Module 3 Assignment
Nurses need to understand the different aspects and components of scholarly writing. These components implore nurses to understand the use of correct grammar, having effective punctuation, and spellings in their papers and other activities (Amperawaty & Warsono, 2019). The purpose of this paper is to discuss different elements of scholarly writing for nurses by undertaking various activities related to use of language in nursing and other aspects of communication.
Rewriting two Essays
Essay No.1
When my husband, Joe, had cancer surgery five years ago, each member of his family responded, just as I knew they would. His father, John, organized the family’s calls. Because as expected, everything would run smoother through their involvement. Thus, Jane, Matt, and Jim received detailed sheets of instructions in their mail telling them which days to telephone R.J. Smith Hospital to talk to Joe and what presents to send. Enraged, Jane, promptly threw a tantrum calling Matt and me to complain about her father’s behavior. “I am a psychiatrist who knows how to handle these situations,” she yelled. “I am not still a child.”
Matt also responded predictably by avoiding the situation. He threw himself into his work. Normally, a late sleeper, he took to leaving at 5:00 a.m., driving on the deserted expressway and arriving at work before six in the morning. In addition, he didn’t return until 11:00 p.m. Matt would fall into bed so exhausted that he couldn’t worry about Joe. Jim too responded predictably. He fumed inside for weeks, ignored John’s instructions, and sent cartons of books to Joe so that he would never be bored. The books were funny. Jim had read Norman Cousin’s book about the “Healing Power of Laughter.” Joe recovered from the surgery within a few months in spite of his family.
Essay No.2
Treatment of atrial septal defect depends upon the size and symptoms. Therefore, it is individualized as an atrial septal defect of less than 3mm usually closes spontaneously (The Merck Manual, 2006). When the defect is between 3mm and 8mm, it closes spontaneously in eighty percent of cases by the age of eighteen months. However, atrial septal defects located in the anteroinferior aspect of the septum (ostiem primum) or in the posterior aspect of the septum near the superior vena cava (sinus venosus) don’t close spontaneously. If the defect is very small, it does not close spontaneously and the patient is asymptomatic. The treatment may be simply to monitor through an annual echocardiogram. Of course, there is of patients becoming symptomatic.
Moderate-sized atrial septal defects or larger patients who are symptomatic require closure of the shunt. This is usually done between the ages of 2 and 6 years. A catheter-delivered closure device, such as amplatzer septal occluder or cardio-seal device may be used for closure of atrial septal defects less than 13mm in size, except primum or sinus venosus defects. If the defect is greater than 13mm or located near important structures, surgical repair becomes necessary. If the atrial septal defect is repaired during childhood, their mortality rates approach 0 and the patient’s life expectancy approaches that of the general population. Prior to surgical repair, patients may need to treated with diuretics: digoxin, ACE inhibitors, or beta blockers to prevent congestive heart failure (Moser & Riegel, 2007). Following surgical repair, patient will receive aspirins to prevent clots, and be monitored closely for dysrhythmias and pulmonary hypertension. Oxygen and nitric oxide therapy have proven beneficial in treating postoperative pulmonary hypertension. Also, patients who have primum atrial septal defect will need endocarditis prophylaxis.
2. Guided Writing Exercise: Timed and Formal Writing
Timed Writing
During Easter break I visited my distant relatives in the rural area with my family to get the holiday spirit and what it means for them. I was excited and anticipated that we would have quality time bonding and interacting with different people. The road trip was long and tiring for I had to drive for over eight hours while making necessary stopovers to relax before proceeding. We made at least three stops two along the highway and two to refuel and buy some fast foods. I do not like fast foods but on this occasion, I had no option. I asked the kids what they would have and went with my wife to purchase the foods. We proceeded with the journey while eating in the vehicle. I liked the trip and as we got closer to the rural home, I felt that we had had a very nice time bonding in the sense that we discussed a host of issues concerning the family, the kids and our plans after the three day vacation in the area. We arrived later that evening and had to relax as we made plans for visitations the following day. My mother prepared a nice dinner and gave us a glimpse of what to expect the following day as we interacted with other members of the extended family. I realized that the road trip was so fascinating and allowed my two young boys to experience the upcountry its scenic beauty and landscape that was not only enchanting but welcoming to the urban folks like us from a different state.
Formal Writing
During Easter season this year, my family visited my relatives in the rural area. We had the holiday spirit and believed that we should spend it while it lasts. I was excited about the trip and anticipated spending quality time with the family through interactions and bonding. We made an 8-hour road trip that was not only tiring but long as we moved from one state to another. We made at least three stops on the way; two along the highway and two to refuel and buy some foods. I asked the kids what they would want and went to buy accompanied by their mother. We bought fast foods like fries. Although I do not like fast foods, I had no option or choice but to get them because of time. We proceeded with the journey as we had our foods in the car. I like the trip and as we got closer home, I felt that we had had quality time interacting, sharing better moments, and bonding as a family. We discussed a host of issues concerning the kids, the family, and our plans after the three-day vacation. We arrived later in the evening and relaxed as we planned the activities of the following day. My mother prepared dinner and gave us a glimpse of what to expect the following day as we interacted with members of the extended family. The road trip was so fascinating and allow my two young boys to experience that upcountry, its scenic beauty, and landscape that was not only enchanting but also welcoming to the urban folks, like us from a different state.
Conclusion
Formal writing experience differs from the timed writing experience whereby the latter requires one o be keen on the use of correct grammar, punctuation and spelling while the former needs one to observe the set time. In timed writing, one cannot pay attention to the sentence structure, the need for correct grammar and spelling as well as punctuation (Casal & Lu, 2021). In the formal writing experience, I used a formal approach where I organized my thought process to align with the requirements. I took three more minutes to complete the formal writing since I was keen on ensuring that I follow the requirement. I was keen on my grammar, punctuation, and the overall sentences structure and approach to the idea behind the writing.
3. Description of the words and their Use in Scholarly Essay in a Sentence
Their, there, they’re
“Their” denote a possessive pronoun used to show possession of something or someone and is applicable in a scholarly essay. For instance, “It was their fault that the lion escaped from the zoo.”
“There” is an adverb used when referring to a location, a place and existence of something. The term can also be used as a pronoun to show a certain location “There” can be utilized in scholarly essays. For example, “There was a time when people had to stop doing things due to passage of restrictive laws.”
“They’re” is a short or an abbreviated form of “they are” or “they were.” In place of writing “they are” many writers use the shortened version, “they’re.” The abbreviation is used primary in informal writing and conversations. However, the use of its contracted forms is not encouraged in scholarly literature.
Affect and Effect
Affect is a verb denoting the influence or having a difference to something or someone. Affect can be utilized in scholarly writing. For example, “Smoking affects an individual’s health in an adverse manner.
Effect, can be used as either a noun or a verb. As a noun, it refers to the outcome or results of something or someone on another person or thing. For example, “One of the effects of global warming is reducing ice and snow leading to a rise on sea level.
As a verb, effects implies to bring about something or situation. For instance, “The law enforcement agencies should effect the new protocols to enhance the security of the civilian population.”
Its and It’s
“Its” is a possessive form of “it” and means belonging to it. For instance, “The organization and its staff are celebrating the launch of new branch operations.” On its part, “It’s” is the abbreviated form of it is. “Its” is used in scholarly writing. However, the use of “it’s” is discouraged in scholarly writing since it is a contraction form.
Your, You’re
“Your” is the possessive form of you and depicts what belongs to an individual. For example, “The function of your heart is pumping blood to the rest of the body.” On its part, “You’re” is the short form of “you are.” While “your” can be utilized in scholarly writing, “you’re” is not because it is a contraction. One need to use the long form, you are.
Then, Than
“Then” depicts a time while “than” is deployed when making comparisons. Both can be used in scholarly papers. For instance, “The then president signed the bill into law.” “His paper is longer than required.”
Accept and Except
“Accept” implies approve receive, and embrace or take. “Except” on the other hand means to exclude or leave out. These words can all be used in scholarly writing. For instance,
The school accepts all students except those with a criminal record.
The woman gladly accepted a reward for her efforts in championing minority rights.
4. Use of Apostrophes
Apostrophes are a common punctuation mark and used in a host of writing. Firstly, they are used to demonstrate possession. For instance, a woman’s handbag. Secondly, apostrophes are used to create short forms. For instance, you’re instead of you are. Formal writing requires one to use apostrophes mainly when they are showing possession of something, someone or an idea. However, their use is highly discouraged and not required in formal writing. Apostrophes should be avoided when making short forms in formal writing (Amperawaty & Warsono, 2019). One is expected to use the long form and not apostrophes in ensuring that they do not cause confusion of the words.
Conclusion
The activities undertaken in this paper demonstrate that nurses must have a mastery of language and its components to effective deploy it in scholarly writing to make the expected impression and communication. The activities show that scholarly writing is essential and requires professionals like nurses to understand where to use punctuations, apostrophes, have right spellings, and use correct grammar. The implication is that nurses must possess effective scholarly writing skills to communicate and write acceptable essays and other aspects of their research.
References
Amperawaty, A., & Warsono, W. (2019). The use of cohesive devices to achieve coherence in
the background section of the students’ formal writing. English Education Journal, 9(1), 34-40. DOI 10.15294/eej.v9i1.27325
Casal, J. E., & Lu, X. (2021). ‘Maybe complicated is a better word’: Second-language English
graduate student responses to syntactic complexity in a genre-based academic writing course. International Journal of English for Academic Purposes: Research and Practice, 2021(Spring), 95-115. DOI: https://doi.org/10.3828/ijeap.2021.7
Professional Development Assignment Description:
There are 4 parts to the assignment. Please place all four assignments into one paper. The different parts should be clearly marked so your professor knows which question you are addressing.
Rewrite the following essays. Correct all errors in capitalization, spelling, and punctuation. Divide the passage into appropriate paragraphs.
Essay #1:
When my husband Joe had cancer surgery five years ago, each of his family members responded just as I knew they would. John, his father, decided to organize the family’s calls. Because, of course, everything would run so much more smoothly. Thus Jane, Matt, and Jim received detailed sheets of instructions in the mail. Telling them which days to telephone r.j. smith hospital to talk to Joe and what presents to send. Jane, enraged, promptly threw a tantrum. Calling Matt and me to complain about her father’s overbearing behavior. “I,” she yelled, “am a Psychiatrist who knows how to handle these situations, i am not still a child.” Matt also responded predictably. By avoiding the situation. He threw himself into his work. Normally a late sleeper, Matt took to leaving at 5:00 a.m., driving on the deserted expressway and arriving at work before six a.m. In addition, he didn’t return until 11:00 p.m. When he would fall into bed so exhausted that he couldn’t worry about Joe. Jim, too, responded predictably. He fumed inside for weeks, ignored John’s instructions, and sent cartons of books to Joe. So that he would never be bored. The books were funny. Because Jim had read Norman Cousins’ book about the healing power of laughter. Within a few months, Joe recovered from the surgery-in spite of his family
Essay #2:
Treatment of atrial septal defect depends upon the size and symptoms and therefore is individualized an atrial septal defect of less than 3mm usually closes spontaneously (The Merck Manual, 2006). When the defect is between 3mm and 8mm it closes spontaneously in eighty percent of cases by the age of eighteen months, however, atrial septal defects located in the anteroinferior aspect of the septum (ostium primum) or in the posterior aspect of the septum near the superior vena cava or inferior vena cava (sinus venosus) don’t close spontaneously. If the defect is very small does not close spontaneously and the patient is asymptomatic. The treatment may be simply too monitor via an annual echocardiogram. Of course their is a risk of patients’ becoming symptomatic.
Moderate-sized atrial septal defects or larger or patients’ who are symptomatic require closure of the shunt this is usually done between the ages of 2 and 6 years. A catheter-delivered closure device, such as Amplatzer Septal Occluder or Cardio-Seal device. May be used for closure of atrial septal defects less than 13mm in size, except than primum or sinus venosus defects. If the defect is greater than thirteen milimeters or located near important structures. Surgical repair becomes necessary. If the atrial septal defect is repaired during childhood there mortality rates approach 0 and the patient’s life expectancy approaches that of the general population prior to surgical repair, patients may need to be treated with diuretics; digoxin; ACE inhibitor; or beta blockers to prevent congestive heart failure (Moser & Riegel, 2007). Following surgical repair patience will receive aspirin to prevent clots, and be monitored closely for dysrhythmias and pulmonary hypertension. Oxygen and nitric oxide therapy have proven to be beneficial in treating postoperative pulmonary hypertension. Also patients who have primum atrial septal defect will need endocarditis prophylaxis.
Guided writing exercise:
Think about a recent experience you have had that required you to use critical thinking skills. Set a timer for five minutes. Write about your experience. Do not worry about grammar, punctuation, or spelling. Just write, but stop at five minutes. Now go back and write your experience with correct grammar, punctuation, and spelling. Submit both written pieces. Add a concluding paragraph that answers the follows questions: How was the formal writing experience different from the timed writing experience? What did you do differently? Was there any difference in the time it took you? How did you ensure your spelling, grammar, and punctuation were correct?
Describe when the following words would be used in a scholarly essay. Then, use those that are appropriate to a scholarly essay in a sentence.
Their, there, they’re
Affect, effect
Its, it’s
your, you’re
then, than
accept, except
Describe the use of apostrophes in writing in general. When should apostrophes be used in formal writing? When should apostrophes be avoided in formal writing?
