Assignment: Writing PersuasivelyConsider the differences between the characteristics of a literature review for academic writing and the characteristics of a review of literature for the purposes of crafting a compelling and persuasive need statement.For this Assignment:Review this weeks readings. Pay particular attention to the Persuasive Essay Samples at the Academic Help website as well as the Why Academics Have a Hard Time Writing Good Grant Proposals article.Carefully read the Literature Review in the Week 4 Assignment: Writing Persuasively document located in this weeks Learning Resources. Focus on the scenario it describes and consider how the content in this document would be translated into a persuasive argument.Assignment (1 page)Apply the characteristics of persuasive writing to turn the Literature Review into a persuasive argument.Be sure that:The persuasive argument begins with a strong hook or compelling statement that introduces the topic to the intended audience.The position taken by the author is clearly evident throughout.Word choice, tone, and points made are designed to resonate with the intended audience.The persuasive argument presents a firm position that is supported by facts and examples from the Literature Review.An opposing viewpoint is appropriately refuted and supported by facts and examples from the Literature Review.The persuasive argument culminates with a brief compelling conclusion.BY DAY 7Submit your Assignment.https://academichelp.net/samples/academics/essays/…3 days agoFull Text from ERIC Available online: http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ9022233 days agoPorter, R. (2007). Why academics have a hard time writing good grant proposals. Journal of Research Administration, 38(2), 3743.3 days agoWhy Academics Have a Hard Time Writing Good Grant ProposalsAuthor(s):Porter, RobertSource:Journal of Research Administration, v38 n2 p37-43 Fall 2007. 7 pp.Peer Reviewed:YesISSN:1539-1590Descriptors:Academic Discourse, Faculty Publishing, Writing for Publication, Proposal Writing, Comparative Analysis, Writing Skills, Researchers, Grants, Writing Strategies, Communication (Thought Transfer), Research Design, Peer Evaluation, Time Management, Higher EducationAbstract:When they are new to the grant game, even scholars with fine publishing records can struggle with proposal writing. Many are surprised to find that the writing style that made them successful as academics is not well suited to crafting a winning proposal. To succeed at grant writing, most researchers need to learn a new set of writing skills. This paper discusses the contrasting perspectives of academic prose versus grant writing, and lists strategies grant specialists can use to help researchers break old habits and replace them with techniques better suited to the world of competitive grant proposals. (Contains 1 table.)Abstractor:ERICNumber of References:11Number of Pages:7Publication Type:Journal Articles; Reports – DescriptiveAvailability:Full Text from ERIC Available online: http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ902223 Society of Research Administrators International. 500 North Washington Street Suite 300, Falls Church, VA 22046. Tel: 703-741-0140; Fax: 703-741-0142; e-mail: firstname.lastname@example.org; Web site: http://www.srainternational.orgURL:http://www.srainternational.org/sra03/template/tnt…Journal Code:JAN2017Entry Date:2010Accession Number:EJ902223Database:ERIC
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Week 4 Assignment: Writing Persuasively
Scenario: You have just been hired by a local health agency that is affiliated with a
local institution of higher education. The agency is considering partnering in the
development of online courses to train new employeesas well as to provide ongoing
training opportunities for all employees. However, some of the stakeholders within the
agency are hesitant. They are not sure that the time and effort required to establish
quality online courses are worth the return on investment. They are also concerned that
employees may not complete training if not in a face-to-face situation. The health
agency asks for your opinion. Should they go online? If online, how could they best
ensure satisfaction and engagement with the training as well as completion?
As a recent graduate of an online program, you are convinced that online is the way to
go. Using data provided in the Literature Review below, construct a persuasive
argument for stakeholders that addresses their key concerns at this stage.
At institutions of higher education the offering of online courses and online
enrollments continues to grow at a rapid rate (Allen & Seaman, 2010b). Todays
students desire the flexibility provided by online courses and the anytime, anywhere
learning they provide. In a recent examination of the state of online education in the
U.S., Allen and Seaman found that more than 75% of public colleges and universities
believe that online course offerings are an important part of their long-term strategic
growth plans (2010b, 2011). Furthermore, during the recent economic downturn these
same institutions have seen an increased demand for online courses and programs.
This change presents a conundrum for institutions of higher education: They are facing
increasing demands for online courses with smaller budgets (Allen & Seaman, 2010b).
How can they meet this demand? Many are attempting to address this demand through
increasing class sizes (Gunter, 2007; Moskal, Dziuban, Upchurch, Hartman, & Truman,
2006; Nagel & Kotze, 2010). Yet, these same institutions recognize that retaining
students in online courses is more difficult (Allen & Seaman, 2010a).
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The most frequently cited reasons for student dissatisfaction with online courses
and high attrition is the lack of social presence and a lack of interaction with the
instructor and other students, which leads to feelings of isolation (Rovai & Downey,
2010; Rovai, Ponton, Wighting, & Baker, 2007; Stodel, Thompson, & McDonald, 2006).
On the other hand, the Internet has evolved into an interactive communication tool with
continuing improvement of technologies such as social networking, digital media, Web
2.0 tools, social communication, and streaming media. These improvements increase
its potential to provide students with a highly interactive, personal, and engaging
learning experience in the online classroom (Bull, Hammond, & Ferster, 2008;
Greenhow, 2011; Greenhow, Robelia, & Hughes, 2009; Gunter, 2007; Gunter & Kenny,
2008; Mompo & Redoli, 2010; Moskal et al., 2006).
© 2016 Laureate Education, Inc.
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