1.1 In the argument chapter, you learned about expressed arguments (overt arguments attempting to persuade the audience towards a point of view) and implied arguments (arguments that appear on the surface not to be arguments but actually seek to persuade the audience of a point of view or views). For this DQ, provide a specific example from the media of an expressed argument and an implied argument and answer the following questions:

· What is the expressed argument you identified? What specific argument does the author make? What evidence does the author use to support his or her claims?

· What is the implied argument you identified? What specific argument does the author make? What evidence does the author use to support his or her claims?

· Why is it important to understand expressed and implied arguments?

· How might you use your understanding of expressed and implied arguments when drafting your first essay in this course?

Note: You may use visual arguments such as photos and pictures, but you will still need to explain your rationale for why you believe the author is making a specific argument.

2.1 Read “Legalizing the Organ Trade?” by Ritter, located on the Time website (copy and paste the link into the URL). http://www.time.com/time/world/article/0,8599,1833858,00.html

As noted in Peter Ritter’s (2008), “Legalizing the Organ Trade?”, Singapore’s health minister, Khaw Boon Wan, argued that, “We may be able to find an acceptable way to allow a meaningful compensation for some living, unrelated kidney donors, without breaching ethical principles or hurting the sensitivities of others” (para. 2). In the definition essay assignment, you are asked to select a term, define the term, and offer evidence to support your definition of the term.

In this case, imagine you have selected the term meaningful compensation to define. You might ask yourself: What constitutes meaningful compensation for an organ donor, especially if the donor is poor and the recipient is wealthy? What examples of human organ sales can I find that match or do not match your definition of meaningful compensation? What other terms related to organ sales and donation would be suitable for an argument of definition?

2.2 In the Aristotelian or Classical Framework for argument, a writer might target an audience of readers that is undecided or neutral about the main claim (thesis statement) of the essay. A section is placed directly before the conclusion for acknowledging opposing viewpoints. Then the writer chooses to concede or refute that view.

Why does the writer not want to spend much time on an opposing viewpoint? Why mention that viewpoint at all? How might a concession help or hinder the main claim of the essay (the thesis)? What are some opposing viewpoints you might include in your definition essay?

3.1 Recall your readings in Topic 1 regarding human organ donation and sales. In the article, “Kidney Shortage Inspires A Radical Idea: Organ Sales,”

https://lopes.idm.oclc.org/loginurl=http://search.proquest.com.lopes.idm.oclc.org/docview/399092881?accountid=7374 

Dr. Francis Delmonico believes that even a regulated human organ trade would be exploitative because “it’s the poor person who sells” (Meckler, 2007). Answer the following questions:

· Do you agree that allowing a poor person to sell an organ is an exploitative practice? Why or why not?

· What documented examples from real-life organ donors can you provide to help you demonstrate how a regulated human organ trade would (or would not) be exploitative?

· If you were writing your definition essay on the term exploitative, how would you define it?

You may revisit the Human Organ Donation and Sale Resource List from Topic 1 for resources. Be sure to cite all sources used to compose your answer. Format your in-text citations and reference list entry according to GCU Style.

3.2 Chapter 2 of the textbook discusses two scenarios in which evidence may not meet some audience’s expectations. In the first scenario, two scientific studies are in conflict with each other In the second scenario, a child psychiatrist uses stories from his patients rather than statistics as evidence. Each case poses a problem regarding the use of evidence: We sometimes have difficulty reconciling conflicting pieces of evidence, and we are reluctant to see stories, rather than statistics, as valid evidence. In the essay that you are writing right now, what kinds of evidence have you found? In what way might it meet an audience’s expectations? Name the audience, discuss how it may meet–or not meet–the audience’s expectations, and explain why. Later in the week, compare your observations about evidence with those of your classmates. 

4.1 To help you prepare for your Cause and Effect essay on donating or selling organs, brainstorm general topics of interest and conduct an online inquiry as to possible causes and effects.

For example, you might have an interest on the effect of social media on children younger than thirteen years of age. You research young children in their tweens and discover that these individuals are more readily exposed to online interactive groups, such as Facebook, Twitter, or Web pages themed to attract a younger audience; this creates a root cause with the effect of having a large social network of friends.

This result becomes a new cause that leads to the effect of stronger Web-based communication skills, which leads to intuitive and up-to-date technology skills. This result leads to overuse of or possible Internet obsession, which results in decreased participation of afterschool activities, such as sports or music groups. This result leads to lack of focus on homework and a significant drop in academic performance, which results in poor quality of student work. The result is repeating the same grade level.

Now, create your own cause-effect chain based on your online inquiry. Make sure the cause-effect chain is logical, plausible, and realistic.

4.2 We are continuing to work towards our Cause and Effect essay on donating or selling organs. Watch the local news or go online and read news as presented through CNN, Google, or MSN News. Choose a current story or news event of interest. Create a list of causes for the story or event. Discuss at least three “whys” (the causes) that led to the event and three projected plausible results (the effects) from the event. Your reply should discuss a total of three causes and three effects. Support each cause and result with an explanation.

5.1 As you have learned from this week’s readings, a cause-effect chain argues that one thing leads to another (e.g., “Increasing levels of acidity in sea water are harming the oceans’ coral reefs.”). A causal cause and effect chain links causal claims together as links in a chain. Remember your argument is only as strong as the weakest link in your chain.

Summarize the causal cause and effect chain used by the writer in the article from The New York Times. Was the argument persuasive? Why or why not?

· What has caused the growth of the illegal sale of human organs in some countries, a concept unthinkable 100 years ago?

· What has caused the growth of selling human organs on the black market?

· What are the causes you have identified and will write about in your draft?

· What are the effects you have identified and will write about in your draft?

5.2  There is common wisdom that states, “Correlation is not causation.” Explain in your own words what this phrase means. Now, read the current draft of your cause and effect essay. Consider how you might revise your essay in light of this saying. Describe what revisions you might need to make to your essay to ensure that your argument is logical, plausible, and realistic and does not present an argument that is illogical, far-reaching, or unrealistic.

6.1 Use the following questions to develop ideas for your proposal.

· What do you think is the most significant problem regarding the sale of organs?

· Why do you think it is a problem?

· Who has the power to solve this problem? 

· Why has it not been solved up to this point? 

· How can the problem be solved? 

· What are the benefits and costs related to your solution? 

Using strategies for argumentation discussed previously in class, develop some arguments for your proposal that you could use for your skeptical audience. Refer to Chapter 7 in the textbook for additional information on rebuttals.

6.2 To whom will you address your proposal? This person (or group) will be skeptical of your views. Will it be a friend or family member with different beliefs and values related to health care and/or the human body? Are there individuals in the medical community who hold different values than you do? How about a politician or media figure?

What are their views on the issue of selling human organs, and what do they think should be done about it? Summarize the views of your skeptical audience as fairly and accurately as possible. 

During the week, review your classmates’ summaries of their skeptical audiences’ views. Constructively offer feedback on their summaries. Were the summaries fair, or did they seem biased? How can you tell? Offer suggestions on how to revise their summaries.

7.1 Four important steps when composing a proposal include (1) convincing the audience that there is a problem that needs to be solved, (2) explaining what you want your audience to do about the problem, (3) acknowledging opposing viewpoints or steps to solving the problem and (4) justifying the action you are asking your audience to take. What strategies will you use for each step? What will make your content for each of these steps effective? Later in the week, review answers that your classmates have provided and provide feedback on their ideas.

7.2 Many people have either engaged in an argument that seemed unresolvable or witnessed such an argument between friends and family members. Consider one of these arguments you have either experienced or witnessed, and then identify the fallacies that were expressed during this discussion or argument. 

Note how the fallacies prevented the discussion from being resolved. What did you learn about fallacies from this experience that you can apply to your proposal essay? How might fallacies like these be avoided in proposal writing?

All answers must be 150-200 words and have a Cite in the answer. Be sure to cite all sources used to compose your answer. 

• To complete the Professional Experience assignment you MUST use this link:  Professional Experience #2

  Remember:

  • Choose an FAQ that has NOT been answered yet (do NOT overwrite anything)
  • Respond briefly in second column
  • Use proper APA referencing format for an outside source (required–see guidesheet in Course Info)
  • Write your name in the third column
  • Copy and upload into Blackboard (this must be done for credit to be received)
  • This is ALL or NOTHING: Directions must be followed; it must be submitted to 365 and Blackboard ON TIME or no credit is awarded.
• Video Guidance for PE#2Watch Media 
• Professional Experience #2
  Due at the end of Week 3 (not eligible for late policy unless an approved documented exception provided).
  Follow the link above to the Word document titled “Wk3_FAQ.” 
  Your Professional Experience assignment is to choose an unanswered frequently asked question from the “Wk3_FAQ” document. Next, provide the best answer possible (within 20-50 words), cite your source (APA style references page entry for outside source or in-text citation including page number for textbook) and put your name in the “Employee” section.  Finally, submit the answer to your chosen question in the Professional Experience #2 link from the Week 3 tab in Blackboard.
  1. In order to receive credit for completing this task you must:
  1. Choose an unanswered question (with an answer between 20-50 words; any source information does not count towards the word count) 
  2. Provide a viable, complete answer (you must provide a link or other clear credit to the source)
  3. Fill in the “Employee” section with your name
  4. Submit your FAQ answer to the Week 3 Professional Experience #2 link in Blackboard

P.S. my name is Natashia White put my name in the employee section

Assignment Instructions One of the most important aspects of the learning process is applying feedback provided by your instructor. For this Assignment, here is what you need to do. Review your instructor’s comments and the iRubric carefully. Revise your first essay (Essay 1, Week 2) to show that you understand and have applied the feedback provided.  (Example: Perhaps you were marked down for using second person (you): “You are exposing yourself to many dangers if you smoke.” Simply correct the error: “Smoking presents many dangers.” The sentence is now in third person.) Save your essay as follows: Smith_REVISED_Essay1. We will not use Turnitin for this Assignment since your essay was previously submitted. Please note that your essay will NOT be regraded. Your instructor will examine your paper to see if you have made the necessary corrections. If so, you will receive full credit for this Assignment. (Important: It is unlikely that you will receive partial credit for this Assignment. If you have not made the necessary corrections, your instructor might ask you to revise and resubmit before you are given full credit. Your success in this course hinges on your learning from feedback, so you must be able to demonstrate that your writing is improving as we move along in this course.) Finally, at the bottom of your essay (after paragraph five), please respond the following questions. Do you understand your feedback?  Do you have any questions for your instructor? Do you have any problems or concerns that you would like to discuss with your instructor? Is there anything we can do to help? That’s it! Good luck and let me know if you have questions.    at the bottle my teacher said i did this wrong someone fix this

Sherman williams APU  Effects of Smoking  Smoking in detrimental to the body of consumers. It affects all the body parts thus rendering the humans to multiple diseases which reduces the health soundness of the individuals. In U. S, over 480,000 deaths annually are caused by smoking cigarette. More deaths has occurred in the U. S due to smoking than the deaths caused by war in U. S. over 90% of the smokers die due to lung cancer. This affects alveoli which then reduces the effectiveness of lungs thus causing respiratory complications (Peinado, 3069). Cigarette smoking increases the risk of chronic obstructive pulmonary disease (COPD). The rate of development of heart disease and stroke is higher in smokers. Two out of four smokers are likely to suffer from coronary heart disease and stroke than nonsmokers.  The diminished health of the smokers increases work absenteeism and thus lowers productivity of smokers in various sector of the economy. Frequency of hospitalization and treatments of the diseases caused by smoking cigarette raises the cost of healthcare, strains the healthcare facilities and eats into the resource of the victims (Sayin, 201). Smoking also damages the victims’ blood vessels. It thickens or causes them to become narrow thus hampering the blood flow and pressure. Narrow blood vessels increase blood pressure and also may lead to vessel clotting thus blockages. Brain parts, legs and other body parts are deprived from blood circulation and some vessels may burst spilling blood in the brain. The cells die due to lack of oxygen and nutrition thus causing gaining or sudden deaths (Peinado, 3069). Smoking affects the mouth odor and the color of the victims’ teeth. Smokers’ breath is usually smelly. The teeth turn brown and gums may develop complications which will result to tooth rloss. In women, smoking reduces their fertility rates and increases cases of still births. Preterm delivery, Sudden infant death syndrome, ectopic pregnancy and birth of infants with orofacial clefts is frequent. Children from smoking mothers are usually lighter compared with normal children. Smoking reduces the strength of bones and thus increases the risk of broken bone (Sayin, 202). Other impacts of smoking include reduction of the sight of the victims. It may trigger an age-related macular degeneration (AMD) which retards vision. It causes type 2 diabetes mellitus and also makes the control of the disease difficulty. Smoking also causes body inflammation and decreases the immunity of the victims. It is also known to initiate rheumatoid arthritis (Sayin, 204). Definitely having carefully read through the feedbacks, I understand them. Consequently, I do not have any question, problem or concerns that I would like to discuss with the instructor over the essay.  My take is that a lot has been done to bail me out and will try my best to improve on the essay.      Work cited Peinado, Victor I., et al. “Plasma Levels Of Angiopoietin-2 In COPD: Effects Of Smoking And Pulmonary Hypertension.” B27. HYPOXIA AND THE PULMONARY VASCULATURE: BREATHLESS IN SAN FRANCISCO. American Thoracic Society, 2016. A3069-A3069. Sayin, Nihat, et al. “Effects of chronic smoking on central corneal thickness, endothelial cell, and dry eye parameters.” Cutaneous and ocular toxicology 33.3 (2014): 201-205.

my teacher right here

Feedback Please review the directions to this assignment. You are to read the comments sent to you on Essay One.   Then you are to use those comments to REVISE that essay. You keep turning in some essay about smoking and your essay ONE was NOT about smoking. Smoking is not even a topic that could be used for Essay One. You wrote about  a Christmas trip to Jerusalem for Essay One.  I will happily change your grade when you resubmit.

 

Name: 

Using the provided quotes from The Glass Castle, and support from a provided article, explain how Jeannette Walls was a victim of child abuse.  Make sure your quotes properly support your argument and are integrated into your response.  Your body paragraphs should be written in ALICE format. 

Thesis statement (one sentence focusing on two main points):

Body paragraph 1 (focusing on FIRST main point from thesis statement):

Body paragraph 2 (focusing on SECOND main point from thesis statement):

The Glass Castle Quotes About Abuse:

“I am your mother, and I should have a say in how you’re raised” (Walls 26).

“Mom felt that Grandma Smith nagged and badgered, setting rules and punishments for breaking the rules. It drove Mom crazy, and it was the reason she never set rules for us” (Walls 21).

“Some parents worried that their kids might get hit by lightning, but Mom and Dad never did, and they let us go out and play in the warm, driving water. We splashed and sang and danced” (Walls 16).

“If you don’t want to sink, you better figure out how to swim” (Walls 66).

“We had no pillows, but Dad said that was part of his plan. He was teaching us to have good posture. The Indians didn’t use pillows, either, he explained, and look how straight they stood” (Walls 18). 

“‘It was the only thing to eat in our house,’ I said. Raising my voice, I added, ‘I was hungry’” (Walls 69).

“You’re not supposed to laugh at your own father, ever” (Walls 83). 

“He simply waited for me to fork over the cash, as if he knew I didn’t have it in me to say no” (Walls 209).

“She’d been reading books on how to cope with an alcoholic, and they said that drunks didn’t remember their rampages, so if you cleaned up after them, they’d think nothing had happened. ‘Your father needs to see the mess he’s making of our lives,’ Mom said. But when Dad got up, he’d act as if all the wreckage didn’t exist, and no one discussed it with him. The rest of us had to get used to stepping over broken furniture and shattered glass” (Walls 113).

“Unloved children grow up to be serial murderers or alcoholics” (Walls 83).

“At times I felt like I was failing Maureen, like I wasn’t keeping my promise that I’d protect her–the promise I’d made to her when I held her on the way home from the hospital after she’d been born. I couldn’t get her what she needed most–hot baths, a warm bed, steaming bowls of Cream of Wheat before school in the morning–but I tried to do little things” (Walls 206). 

“‘Okay, kids’ Dad said, ‘the civilians are revolting. We better skeddadle'” (Walls 109). 

“When Dad went crazy, we all had our own ways of shutting down and closing off, and that was what we did that night” (Walls 115). 

“‘Your father’s the only one who can help himself,’ Mom said. ‘Only he knows how to fight his own demons'” (Walls 117). 

“Just remember,” Mom said after examining the blisters, “what doesn’t kill you will make you stronger.”  “If that was true, I’d be Hercules by now,” Lori said (Walls 179). 

“Being homeless is an adventure” (Walls 255). 

“We may not have insulation,” Mom said as we all gathered around the stove, “but we have each other” (Walls 177).