Drug abuse discourse community Assignment
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Drug abuse discourse community Assignment
Running Head: Disclosure community proposal 1
Disclosure community proposal 2
TITLE OF THE PAPER
NAME OF THE STUDENT
Introduction of the discourse community
Drug abuse discourse community
Drug misuse by the young generation in our community is posing a great challenge that is proving hard to deal with and reduce at the same time. This discourse community proposal is aimed at creating awareness about the misuse of drugs by our community members from both the young and old members to (Bazerman, 2009). This is becoming challenging as we are losing productive people in our community day in day out due to the misuse of drugs which has become very rampant. The discourse community will bring together people from all areas and circles of life with a common goal of eradicating this challenge completely. We will talk about the various causes and impacts of drug misuse.
The proposal meets all the requirements and elements of a discourse community. First the discourse has a common goal and all the individuals will live by this set goal which will be to eradicate the use of drugs within our community. The discourse also has all the different mechanisms of intercommunication since we have incorporated various means of communication which will include text messages, video calls, emails, and Facebook too. The participatory mechanism will include several meetings to check on the progress of our members, and regular surprise visits to our members. There will also be hierarchy of members to avoid conflicts and for easier management of the individuals of the discourse community.
The individuals in the discourse community will be obtained through various methods such as orientation, experimentation, transformation, and productivity among others. All of them must have a common goal and means of communication that will bring them together to achieve that goal. The shared goals and resources will be the key to maintain a long and rewarding endeavor that will see them meet the set goal (Yerrick & Gilbert, 2011). The individuals will have a common language that will be used. From the research I carried out, this is one of the major factors that will ease communication and language used by the individual discourse. They must be disciplined all through to avoid conflicts that may delay meeting the goal on the set time. Outsiders will not be allowed anywhere near the individual discourse to avoid distractions and i9nterferance of any kind.
I will be personally involved in the discourse to ensure that everything goes as planned especially with communication and how far everything is going. I am one of the recoveries of drug abuse and I know how it feels I was an addict for almost two years and that almost took my life and now I can’t stand seeing another person in the same position especially young generation. I will also find the best languages that will be used to monitor and complete the goals of the drug abuse discourse community.
The secondary discourse operates in a manner that all the members of the group can have a common ground of communication where they can help and advice each other on the issues that are causing most of the people to engage in drugs and drugs abuse. One of them is poverty where many families in our locality are living below the poverty level and therefore it becomes easier for them to engage in drug abuse try and ease the pains and emotional stress they go through. Another cause is idleness among the young people. Due to lack of jobs and high cost of living, most of them are turning to drugs.
Conducting this drug abuse discourse community will be beneficial in providing the discourse individuals with the relevant support to embark on their correction and rehabilitation process. Communication is key in this course to ensure that there is enough transaction and exchange of orders and advices from one person to another (Flowerdew, 2000). The common interests of the members of the discourse community will be essential in designing any constrains that may be used by the members.
From the drug abuse map, the common values are prevention and abstinence from drug abuse, motivation, safety, and progress. The specialized vocabulary in this case will be drugs, rehabilitation, correction, and drug abuse. The specialized genres are rehabilitation centre, parks, among others. The goals are strength, healthy, vitality, and abstinence. Since I will be personally involved in the discourse community, it will be easy for me to collect all the texts and emails sent out and received by the members.
From the research I carried out, some of the young people in drugs are hard to engage with and therefore a good communication channel will be used to get their attraction and engage them productively. Any discourse community is based on communication and how the individual members relate with each other (Silva & Matsuda, 2013). Operations and orders follow a certain hierarchy to avoid conflicting ideas and ensure that all members have the will to abide to the set rules and goals. This way of operation will also ensure that at the end of the day all the members of the discourse community meet their individual goals and that of the group in general.
There are problems that may arise from the secondary discourse. Some of them include conflicting ideas from the individual members (Lemke, 1993). Not all the members are of goodwill and some may try to distract others when they find they can’t meet the goals of the discourse community. It will therefore be challenging for the organizers to deal with such people.
The individual members will benefit from the discourse community through various ways such as how to avoid temptations on drugs and ways of keeping them busy and earn some money rather than just stay idle and end up using drugs. Analyzing all the information received and sent through texts, emails, and recorded audios will help in knowing which of the individuals need more personalized help. Generally, texts and email are the main forms of communication especially when the members are not together always.
The discourse community will also cause some problems too being that it is involving people who are completely different. Although they have a common goal, sometimes it is hard to control people especially if the means of communication used is not available to all people. Some people may tem feel left out or biased.
When the members meet up, oral communication is important to give each of the discourse individuals to express themselves and how they feel about it so far. If they are not benefiting from it then it would only be goo to change the tactics being used and implement new ones that will see the set goals met easily.
Bazerman, C. (2009, November 22). Issue Brief: Discourse Communities. Retrieved November 13, 2015, from http://www.ncte.org/college/briefs/dc
Flowerdew, J. (2000). Discourse community, legitimate peripheral participation, and the nonnative- English-speaking scholar.
Lemke, J. (1993). Discourse, Dynamics, and Social Change. Cultural Dynamics, 6(1-2), 243-275. doi: 10.1177/092137409300600107.
Silva, T., & Matsuda, P. (2013). Landmark Essays on ESL Writing. Hoboken: Taylor and Francis.
Yerrick, R. K., & Gilbert, A. (2011). Constraining the discourse community: How science discourse perpetuates marginalization of underrepresented students. Journal of Multicultural Discourses, 6(1), 67–91.
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. 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Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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