Autism/ASD and how Hans Asperger played a role in the history of ASD. Must used previously selected sources,

For your second major essay, you will build on the material and themes of The Immortal Life of Henriette Lacks by researching the history of a disease or disorder and its treatment in the 20th or 21st century; you will be writing within the framework of medical humanities, so along with the broader history of the disease/disorder, you are going to explore the role of on individual within that history—it could be a particular researcher or scientist; it could also be a specific patient. Possible topics might include the development of the polio vaccine, the influenza epidemic of 1918, treatments for cancer, infertility treatments, AIDS/HIV, autism, ALS, and so on.

Purpose and Key Elements

The purpose of this essay is to develop research skills and to consider the human perspective of medical science. Your essay should be around 2,000 words, and the main body should include the following elements:

History of the disease/treatment: Trace the medical history of the disease/disorder and the treatments that developed in the period you have chosen.

Narrative of a specific individual: Tell the story of a specific individual within the broader history—a patient, a doctor, a research scientist, for example.

Historical data: Include at least one table or figure that lays out key information related to the disease/disorder. You can use tables or figures found in sources (you don’t have to generate your own).

Impact/Lessons learned/need for further research: Use the information you have found to draw conclusions regarding the development on medical science. How you handle this element will vary widely, but here are some possible ways to approach the closing: How did the treatment of this disease/disorder change medical practices? What were the broad social changes? What lessons were learned from the treatment of this disease/disorder? What are areas for further research?

These elements can be intertwined within the structure of your essay.

C: APA Style

Your paper should follow APA style and therefore include a title page and references page. The text of your paper should also include headings. Please review the details of APA style in online guides and printed manuals.

D: Sources

While you may use a range of sources, including interviews, blogs, and so on, you MUST include a minimum of FIVE authoritative sources.

You must include at least one table/graph of statistical data (see above).

E: Assessment

Your essay will receive points based on the following guidelines: PLEASE NOTE THAT YOU MAY SUBMIT PAPERS UP TO ONE WEEK PAST THE DEADLINE FOR A 25-POINT LETTER GRADE PENALTY.

1. Purpose and Ideas (35 points)

Excellent: This essay has a clear and insightful sense of purpose and audience. The controlling idea (thesis) shows depth of thought and is logically developed throughout the paper. The writer brings striking insights to her/his topic.

Good: The essay has a clear controlling idea, and the writer develops an analysis that shows some depth of thought.

Adequate: The essay has a controlling idea, but the purpose is not clearly expressed throughout.

Poor: The essay has a thesis that is too general, vague, or confused.

Failing: This essay does not have a discernible idea controlling the paper. Little or no sense of audience and purpose leaves the paper without a sense of direction.

2. ORGANIZATION/STRUCTURE (35 points)

Excellent: The structure of the essay is tightly controlled, following logically from the demands of the original research question and revealing a firm command over the reader’s expectations. The writer incorporates the required elements into a smoothly organized study.

Good: The essay has a strong sense of order: paragraphs are unified and coherent; transitions assist the reader’s progression from one point to the next. The essay effectively relates the required sections.

Adequate: The order of the essay is apparent. Paragraphs are well controlled, but not always unified. Transitions are functional.

Poor: Order and emphasis have little bearing on the thesis/purpose of the essay. Paragraphs are unorganized and underdeveloped. The essay is missing key sections.

Failing: The essay has no structure; paragraphing appears random and arbitrary.

3. EVIDENCE/EXAMPLES (75 points)

Excellent: Support for the writer’s ideas is detailed, precise, vivid, and relevant. The writer has not settled for the obvious but impresses the reader with keen observations and insights. The writer handles sources carefully, offering concise, precise quotations as necessary and blending sources skillfully into the argument—the writer uses a wide range of sources and shows in-depth knowledge of the topic and sources. The writer includes a table or figure and integrates its content by exploring its content in the paper.

Good: The essay’s points are developed with clear and at times vivid detail. Support for major ideas is ample with clear support from sources—the writer shows a good understanding of how to handle sources and blend them into an argument. The sources are relevant to the topic. The writer includes a table or figure and refers to in the text of the paper.

Adequate: The essay has evidence, most of which is directly relevant to the writer’s thesis. Rather than provide details, the essay usually settles for generalizations and characterizations. The writer tends to either overuse sources at times or does not always support ideas with clear references to sources. The sources need to show more breadth and depth. The writer includes a table or figure but does not refer to in the paper.

Poor: Evidence is general and at times irrelevant or contradictory. The writer either “overquotes” throughout the paper or rarely refers to the sources. The writer has not adequately researched the topic. The writer does not include a table or figure.

Failing: The essay consistently dwells on generalization, while any details do not seem to contribute to any specific point/purpose. The paper is either a collection of quotations or the writer fails to use any sources throughout. The writer has failed to research the topic.

4. STYLE (30 points)

Excellent: Not only are sentences varied and forceful, but word choice is fresh, active, and precise. Tone complements the subject and distinguishes the writer. The essay contains very few mechanical errors (spelling, punctuation)–none of which detract from the exposition of ideas.

Good: The sentences are correct and varied; word choice is clear and active. The tone fits the audience, and the writer’s voice is distinct. The essay may have occasional mechanical errors, but none of them are serious or distracting.

Adequate: Sentences are correct but do not show a high degree of variation. Word choice is at times imprecise and inactive (‘got’, ‘really’, ‘a lot’ . . . ). The essay has some punctuation and spelling errors.

Poor: Sentences lack organization and variety. Word choice is vague and misleading. The tone is inconsistent or inappropriate. The essay shows difficulties with the mechanics of writing.

Failing: Serious problems with the mechanics of writing and frequent errors.

5. Documentation (40 points)

Excellent: The writer applies APA documentation style with only very minor errors.

Good: The writer shows an overall understanding of documentation with some consistent but minor errors.

Adequate: The writer applies the basics of documentation style but has some major missing elements or some consistent major errors.

Poor: The writer’s use of documentation seems haphazard, and the paper is missing some major elements.

Failing: The writer fails to follow any clear documentation style.

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