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I have written my master thesis. I need assistance editing it for grammer. It is comprised of two parts. one being a lit review and another being an applied experience I just wanted to make sure it flows nicely. I would also like the turnit in report to ensure that everything is properly cited and paraphrased.

Introduction I enjoy reading historical fiction. However, I have to set aside my history brain because I tend to wonder how historically accurate are things in the story? For our major paper, we are going be writing a version of historical fiction. But unlike historical fiction novels which are all about a good story, your writing will be judged on its accuracy, writing clarity, and how it demonstrates themes and ideas that we have learned across the course so far. Instead of a historical fiction story, you will write a pretend newspaper article from the past. First Draft Grade and Comments This first draft will provide you with a grade and feedback. You will have the option to revise and submit a second draft based on the feedback that you receive. Reminder: Do your own writing and thinking Engage with the course material for yourself, think, and write your own ideas. A major point of this course is to work on your own writing and communication skills. To do that you need to write and think for yourself. Using AI to generate a response for you or other forms of plagiarism is a violation of the Academic Honor Policy and may result in a zero on the paper. A zero on either of the two major papers will result in failing the course, as a you must earn a C+ or higher on the writing portion to pass the course and earn your “W” writing requirement. Instructions Write An Imaginary (but accurate) Newspaper opinion article From the Past: Newspaper Opinion Piece Rules Written about material from Modules 1-6. Must be set in the past. Pretend you are writing at some point from 1700-1900. Exceptions: It can’t be set right when the pilgrims arrived (too early for established newspapers). And it can’t be a repeat of the pamphlet that you wrote in Module 4. Things to Include: An accurate and relevant newspaper (audience). An accurate and relevant date for your article. A distinct thesis. A clear argument. Module citations and explanatory footnotes (see below for more info) provide explanatory footnotes explaining your historical reasoning, choices, and module references Include an explanatory footnotes where you discuss the reasons and choices behind your historical writing. Include module citations in footnotes You must include parenthetical references to the module material that you are using in your footnotes. References should be used for both direct quotes and indirect references (summarizing module ideas in your own words.) Include the learning page, and the specific source, section, and/or subsection used. See the example below. Your draft should include multiple references with citations for each idea pulled from the module pages. Along with the reference, include an explanation for your choices. Module Footnote Example 1 The Pilgrims who migrated to North America struggled financially. (1.1., The Pilgrims) Citation = (Learning Page, Section/Source) Module Footnote Example 2 19th century German immigrants spoke German in their churches and schools. (L.P. 5.2, German Immigrant Community, Language). Citation = (Learning Page, Section, Subsection) Other Requirements Total Length: 1200-1500 (including footnotes), Max = around 2,000 Main Text Font Style and Size: Times New Roman or Aptos, 12 Point (Footnotes can be 10 point font size). Main Text Double Spaced, Footnote Single-spaced (Both main text and footnotes) Use Module Material Demonstrate and Apply Knowledge of Module Material Use Module Material for Evidence and Citations Your ideas should be backed by module material. Use Module Material that Best Supports Your Argument Find the module material and ideas that best support your argument. It’s not about just using module material but material that supports your ideas.

Assessment Description

Complete the Persuasive Essay: Outline Worksheet.

Please review the grading rubric prior to completing the outline assignment to ensure successful completion.

Attachments

In this journal assignment, please answer the following questions in structured paragraphs that flow together (i.e., do not number your answers). Please plan to write at least three full paragraphs (at least 6-8 sentences each). While this is a more informal writing assignment, please be sure to still proofread and revise carefully before submitting it. 1) Discuss your experience with the unit over First to Fall, as well as your annotated bibliography. Consider the development of your writing and critical thinking skills, as well as knowledge and insight gained from reading the novel and its contexts. 2) Discuss the development of your research question and annotated bibliography exercise. What writing process did you use? How did you become more adept at research? What did you like about your research? What challenges did you encounter and how did you overcome them? 3) Reflect on your progress these last 8 weeks, as we have finally reached the end of the semester. Do you feel you have grown as a writer and critical thinker? What are your goals for the future?

Imagine you are the special education teacher at a school, and the school district has asked you to create a training session focused on teaching first-year general education teachers about vocabulary, fluency, and comprehension and how difficulties in these areas might manifest for students in the various grade bands. Using the topic Resources and your own research, develop a 10-12 slide digital presentation that addresses the following: Provide a clear definition for what the terms vocabulary, fluency, and comprehension mean and an explanation about why these skills are important for students in all classroom settings

Respond to each of the following questions. You will need to write at least 2 paragraphs, one for each question. When you are done posting your response, reply to at least one classmate in no fewer than 75 words.

1. Some students interpret Heglar’s essay,

as, “There’s no use in recycling (or changing light bulbs, or installing solar panels, or adopting a vegan diet). There’s not much the individual can do.” But is that Heglar’s point? What is the basic argument that Heglar makes in her article? Write a one-paragraph summary of at least 100 words that explains her argument. You need to read to the end of the article to really understand her main idea. It is not what the title implies.

2. Do you agree, disagree, or both agree and disagree with Heglar’s point? Write a one-paragraph argument of at least 100 words that explains your answer to this question.

Here are some examples of student responses to help guide your thinking:

Elsa:

1. The basic argument that Heglar is making is that everyone should be involved in preventing climate change. Whether people do small things or large things, the author wants to show their point on how they wanted everyone to try to make a change. The author also points out that even though small changes do help in some ways, these changes will still not solve the climate crisis we have now in our hands. We must fight against the government and il companies on the topic of using too many fossil fuels. The author shows that these oil companies and governments are giving the fact that they are the issue by stating that we must make those individual changes as if it is all our individual fault.

2. I completely agree with Heglar’s statements. The issue of the environment has been one that has been discussed by various people without a real big change happening. I believe that a huge movement needs to be started and people must fight against the government and oil companies. I agreed with Heglar when they stated that it is important for the U.S. as the largest emission-producing country in the world to work very hard to lower the pollution for other countries that might get the worst after-effects of this. I loved the author’s thoughts that stated that each individual needs to do some type of change to spark a movement against those oil companies and the government to make a significant change for our future.

Maria:

Hi Elsa. I agree that while changes like switching light bulbs and using fewer plastic bags are simple but helpful contributions, you can strive to make bigger changes in your own time. However, both changes are difficult when so many essential services, like transportation and power, depend on fossil fuels. On the other hand, we should not give up on making those everyday contributions like using CFL light bulbs or using reusable bags for groceries.

I agree with both you and Helglar. Making environmentally friendlier choices is never a bad decision. However, it is unrealistic to think that we can force ourselves to solve global warming on our own, especially when the damage we are supposed to fix is not coming from us individuals in the first place. If the most damage is coming from a handful of corporations as Heglar says, then those corporations need to be held accountable for those actions, as does our government.

Professional development presentation (20% of Final Grade)

Students will complete a narrated PowerPoint presentation in place of a traditional written paper. This assignment asks students to reflect on their learning at City University of Seattle and to articulate how their psychology coursework has shaped their educational, professional, and personal development. The emphasis of this assignment is on integration, reflection, and professional communication rather than formal academic writing.

The presentation should consist of a PowerPoint with recorded narration and be approximately 1015 minutes in length. Slides should support the narration rather than replicate it verbatim and should be visually clear, professional, and accessible. Students are expected to upload a single narrated PowerPoint file and ensure that audio plays clearly before submission.

In the presentation, students should reflect on their development of psychological foundations, including major schools of thought in psychology and models of human behavior and interaction. Students should discuss how these theories and frameworks have informed their understanding of individuals, relationships, or systems and how they now apply this knowledge in educational, professional, or personal contexts.

Students should also reflect on the development of their professional identity and goals. This includes consideration of ethical practice, service, and professional responsibility, as well as how coursework influenced their values, sense of purpose, and readiness for future professional roles.

Additionally, students should discuss how their education supported growth in understanding diversity and global perspectives. This reflection should address increased awareness of cultural context, identity, power, and systemic influences, as well as how students now approach individuals, families, or communities with greater cultural humility and thoughtfulness.

The presentation should also include reflection on the development of critical thinking, communication, and interpersonal or therapeutic skills. Students should describe how coursework contributed to their ability to analyze information, communicate effectively, and engage relationally in ways that will support their future professional work.

Students must conclude the presentation by reflecting on their future professional goals and outlining preliminary plans for how they intend to pursue those goals. This section should demonstrate thoughtful consideration of next steps and how their psychology education has prepared them for continued growth.

Scholarly sources are not required for this assignment. However, if students choose to incorporate sources, they must integrate those sources with their own thoughtful analysis rather than summarizing or copying information. As with any scholarly work, students must cite the source of all ideas, facts, or information that are not their own, even when paraphrased. Failure to appropriately cite sources constitutes plagiarism, even if unintentional. If sources are used, students should include a final reference slide formatted in APA style.

Cuckoos Nest Essay Rubric Introductory Paragraph 10 Title; Hook/Grabber and Bridge/Plot Summary -Strong title in required format -Hook/grabber is interesting and related to topic/thesis; if a quote from an outside source, introduce quote with speaker/context (signal phrase) and cite source on Works Cited page -Bridge transitions smoothly to link hook/grabber with film; names director/title/release date, gives 2-3 sentences plot summary of novel (beginning, middle, end) that introduces main characters/ situations discussed in essay; includes YEARS of novel/film; may include a summary of single film scene 5 Thesis: TH -Thesis follows this model: Through his screenplay adaptation and creative use of cinematic technique in his rendition of One Flew Over the Cuckoos Nest, Milos Forman portrays Ken Keseys character of _______ [name character] as more [or less] of a _______ [describe character] to show _______ [theme] [in the ______ scene (cite single scene if you choose to one film scene; optional to list scenes if two film scenes.)] Body Paragraphs Topic Sentence and Overall Organization of Ideas: TS -Essay follows one of two organizational patterns: 10 1) One sceneparagraphs arranged by topic (movement and mise en scene) 2) Two scenesparagraphs by movie scene and tss start with In _____ scene -Topic sentences follow required models and clearly identify character/theme noted in thesis. -Topic sentences use general (i.e.: movement) rather than specific (i.e: dolly) terms. 15 Evidence/Concrete Details: EV/CD -Adequately describes movie scenes with plot summary with visual details of film scene/s, focusing on technique under discussion, with relevant details and observations that show a knowledge of the scene discussed; writer accurately describes context of scene and names characters. -Defines/explains cinematic devices and their purpose in creating meaning. -Paragraph 1 accurately and insightfully discusses at least four different techniques of mise en scene, bringing in aspects of both design and composition. -Paragraph 2 accurately and insightfully discusses how movement is employed to visually tell the story -Paragraph 3 provides TWO quotations from novel (with signal phrase, i.e.: context/lead-in) and page number and clearly compares the changes/omissions/additions/similar rendition Forman made to Keseys novel in light of his development of theme/character identified in thesis, or analyzes his decision to render scenes similarly to Keseys depiction in novel. Novel quotes should be from scene/s discussed in essay, thereby creating the differences you are building your argument around. 25 Analysis/Commentary: AN/CM -Keeps focused on character/theme/scene under discussion throughout essay. -Paragraphs 1-2 offer insightful analysis of how Formans use of film techniques develop Keseys themes/characters identified in thesis. -Paragraph 3 offers insightful analysis of how Formans screenplay adaptation shape Keseys themes/characters identified in thesis. 5 5 Concluding Sentence: CS -Provide sophisticated summaries of the connections made in body paragraphs; restate topic sentences in new words; no transition to next paragraph Transitions: T or T -All transitions clearly and skillfully move the reader between examples and also introduce all body paragraphs after body paragraph 1. Conclusion 5 Conclusion Strong & definitive conclusion: 1) Restates the thesis in new words, 2) Recaps essays main points, 3) Reflects on the novels and film’s significance, and/or evaluates novel versus film in strong language. Writing Conventions 10 Style, Voice & Academic Tone Maintains academic tone, demonstrates a clear sense of purpose and audience; writer’s voice is evident — confident and sophisticated; masterful vocabulary and phrasing, academically appropriate, persuasive, and sophisticated. Sentence structure is complex and varied without being awkward, wordy, redundant, or choppy; sentences are effectively combined; avoids unclear pronouns (it, this, that) and contractions (i.e.: doesnt); strong verbs with minimal use of to be (is/are) 10 Grammar & Mechanics No distracting spelling, grammar or mechanical errors, maintains consistent present tense and third person point of view (no I or you), avoids such errors as run-ons/ fragments, subject-verb and verb tense errors, pronoun-antecedent errors, modification errors, apostrophe errors, faulty constructions, parallelism errors, and comma/ colon/semi-colon and other punctuation errors Formatting & Citation (POINTS DEDUCTED FOR EACH ERROR) MLA Formatting (-1 each error) Standard MLA Format: Heading; Header; 12 point font; Times/New Roman; Double Spaced; 1″ margins all sides; Left alignment; Centered Title in plain text (no bold, underline, italics, or …) Works Cited page (-1 each error) Follows MLA format for films.

Formulate a final paper based on the interview and observations you have conducted.

• Use the Behavioral Observation Record Forms you have completed on each subject and then review answers to your interview questions to compare your subjects. Discuss the differences you observed and noted between the age groups.
• Also, be sure to include a section on age-appropriate norms you have learned and how they relate or do not relate to your subject.
• You may divide the paper into 6 sections by headings to separate each child and meet all required areas:
• FOR EXAMPLE, you could have the following headings in your APA paper to address all parts required:
• Introduction (heading not needed), Subject A, Subject B, Differences observed, Age-Appropriate Norms, Discussion, and Conclusion
• The length of the paper should be between 8-10 pages long, including, title and reference page. Your final paper should follow APA style 7th edition (student version) guidelines.

Once the literature review/methodology have been complete, please put together an introduction. As you work on this put it in past tense and add the philosophy and the methodology pieces, and the definitions of terms.