Your assignment is just a click away

We have the best writers

We guarantee you plagiarism free, well formatted, grad A+ papers!

Comparison-Contrast Extended Draft Outline Template

Comparison-Contrast Extended Draft Outline Template

Comparison-Contrast Extended Draft Outline Template

QUESTION
Week 3 Assignment: Comparison-Contrast Extended Draft Outline
Due Nov 15 by 11:59pm Points 60 Submitting a file upload
Required Resources
Read/review the following resources for this activity:

Textbook: Chapter 8; pp. 48-55
Lesson 1
Link (Word doc): Comparison-Contrast Extended Draft Outline TemplatePreview the document
Do not use sources; no research is allowed.
Instructions
This week, you will be working on the compare and contrast essay by starting to draft and organize your ideas. To that end, you will submit an extended draft outline this week, in Week 3, so that you may, in Week 4, complete and submit the final comparison and contrast essay.

To prepare for completing the extended draft outline, make sure to read the lesson and textbook assignment for Week 3. Then, do the following:

Look over your discussion work for Week 3 to determine which of your ideas interests you the most and which you believe would engage a reader the most.
Think about whether you will use item-by-item or point-by-point style in your essay. Consider the details you wrote about in discussion and the suggestions others gave you in discussion.
Once you have firmly chosen your topic, jot down as many ideas as possible on your own – similarities, differences, specific examples. You will transfer these ideas to the outline template.
Access the Comparison-Contrast Extended Draft Outline Template (in Required Resources). Use this template and follow the format provided to create your extended draft outline this week. You will need to do the following:

Identify your topic and the two items for comparing/contrasting (specific, narrow items that are very similar). Be sure that your comparison/contrast topic holds real meaning, a relevant reason for comparing and contrasting, an answer to the question “So what?”
Identify your organizing principle (either item-by-item or point-by-point).
Draft a full introduction paragraph ending in a thesis, following the tips in the lesson and in your text regarding how to write a solid introduction in general and for a comparison/contrast essay specifically. Be sure that your thesis statement holds real meaning, a relevant reason for comparing and contrasting, an answer to the question “So what?” (Min. 1 paragraph)
Compose a full-sentence outline (meaning that each item in your entire outline, every line, must be a complete sentence) for your major points, including details to illustrate the comparison and contrast between your chosen items.
Draft a full conclusion paragraph, referencing the readings there, as well, regarding how to write a solid conclusion. (Min. 1 paragraph)
Writing Requirements (APA format)
Comparison-Contrast Extended Draft Outline Template
Length: 1-2 pages (using template)
Single spaced
12-point Times New Roman font
Grading
This activity will be graded based on the Extended Draft Outline Grading Rubric.

Course Outcomes (CO): 3, 5

Due Date: By 11:59 p.m. MT on Sunday

Rubric
Extended Draft Outline Grading Rubric (W3)
Extended Draft Outline Grading Rubric (W3)
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeIntroduction Paragraph (Template item I)
10.0 pts
Introduction paragraph meets all of the requirements: it is a single paragraph, is developed well, is written in standard paragraph format, and includes a relevant attention-grabber, a clear introduction of main ideas, and a clear, focus thesis statement that adheres to the rhetorical mode.
8.5 pts
Introduction paragraph meets most of the requirements: it is a single paragraph written in standard paragraph format, and includes an attention-grabber, an introduction of main ideas, and a thesis statement that adheres to the rhetorical mode.
7.6 pts
Introduction paragraph meets some of the requirements: is a single paragraph written in standard paragraph format that may demonstrate issues with organization, clarity, flow, structure, or adherence to the rhetorical mode.
6.0 pts
Introduction paragraph may significantly lack effectiveness in many of the following areas: formatting, length, organization, clarity, flow, structure, or adherence to the rhetorical mode.
0.0 pts
No effort
10.0 pts
This criterion is linked to a Learning OutcomeRhetorical Analysis (Template Item II)
10.0 pts
All of the requirements are met well: personal and larger contexts are addressed with depth and detail in at least three complete sentences. Audience analysis is performed in a full, rich paragraph of at least 5-7 sentences and fully addresses all questions with depth and detail.
8.5 pts
Most of the requirements are met well: personal and larger contexts are addressed in at least three complete sentences. Audience analysis is performed in a full paragraph of at least 5-7 sentences and addresses the questions provided.
7.6 pts
Personal and larger contexts are addressed, and audience analysis is performed. Some answers may lack depth, length, or applicability to the rhetorical mode.
6.0 pts
Personal and larger contexts are addressed, and audience analysis is performed. Many answers lack depth, length, or applicability to the rhetorical mode.
0.0 pts
No effort
10.0 pts
This criterion is linked to a Learning OutcomeThe Outline (Template Item III)
25.0 pts
Student achieves all of the following: identifies and explains the choice of blocked or point-by-point style. Each portion of the outline accomplishes all of the following with purpose and clarity: A clear, complete main point sentence that supports the choice of blocked or point-by-point style, and at least three detailed, relevant sentences of support for the main point sentence that directly develop the main point and that adhere to the conventions of the rhetorical mode.
21.0 pts
Student achieves most of the following: identifies and explains the choice of blocked or point-by-point style. Each portion of the outline accomplishes a clear, complete main point sentence that supports the choice of blocked or point-by-point style, and at least three relevant sentences of support for the main point sentence that adhere to the conventions of the rhetorical mode.
19.0 pts
Student identifies and explains the choice of blocked or point-by-point style but may lack clarity in this section. Each portion of the outline accomplishes a clear, complete main point sentence that supports the choice of blocked or point-by-point style, and at least three sentences of support for the main point sentence. Some issues may be evident in the areas of rhetorical mode, clarity, or detail.
15.0 pts
The style choice and outline portion demonstrates significant issues related to clarity, rhetorical mode, detail, and/or length.
0.0 pts
No effort
25.0 pts
This criterion is linked to a Learning OutcomeConclusion Paragraph (Template Item IV)
10.0 pts
Student achieves all of the following: conclusion paragraph is a single paragraph, is developed appropriately, is written in standard paragraph format, and includes a transition, a reiteration of the essay’s main point without repeating the the thesis verbatim, and a look to the bigger picture that will leave the reader pondering the topic. The conclusion paragraph adheres to the rhetorical mode.
8.5 pts
Student achieves most of the following: conclusion paragraph is a single paragraph, is written in standard paragraph format, and includes most of the following: a transition, a reiteration of the essay’s main point without repeating the the thesis verbatim, and a look to the bigger picture that will leave the reader pondering the topic, with all portions adhering to the conventions of the rhetorical mode.
7.6 pts
Conclusion paragraph is a single paragraph written in standard paragraph format that may demonstrate some issues with organization, clarity, flow, structure, or adherence to the rhetorical mode.
6.0 pts
Conclusion paragraph may lack effectiveness in many of the following areas: formatting, length, organization, clarity, flow, structure, or adherence to the rhetorical mode.
0.0 pts
No effort
10.0 pts
This criterion is linked to a Learning OutcomeWriting
5.0 pts
Throughout the whole work, the writing is free of major errors in grammar, spelling, and punctuation; demonstrates strong word choice and sentence variety.
4.0 pts
Throughout most of the work, the writing is free of major errors in grammar, spelling, and punctuation; demonstrates strong word choice and sentence variety.
3.0 pts
Throughout some of the work, the writing is free of major errors in grammar, spelling, and punctuation; demonstrates strong word choice and sentence variety.
2.0 pts
Throughout little of the work, the writing is free of major errors in grammar, spelling, and punctuation; demonstrates strong word choice and sentence variety.
0.0 pts
No effort
5.0 pts
Total Points: 60.0
Comparison-Contrast Extended Draft Outline Template

ANSWER
Comparison-Contrast Extended Draft Outline Template

Please complete this template according to the one narrowed, single topic you wish to write about. We began exploring issues in discussion this week, and the topic you choose for this assignment should arise from that discussion and should adhere to one of the writing prompts noted in the lesson and the discussion.
I. RHETORICAL ANALYSIS

Note: This section is for prewriting purposes only. When you write your full comparison/contrast essay for Week 4 next week, you will not include the material from this Rhetorical Analysis section. Rather, for Week 4, you will draw only from Sections I, III, and IV of this document (the introduction paragraph, the body outline, and the conclusion paragraph). Part II, here, simply asks you to consider your writing situation before you write your essay.

Use this section to analyze your rhetorical situation of writer, purpose, and reader by responding to the two following prompts, as explained below.
• Identify personal and larger contexts, such as why it’s important to you to compare/contrast these two items, how comparing/contrasting these items impacts the immediate world around you, and possibly even larger venues, like your state, your country, the world.

[Write your response here in at least three complete sentences.]
I would like to compare healthcare access for vulnerable populations against the other middle-class populations. Personally, I find it essential after witnessing the constraints these populations in charitable organizations undergo in the access to healthcare coverage. Comparing these two populations enables one to understand the issues faced by these communities in pursuit of quality medical services. Particularly, it will be useful to policymakers in the state or deferral governments to drive policies that will address the imminent challenge of poor medical access for the vulnerable immigrant and colored communities.

• Identify your audience and discuss why your audience will be and should be interested in reading your essay. What need are you filling for the reader? What about this essay that will enrich the reader’s life? What will your reader enjoy? Are there elements of your topic and approach that may bore or even offend a reader? How will you handle this? Do new ideas for details and approaches arise when you perform this audience analysis? Which ideas and how will you use them?

[Write your response here in at least 5-7 complete sentences.]
The essay will be addressed to fellow students to offer them an experience of my encounter with individuals from other populations who cannot access basic needs such as healthcare. Most crucially, the article will also be addressing the policymakers in charge of healthcare. States and the authorities responsible for enabling effective policies for equal coverage of all citizens. The essay also appeals to the common citizen to understand the difficulties other persons may encounter in accessing services that are somewhat normal to some based on their social class. On the same note, by offering a comparison, there is also a message for the charitable organizations to develop more appropriate structures for improving healthcare services and coverage to the populations within areas they operate in. The reader will enjoy the succinct and relatable comparisons that will emanate as the comparison and contrast essay develops. The larger message and ideas conveyed in the narrative will greatly enrich the reader’s life in several ways. For instance, by understanding others’ struggles, they will appreciate the services they have or have solidarity in sharing common problems with the populations addressed in the essay.

*Remember: Everything above is pre-thinking. You will not include the above material in your Week 4 essay. Everything below will represent the contents of the essay you fully compose in Week 4.

You will now plan your comparison/contrast essay by writing your introduction paragraph, outlining the body paragraphs, and writing your conclusion paragraph. Everything you write below will be further developed into your full comparison/contrast essay in Week 4.

II. INTRODUCTION PARAGRAPH FOR YOUR COMPARISON/CONTRAST ESSAY

In this section of the outline, draft a possible introductory paragraph for your comparison/contrast essay. Remember that the introduction paragraph should engage the reader, offer some overview of your topic, and end a thesis statement. Your thesis statement should be clear, focused, and narrow in scope and should express a specific comparison/contrast approach.

[Insert full introduction paragraph, with attention-grabber, the introduction of main ideas, and thesis statement here.]
The vulnerable populations, such as immigrants and children supported by charitable organizations, have poor healthcare services compared to those from the middle or upper-class levels.
This contrast is enhanced by many aspects, such as low-income levels. Stringent eligibility criteria and lack of sufficient effective policies to enable access to medical services.
III. THE OUTLINE

Using specific details, create a brief outline of at least three points, stating whether your outline is in blocked or point-by-point style, and using your sub-categories to fill in rich details and analysis.

[Here, note whether you are using item-by-item style or point-by-point style and why (see the Week 3 Lesson to understand the differences fully). You must compose at least two complete sentences for this section.]
The outline is point-based by addressing three critical aspects of healthcare insurance policies, social class, and stringent policies as the areas of difference in access to healthcare between the vulnerable and upper-class populations.

I. [Note your first main point in a complete sentence. Be sure this point supports your choice of blocked or point-by-point style- i.e., is this a point about how your two items are similar in a specific way? Or is it a point in which you’ll be addressing just one of your two items?]
A. [Based on your topic sentence above, list three sentences of support, being as detailed, engaging, and energetic as possible, making your reader see the relevance and importance of these ideas and images. “A.” here will be your first sentence of support for your topic sentence “I”]
There is an imminent disparity in the accesso to healthcare services between the vulnerable immigrant populations and the middle and upper-class Americans.
B. [Follow the same instructions as above, but now please write your second support item for this paragraph.]. This has been enhanced by the differences in the socioeconomic wellbeing of the two populations being compared, stringent eligibility criteria and
C. [Follow the same instructions as above, but now please write your second support item for this paragraph.]
As a result, these populations have difficulty accessing the typical medical services such as checkups and treatment for conditions for the at-risk populations such as children and the elderly.

II. [Note your second main point in a complete sentence. Be sure this point supports your choice of blocked or point-by-point style- i.e., is this a point about how your two items are similar in a specific way? Or is it a point in which you’ll be addressing just one of your two items?]
The differences in socioeconomic wellbeing such as income levels affect the access to medical services between the vulnerable and middle-class populations. The middle class has employment and has better income compared to the low-income vulnerable populations and can, therefore, access medical insurance coverage.
A. [Based on your topic sentence above, list three sentences of support, being as detailed, engaging, and energetic as possible, making your reader see the relevance and importance of these ideas and images. “A” here will be your first sentence of support for your topic sentence “I”]
Medical services require the populations to access physician fees or hire family physicians to monitor their health, besides the vulnerable population cannot afford to enroll in the insurance coverage programs.
B. [Follow the same instructions as above, but now please write your second support item for this paragraph.]
As Evidenced in my activities with charitable organizations, these children in charitable organizations were uncovered, uninsured, and susceptible to numerous medical conditions compared to children from my neighborhood.
C. [Follow the same instructions as above, but now please write your second support item for this paragraph.]
Therefore, they would not easily access pediatric care and emergency services when necessary as the children hail from upper social classes.

III. [Note your third main point in a complete sentence. Be sure this point supports your choice of blocked or point-by-point style- i.e., is this a point about how your two items are similar in a specific way? Or is it a point in which you’ll be addressing just one of your two items?]
Thirdly, stringent criteria favor the middle-class populations more than the vulnerable colored and immigrant groups in access to healthcare insurance programs.
A. [Based on your topic sentence above, list three sentences of support, being as detailed, engaging, and energetic as possible, making your reader see the relevance and importance of these ideas and images. “A” here will be your first sentence of support for your topic sentence “I”]
Polices such as Medicare, CHIP, and Medicaid have limited eligibility criteria for immigrant populations, limiting access to quality healthcare services.
B. [Follow the same instructions as above, but now please write your second support item for this paragraph.]
C. [Follow the same instructions as above, but now please write your second support item for this paragraph.]
By establishing better policies, states and the federal government may provide for better access to medical services for vulnerable populations. The imminent gap between the vulnerable and middle-class population may be addressed through sound healthcare insurance policies.

IV. CONCLUSION

In this section of the outline, draft a possible concluding paragraph. Your conclusion should summarize the overall findings and link to your purpose with a restatement of the thesis.

[Insert full conclusion paragraph, with a transition, reiteration of overall point without restating the thesis word for word, and a look to the bigger picture, to leave your reader thinking about larger and/or future and/or personal implications.]
The vulnerable immigrant and colored person populations have poor healthcare coverage and access than middle or upper-class populations. They have low incomes, which may not support their private coverage for medical care. Besides, most immigrants experience unfavorable criteria in applying for Medicare and Medicaid services, and therefore, few are insured. Middle-income families who are full US citizens can access medical services easily compared to the migrant populations.

Comparison-Contrast Extended Draft Outline Template

Our Service Charter

1. Professional & Expert Writers: Nursing Solved only hires the best. Our writers are specially selected and recruited, after which they undergo further training to perfect their skills for specialization purposes. Moreover, our writers are holders of masters and Ph.D. degrees. They have impressive academic records, besides being native English speakers.

2. Top Quality Papers: Our customers are always guaranteed of papers that exceed their expectations. All our writers have +5 years of experience. This implies that all papers are written by individuals who are experts in their fields. In addition, the quality team reviews all the papers before sending them to the customers.

3. Plagiarism-Free Papers: All papers provided by Nursing Solved are written from scratch. Appropriate referencing and citation of key information are followed. Plagiarism checkers are used by the Quality assurance team and our editors just to double-check that there are no instances of plagiarism.

4. Timely Delivery: Time wasted is equivalent to a failed dedication and commitment. Nursing Solved is known for timely delivery of any pending customer orders. Customers are well informed of the progress of their papers to ensure they keep track of what the writer is providing before the final draft is sent for grading.

5. Affordable Prices: Our prices are fairly structured to fit in all groups. Any customer willing to place their assignments with us can do so at very affordable prices. In addition, our customers enjoy regular discounts and bonuses.

6. 24/7 Customer Support: At Nursing Solved we have put in place a team of experts who answer to all customer inquiries promptly. The best part is the ever-availability of the team. Customers can make inquiries anytime.