ANSWER
Introduction
Students from a wide range of majors participate in campus and community events about
Health and many seek internships and jobs in healthcare fields. As a student interested in Health

grows, undergraduate writing programs and departments are increasingly offering
healthcare writing courses, such as Writing for the Health Professions and Writing in the
Health Professions.

1 These courses are often offered at institutions with robust professional
schools and pre-professional programs that prepare students to become Health
practitioners. The major studies of healthcare writing courses (Assad, 2013; Kenzie & McCall,
2017) described how these courses could help prepare students for the specialized Writing
required when they enter clinical healthcare professions, such as nursing, dentistry, and
medicine. 2
However, healthcare writing courses are also well-positioned to reach students who
are not planning to pursue these paths. Because health-related courses are rooted in
interdisciplinarity, a concept crucial in understanding how to make and anticipate
connections to different contexts, healthcare writing courses can highlight rhetorical
flexibility and emphasize the transfer of writing skills and knowledge, which can benefit
students with a wide range of professional goals.
These features describe a Writing About Health course aimed to
support students in majors across the university. This course drew upon teaching strategies for transfer while also incorporating key concepts from the health humanities and
rhetoric of Health and medicine (RHM). The goal was to use healthcare writing to
help students think like writers and make the right moves when approaching new writing
challenges. Students need confidence in applying their writing skills and knowledge to future
(and as yet unknown) workplace situations, and a healthcare writing course can provide a
useful way to help them further develop this confidence
in Rhetorical Flexibility, Teaching for Transfer. The Health Humanities
Despite a growing interest in healthcare writing courses, the body of scholarship exploring
course design and pedagogy for these courses is small (Kenzie & McCall, 2017). In 2017,
Daniel Kenzie and Mary McCall noted that “no studies as of yet have outlined potential
curricula of Writing for the Health Professions courses” (p. 4). In response to this gap, Kenzie
and McCall provided one model “developed specifically to meet the needs of a new College
of Health and Human Sciences” (p. 5). Their pedagogies aim to help students in this school,
many of whom are planning to enter clinical fields. Kenzie and McCall also noted that it is
important to consider “the disciplinary representation of students and their postgraduate
plans” when designing healthcare writing courses (p. 12), so I designed a course geared
DOI: 10.37514/DBH-J.2018.6.1.02
Double Helix, Vol 6 (2018)
2
toward preparing students who are not necessarily planning on entering clinical professions.
This course could be offered at institutions that do not have professional health sciences
schools.
The course moved students to think critically about the Writing they may have to do
in a range of professions in order to transfer skills and knowledge when encountering new
writing situations. To think critically about these areas means that students understand and
use appropriate vocabulary to discuss key rhetorical concepts, and reflect on what these
concepts mean and how they can be meaningful, and begin to imagine how they would apply
these concepts in future situations.
Recent work on teaching for transfer, especially about first-year composition
courses, provided strategies that can be incorporated into advanced professional and
disciplinary curricula like a healthcare writing course. Indeed, Dana Lynn Driscoll (2011)
argued that first-year composition instructors must teach for transfer to prepare
students for writing in future courses across campus (p. 1). Similarly, instructors
teaching disciplinary and professional Writing need to emphasize transfer to the professional
world. It is especially important for a professionally oriented disciplinary writing course like
Writing About Health to focus on forward-reaching transfer. Driscoll (2011) explained that
“forward-reaching” transfer requires that students “anticipate future situations where they
may need the knowledge and skills they are currently learning” (p. 4).3 Instructors can help
students think about these future situations, especially concerning potential work
scenarios. Furthermore, Donna Kain and Elizabeth Wardle (2005) reminded us that while “no
academic communication course” can teach “students to learn the intricacies of
communication in specific workplaces,” instructors can “help students develop transferable
strategies and tools for analyzing texts and contexts” (p. 135). This philosophy underpins
Writing About Health, which I designed to prepare students to adapt their
Writing by using a range of rhetorical strategies. The course provided
1) an emphasis on rhetorical decision-making, especially related to a diverse
range of healthcare situations,
2) attention to anticipating the forward-reaching transfer of key rhetorical concepts
and developing a metacognitive framework through which to do so, and
3) attention to the health humanities and RHM as a means of modeling
connections between Writing and other fields.
These approaches offered a useful way to position the course so that it looked outward to
other contexts.
The focus on healthcare, in particular, worked well in conjunction with the course’s
learning goals to prepare students to be thoughtful, confident rhetorical decision-makers
who are adept in shifting their Writing, especially when encountering situations not covered
in college courses. Amy Rubens (2017) described the benefits of incorporating the Health
humanities into an introductory composition course for nursing students and others
interested in the health professions. Her discussion highlighted the close connection
between a health-focused course and transfer: “those in health humanities composition
courses are poised to carry or ‘transfer’ their knowledge to subsequent courses, including
those that might prepare them for the workforce” (p. 362). Rubens’s discussion informed my
approach to designing an advanced health-focused professional writing course that
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3
promoted transfer to a range of positions broadly related to healthcare.
I designed the course to be Writing About Health rather than Writing for/in the Health
Professions. The preposition “about” rather than “in” or “for” makes clear that the course did
not aim to prepare students for narrow, specialized professional situations, as some writing-in-the-disciplines courses do. Instead, the course moved students to consider how they could
negotiate a range of writing contexts beyond the classroom, especially as they prepare for
professional situations. Focusing on healthcare is an especially effective way to model this
type of work for students because the healthcare field has a “dynamic, unpredictable nature.”
with “evolving challenges” that require writers to be adaptable (Arntfield & Johnston, 2016,
p. 2).
With this philosophy, I did not position Writing About Health as a service course that
would teach students how to write like nurses or dentists. I wanted students to
understand that taking one course would only prepare them for some situations
they could encounter in future professions. Grounded in this philosophy, Writing About
Health taught students how to think like writers. In this way, the course fits Stephen
John Dilks and Ntombizodwa Cynthia Dlayedwa’s (2015) call to teach students how to
“communicate with, and to challenge, people in similar disciplines, professions, and cultural
contexts and how to communicate with, and to challenge, those in different disciplines,
professions, and contexts” (p. 10). To meet this goal, they explained how they designed their
general education writing and communication curriculum: “We deliberately avoided the goal
of teaching engineers how to write like engineers, nurses to write like nurses, chemists to
write like chemists. Instead, we set ourselves the goal of teaching students how to figure out
what kinds of Writing and speech are necessary to any given context” (Dilks & Dlayedwa,
2015, p. 10). Writing About Health guided students to understand how to draw from what
they know to be effective writers as they enter a range of professional contexts and
write in various genres, including those not covered in the course. The course, therefore, supported students as they worked toward rhetorical flexibility. I explained to
students that rhetorical flexibility involves “knowing different writing tools and strategies,
and being able to choose the best tools and strategies to create and communicate your
meaning for any given context and in different modes” (Dartmouth University Institute for
Writing and Rhetoric, n.d., para. 2).
Anne Beaufort (1998) described the value of incorporating pedagogies that foster
“rhetorical flexibility” in general professional writing courses (p. 182). When moving into
workplace settings, students will encounter new aspects of Writing, such as new genres, new
environments, and new norms, that present difficulty in “adapting to a variety of writing
situations” if writing courses do not prepare them to be flexible (p. 182). In this way,
understanding how to be a rhetorically flexible writer is important in preparing for transfer.
Kain and Wardle (2005) also established the importance of teaching for transfer in order to
prepare students for writing in future workplaces. Kain and Wardle pointed to Richard E.
Mayer’s useful definition of transfer: “‘transfer is the ability to use what was learned to solve
new problems, answer new questions, or facilitate learning new subject matter’”; in this way,
transfer “‘requires students not only to remember but also to make sense of and be able to
use what they have learned’” (qtd. in Kain & Wardle, 2005, p. 116). Instructors of
professional writing and communication courses need to guide students to prepare to use
what they have learned in writing courses in future workplaces. One way to do so is by
focusing on writers’ rhetorical moves when they approach writing tasks.
Double Helix, Vol 6 (2018)
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Beaufort (2012) highlighted the connection between rhetorical flexibility and
transfer in a later study, explaining that instructors can teach toward transfer “by showing
students ways of thinking about writing as an activity, rhetorically situated” (para. 5).
Students must understand rhetorical tools and strategies and then apply them to new
contexts, including future professional contexts. They need to learn how to approach
problems by making effective rhetorical decisions.
Strategies for Teaching Rhetorical Flexibility and Transfer
Driscoll (2011) and others noted that students could have difficulty transferring. Stephanie
Boone, Sara Biggs Chaney, Josh Compton, Christiane Donahue, and Karen Gocsik (2012)
summarized research about the “challenges of transfer” and the difficulty that students have
in anticipating future work (para. 2). These challenges can be especially pronounced when
students have little familiarity with professional contexts. Despite these challenges,
researchers such as Beaufort (2012), Driscoll (2011), Rebecca S. Nowacek (2011), and
Kathleen Blake Yancey, Liane Robertson, and Kara Taczak (2014) argued that instructors
could and must teach for transfer. Drawing from this body of research, I designed Writing
About Health around the following strategies for teaching for transfer:
1) Discuss transfer frequently throughout the course.
Beaufort (2012) emphasized the importance of regularly discussing
transfer as she guided instructors to “bring up the issue of transfer of
learning and explicitly get students thinking about what from this
course they can apply in other writing contexts” (para. 3). Driscoll
(2011) provided the following guidance: “Do not assume that transfer
occurs—always address transfer issues through explicit teaching” (p.
21). Similarly, Yancey, Robertson, and Taczak (2014) argued
that instructors must “be explicit” when discussing transfer (p. 138).
2) Incorporate several metacognitive reflection exercises.
Driscoll (2011) argued that instructors must “encourage students to
engage in metacognitive reflection about their Writing and learning” (p.
19). Yancey, Robertson, and Taczak (2014) also explained the value of
incorporating reflective practices by providing the following advice for
instructors: “build in metacognition . . . Given the success we see in
supporting the transfer of the process, there is every reason to expand our
use of reflection” (p. 139). Sarah Read and Michael J. Michaud (2015)
made a similar case for including metacognitive reflection to
move students to think about the transfer (p. 434). Such advice accords
with Beaufort’s (2012) argument that instructors must “build in metacognitive thinking throughout the course on what is being learned and
how” (para. 2).
3) Emphasize key rhetorical terms and concepts as a way to help students think and
talk about writing across diverse contexts.
Beaufort (2012) argued that instructors need to “build in lessons that
teach the big concepts essential for the transfer of writing skills: discourse
community, genre, rhetorical situation, Writing process knowledge.”
(para. 1). Yancey, Robertson, and Taczak (2014) provided a compelling
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the argument for incorporating extended discussions of key rhetorical
terms: “Key terms, fully conceptualized and reiteratively learned and
used in the classroom, offer students a vocabulary with which they can
articulate learned writing knowledge and which is available for use in
other rhetorical situations. In sum, such a vocabulary contributes to the
passport students need to transition to new contexts” (p. 101).
4) Provide many opportunities for students to learn about the Writing they may
have to do in the future.
Driscoll (2011) noted that it is important to “encourage students and
instructors to learn about future writing contexts and connect learning
to these contexts” (p. 20).
5) Introduce students to many types of Writing.
Driscoll (2011) urged instructors to “ask students to practice skills in
various contexts and encourage them to understand how skills can be
generalized and applied across contexts” (p. 21).
6) Encourage students to think about previous knowledge and experiences in order
to think critically about the transfer.
Yancey, Robertson, and Taczak (2014) provided the advice to “tap prior
knowledge and concurrent knowledge” (p. 138), while Driscoll (2011)
argued that instructors should “not dismiss prior writing knowledge.”
However, “instead, work to connect it to current writing practice” (p. 22).
These strategies help teach for transfer and encourage students to gain the
rhetorical flexibility required to adapt their Writing. Focusing on Health provided an especially
effective way to address some of these strategies by moving students to think about
connections between several contexts and fields.
Health and the Health Humanities: Aids to Teach These Strategies
A focus on Health can highlight the importance of transfer and rhetorical flexibility. Writers
in healthcare professions will need to respond to diverse situations that require them to be
effective writers who are adaptable and thoughtful about their Writing. For example, Heidi
Estrem (2015) relayed an observation from a kinesiology professor who “contends . . . that
students need a strong sense of rhetorical flexibility if they are to be successful writers within
the discipline” (p. 98). Robert J. Bonk (2015) pointed out that healthcare professionals will
need to interact with and write for “increasingly diverse users,” and they will have to write
in a wide range of genres (p. 15). A course that teaches students to adapt their Writing to
these different situations can help them confidently approach future
writing tasks.
Focusing on Health can also enhance some strategies researchers recommend for
supporting students with this work. Indeed, scholars of the health humanities and RHM point
out that Health is a diverse field with a wide range of genres, audiences, and situations. Writing About Health has the potential to engage students across campus in
conversations about the diverse Writing they will have to do in future professions. Research
on the health humanities and RHM highlights the following areas which can aid in teaching
rhetorical flexibility and transfer:
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– The fields are interdisciplinary and focus on making connections between
diverse fields and illuminating diverse perspectives that different audiences
may have an issue.
– There is a wide range of types of texts related to Health.
– Students can have an interest in Health, which can help them draw from prior
knowledge, anticipate future situations and engage in metacognitive
reflection.
In their introduction to a special edition of Technical Communication Quarterly
Elizabeth L. Angeli and Richard Johnson-Sheehan (2018) described the connection between
technical Writing, the health humanities (also called the medical humanities), and RHM.
Those working in the health humanities approach Health through the lens of “the humanities
and liberal arts, such as history, philosophy, ethics, literary studies, sociology, and political
science” (p. 2).4 RHM is a related interdisciplinary field. RHM scholars examine health-related discourse from a rhetorical angle, and they “are interested in describing, developing,
and teaching the rhetorical strategies used in health and medicine by healthcare’s various
stakeholders, including providers, patients, and caregivers” (Angeli & Johnson-Sheehan,
2018, p. 4). Scholars in these fields show how health-related texts are diverse and span a
range of disciplines and contexts.
The interdisciplinary nature of the health humanities and RHM can enhance
classroom discussions about communication and Writing. In discussing their approaches to
health communication courses, Jamie Landau and Davi Johnson Thornton (2015) highlighted
this key feature in arguing that the health humanities “establish interdisciplinary
connections within and beyond the classroom” (p. 528). Students talk about how Health is
related to many fields and majors across campus. Such an approach is important in preparing
students for forward-reaching transfer outside the writing classroom, such as in
professional contexts where workers communicate with people from different fields. Rubens
(2017) also highlighted the value of this interdisciplinary nature in explaining how it helped
students in her composition course with skills such as “tolerating ambiguity” and “cultivating
critical reading and writing skills” (p. 362). These skills can help students prepare to
approach new and complex writing situations. This work is thus integral to being rhetorically
flexible and anticipating transfer to unknown professional situations.
Catherine C. Gouge (2018) explained that the health humanities’ interdisciplinarity
helps students understand how to approach various writing-related problems. Students
can ” write about different health/illness related subjects and write for
different audiences” when examining various issues (p. 27). This kind of exposure to
different texts, approaches, perspectives, and fields moves students to think about how they
will need to write for and communicate with different audiences and stakeholders in health-related as well as other professions. Offering a range of texts allows students to consider that
aspects of Writing differ depending on situations. In contrast, other aspects—such as attention to
audience and purpose—carry across all forms of Writing. This interdisciplinarity provides a
way for students to understand how to apply a writing vocabulary across diverse fields. In
other words, it shows them how to think about Writing that happens outside of the writing
classroom.
Health’s connection to interdisciplinarity also means that it is useful for
students to consider diverse perspectives. Rubens (2017) explained that “the Health
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humanities encourage appreciating issues from multiple, competing perspectives” (p. 363).
Indeed, she pointed out that “health and healthcare issues require multiple perspectives for
problem-solving” (p. 366). Such work can aid students in approaching complex tasks by
making connections and considering new ways to examine problems, including writing-related problems. Gouge (2017) made a similar point in arguing that the scholars in the
health humanities emphasize: “the value of understanding and evaluating multiple
stakeholders and their perspectives to problem-solving” (p. 21). Students can contemplate
how people with different backgrounds interact when approaching problems related to
Health. Such an idea is at the core of audience awareness and writing for various audiences.
For example, students can examine a particular health issue from a patient’s perspective
through education materials, a family member through memoirs, and a physician through
research articles. Alternatively, they can examine a particular health issue from the lens of different
fields. Students can track how they write about and think about an issue, which can
emphasize the value of making connections between disciplines and related areas while
considering how writing works across these contexts.
In addition to this connection to interdisciplinarity, focusing on Health can move
students to consider their prior experiences. Researchers who study transfer discuss the
importance of considering prior writing and learning experiences when approaching new
situations. Health can provide a natural way for students to start making these
connections because they have past experiences related to Health, medicine, illness, or
wellness. Students can think back to health-related life scenarios to begin making
connections and thinking critically about them. They may even consider the role that Writing
played in these experiences. This background also could deepen their
engagement with the course and writing more generally. Rubens (2017) highlighted this
aspect in arguing that “students are poised to approach topics in the health humanities with
interest and a wealth of prior experiences to nourish their curiosity” (p. 362). She
means interest as a “cognitive state” where a student feels a sense of engagement with a topic
or material (p. 368). This kind of interest could deepen students’ engagement with and
understanding of key concepts, as Rubens argued that “in composition courses, the health
humanities’ relevance and familiarity can trigger or initiate interest by allowing students to
‘find a connection between prior experience’ and the course’s reading and writing activities.”
(p. 364). Students’ interest in a topic has a strong connection to transfer, as Rubens explained
that this type of interest could influence their “ability to transfer their knowledge from one
context to another” (p. 364). She noted that students’ interest in Health usually extends
outside the writing classroom as they draw from prior experiences and anticipate future
work in Health. With such an interest, they may be more inclined to explore writing in these
professions, think critically about Writing, and start to anticipate the type of transfer they
will have to do when they enter these fields.
Institutional Context and Course Design
Writing About Health was offered in the Department of Writing Studies, Rhetoric, and
Composition at Roger Williams University, a small private comprehensive university with a
liberal arts general education program and some professional schools. The university does
not have a school devoted to the health sciences, although the School of Social and Natural
Sciences offer some pre-professional advising and a growing interdisciplinary public health
program. This course was offered as a 200-level special topic writing course in the Fall of 2017
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with plans to make it a regular offering in the future. The only prerequisite was passing an
introductory 100-level expository writing course required for all students at the university.
Writing About Health fulfilled a second university-wide general education requirement in
Writing, and most students took the course to fulfill this requirement. A smaller number of
students took the course as part of a minor or concentration in Professional and Public
Writing.
As a general education course, Writing About Health drew students from various
majors, including education, business, psychology, engineering, marine biology,
communications, dance, and Public Health. The course description stated that students did
not need a health sciences background to enroll. Most students conveyed a
general interest in Health but did not have plans to enter a profession closely related to
clinical settings such as dentistry, medicine, or nursing. Some students shared interests in
non-clinical healthcare jobs, such as positions in accounting, fundraising, management, or
human resources at non-profit community health organizations, educators or
administrators at hospitals, or positions in government as policymakers. Others did not have
plans to enter a field related to Health.
The Department of Writing Studies, Rhetoric, and Composition emphasizes rhetorical
flexibility in its program outcomes and design. The department website announces that its
writing courses help students “explore rhetorical situations” and “create the atmosphere in
which students can acquire rhetorical knowledge and strategies” (Roger Williams
University, n.d.-a, para. 1). The department also gestures toward transfer by explaining that
“Students will write purposefully, imaginatively, and persuasively in, across, and beyond
their college courses” (Roger Williams University, n.d.-b, para. 1). The department maintains
an outcomes-based approach and I designed Writing About Health to meet the following
outcomes:5
 understand, analyze, and apply rhetorical concepts that writers use to make
arguments about Health and wellness (context, audience, purpose, kairos,
exigence) (rhetorical knowledge)
 engage in thoughtful, reflective practices while producing documents in Health
writing genres (meta-cognitive knowledge)
 employ a variety of effective genres in response to academic, public, and
professional situations related to Health and the body (genre knowledge)
 analyze, engage with, and document sources per discourse
community expectations and standards (discourse community knowledge)
 engage complex subject matter by considering readings about Health
discourses (subject-matter knowledge)
 apply sophisticated revision strategies to achieve paper or project goals
(process knowledge)
 consider connections between health discourses and other fields/academic
disciplines (anticipating transfer)
Guided by these outcomes, students worked towards becoming thoughtful and confident
rhetorical decision-makers are preparing for future professional work. Indeed, the course
privileged professional Writing as it shifted away from academic essays to user-friendly
Double Helix, Vol 6 (2018)
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documents linked to professional contexts. Students assumed the role of professionals in the
the healthcare industry read about healthcare issues and worked on healthcare-related
projects so that they could begin to think about ways they may draw their writing skills into
a wide range of workplaces.
The course also introduced students to what Suhasini Sharma (2010) called “General
Knowledge and Skills” required for writers in healthcare, which include sentence-level
clarity, ethical considerations, research skills, and effective presentation of data. Christina
Zarcadoolas, Andrew F. Pleasant, and David S. Greer (2006) included a similar list of
“guidelines” to help writers produce texts that are “linguistically and culturally appropriate.”
(p. 287). Students also gained practice with collaborative Writing and working in teams,
understanding how technology influences Writing and project management. These skills
share similarities with those that Kenzie and McCall (2017) described for their healthcare
writing course, which they connect with the Council for Programs in Technical and Scientific
Communication’s guidelines (p. 6). While these points are especially relevant in healthcare
writing, they can also apply to other fields.
I communicated the course’s goal to privilege rhetorical flexibility and transfer, early
and often in the semester, in the syllabus, assignment sheets, and class discussions. The
course description noted, “in this course, students become familiar with rhetorical concepts
by analyzing and producing texts about health, nutrition, illness, and the body.” I explained
that the course would not cover every aspect they would ever need to know about healthcare
writing. Students would instead learn how to approach new situations confidently and
learn about some of the Writing they will work with in future professional contexts.
With these goals in mind, I drew from research on transfer to design the course
around the following strategies:
1) Discuss transfer frequently throughout the entire course.
2) Incorporate several metacognitive reflection exercises.
3) Emphasize key rhetorical terms to help students talk and think about
writing across diverse contexts.
4) Provide many opportunities for students to learn about the Writing they may
have to do in the future.
5) Introduce students to many types of Writing.
6) Encourage students to think about previous knowledge and experiences to think critically about the transfer.
Some key ways Writing About Health carried out these strategies included.
– promoting frequent reflection about rhetorical decision-making and
connections to transfer;
– working with a textbook focused on approaching writing problems from a
rhetorical approach;
– incorporating low-stakes assignments that required students to seek out,
analyze, and reflect upon a diverse range of texts related to health writing;
– providing students with many opportunities to learn about writing in a range
of professions related to healthcare;
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– including opportunities for students to write about and discuss prior
experiences with Health and health-related Writing;
– designing major assignments that allowed students to practice Writing in
different genres, writing for different audiences and writing with different
purposes; and
– designing major assignments to connect with professional situations.

QUESTION
APA format

1) Minimum 8 pages (No word count per page)- Follow the 3 x 3 rule: minimum of three paragraphs per page

You must strictly comply with the number of paragraphs requested per page.

The number of words in each paragraph should be similar

Part 1: minimum 2 pages

Part 2: minimum 2 pages

Part 3: minimum 2 pages

Part 4: minimum 2 pages

Submit 1 document per part

2)¨******APA norms

The number of words in each paragraph should be similar

Must be written in the third person

All paragraphs must be narrative and cited in the text- each paragraph

The writing must be coherent, using connectors or conjunctive to extend, add information, or contrast information.

Bulleted responses are not accepted

Don’t write in the first person

Do not use subtitles or titles

Don’t copy and paste the questions.

Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraph

Submit 1 document per part

3)****************************** It will be verified by Turnitin (Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks)

********************************It will be verified by SafeAssign (Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks)

4) Minimum 3 references (APA format) per part not older than 5 years (Journals, books) (No websites)

All references must be consistent with the topic-purpose-focus of the parts. Different references are not allowed

5) Identify your answer with the numbers, according to the question. Start your answer on the same line, not the next

Example:

Q 1. Nursing is XXXXX

Q 2. Health is XXXX

Q3. Research is…………………………………………………. (a) The relationship between……… (b) EBI has to

6) You must name the files according to the part you are answering:

Example:

Part 1.doc

Part 2.doc

__________________________________________________________________________________

The number of words in each paragraph should be similar

Part 1: Diversity in Healthcare

Case:

Mary and Elmer’s fifth child, Melvin, was born 6 weeks prematurely and is 1-month old. Sarah, age 13, Martin, age 12, and Wayne, age 8, attend the Amish elementary school located 1 mile from their home. Lucille, age 4, is staying with Mary’s sister and her family for a week because baby Melvin has been having respiratory problems, and their physician told the family he will need to be hospitalized if he does not get better within 2 days.

1. Show Mary why medical services (prenatal care) are essential for her and her children (One paragraph)

2. Show Mary why reproductive care (prenatal care) is essential for her and her children (One paragraph)

3. Explain what you know and/or need to learn about Amish values to discuss perinatal care in a culturally congruent way (Two paragraphs)

4. Discuss one consideration per each area, when preparing to do prenatal education classes with Amish patients (Two paragraphs: One paragraph for a and b; one paragraph for c and d)

a Values

b. Beliefs

c. Practices

d. Medical assistance

Part 2: Psychopathology

Case Study: J.T.

Purpose:

Analyze and apply critical thinking skills in the psychopathology of mental health patients and provide treatment and health promotion while applying evidence-based research.

Scenario:

J.T. is a 20 year-old who reports to you that he feels depressed and is experiencing a significant amount of stress about school, noting that he’ll “probably flunk out.” He spends much of his day in his dorm room playing video games and has a hard time identifying what, if anything, is enjoyable in a typical day. He rarely attends class and has avoided reaching out to his professors to try to salvage his grades this semester. J.T. has always been a self-described shy person and has had a very small and cohesive group of friends from elementary through high school. Notably, his level of stress significantly amplified when he began college.

You learn that when meeting new people, he has a hard time concentrating on the interaction because he is busy worrying about what they will think of him – he assumes they will find him “dumb,” “boring,” or a “loser.” When he loses his concentration, he stutters, is at a loss for words, and starts to sweat, which only serves to make him feel more uneasy. After the interaction, he replays the conversation over and over again, focusing on the “stupid” things he said. Similarly, he has a long-standing history of being uncomfortable with authority figures and has had a hard time raising his hand in class and approaching teachers. Since starting college, he has been isolating more, turning down invitations from his roommate to go eat or hang out, ignoring his cell phone when it rings, and habitually skipping class. His concerns about how others view him are what drive him to engage in these avoidance behaviors.

1. According to criteria DSM-5 (ONLY), explain a primary diagnosis for the case (One paragraph)

2. According to criteria DSM-5 (ONLY), explain two primary differential diagnoses for the case (Two paragraphs)

3. Develop a biopsychosocial plan of care for this client. (One paragraph)

4. Compare and contrast fear, worry, anxiety, and panic.(Two paragraphs)

Part 3: Writing and rhetoric

Topic: Deaths caused by school shootings clearly show the need to develop programs to improve students’ mental health.

Audience: Professor

Purpose: Explain what you learned by comparing two very different texts

According to the two articles attached (Check files)

.

1. Describe one major difference in (One paragraph)

a. Audience

b.Purpose

c. Literature genre

2. Summarize each of your sources (Two paragraphs: One paragraph for article 1; One paragraph for article 2)

3. Discuss how their arguments compare (Two paragraphs)

a. What do they agree on?

b. How did they build on each other?

c. What did you learn from one source that you didn’t learn from the other source?

d. Which do you think was most useful to helping you understand the topic and why?

e. Was that related to the information included, or the way that information was “packaged”?

4. Analyze the rhetorical choices made by each text, paying particular attention to how the sources differ. You’ll want to consider how they are different (in terms of audience, purpose, and genre) including (One paragraph):

a. What stylistic choices they make

b. How their differences shape how these texts can participate in the conversation.

Part 4: Writing and rhetoric

Topic: Recognizing sex work would allow women in this industry to unionize and access benefits that workers in other industries have

Audience: Professor

Purpose: Explain what you learned by comparing two very different texts

According to the two articles attached (Check files)

.

1. Describe one major difference in (One paragraph)

a. Audience

b.Purpose

c. Literature genre

2. Summarize each of your sources (Two paragraphs: One paragraph for article 1; One paragraph for article 2)

3. Discuss how their arguments compare (Two paragraphs)

a. What do they agree on?

b. How did they build on each other?

c. What did you learn from one source that you didn’t learn from the other source?

d. Which do you think was most useful to helping you understand the topic and why?

e. Was that related to the information included, or the way that information was “packaged”?

4. Analyze the rhetorical choices made by each text, paying particular attention to how the sources differ. You’ll want to consider how they are different (in terms of audience, purpose, and genre) including (One paragraph):

a. What stylistic choices they make

b. How their differences shape how these texts can participate in the conversation.