Category: Nursing

I previously wrote my personal nursing philosophy during my sophomore year of nursing school. At that time, my understanding of nursing was primarily grounded in the foundational values of compassion, empathy, human dignity, and alleviating suffering. My philosophy reflected what I was learning in coursework about the nursing metaparadigm and ethical principles. While those beliefs remain important to me, my perspective has significantly evolved since then.

Now, as a senior nursing student working in the adult emergency department, I have experienced substantial personal and professional growth. My understanding of nursing has expanded beyond compassionate, patient-centered care to include clinical judgment, prioritization, rapid assessment, interdisciplinary collaboration, and patient safety. Working in a high-acuity, fast-paced environment has taught me that nursing requires both emotional intelligence and technical competence. Compassion alone is not enough it must be paired with evidence-based practice, strong communication skills, and the ability to make timely decisions under pressure.

I have grown in my ability to advocate for patients, particularly in urgent or vulnerable situations. Advocacy now means speaking up about safety concerns, ensuring clear communication among team members, and recognizing when social determinants of health impact patient outcomes. My experiences have also increased my awareness of health disparities and the importance of trauma-informed, culturally competent care.

Additionally, I have developed greater professional accountability and leadership skills. As I transition from student nurse to future registered nurse, I view nursing not only as bedside care but as a responsibility to uphold safety standards, maintain ethical integrity, and contribute positively to the healthcare team. I have become more confident in my clinical reasoning, more resilient in stressful situations, and more intentional about continuous learning.

For this new paper, it is important to demonstrate this growth moving from a primarily theoretical and value-based understanding of nursing in my sophomore year to a more clinically grounded, experience-informed philosophy that reflects maturity, leadership, accountability, and readiness for professional practice.

Attatched will be the rubric as well as my previous paper.

Prepare an 810 minute audio training tutorial (video is optional) for new nurses on the importance of nursing-sensitive quality indicators.

Expand AllIntroduction

The focus of Assessment 4 is on how informatics support monitoring of nursing-sensitive quality indicator data. You will develop an 810 minute audio (or video) training module to orient new nurses in a workplace to a single nursing-sensitive quality indicator critical to the organization. Your recording will address how data are collected and disseminated across the organization along with the nurses role in supporting accurate reporting and high quality results.

Professional Context

The American Nursing Association (ANA) established the National Database of Nursing Quality Indicators (NDNQI) in 1998 to track and report on quality indicators heavily influenced by nursing action.

NDNQI was established as a standardized approach to evaluating nursing performance in relation to patient outcomes. It provides a database and quality measurement program to track clinical performance and to compare nursing quality measures against other hospital data at the national, regional, and state levels. Nursing-sensitive quality indicators help establish evidence-based practice guidelines in the inpatient and outpatient settings to enhance quality care outcomes and initiate quality improvement educational programs, outreach, and protocol development.

The quality indicators the NDNQI monitors are organized into three categories: structure, process, and outcome. Theorist Avedis Donabedian first identified these categories. Donabedians theory of quality health care focused on the links between quality outcomes and the structures and processes of care (Grove et al., 2018).

Nurses must be knowledgeable about the indicators their workplaces monitor. Some nurses deliver direct patient care that leads to a monitored outcome. Other nurses may be involved in data collection and analysis. In addition, monitoring organizations, including managed care entities, exist to gather data from individual organizations to analyze overall industry quality. All of these roles are important to advance quality and safety outcomes.

Preparation

As you begin to prepare this assessment you are encouraged to complete the Donabedian Quality Assessment Framework activity. Quality health care delivery requires systematic action. Completion of this will help you succeed with the assessment as you consider how the triad of structure (such as the hospital, clinic, provider qualifications/organizational characteristics) and process (such as the delivery/coordination/education/protocols/practice style or standard of care) may be modified to achieve quality outcomes.

This assessment requires you to prepare an 810 minute narrated tutorial (with optional video) for new nurses on the importance of nursing-sensitive quality indicators. To successfully prepare for your assessment, you will need to complete the following preparatory activities:

• Review the nursing-sensitive quality indicators presented in the
• resource and select one nursing-sensitive quality indicator to use as the focus for this assessment.
• Conduct independent research on the most current information about the selected nursing-sensitive quality indicator.
• Interview a professional colleague or contact who is familiar with quality monitoring and how technology can help to collect and report quality indicator data. You do not need to submit the transcript of your conversation, but do integrate what you learned from the interview into the audio tutorial. Consider these questions for your interview:
• What is your experience with collecting data and entering it into a database?
• What challenges have you experienced?
• How does your organization share with the nursing staff and other members of the health care system the quality improvement monitoring results?
• What role do bedside nurses and other frontline staff have in entering the data? For example, do staff members enter the information into an electronic medical record for extraction? Or do they enter it into another system? How effective is this process?

Recording Your Presentation

To prepare to record your presentation, complete the following:

• Set up and test your microphone or headset and webcam using the installation instructions provided by the manufacturer. You only need to use the headset if your audio is not clear and high quality when captured by the microphone.
• Practice using the equipment to ensure the audio and video quality is sufficient.
• Review for Kaltura to record your presentation.
• View . This video addresses the primary areas involved in creating effective audiovisual presentations. You can return to this resource throughout the process of creating your presentation to view the tutorial appropriate for you at each stage.
• Practice presenting using PowerPoint, Keynote, Slides, Canva or another presentation platform.

Notes:

• You may use other tools to record your tutorial. You will, however, need to consult for instructions on how to upload your recorded tutorial into the courseroom, or you must provide a working link your instructor can easily access.
• If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact to request accommodations.

Instructions

For this assessment, first review the nursing-sensitive quality indicators presented in the

resource and select one nursing-sensitive quality indicator to use as the focus for this assessment.

Next, imagine you are a member of a Quality Improvement Council at any type of health care system, whether acute, ambulatory, home health, managed care, et cetera. Your Council has identified that newly hired nurses would benefit from comprehensive training on the importance of nursing-sensitive quality indicators. The Council would like the training to address how this information is collected and disseminated across the organization. It would also like the training to describe the role nurses have in accurate reporting and high-quality results.

The council prefers a recorded presentation using PowerPoint or a similar application. This will allow the education department to show the presentation during new hire training.

As a result of this need, you offer to create a presentation orienting new hires to these topics. You know that you will need speakers notes to guide your recording. You plan to incorporate the insights you learned from conducting an interview with an authority on quality monitoring and the use of technology to collect and report quality indicator data.

You determine that you will cover the following topics in your presentation:

Introduction: Nursing-Sensitive Quality Indicator

• What is the National Database of Nursing-Sensitive Quality Indicators?
• What are nursing-sensitive quality indicators?
• Which particular quality indicator did you select to address in your tutorial?
• Why is this quality indicator important to monitor?
• Be sure to address the impact of this indicator on the quality of care and patient safety.
• Why do new nurses need to be familiar with this particular quality indicator when providing patient care?

Collection and Distribution of Quality Indicator Data

• According to your interview and other resources, how does your organization collect data on this quality indicator?
• How does the organization disseminate aggregate data?
• What role do nurses play in supporting accurate reporting and high-quality results?
• As an example, consider the importance of accurately entering data regarding nursing interventions.

Enhancing Outcomes

• Explain how your health care organization uses nursing-sensitive quality indicators to enhance patient safety, patient care outcomes, and organizational performance reports.
• Describe how a nursing-sensitive quality indicator establishes evidence-based practice guidelines for nurses to follow when using patient care technologies to enhance patient safety, satisfaction, and outcomes.

After building your presentation in PowerPoint, Keynote, Slides, Canva, or another presentation platform, practice delivering your tutorial several times before recording. When you record your presentation be sure your slides are visible in the recording. Important: Record your narrated presentation in Kaltura. (Do not record and submit the narration in PowerPoint because your file will become too large to upload.)

Additional Requirements

• Communication: Deliver a professional, effective tutorial on a selected quality indicator that engages new nurses and motivates them to accurately report quality data in a timely fashion.
• Length: 810 minute recording. Use Kaltura to record the narration and upload your recording to the courseroom or provide a working link your instructor can access.
• Script: A separate document with the script or speaker’s notes is required. Important: Submissions that do not include the script or speaker’s notes will be returned as a non-performance.
• References: Cite a minimum of three scholarly and/or authoritative sources.
• APA: Submit, along with the recording, a separate reference page that follows APA style and formatting guidelines. For an APA refresher, consult the page on Campus.

Reference

Grove, S. K., Gray, J. R., Jay, G. W., Jay, H. M., & Burns, N. (2018). Understanding nursing research: Building an evidence-based practice (7th ed.). Elsevier.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

• Competency 1: Describe nurses’ and the interdisciplinary team’s role in informatics with a focus on electronic health information and patient care technology to support decision making.
• Describe nursing-sensitive quality indicators in general and explain the importance of a selected indicator to the quality of care and patient safety.
• Describe the interdisciplinary teams role in collecting and reporting quality indicator data to enhance patient safety, patient care outcomes, and organizational performance reports, including the data that currently exists about a quality indicator.
• Competency 3: Evaluate the impact of patient care technologies on desired outcomes.
• Explain how a health care organization uses nursing-sensitive quality indicators to enhance patient safety, patient care outcomes, and organizational performance reports.
• Competency 4: Recommend the use of a technology to enhance quality and safety standards for patients.
• Describe how a nursing-sensitive quality indicator establishes evidence-based practice guidelines for nurses to follow when using patient care technologies to enhance patient safety, satisfaction, and outcomes.
• Competency 5: Apply professional, scholarly communication to facilitate use of health information and patient care technologies.
• Deliver a professional, effective tutorial along with speaker notes on a selected quality indicator that engages new nurses and motivates them to accurately report quality data in a timely fashion. Submission includes a reference list with at least three scholarly references.
• Follow APA style and formatting guidelines for citations and references.

Conduct the windshield survey worksheets and research for the health promotion research assessment.

Collapse AllIntroduction

This first assessment is the research and background information for the presentation you will give in your last assessment. Consider this the nursing process for your chosen community (assessment, diagnostics, planning, interventions, and evaluation). The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a learning experience focused on health promotion associated with the specific community health concern you selected from the provided document. Such a plan defines the critical elements of who, what, when, where, and why that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation. The two windshield survey worksheets will be critical steps in completing this assessment. This assessment is the foundation for the implementation of Assessment 4, Health Promotion Plan Presentation.

Note: Assessment 1 must be completed first before you are able to submit Assessment 4. Complete the assessments in this course in the order in which they are presented.

Preparation

Be sure you’ve completed the Windshield Survey Worksheet 1: Assess Your Community and Windshield Survey Worksheet 2: Tour Your Community activities. Then complete this assessment as if within a neighborhood or community of your choice. Your community, which will become the focus of your health promotion plan, could be something like the elderly housing center, high school, or your own neighborhood. It could even be a subset of or an individual within that community, for instance, one of the students at the high school or a resident at the elderly housing center.

Instructions

Complete the following:

• Assess your chosen community to include socioeconomic and demographic data such as location, lifestyle, age, race, ethnicity, gender, marital status, income, education, employment. (Complete the windshield surveys first.)
• Choose a specific health concern or health need from the as the focus of your health promotion plan for your chosen community. Then, analyze a population within your community with the health concern or need you’ve chosen to focus on and the best practices for health improvement, based on supporting evidence. Consider underlying assumptions and points of uncertainty in your analysis.
• Describe in detail the characteristics of your chosen community who will be the audience for the activity you are planning and how those characteristics are relevant to what you’ve learned about the targeted population. Describe in detail the relevant information of who within this community is affected by your chosen health issue.
• Explain why the population you are focusing on in your community is predisposed to this health concern or health need and why they can benefit from a health promotion educational plan. Consider the factors that contribute to health, health disparities, and access to services. Support your conclusions with relevant population health and demographic data.
• Based on the health concern for your individual or group, discuss what you would include in the development of a sociogram. Take into consideration possible social, economic, cultural, genetic, and/or lifestyle behaviors that may have an impact on health as you develop your educational plan in this assessment. You will take this information into consideration when you present your educational plan in Assessment 4.
• Identify your chosen individual’s or group’s potential learning needs. Imagine the input of your audience if you were collaborating with the individual or group to establish the SMART goals that would be used to evaluate the education session (Assessment 4).
• Identify the individual or group’s current behaviors, outline clear expectations for this educational session, and offer suggestions for how the individual or group needs can be met. Health promotion goals need to be clear, measurable, and appropriate for this activity and audience. Consider goals that will foster behavior changes and lead to the desired outcomes.

Be sure to apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

• Write with a specific purpose and audience in mind.
• Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

Read the performance-level descriptions for each criterion in the scoring guide to see how your work will be assessed.

Additional Requirements

Your assessment should also meet the following requirements:

• Document format and length: Your health promotion plan should be 46 pages in length.
• Supporting evidence: Support your health promotion plan with peer-reviewed articles, course study resources, and Healthy People 2030 resources. Cite at least three credible sources published within the past 5 years using APA format.
• Before submitting your assessment for grading, proofread it to minimize errors that could distract readers and make it difficult for them to focus on the substance of your plan.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

• Competency 1: Analyze health risks and healthcare needs among distinct populations.
• Analyze a population within a chosen community with a health concern or need that is the focus of a health promotion plan.
• Describe in detail the characteristics of a chosen community who will be the audience for a health promotion and how those characteristics are relevant to a larger target community.
• Competency 2: Propose health promotion strategies to improve the health of populations.
• Explain why a health concern or need is important for health promotion within a community and population, supporting conclusions with relevant population health and demographic data.
• Establish health goals appropriate for a chosen individual or group of participants that are realistic, measurable, and attainable.
• Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
• Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
• Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

Scoring Guide

Use the scoring guide to understand how your assessment will be evaluated.

Collapse AllCriterion 1

Analyze a population within a chosen community with a health concern or need that is the focus of a health promotion plan.

Distinguished

Provides an in-depth analysis of a population within the chosen community with a specific health concern or need that is the focus of the health promotion plan, and articulates underlying assumptions and points of uncertainty in the analysis.

Proficient

Analyzes a population within a chosen community with a health concern or need that is the focus of a health promotion plan.

Basic

Identifies a population within a chosen community with a health concern or need that is the focus of a health promotion plan.

Non Performance

Does not analyze a population within a chosen community with a health concern or need that is the focus of a health promotion plan.

Criterion 2

Describe in detail the characteristics of a chosen community who will be the audience for a health promotion and how those characteristics are relevant to a larger target community.

Distinguished

Describes in detail the characteristics of a chosen community who will be the audience for a health promotion and how those characteristics are relevant to a larger target community, providing appropriate examples.

Proficient

Describes in detail the characteristics of a chosen community who will be the audience for a health promotion and how those characteristics are relevant to a larger target community.

Basic

Identifies demographic data of a chosen community.

Non Performance

Does not describe in detail the characteristics of a chosen community who will be the audience for a health promotion and how those characteristics are relevant to a larger target community.

Criterion 3

Explain why a health concern or need is important for health promotion within a community and population, supporting conclusions with relevant population health and demographic data.

Distinguished

Explains why a health concern or need is important for health promotion within a community and population, supporting conclusions with relevant population health and demographic data and based on a perceptive analysis of the factors that contribute to health, health disparities, and access to services.

Proficient

Explains why a health concern or need is important for health promotion within a community and population, supporting conclusions with relevant population health and demographic data.

Basic

Describes a health concern or need that is important for health promotion within a community and population.

Non Performance

Does not explain why a health concern or need is important for health promotion within a community and population, supporting conclusions with relevant population health and demographic data.

Criterion 4

Establish health goals appropriate for a chosen individual or group of participants that are realistic, measurable, and attainable.

Distinguished

Establishes health goals appropriate for a chosen individual or group of participants that are realistic, measurable, and attainable and anticipates potential input from the audience to develop goals that would be more likely to be adopted.

Proficient

Establishes health goals appropriate for a chosen individual or group of participants that are realistic, measurable, and attainable.

Basic

Establishes health goals, though it’s unclear how realistic, measurable, and attainable they are given the chosen individual or group of participants.

Non Performance

Does not establish establishes health goals appropriate for a chosen individual or group of participants that are realistic, measurable, and attainable.

Criterion 5

Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

Distinguished

Organizes content with a clear purpose. Content flows logically with smooth transitions using coherent paragraphs, correct grammar/punctuation, word choice, and free of spelling errors.

Proficient

Organizes content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

Basic

Organizes content with some logical flow and smooth transitions. Contains errors in grammar/punctuation, word choice, and spelling.

Non Performance

Does not organize content for ideas. Lacks logical flow and smooth transitions.

Criterion 6

Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

Distinguished

Exhibits strict and flawless adherence to APA formatting of headings, in-text citations, and references. Quotes and paraphrases correctly.

Proficient

Applies APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

Basic

Applies APA formatting to in-text citations, headings and references incorrectly and/or inconsistently, detracting noticeably from the content. Inconsistently uses headings, quotes, and/or paraphrasing.

Non Performance

Does not apply APA formatting to headings, in-text citations, and references. Does not use quotes or paraphrase correctly.

The 3 healthcare-related tasks that I am familiar with and comfortable explaining are:

1.) Using a blood pressure monitor at home.

I would explain how to put the cuff on correctly, how to sit during the reading, what the numbers mean, and when to call a doctor.

2.) Giving an insulin injection

I could walk through the process of getting supplies ready, measuring the dose, choosing the right spot, and safely disposing of the needle.

3. Cleaning and dressing a minor wound.

This would include cleaning the wound, applying ointment, covering it properly, and knowing when it might be infected.

Two or three strategies I would use are:

Defining unfamiliar terms

This means explaining medical words in simple language. For example, for the term systolic, I would explain that it refers to the top number in a blood pressure reading. This helps readers understand the instructions better.

Providing examples and applications

Providing real-life examples makes the steps clearer. For example, I could describe what normal healing looks like compared to signs of infection.

Providing illustration

Adding pictures or diagrams would make the instructions easier to follow. For example, placing a blood pressure cuff or choosing an injection site.

Using these strategies would make the instructions clear, simple, and less overwhelming for a non-specialist reader.

References:

Arnett, J., Gibbs, M., Linimon, L., Logan, M., McMurrey, D., Miller, C., Miller, S., Monroe, J., Nguyen, J., Powell, T., Race, C., & Reardon, T. (2020). Open technical communication. McMurrey Associates.

Assignment Instructions

Writing clear and concise instructions is crucial in healthcare environments to ensure consistency and safety in task execution. For this assignment, you’ll create a set of instructions for a healthcare-related task targeting nonspecialists, such as new nurses or family caregivers.

Your task

Choose a healthcare-related task that you are highly familiar with, ensuring it is manageable yet requires multiple steps. Organize the task into a series of 5-7 steps. Create illustrations of your task by taking photographs or making simple drawings. Your instructions should be original, not copied from existing sources.

Your final instructions should:

• Be created as a document and submitted as a .docx file
• Be 250 – 500 words
• Include 5-7 individual steps in your own, original writing
• Include 5-7 accompanying images, created yourself (photos or drawings)
• Utilize simple language, avoiding jargon or technical terms
• Utilize clear document design that makes effective use of headings, bullets, lists, body text, and image placement
• Include a relevant title, an introduction, and a conclusion
• Be a Microsoft Word document (.doc or .docx) only. Submissions in any other format, such as PDF, will not be accepted. Please ensure you use the correct file type before submitting.

Create a word document developing a teaching plan on substance abuse / opioid addiction ( ppl needing help finding housing, etc) DO NOT FILL OuT template , but make sure everything the template requires/ info asked is answered in the word document. follow the rubric / template for guidance. 3 sources required. Word document should be uploaded as final assignment.

1. Watch the
3. of Practice and Principle.
4. In a 1- to 2-page paper, reflect on how the situation in episode 7 was handled.

• Appraise the leadership skills of the various characters.
• Suggest an alternative leadership model to generate and weigh potential resolutions.

Find 5 peer reviewed articles about your capstone project. Write a literature review.

Please follow the assignment rubric

• A literature review is not an annotated bibliography in which you summarize briefly each article that you have reviewed.
• While a summary of what you have read is contained within the literature review, it goes well beyond merely summarizing professional literature.
• It focuses on a specific topic of interest and includes your critical analysis of the relationship among different works, and relating this research to your work.
• In this case, your work will be your capstone project.
• It may be written as a stand-alone paper or to provide a theoretical framework and rationale for a research study (such as a thesis or dissertation).
• Your literature review will be written as a standalone paper.

Below is information about the structure of the literature review, finding credible information for research assignments, formulating research questions, search strategies and a literature review template:

Assignment Instructions.

The paper is to be clear and concise.

The paper is to be complete and thorough. It should include all items indicated in the assignment.

Incorporate a minimum of 7 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work.

Assignment Question: The checklists are to be clear and concise. The checklists are to be complete and thorough. Incorporate current 6 2021- 2026 (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work.

First, you will get an opportunity to see how dissertations are written.

Second, to discover what should be covered in a well-written dissertation.

Chapter 12 gives you an overview of the basic scheme of a research report. Be sure to:

Review the school’s Internal Review Board Guidelines.

Upload the dissertation you chose when you submit your checklists.

Double-check your checklists and make certain that they are completely filled out.

I want to do my project on veterans with mental health disability

• Readings: Review all previously assigned materials.
• STU. (2018). Final paper materials.
• American Psychological Association. (2016). Ethical Principles of Psychologists and Code of Conduct.

Grading Rubric:

Identification of Main Issues/Problems: Identify and demonstrate a sophisticated understanding of the issues/problems.

Analysis and Evaluation of Issues/Problems: Presents an insightful, thorough analysis and evaluation of issues/problems.

Demonstrates a Conceptual Understanding: Provides a thorough, competent and interpretive responses to all issues/problems, and shows a high level of conceptual understanding.

Use of Citations to Course Readings and Additional Research/Literature: Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing.

Writing Mechanics and APA Formatting Guidelines: Demonstrate a high level of clarity, precision, and attention to detail. APA style is correct and writing is free of grammar and spelling errors.

Touchstone 3: Informative Essay Revision

before you start

Consider revisiting the Unit 3 tutorial . You might find it helpful to use the revising strategies to manage your time, to catch mistakes by reading aloud, to revise by asking questions about your own writing, and to make final revisions by printing out your paper and making revision notes.

ASSIGNMENT: Review the rubric comments and summary feedback you received on your Touchstone 2.2 draft to deepen and extend your analysis of your topic. Submit a revision of your Touchstone 2.2 draft that reflects the feedback. Include a copy of your Touchstone 2.2 draft below the “Think About Your Writing” questions for this unit.

Helpful Links:

A. Directions

Step 1: Revise the Informative Essay

All writers revise their work as part of the writing process. For Touchstone 3, submit a revised version of your Touchstone 2.2 informative essay. The process of revising involves re-thinking your essay. Your revision should reflect your attention to the following:

• Rhetorical situation
• Focus
• Organization
• Flow
• Style
• Clarity

As you review the graders suggestions and feedback of your draft, evaluate how your essay can be improved in each of the areas above. Focus your attention on the areas that would benefit most from revision. You can add, delete, or move text as you revise your essay.

Note the following revision guidelines:

• Do not draft a new essay on a new topic. You must revise your Touchstone 2.2 draft using the feedback provided.
• Allow time between drafts so that you can see your original work from a new perspective.
• Revision is different from editing and proofreading; however, be sure to edit and proofread your revised essay before you submit it.

big idea

Revise your Touchstone 2.2 essay using the revision strategies you learned in Unit 3. This revision should reflect significant changes from your first draft, and should incorporate the feedback you received on Touchstone 2.2.

Step 2. Think About Your Writing

Include answers to all of the following reflection questions below your completed revision.

1. How much time did you spend revising your draft? Which revision strategies did you use, and which of them worked best for you? (2-3 sentences) Sophia says: A good revision takes time. This is your opportunity to re-think, rearrange, and re-evaluate your writing. Which revision strategies did you use? Do you still agree with your thesis? Do you believe that your evidence supports your thesis and that you have met the requirements of the assignment?
2. How did the revision process improve your essay? (2-3 sentences) Sophia says: Compare your draft to your revision. Have you added relevant details or removed irrelevant ones? Have you changed the order of details or paragraphs? Have you added transitions for better flow? In which ways is your revision better than your draft?
3. What did you learn about your writing process or yourself as a writer? (2-3 sentences) Sophia says: Think about the entire process of drafting and revising this essay. Did any part of the process surprise you or reveal something unexpected?

Step 3. Review Rubric and Checklist

Your essay and reflection will be scored according to the Informative Rubric, which considers your revision and edits, effectiveness in addressing the writing prompt for either the advertisement image analysis essay OR the extended definition essay, the working thesis, organization, style and tone, focus, conventions and proofreading, and your responses to the Think About Your Writing questions.

Refer to the checklist below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.

Editing and Revising

Have you significantly revised your essay, making adjustments in areas that include organization, focus, and clarity?

Have you made comprehensive changes in word choice, sentence variety, and style?

Have you made revisions that are based on the feedback provided by your evaluator?

Essay Prompt: Image Analysis

If you chose the image analysis prompt, have you revisited your analysis and interpretation of the images use of design components to ensure that you’ve done more than describe the ad?

Have you revisited your conclusions about the audience and effectiveness of the ad?

Did you include the image in your essay?

Is your draft 800-1300 words long?

Essay Prompt: Extended Definition

If you chose the extended definition prompt, did you make sure that your definition extends the definition and doesnt rely too heavily on the traditional definition?

Did you revisit the examples and explanations that support your definition?

Is your essay 800-1300 words in length?

Thesis

Have you revised your thesis statement?

Did you make sure that your thesis states the overall claim of the essay?

Is your thesis one sentence that is located toward the end of the introductory paragraph?

Focus and Organization

Have you reviewed your body paragraphs and made sure that each one has a clear topic sentence restating the subject and main point covered in that body paragraph?

Have you revisited your conclusion paragraph and final thoughts?

Have you reviewed the sequence of your ideas?

Have you improved your transitions to connect ideas between sentences and paragraphs?

Have you improved the flow of your essay?

Does your revision have a clear focus?

Have you maintained a clear focus and included only relevant details?

Style and Tone

Have you ensured that the tone of your essay is unbiased and informative?

Have you informed the reader about your topic avoiding the first person and/or framing personal examples in an objective way?

Have you reconsidered your word choices?

Conventions

Have you checked your draft for grammatical errors?

Have you used spell-check or another method to check spelling?

Have you punctuated your essay correctly?

Before You Submit

Have you included your name, date, and course at the top left of the page?

Have you completed the Think About Your Writing questions?

Is your essay between three and five pages (approximately 800-1300 words) in length?

B. Rubric