Persuasive Essay: Brainstorming Worksheet

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Name:

 

Persuasive Essay: Brainstorming Worksheet

 

 

Review all six brainstorming strategies within Chapter 2 of the ebook (pages 17-19).

© 2011. Grand Canyon University. All Rights Reserved.

 

1) Free Writing

2) Breaking Down a Topic

3) Listing

4) Mapping/Webbing

5) Three Perspectives

6) Journalistic Questions

 

 

The “How Should I Brainstorm?” section within in the media piece “The Persuasive Writing Process” also reviews some of the strategies above. Access “The Persuasive Writing Process” in the Course Materials.

Assignment Directions:

1. Choose three ways to brainstorm from the list above.

2. Brainstorm about the topic of your Persuasive Essay using each of your chosen three methods. Each brainstorming session should last at least 10 minutes in length.

3. Document the information from your brainstorming sessions in the space provided below. The information for each brainstorm should be substantive in nature, providing further insight into your current knowledge on your topic.

4. If you choose to brainstorm by mapping/webbing, document your brainstorm, please use the Smart Art feature within Word to create the map.

Documentation of Brainstorm:

Record and identify your brainstorm strategies below, using as much space as needed for each entry. Make sure your information is substantive and is on your essay topic. Please do not write about the brainstorming strategies in general.

 

Brainstorm One:

 

 

Brainstorm Two:

 

 

Brainstorm Three:

Understanding Institutions: Organizational Behavior And Culture

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EDUC 6157: Understanding Institutions: Organizational Behavior and Culture/Discussion: Plan of Attack

This week, you learned about Birnbaum’s four models of organizational behavior—bureaucratic, political, collegial, and anarchical. These models describe the way that members interact and the way that decisions are made in academic institutions. For this Discussion, you will use the following scenario to apply your knowledge of these models to a real-world situation.

 

Scenario

Deborah M. has just been promoted from a senior faculty position to the position of provost of her university. The deadline for reaccreditation is fast approaching, and the president has asked Deborah to oversee the collection of data and preparation of the report. Deborah knows that she will need the cooperation of key players on her campus to accomplish the task successfully. She is familiar with the Birnbaum models, but she is unsure about the predominant system within her institution.

 

By Day 3

Post your response to the following:

 

How would Deborah use each of Birnbaum’s four models to develop a “plan of attack” to deal with her situation?

How would each plan of attack differ in terms of interaction among colleagues, leadership approaches, and level and type of administrative control?

What factors should Deborah consider in choosing a particular model on which to base her plan of attack?

Problem Solving In The Workplace

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  • Reflect on problem-solving in the work place.  Based on your readings, what are the key ways that people exercise poor judgement and make false inferences in the workplace? Reflect on your personal experience with judgement errors.  What can you do to minimize poor judgment in the workplace?
  • Requirements: 750 words minimum, two scholarly sources, APA format

Writing This Essay: On Applying The Double-Loop Reflection Process

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Assnment Instructions

Applying the Double-Loop Reflection Process

 

Overview

Your goal for this assignment is to demonstrate meta-understanding of learning theories with regard to adult biopsychosocial development and growth.

Instructions

For this assignment, imagine you are teaching a course (your choice of subject) for adult learners of varying ages—your youngest learner is 27, and the eldest is 74. Describe how you would use your knowledge of the double-loop reflection process and of aging cognition to design learning activities for your class that would facilitate maximum learning for everyone. In your description, include the factors you need to take into consideration. Be certain to reference theories and concepts to support your decisions.

In developing your written assignment, present at least one well-developed paragraph for each of the main points and at least two paragraphs that discuss the reasons for contradictory research. Include an introduction and conclusion.

Additional Requirements

· References: 3-4 references that Support your assertions with references to current, scholarly resources. You may use your texts as additional references.

· Written communication: Written communication is free of errors that detract from the overall message.

· APA formatting: Resources and citations are formatted according to current  APA style and formatting  guidelines.

· Length: 2–3 typed, double-spaced pages.

· Font and font size: Times New Roman, 12 point.

 

 

 

 

 

 

 

 

 

 

RUBRIC

CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Describe how to use the double-loop reflection process to maximize aging adults’ engaged motivation. 33% Does not outline how to use the double-loop reflection process to maximize aging adults’ engaged motivation. Outlines how to use the double-loop reflection process to maximize aging adults’ engaged motivation. Describes how to use the double-loop reflection process to maximize aging adults’ engaged motivation. Analyzes how to use the double-loop reflection process to maximize aging adults’ engaged motivation.
Describe how to use the double-loop reflection process to maximize aging adults’ cognition. 33% Does not outline how to use the double-loop reflection process to maximize aging adults’ cognition. Outlines how to use the double-loop reflection process to maximize aging adults’ cognition. Describes how to use the double-loop reflection process to maximize aging adults’ cognition. Analyzes how to use the double-loop reflection process to maximize aging adults’ cognition.
Apply principles of effective communication, including writing competently for the intended purpose. 34% Does not apply principles of effective communication, including writing competently for the intended purpose. Inconsistently applies principles of effective communication, including writing competently for the intended purpose. Applies principles of effective communication, including writing competently for the intended purpose. Applies principles of effective communication, including writing competently for the intended purpose, with exceptional clarity and focus.