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.Submission and Grading InformationTo submit your completed Assignment for review and grading, do the following:Please save your Assignment using the naming convention WK4Assgn+last name+first initial.(extension) as the name.Click the Week 4 Assignment Rubric to review the Grading Criteria for the Assignment.Click the Week 4 Assignment link. You will also be able to View Rubric for grading criteria from this area.Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as WK4Assgn+last name+first initial.(extension) and click Open.If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.Click on the Submit button to complete your submission.
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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).
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