Neuro

Essay #2 Instructions For Essay #2 you will need to choose ONE of the two options listed below, related to Chapter 12 and Chapter 14 (respectively), and write an essay addressing the topic. Option 1: You are working for a weight-loss clinic. The clinic management has decided that they want to develop a new obesity treatment based on brain plasticity and modifying the hypothalamus. What brain areas would the company target to control obesity? Why is this not a good idea? Option 2: Considering the symptoms of Wernicke's Aphasia, Broca's Aphasia, and Anomia, which would be most difficult for a patient? Which would be most difficult for a caregiver? What specific symptoms would cause difficulty? Your essay should be based primarily on information from the class textbook and other assigned materials. Other sources may be used sparingly. All sources (including the textbook and assigned class materials) should be cited using correct APA style and you should include an APA style reference page following your essay (even if it only has one reference). Submit your assignment as a Word (.doc or .docx) file; other formats are not acceptable. Your response should be about 500 words (450-550, not counting citations), typed using Time New Roman 12 point font, with 1-inch margins. The text should be left aligned with a right ragged edge and double spaced throughout. NO direct quotes are permitted; all information should be correctly paraphrased. Use the automatic numbering feature of Word to add right aligned page numbers in the header of your document. Do not include a title page. On the first line of the first page, type your name (no other information required; not included in the word count). On the next line, type the topic you’ve chosen (option 1 or option 2; not included in the word count). Begin your response on the next line and type your response. The last page of your document should include your APA-style reference section (not included in word count). A submission that fails to include citations and reference(s) constitutes plagiarism; see below. Save your as LastnameF_3106_Essay2.docx (where you substitute your last name and the first initial of your first name). Upload the file in eLearning before 10AM on Monday, May 4, 2020. Plagiarism

Plagiarism is presenting someone else's work as your own. Many students are not aware that there are different types of plagiarism. You are responsible for being familiar with the following information regarding plagiarism as it relates to your work in this class.

Intentional plagiarism involves knowingly and deliberately presenting someone else’s work or ideas

as your own. Copying work from a website is an example of intentional plagiarism. Copying work from the textbook is an example of intentional plagiarism. Copying work from another student is an example of intentional plagiarism. Engaging in plagiarism is a violation of the Savannah State University Code of Conduct instances of intentional plagiarism in this class will be handled as academic dishonesty.

Unintentional plagiarism occurs when you fail to give proper credit for someone else's ideas or

work even if you did not intend to present them as your own. Writers sometimes do this without being aware of it, when they fail to follow proper scholarly procedures for citation. To avoid unintentional plagiarism, it is important to remember that you must give credit to all of the original sources of information that influence your work, including direct quotes as well as paraphrased material.

• Generally, direct quotations should be used sparingly; typically, only in cases where the exact phrasing of the original material is crucial to your point. When including direct quotes of fewer than 40 words, use quotation marks around the words you are borrowing directly and provide an appropriate citation in APA style. Direct quotations that are 40 words or longer should be placed in a free-standing block of typewritten lines without quotation marks and be accompanied by an appropriate citation in APA style. NOTE: You may not include direct quotations in your work for this class.

• Paraphrasing means restating information from original sources in your own words using your own syntactical structure. When paraphrasing, it is important to make sure that you are doing so appropriately. Inappropriate paraphrasing probably is the most common type of unintentional plagiarism. It occurs when an author only makes cosmetic changes to the source text, such as using synonyms to replace one or two words, rearranging the order of the original text, using passive instead of active voice, or changing the verb tense. You should work hard to make sure you are paraphrasing appropriately in all of the work submitted for this class. As you have been instructed to include citations and references, the content of essays that do not

include both APA style citations and APA style references will not be scored and a score of 0 will be assigned. Including direct quotes and instances of unintentional plagiarism will result in reduced scores for the submitted work. More than two instances will result in a maximum of 50% earned credit on the assignment. The scoring rubrics for the two options appear on the pages that follow.

Option 1: Obesity Essay Rubric

Obesity Essay Exemplary Average Fair Poor Missing/Unacceptable Development of Ideas 50% How clear and focused is the essay? How well does the writer know the topic? Is there a clear main idea?

Response correctly describes brain areas believed involved in controlling eating behaviors. • Lateral hypothalamus believed to initiate feeding behavior. • Lesioning LH would prevent eating. • Ventromedial hypothalamus believed to generate satiety signals. • Stimulating VH would prevent eating. • Evidence disproves these ideas.

Response correctly describes some brain areas believed involved in controlling eating behaviors. • Lateral hypothalamus believed to initiate feeding behavior. • Lesioning LH would prevent eating. • Ventromedial hypothalamus believed to generate satiety signals. • Stimulating VH would prevent eating. • Evidence disproves these ideas.

Response correctly describes brain areas believed involved in controlling eating behaviors. • Lateral hypothalamus believed to initiate feeding behavior.• Lesioning LH would prevent eating. • Ventromedial hypothalamus believed to generate satiety signals. • Stimulating VH would prevent eating. • Fails to state later evidence disproves these ideas.

Response fails to describe brain areas believed involved in controlling eating behaviors. • Lateral hypothalamus believed to initiate feeding behavior. • Lesioning LH would prevent eating. • Ventromedial hypothalamus believed to generate satiety signals. • Stimulating VH would prevent eating. • Fails to state later evidence disproves these ideas.

Unrelated to the topic or missing

Organization 10% Is the essay well structured? Does the organization enhance understanding? How well are transitions used? Are the introduction and conclusion clear?

Organization is effective and supports the logical flow of the response. • Transitions effectively connect concepts. • May contain an effective introduction and/or conclusion.

Organization is clear and appropriate. • Transitions appropriately connect concepts. • May contain an appropriate introduction and/or conclusion.

Organization is skeletal or otherwise limited, which may detract from the reader’s ability to follow the response. • Some simple or basic transitions are used, but they do not necessarily support the response. • May contain a minimal introduction and/or conclusion.

Response lacks a clear sense of direction. • Transitions are lacking or do not help the reader follow the essay. • Both the introduction and conclusion are minimal and/or absent.

Incomprehensible or missing

Conventions 10% Is the essay well- edited? Does the writer use a wide variety of conventions that enhance the text? How much do errors interfere with meaning?

Demonstrates sophistication and skill with a wide variety of conventions. • Response may contain minor editing errors in grammar, spelling, punctuation, or sentence construction. • Errors do not interfere with the reader’s understanding.

Demonstrates adequate control over a variety of conventions. • Response may contain some errors in grammar, spelling, punctuation, and/or sentence construction. • Most errors do not interfere with the reader’s understanding.

Although basic conventions may be mostly controlled, overall the response demonstrates inconsistent control over conventions. Response may not use a variety of conventions (or only basic conventions may be used.) • Response may contain a substantial number of errors in grammar, spelling, punctuation, and/or sentence construction. • Some errors interfere with the reader’s understanding.

Demonstrates a lack of control over basic conventions. • Response may contain a large number of errors in grammar, spelling, punctuation, and/or sentence structure OR the errors are severe. • Errors interfere with the reader’s understanding OR the response is minimal with a density of errors.

Complete disregard for conventions or missing

Option 1: Obesity Essay Rubric continued

Obesity Essay Exemplary Average Fair Poor Missing/Unacceptable Voice 10% Is the writer’s voice distinctive? Does the voice enhance the essay? Does the essay beg to be read aloud? Is the voice appropriate for the audience (not too formal or informal)?

Voice is appropriately authoritative indicating a high level of comfort with the material. • Words used are precise and well- chosen. • Sentences are varied and have a natural fluidity.

Voice is appropriate and clear. • Word choice is appropriate to the subject matter and functional. • Sentences are appropriate and varied, making the response easy to read.

Voice may be artificial or uneven. • Word choice may be correct for the subject matter, but original material be limited or may demonstrate a limited vocabulary range. • Sentences may be choppy, rambling, or repetitive in a way that limits fluency.

Voice may be lacking or inappropriate. • Original word choices may be simplistic, vague, inappropriate, or incorrect. • Sentences may be limited in variety or be comprised of awkward fragments or run-ons which produce a halting voice.

Complete disregard for appropriate voice or missing

Focus and Coherence 15% The extent to which the document establishes and maintains a controlling idea or bottom line, and an understanding of purpose and audience, and completes all parts of the task.

Response persuasively justifies its conclusions through logic, examples, and illustrative language. References to concepts, theories, etc. effectively demonstrate a strong command of the biopsychology of obesity.

Response justifies its conclusions through some combination of logic, examples, and illustrative language. References to concepts, theories, etc. effectively demonstrate a good command of the biopsychology of obesity.

Response provides some justification for its conclusions. Some combination of logic, examples, and illustrative language are present but are inconsistent or somewhat ineffective. References to concepts, theories, etc. effectively demonstrate a partial command of the biopsychology of obesity.

Response provides no significant justification for its conclusions. Logic, examples, and illustrative language are absent, inconsistent, and/or ineffective. References to concepts, theories, etc. effectively demonstrate a weak grasp of the biopsychology of obesity.

Complete lack of focus and coherence or missing

Following Instructions 5%

Follows all instructions Failed to follow 1-2 instructions

Failed to follow 3-4 instructions

Failed to follow 5-6 instructions

Fails to follow more than 6 instructions.

Option 2: Aphasias Essay Rubric

Aphasias Essay Exemplary Average Fair Poor Missing/Unacceptable Development of Ideas 50% How clear and focused is the essay? How well does the writer know the topic? Is there a clear main idea?

Response correctly identifies key symptoms in each disorder and relates those symptoms to the communication between patient and caregiver. • Wernicke’s Aphasia represents a lack of comprehension • Wernicke’s Aphasia patients are not aware of their communication difficulty • Wernicke’s Aphasia patients expect caregivers to understand them • Broca’s Aphasia patients are unable to produce fluent speech • Broca’s Aphasia patients are aware of their communication difficulty • Broca’s Aphasia patients understand caregivers are not receiving information • Anomia patients have trouble with word-finding • Anomia patients are aware of their communication difficulty • Anomia patients and caregivers can find work-arounds for missing words

Response correctly identifies key symptoms in referenced disorders and relates those symptoms to the communication between patient and caregiver. • Wernicke’s Aphasia represents a lack of comprehension • Wernicke’s Aphasia patients are not aware of their communication difficulty • Wernicke’s Aphasia patients expect caregivers to understand them • Broca’s Aphasia patients are unable to produce fluent speech • Broca’s Aphasia patients are aware of their communication difficulty • Broca’s Aphasia patients understand caregivers are not receiving information • Anomia patients have trouble with word-finding • Anomia patients are aware of their communication difficulty • Anomia patients and caregivers can find work- arounds for missing words

Response correctly identifies some symptoms in referenced disorders and relates those symptoms to the communication between patient and caregiver. • Wernicke’s Aphasia represents a lack of comprehension • Wernicke’s Aphasia patients are not aware of their communication difficulty • Wernicke’s Aphasia patients expect caregivers to understand them • Broca’s Aphasia patients are unable to produce fluent speech • Broca’s Aphasia patients are aware of their communication difficulty • Broca’s Aphasia patients understand caregivers are not receiving information • Anomia patients have trouble with word-finding • Anomia patients are aware of their communication difficulty • Anomia patients and caregivers can find work- arounds for missing words

Response fails to identify key symptoms in referenced disorders and/or fails to relate those symptoms to the communication between patient and caregiver. • Wernicke’s Aphasia represents a lack of comprehension • Wernicke’s Aphasia patients are not aware of their communication difficulty • Wernicke’s Aphasia patients expect caregivers to understand them • Broca’s Aphasia patients are unable to produce fluent speech • Broca’s Aphasia patients are aware of their communication difficulty • Broca’s Aphasia patients understand caregivers are not receiving information • Anomia patients have trouble with word-finding • Anomia patients are aware of their communication difficulty • Anomia patients and caregivers can find work- arounds for missing words

Unrelated to the topic or missing

Organization 10% Is the essay well structured? Does the organization enhance understanding? How well are transitions used? Are the introduction and conclusion clear?

Organization is effective and supports the logical flow of the response. • Transitions effectively connect concepts. • May contain an effective introduction and/or conclusion.

Organization is clear and appropriate. • Transitions appropriately connect concepts. • May contain an appropriate introduction and/or conclusion.

Organization is skeletal or otherwise limited, which may detract from the reader’s ability to follow the response. • Some simple or basic transitions are used, but they do not necessarily support the response. • May contain a minimal introduction and/or conclusion.

Response lacks a clear sense of direction. • Transitions are lacking or do not help the reader follow the essay. • Both the introduction and conclusion are minimal and/or absent.

Incomprehensible or missing

Option 2: Aphasias Essay Rubric continued

Aphasias Essay Exemplary Average Fair Poor Missing/Unacceptable Conventions 10% Is the essay well- edited? Does the writer use a wide variety of conventions that enhance the text? How much do errors interfere with meaning?

Demonstrates sophistication and skill with a wide variety of conventions. • Response may contain minor editing errors in grammar, spelling, punctuation, or sentence construction. • Errors do not interfere with the reader’s understanding.

Demonstrates adequate control over a variety of conventions. • Response may contain some errors in grammar, spelling, punctuation, and/or sentence construction. • Most errors do not interfere with the reader’s understanding.

Although basic conventions may be mostly controlled, overall the response demonstrates inconsistent control over conventions. Response may not use a variety of conventions (or only basic conventions may be used.) • Response may contain a substantial number of errors in grammar, spelling, punctuation, and/or sentence construction. • Some errors interfere with the reader’s understanding.

Demonstrates a lack of control over basic conventions. • Response may contain a large number of errors in grammar, spelling, punctuation, and/or sentence structure OR the errors are severe. • Errors interfere with the reader’s understanding OR the response is minimal with a density of errors.

Complete disregard for conventions or missing

Voice 10% Is the writer’s voice distinctive? Does the voice enhance the essay? Does the essay beg to be read aloud? Is the voice appropriate for the audience (not too formal or informal)?

Voice is appropriately authoritative indicating a high level of comfort with the material. • Words used are precise and well- chosen. • Sentences are varied and have a natural fluidity.

Voice is appropriate and clear. • Word choice is appropriate to the subject matter and functional. • Sentences are appropriate and varied, making the response easy to read.

Voice may be artificial or uneven. • Word choice may be correct for the subject matter, but original material be limited or may demonstrate a limited vocabulary range. • Sentences may be choppy, rambling, or repetitive in a way that limits fluency.

Voice may be lacking or inappropriate. • Original word choices may be simplistic, vague, inappropriate, or incorrect. • Sentences may be limited in variety or be comprised of awkward fragments or run-ons which produce a halting voice.

Complete disregard for appropriate voice or missing

Focus and Coherence 15% The extent to which the document establishes and maintains a controlling idea or bottom line, and an understanding of purpose and audience, and completes all parts of the task.

Response persuasively justifies its conclusions through logic, examples, and illustrative language. References to concepts, theories, etc. effectively demonstrate a strong command of language physiology and communication.

Response justifies its conclusions through some combination of logic, examples, and illustrative language. References to concepts, theories, etc. effectively demonstrate a good command of language physiology and communication.

Response provides some justification for its conclusions. Some combination of logic, examples, and illustrative language are present but are inconsistent or somewhat ineffective. References to concepts, theories, etc. effectively demonstrate a partial command of language physiology and communication.

Response provides no significant justification for its conclusions. Logic, examples, and illustrative language are absent, inconsistent, and/or ineffective. References to concepts, theories, etc. effectively demonstrate a weak grasp of language physiology and communication.

Complete lack of focus and coherence or missing

Following Instructions 5%

Follows all instructions Failed to follow 1-2 instructions

Failed to follow 3-4 instructions

Failed to follow 5-6 instructions

Fails to follow more than 6 instructions.