstorming that helps you find connections between ideas - AKA mind map - Start with a main concept and write it in the middle and circle it - Then, think of ideas that connect to it, write them and draw connecting lines between main idea and these ideas - Create more connections by connecting lines to subideas Listing - Making a list of ideas - Brainstorm List: Make a list of all the ideas related to your topic - What I know/don’t know List: Used when your topic requires research - The first will be a list of what you already know; the second will be a list of what you don’t know and will have to research (questions) Freewriting - A technique that generates text which you may use in your final draft - Can be used to just get your mind working so you can write a draft - What works best for you – can start with a prompt (idea/question) Working With a Thesis - main idea - A thesis is the controlling idea of a text - Working thesis: A best guess at what the thesis is likely to be based on the information you are working with at the time - Specifics may be tweaked as you complete a draft and continue to do research - Not all assignments require a thesis - Persuasive, critical, and opinion types of writing usually do - Reflective writing, annotated bibliographies, and some analytical writing don’t but still have a main idea Elements of a Thesis Statement  - Need to form an opinion and make it into a controlling idea (main idea you will build your thesis on) - Can't just discuss a general topic or answer a yes or no question - A thesis is not the topic itself, but your interpretation of the question or subject - Typically a sentence long and is at the end of an introduction - Specific and focuses on 1 to 3 points related to a main idea (proved in body of paper) - length depends on length of paper and topic - The thesis forecasts the content of the essay and how you organize your information - Does not summarize an issue but dissects it A strong thesis statement: SPADC - Specificity: Must concentrate on a specific area of a topic, choose a broad subject then narrow it down (eg. healthcare → options for individuals without healthcare coverage) - Precision: Precise enough to allow for a logical argument and to remain focused on the topic. - Arguability: Must present a relevant and specific argument → contains an opinion that can be supported with evidence ↑ evidence - Demonstrability: Any claim must be supported by reasons and examples - Can rely on personal observations or consult outside sources (peer-reviewed sources) - Any worthy argument is backed by evidence ↑ confidence comes - Confidence: Don't say “I feel” “I believe” – weakens arguments from evidence - Confidence will persuade your readers to accept your argument and open their minds to what you say → authoritative stance Examples and Pitfalls of Thesis Statements Pitfall Example of weak thesis statement Simply declaring your subject or describing what you are My paper explains why experience is more important than about to discuss knowledge. Making an unreasonable or outrageous claim or insulting Provincial governments should double the amount of money the opposing side that is given to hospitals. Stating an obvious fact or something that no one can Hospitals should employ nurses. disagree with. Making a too broad statement. Healthcare services are important to preventing disease.  Use of the First Person Perspective in a Thesis Statement - Even in personal essays, do not use phrases such as in “my opinion” or “I believe.” - Reduce credibility and weaken arguments - Use: “As per the evidence, I argue that shifting money to preventative healthcare is important to reduce hospital healthcare costs.” Writing a Thesis Statement - States what the big idea is - Eg. topic: Healthcare Funding - Thesis: To plan and fund healthcare, local health networks are better at improving the patient experience and access to care than a large central body. - The Controlling Idea: Should be broader for a longer piece then shorter piece of writing - Ask questions about your thesis → makes it clear Action verbs, what is the to DO paper ; linking > - going verbs : Provide info Revising a Thesis Statement - Revisions will help you strengthen your thesis so it matches the body of your paper Step Revision Impact Replace all non specific words Working thesis: University students have - Makes a more specific (everything, society, or life) with precise to work hard to succeed in school. statement about success and words → reduce vagueness what it means to work hard Revised thesis: Nursing students must - Replacing the general have discipline and persistence to words, you can better focus manage their course workload and be your research and gain more successful in their course evaluations. direction in your writing Clarify ideas that need explanation by Working thesis: The welfare system is a - Joke: Too vague and asking questions that narrow your thesis joke. informal - Ask questions to devise a Revised thesis: The welfare system more precise and prevents people in the lower appropriate explanation socioeconomic class from gaining - By answering these employment by alluring members of that questions, you more class with unearned income, instead of accurately define your programs to improve their education and stance skill sets. Replace linking verbs with action Working thesis: Individuals who are - Linking word: are verbs. Linking verbs do provide homeless are not receiving adequate - Doesn’t express information about a subject, such as a healthcare. action condition or relationship (is, appear, - Replacing it takes a more smell, sound), but they do not describe Revised thesis: The Canadian healthcare definitive stance on the any action. Linking verbs simply state system is not providing sufficient issue and compels readers that a situation exists. funding to support individuals who are homeless, resulting in inequitable healthcare resources and inadequately diverse approaches to provide required services and access to healthcare. Omit any general claims that are hard to Working thesis: Today’s adolescents are - First statement is not true support. too sexualized. for general public Revised thesis: Adolescents who are captivated by the sexual images on MTV are conditioned to believe that a person’s worth depends on their sexuality, a feeling that harms their self-esteem and behaviour. Organizing and Connecting Ideas > build up body of paper - - Start looking for connections as you develop a formal outline - Having an outline to see how paper will flow will ensure your writing is clear and logical - Ask questions like: - What ideas do you need to discuss in your paper to support your main idea? - How are your ideas related? - Which ideas need to be discussed first or later? Developing an Outline Traditional outline - Uses a numbering and/or indentation scheme to help organize your thoughts - Each subtopic should include at least two details - There can be as many supporting ideas as needed to support your major idea - Eg. 1. Major Idea - Supporting Idea - Detail - Detail - Supporting Idea - Detail - Detail - Detail Rough outline - Less formal than traditional  - You can work from a brainstorm to organize ideas into an order that makes sense to you - Try color-coding similar items - Or try to print out prewriting, cut it up into pieces, and group the pieces into related items → then put into outline Structure of the paper - Five-paragraph format: first paragraph introducing your topic with a thesis that has three distinct parts in three paragraphs, and then finish with a conclusion paragraph Pros Cons - Helps organize thoughts - Prescribed – essays structured this - A simple way of structuring an essay way sound a lot alike - Familiarizes students with the general - Isn’t flexible – topics don’t lend components of many essays themselves easily to this structure - Effective structure for in-class timed - Doesn’t encourage research and essays discussion at the depth university-level work - Paragraph isn't enough space - There isn’t one prescribed structure that written university-level work adheres to - Audience, purpose, length, and other considerations all help dictate what that structure will be Chapter 7: Drafting and Writing a Paper Overview: Drafting and Writing a Paper - A draft is a complete version of a piece of writing, but not the final version - You revise it, edit it and proofread it Basic elements of a first draft - Introduction - Gets audience’s interest, conveys what the paper is about (main idea), motivates readers to keep reading - Provides thesis statement to present the controlling idea of the paper - Body - Includes several paragraphs with a topic sentence in each that states the main idea of the paragraph and connects the idea to the thesis statement/main idea of the paper - Supporting sentences in each paragraph explain the topic sentence - Depending on type of writing → may be specific facts, examples that elaborate on the topic sentence - Conclusion - Reinforces main idea/thesis statement and leaves audience feeling completed Writing Paragraphs and Topic Sentences  - Paragraphs are groups of sentences that form the main structural component of your paper - Each paragraph focuses on a single idea that relates back to the thesis/main idea - Job of the topic sentence: Control the development of information in the paragraph - Shapes the specific topic for the paragraph and how you present it to readers Placement of topic sentences - Place a topic sentence at or near the beginning of the paragraph - If you announce topic early, readers will grasp your idea and make connections you want them to make - A topic sentence presents the broadest view of what you want your readers to understand - Supporting details brings narrower, more specific views of the same topic Characteristics of good topic sentences - If paragraph lacks unity → need a better topic sentence - A good topic sentence should: - Signals the topic and more focused ideas within the paragraph - Presents ideas that are clear and easy to understand - Links to the purpose or thesis of your paper - Omits supporting details - Ex. Topic: Sugar leads to ill health - Not good: Sugar is often used as a substitute for fat in many foods. - Doesn’t link the information back to how its an agent of ill-health - Good: High levels of sugar alter blood viscosity, rendering it thicker, which can lead to hypertension. - Supports main topic and mentions a reason why sugars not good for health The paragraph body: Supporting your ideas - The job of paragraph body: To develop and support the topic - One way to think about it: PEA - Topic sentence: What is the main claim of your paragraph that you want your readers to take away from this paragraph? - Support in the form of evidence: How can you prove that your claim is true (or important)? - Support in the form of analysis or evaluation: What discussion can you provide that helps your readers see the connection between the evidence and your claim? - Transition: How can you help readers move from the current idea to the next idea? Good vs. Weak Support - When developing paragraph, support you developed for this idea must be solid Good Support Weak Support - Is relevant and focused (sticks to the - Lacks a clear connection to the point  point) that it’s meant to support - Is well developed - Lacks development - Provides sufficient detail - Lacks detail or gives too much detail - Is well organized - Is vague and imprecise - Is coherent and consistent - Lacks organization - Highlights key terms and ideas - Seems disjointed (ideas don’t clearly relate to each other) - Lacks emphasis of key terms and ideas Evidence - Good support requires evidence - Must include evidence with a fact or claim to support it - Must be from high-quality and credible sources - Smoothly threaded into your writing so that it flows → reader should see significance of it Transitions: Developing Relationships between Ideas - One way to emphasize these relationships (between main and supporting ideas) and logical connections is using clear transitions - Helps the reader move from one idea to another - Transitions: - Signal the order of ideas - Highlight relationships - Unify concepts - Let readers know what’s coming next or what’s already been covered - Be careful not to overuse transitions – readers will find them tiring Sentence-level transitions - Transitions between sentences use connecting words to emphasize their relationships Showing Connections Examples Words that indicate similarity include: also, similarly, and In my practice, I have observed nurses demonstrate empathy likewise by engaging in active listening with clients. In the same way, I have practiced empathetic behaviours by acknowledging clients’ feelings and probing further about their emotions. Words that indicate contrast include: despite, on the other Mortecai (2019) found that handwashing is vital to reducing hand, in contrast, and yet infections. However, Leung (2020) has indicated that only 75% of healthcare providers effectively practice hand hygiene. Words that indicate examples include: for instance, for The cost of college tuition is higher than ever, so students example, specifically, and to illustrate are becoming increasingly motivated to keep costs as low as possible. For example, some students are renting books  instead of buying books. Words that indicate cause and effect include: therefore, so, Davaine notes that sugar leads to ill-health effects. and thus Therefore, it is important to examine sugar consumption and read food labels. Words that indicate additional support include: also, Researchers have noted that sugar leads to ill-health effects. besides, equally important, and additionally Equally important, it has been noted that foods high in saturated fats increase risks for cardiovascular disease Paragraph- or section-level transitions - Important to emphasize the relationships not just between sentences but also between paragraphs Showing Connections Examples Signposts are words or phrases that indicate where you are in the The first problem with this practice is… process of organizing an idea. Indicate that you are introducing a new concept, summarizing an idea, or concluding your thoughts. The next thing to consider is… Includes words like: first, then, next, finally. Forward-looking sentences at the end of paragraphs can help Walking has positive effects on physical health, but provide a transition and prepare your readers for the next paragraphs it also offers other benefits. Backward-looking sentences at the beginning of paragraphs can While the physical benefits of walking are great, be helpful as a review the benefits of walking for mental health cannot be overlooked Patterns of Organization and Methods of Development - Patterns of organization helps readers follow the ideas in your writing and also work as methods of development to help you develop ideas and relationships ↑ eg start with , a stat General to specific or specific to general - Guidelines for each paragraph (can go visa versa): - Starting with the most general, big-picture information first - Later moving to more detailed and more personal information Other ways to organize ideas - Chronological order (the order in time that events take place). - Compare and contrast (ideas are organized together because of their relationship to each other) - Most important information first (consider what you want readers to focus on first) - Good for persuasive writing; as most papers move from the least to the most important point Writing Introductions  must be in present tense ↑ > - Introduce the fows and purpose provide a brief overview catch , , - A good introduction = new information + ideas that everyone may not agree with attention - People are curious about new ideas that may be controversial Needs background , purpose statement, bries outline - Methods for introducing a topic Method Reason Share an interesting fact or statistic about your topic - Gives your readers insight into your topic right away - Pique their curiosity - Establish a strong ethos, or credibility Share a brief anecdote or story - Help readers connect with your topic on a personal level and see why your topic matters Ask a question that gets readers curious about the answer - People want to know the answers to questions – they'll keep reading till they find the answer Writing Conclusions - Recency effect– remembering the most recent information you’ve encountered - Why your conclusion is so important - A good conclusion = a call to action + a connection between topic and reader - Conclusions have two jobs: - Leave readers with something to think about - Clarify why y