THIS WEEK’S QUESTION/PROMPT:
How does Nancy Mairs’ experience of living with Multiple Sclerosis (MS) relate to the definitions of stigma that we discussed in class? Does Mairs’ experience MS as a stigmatized identity? Why or why not? What can we learn from Mairs about creating interventions that might reduce or alleviate stigma among individuals living with chronic illness?
Similar to the previous assignment, I’d like you to articulate three main points that you want to make in response to the questions above. You don’t have to fully answer every question, but make sure that your main points directly respond in some way to at least one of the questions or prompts.
Each main point should be written as a declaraetive sentence that directly responds to the prompt above. Below each point, please include two or three sentences of evidence (from the reading or lecture) that support your point. Take time to edit and revise both your main points and your supporting evidence. Make sure that they are written in complete sentences, with proper grammar and spelling. Please refer to the slides that I presented in class about good writing, and review the Revised Writing Assignment Rubric that is posted on Blackboard (in the folder labeled Guides and Rubrics).
There are three changes/additions for this week’s assignment:
1. Before you start writing, I’d like you to identify a specific reader with whom you are trying to communicate with your assignment. This reader should be a student in one of your other classes (not a student in Health Psychology). On the next page, please identify this reader, and then think about this person as you write, read, and revise your assignment. You don’t need to know the person well…it is ok to make assumptions about them based on limited information (i.e., that they are a fellow Hunter college student).
2. Prepare a first draft of your assignment, as you did in the previous assignment. Then use the form on the next page to give yourself a grade on each of the six dimensions of the grading rubric (detailed definitions of each dimension are in the Writing Assignment Rubric posted on Blackboard).
3. Revise your first draft, based on the concepts we discussed in class.
4. Give yourself a grade on your final draft, based on each of the six dimensions of the grading rubric.
5. Hand in the form on the next page (which includes the two grading rubrics), as well as the first draft and revised draft of your assignment.
6. I will use the final draft to determine your grade for this assignment, but both drafts and the cover page must be submitted in order for you to receive credit. Otherwise, the assignment is considered incomplete.
STUDENT NAME: [Be sure to put your name here so that I can give you credit!]
1. Identify your reader.
I am writing for [Insert reader’s FIRST NAME], who is a fellow student in my [Insert NAME OF CLASS].
2. Grading Rubric
Grade your first draft and revised draft on the six dimensions, using the following scale:
5 = Excellent
4 = Very Good
3 = Good
2 = Fair
1 = Poor
Dimension Scores for
First Draft Scores for
Revised Draft
1. Main points answer the question and make a claim
2. Evidence supports main points/claims
3. Sentences are clear and easy to read
4. Good grammar and academic style
5. Interesting and thoughtful response
6. Connection to Class Content
FIRST DRAFT
Main Point #1:
• Supporting evidence
• Supporting evidence
• Supporting evidence
Main Point #2:
• Supporting evidence
• Supporting evidence
• Supporting evidence
Main Point #3:
• Supporting evidence
• Supporting evidence
• Supporting evidence
REVISED DRAFT
Main Point #1:
• Supporting evidence
• Supporting evidence
• Supporting evidence
Main Point #2:
• Supporting evidence
• Supporting evidence
• Supporting evidence
Main Point #3:
• Supporting evidence
• Supporting evidence
• Supporting evidence