A reading response should accomplish two primary things: first, it should summarize the text and second, it should evaluate that text. All supplemental readings take some sort of stance on a particular political issue or topic. More specifically, they try to explain some sort of political phenomenon. The author’s may be right, they may be wrong, they may do a poor job of shedding light on or explaining a political phenomenon, etc. In these reading responses, you will take a position and judge these authors their interpretations the political world.

Your paper should be organized as follows:

Introduction: This should be written last; I should be able to read it and know exactly what your paper is about and what you will argue. Tell me how your paper will be organized and don’t be afraid to say “I.” The last sentence of your introduction will have your thesis statement.

· Example thesis format: In this paper, I will argue _________ because of _________.

Body paragraph 1:Brifely outline the main ideas of the supplementary reading & connect it to theories, concepts, ideas, historical explanations found in the textbook

· Example paragraph format:

· Topic sentence

· Commentary

· Text support (direct quote or summary)

· Analysis

· Transition

(you may repeat this format several times if needed)

Body paragraph 2: In this paragraph, you should evaluate the text and the author’s claims. You don’t have to simply disagree or agree with the author- maybe they are right about some things and wrong about other. Use your own understanding of American politics (via your family, job, school, childhood), World History, or other cases studies to reject some of the author’s claims, add to them, or confirm them. Feel free to use qualitative data (personal stories, interviews, literature, historical examples), or quantitative data (statistics, numbers), or reasoning skills (maybe the author contradicts themself). Or all of the above!

Conclusion: Don’t simply re-summarize your paper. Instead, connect the topic to the bigger picture of American Politics. Maybe raise questions you still have—hint at areas for further exploration. Answer the “so what?” question; why does this stuff even matter? Why should we care?

Grade A applies only to an exceptional piece of work which has continued beyond the B grade category to develop a more advanced analytical and integrative command of the material and issues.  It is awarded for work, which is superior (A-) or outstanding (A), in recognition of the substantial work and thought which will inevitably have been involved.  

A papers excel in each of the following categories:

Follows Directions:

• responds fully and appropriately to the assignment in timely fashion & answers question using appropriate reading/content

Thesis

• easily identifiable, clear and concise, insightful, and appropriate

for assignment

Use of Evidence

• appropriate source information (typically primary) used to support thesis and buttress all arguments made in essay, excellent integration of quoted/paraphrased material into writing.

Analysis, Logic, and Argumentation

•all ideas progress logically from an identifiable thesis, compelling justifications are offered to support thesis, counter-arguments are anticipated and addressed, appropriate connections are made to outside material

Organization

•coherent and clear, all paragraphs support thesis statement, each paragraph supports its topic sentence,

excellent transitions

Mechanics (Grammar, Spelling, Language Usage, Sentence Structure, Citation Format)

• excellent command of language, proper use of grammar/writing conventions, few to no misspelled words, correct word choice, excellent variety and complexity of sentence structure, uses proper citation format

Grade B applies to work which goes beyond the foundation level to develop a more questioning and analytical approach.  It is awarded to work which is of good quality (B-), very good (B), or excellent (B+).  

B papers do a generally good job in each of the following categories:

Follows Directions

•responds reasonably well to assignment in timely fashion & answers question using appropriate reading/content

Thesis

•identifiable, clear, and appropriate

Use of Evidence

•appropriate source information used to support thesis and to buttress most arguments, good integration of sources into writing

Analysis, Logic, and Argumentation

•thesis is generally supported by logically compelling assertions and appropriate connections

Organization

•mostly coherent, generally supports thesis, good transitions

Mechanics (Grammar, Spelling, Language Usage, Sentence Structure, Citation Format)

•good command of language, generally proper use of grammar/writing conventions, minimal misspelled words, largely good word choice, some variety and complexity in sentence structure, generally uses proper citation format

Grade C is a passing grade which applies to work which is basically competent, although undeveloped (whether through lack of time, lack of interest, or because the relevant skills are still being practiced).  It is awarded to work of just below average (C-), average (C), or showing signs of reaching above average (C+).

C papers are acceptable, but lack strength, in each of the following categories:

Follows Directions

•responds acceptably to assignment in a timely fashion & answers question by using at least some appropriate reading/content

Thesis

•somewhat difficult to identify, unclear, and/or slightly inappropriate for assignment

Use of Evidence

•sometimes weak use of source information (excessively secondary or not credible sources), inadequately supports thesis and/or sub-arguments, weak integration of quoted/paraphrased material into writing

Analysis, Logic and Argumentation

•insufficient support for some arguments, assertions are vague or lack focus, support offered is sometimes irrelevant, tangential, or repetitive

Organization

•often lacks coherence, mixed support for thesis, transitions often missing or weak

Mechanics (Grammar, Spelling, Language Usage, Sentence Structure, Citation Format)

•generally proper use of grammar/writing conventions, but with simple sentences generally lacking variety/complexity in structure, acceptable citation format

Grade D applies to unsatisfactory work (D-), very poor work (D) and work which is weak (D+).  This is the grade category which often applies to work which has been done in a hurry, or has been done without proper understanding of the requirements. 

D papers are weak in each of the following categories:

Follows Directions

•some significant failure to respond to assignment or untimely and does not use appropriate reading/content

Thesis

•very difficult to identify, unclear, and/or inappropriate for assignment

Use of Evidence

•very weak use of source information (excessively secondary and not credible), fails to support thesis and/or sub-arguments, very weak integration of material into writing

Analysis, Logic and Argumentation

•lacks support for arguments, unfocused, uses irrelevant information to support thesis

Organization

•incoherent, lacks support for thesis, transitions weak and often missing

Mechanics (Grammar, Spelling, Language Usage, Sentence Structure, Citation Format)

•weak use of language, poor grammar, and numerous mechanical errors undermine coherence, weak citation format

__________________________________________________________________________________________

Grade F, a fail, applies to non-submissions of work, late work, to work which is illegible and/or chaotic, and to work which may be competent, but is either irrelevant (i.e. does not address the requirements of the assignment) or which uses un-attributed material (plagiarism).

F papers are unacceptable, failing in each of the following categories:

Follows Directions

• wholly fails to respond to assignment given, and/or untimely

Thesis

•unidentifiably, unclear, and/or wholly inappropriate for assignment

Use of Evidence

•wholly failures to use sources appropriately

Analysis, Logic and Argumentation

•wholly fails to provide evidence for thesis statement

Organization

•wholly incoherent, unsupportive of thesis, and lacking in transitions

Mechanics (Grammar, Spelling, Language Usage, Sentence Structure, Citation Format)

•extremely weak use of language/poor grammar, and pervasive errors seriously undermine coherence, improper citation format

Project Paper: Introduction

Student Name

February 24, 2019

Words count: 702

Addressing Dental Health Disparities in the Atlanta Areas

According to Ogunbodede, “Health inequality is the generic term used to designate differences, variations, and disparities in the health achievements of individuals and groups,” while “health inequity refers to those inequalities in health that are deemed to be unfair or stemming from some form of injustice”.1

Dental caries and periodontal diseases have historically been considered the most important global oral health burdens.2 At present, the distribution and severity of oral diseases vary among different parts of the world and within the same country or region.2 In many developing countries, access to oral health services is limited and teeth are often left untreated or are extracted because of pain or discomfort. Throughout the world, losing teeth is still seen as a natural consequence of ageing.2 Despite great achievements in oral health of populations globally, problems still remain in many communities all over the world - particularly among under-privileged groups in developed and developing countries.2

In the United States, oral disease is a remarkable health problem.3 Epidemiologically, according to the Centers for Disease Control and Prevention (CDC), approximately 91% of U.S. adults aged 20–64 had dental caries in permanent teeth in 2011–2012. Dental caries among adults aged 35–64 was higher (94%–97%) compared with adults aged 20–34 (82%).4 The prevalence of caries among adults aged 20–64 was lower for Hispanic (85%), non-Hispanic black (86%), and non-Hispanic Asian (85%) adults compared with non-Hispanic white adults (94%).4

This paper aims to identify the causes/risks factors of dental health disparities and the population at greatest risk for poor oral health, and to examine how adequate oral health care access or equal distribution of clinicians as environmental contribution pairing with available federal funding as political involvement and direct financial contributions along with awareness, and early adoption of preventive methods can be achievable approach to reducing oral health disparities in the Atlanta areas.5 Toward this goal, during those 120 hours (16 weeks) in the field while addressing this problem, this writer intends to elaborate 3 objectives which are: 1) knowledge and attitudes improvement about oral health/needs among 80% of patients within 4 weeks. 2) Adoption of preventive methods against oral diseases among 90% of patients within 8 weeks. 3) Reduction of oral health disparities in Mid-Town Atlanta by 70% at the end of the practicum.

These objectives will certainly be supported by: the use of best practices to assess community and population health needs, assets, and resources for dental health promotion purposes pertaining to the first objective; a demonstration of appropriate and effective communication and advocacy skills when interacting with diverse audiences in the context of health promotion activities concerning the second objective; and the application of ethical and effective leadership and management skills to build and maintain work teams, organizational relationships, and community collaborations in support of public health efforts regarding the third objective, which are three of the Liberty University public health competencies.9

References

1. Ogunbodede EO, Kida IA, Madjapa HS, et al. Oral Health Inequalities between Rural and Urban Populations of the African and Middle East Region. Advances in Dental Research. 2015

2. The World Health Organization (WHO). What is the Burden of Oral Disease? Available at https://www.who.int/oral_health/disease_burden/global/en/. Last accessed on February 5, 2019

3. Pourat N, Andersen RM, Marcus M. Assessing the contribution of the dental care delivery system to oral health care disparities. Journal of Public Health Dentistry. 2015

Submit the initial paper through the Introduction Assignment and to your Peer-Editor via the Group Discussion link in the Course Menu by 11:59 p.m. (ET) on Sunday of Module/Week 6.

You will edit and grade your peer’s paper then submit the marked version of the peer’s assignment by 11:59 p.m. (ET) on Sunday of Module/Week 7.