Description
Please no plagiarism. Add the reference page. I have uploaded the rubric chart as well as the instructions and the outline with references. The last step is the highlighted part. That will be the assignment
Running head: PROTECT LIFE: STOP ABORTION
Protect Life: Stop Abortion
Dora Sanchez
Grand Canyon University PSY-470
1
PROTECT LIFE: STOP ABORTION
2
Protect Life: Stop Abortion
1. Introduction
a. No known culture would support the idea of taking life away from another being,
and in most cases, such is punishable, often by ostracizing those believed to have
committed murder
b. Thesis: Much of the discussion on abortion revolves around whether the aborted
child is actually a person, which it is, due to the development processes occurring
in the fetus, and making abortion illegal would guarantee that parents do not send
up committing murder, in addition to protecting the mother from potential health
issues associated with abortion.
2. Body
Body Paragraph One
a. Topic Sentence: If society agreed that abortion would add up to murder, then it
would be universally considered illegal
i. No society is likely to condone the murder of another human being
ii. The question lies on the person status of the child, the extent to which it
would be considered a person
Body Paragraph Two
b. Topic Sentence: Following conception, a child takes on a development process its
own, exclusive of the mother’s activities
i. Cellular development and differentiation begins at conception and not at
birth, with the child starting to develop and specialize different cells for
various functions
ii. Termination of pregnancy would imply putting an end to the said child’s
development process, in some cases with the parents intending to serve
their own purpose and not because of welfare issues associated with
keeping the pregnancy
iii. Putting an end to such life would be no different from murdering a born
child with the ability to perform as many functions free of the mother’s
intervention
Body Paragraph Three
c. Topic Sentence: proper medical attention in the case of issues such as rape could
help prevent conception, as opposed to future actions which effectively take the
form of punishing an inborn child
i. Some people will often justify abortion based on the circumstances in
which they conceived, which is often understandable (Adamczyk, 2009)
ii. Nonetheless, having measures that effectively reduce the chances of
pregnancy provides an opportunity that could prevent the necessity of an
abortion, if only people are proactive enough in seeking such assistance
Body Paragraph Four
d. Topic Sentence: In addition to protecting the child, preventing abortion would be
consequential in ensuring the health of the mother, reducing chances of any
potential complications in future
i. Abortion has been linked with other adverse reproductive issues such as
ectopic pregnancies and conception problems, particularly where one did
PROTECT LIFE: STOP ABORTION
3
not consult licensed physicians to contract the abortion services (Bouyer et
al., 2003).
ii. Preventing abortion would not only help reduce the chances of committing
murder, but would also be consequential in ensuring the protection of the
mother’s health after the abortion process.
3. Conclusion
a. Abortion contradicts moral values on life which explains its adverse position in a
society where taking away someone else’s life is considered a crime
b. Abortion not only endangers the child, it also comes at a cost to the parent, in
some cases having irreversible health consequences on the mother.
PROTECT LIFE: STOP ABORTION
References
Adamczyk, A. (2009). Understanding the effects of personal and school religiosity on the
decision to abort a premarital pregnancy. Journal of Health and Social Behavior, 50(2),
180-195.
Bouyer, J., Coste, J., Shojaei, T., Pouly, J. L., Fernandez, H., Gerbaud, L., & Job-Spira, N.
(2003). Risk factors for ectopic pregnancy: a comprehensive analysis based on a large
case-control, population-based study in France. American Journal of
Epidemiology, 157(3), 185-194.
4
PSY-470 Abnormal Psychology
CLC Research Project
This assignment will require action and work on your part early in the course. There will be three
parts to this assignment, which will culminate in a debate of your group’s choosing. First, you
and your group will decide what topic you will debate and which sides will. Second, you will
need to outline an empirical article (direction below). You will submit the outline to your
instructor for feedback. Finally, you will compose your side of the debate using the feedback
from your instructor.
Part 1 – Topic/Issue Selection (Due end of Topic 4)
Each CLC team will select one topic to discuss. If the group experiences difficulty in the
selection process, the instructor may assign the specific topic. By Topic 4, each group should do
the following: Abortion
1. Each group will submit a filled-in copy of the CLC Agreement Form.
2. The selected issue must adhere to the broad category of “controversial.” The argument
must be able to present two sides.
3. Belief in the issue is not a prerequisite; groups will be graded on the quality of the
argument. First person and opinion should not be used.
4. Submit the chosen topic to your instructor for approval by the end of Topic 4.
For Topic 8, each CLC team will write a combined 1,500-word persuasive paper debating the
controversial topic. Keep this in mind when choosing your CLC topic.
Part 2 – Outline (Due end of Topic 6)
Anti- Abortions.
You will use GCU’s library databases to research your side of the argument. You will then create
an outline of your argument of the controversial topic. Each member of the CLC will turn in
individual outlines to the individual assignment dropbox, not in the CLC. Members will not need
to share outlines with other members of the CLC. 500 words
1. Find two to four resources from the library that supports your argument.
2. Construct an outline of the main points important to your side of the controversy. The
outline will be submitted to your instructor in Topic 6.
3. Your outline must include a reference page in correct APA format.
Part 3 – Final Product (Due end of Topic 8)
Using the feedback from your instructor, and working with your CLC partners, construct your
side of the debate in a 600-word paper. Your paper will be combined with the rest of your team
to produce a 1,500-word essay presenting viewpoints on the issue and counterarguments against
the other side’s viewpoint. Your CLC will turn in one combined paper.
Course Code
PSY-470
Class Code
PSY-470-O101
Criteria
Content
Percentage
100.0%
Argument presents both sides of the
controversial issue
40.0%
Content Comprehension
30.0%
Mechanics of Writing (includes spelling,
punctuation, grammar, language use)
5.0%
Research Citations (in-text citations for
paraphrasing and direct quotes, and references
page listing and formatting, as appropriate to
assignment and style)
5.0%
Participation
20.0%
Total Weightage
100%
Assignment Title
Collaborative Learning Community: Controversy Debate
Unsatisfactory (0.00%)
Argument for both sides is not present. Word count is not
met.
Content is incomplete or omits most of the requirements
stated in the assignment criteria.
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice
and/or sentence construction are employed.
No references page and no citations are included.
Participation is not evident.
Total Points
90.0
Less than Satisfactory (65.00%)
Argument for both sides is vague or not present. Word count
is not met.
Content is incomplete or omits some requirements stated in
the assignment criteria.
Frequent and repetitive mechanical errors distract the
reader. Inconsistencies in language choice (register) and/or
word choice are present. Sentence structure is correct but
not varied.
References page is present, but citations are inconsistently
used.
Posts do not encourage further discussion and dialogue with
other students in the class. Posts are critical, argumentative,
or confrontational. Individual group contributions are
submitted extremely late, affecting the group?s ability to
accomplish a successful task. Cooperative teamwork is not
evident.
Satisfactory (75.00%)
Argument for both sides is clear and appropriate. Word count
is met.
Content is complete, but somewhat inaccurate and/or
irrelevant. Research is inadequate in relevance, quality,
and/or timeliness.
Some mechanical errors or typos are present, but are not
overly distracting to the reader. Correct and varied sentence
structure and audience-appropriate language are employed.
References page is included. Sources are appropriately
documented, although some errors may be present.
Most posts encourage further discussion and dialogue with
other students in the class. Posts are professional and exhibit
a positive attitude that is respectful of others. Individual
contributions are submitted but not on time. Cooperative
teamwork is exhibited but limited.
Good (85.00%)
Argument for both sides is insightful and makes connections
to research. Word count is met.
Content is comprehensive and accurate, and definitions are
clearly stated. Research is adequate, timely, and relevant, and
addresses all of the issues stated in the assignment criteria.
Prose is largely free of mechanical errors, although a few may
be present. The writer uses a variety of effective sentence
structures and figures of speech.
References page is present and fully inclusive of all cited
sources. Documentation is appropriate and citation style is
usually correct.
All posts encourage further discussion and dialogue with
other students in the class. Posts are professional and exhibit
a positive attitude that is respectful of others. Individual
contributions are provided by the designated timeline.
Cooperative teamwork is exhibited but not consistently.
Excellent (100.00%)
Argument for both sides is thoughtfully researched. Provides
relevant examples throughout the paper. Word count is met.
Content is comprehensive, accurate, and persuasive;
definitions are clearly stated. Research is adequate, timely,
and relevant, and addresses all of the issues stated in the
assignment criteria.
The writer is clearly in command of standard, written
academic English.
In-text citations and a references page are complete. The
documentation of cited sources is free of errors.
All posts encourage further discussion and extensive dialogue
with other students in the class. Posts demonstrate a critical
analysis of classmates? postings and provide relevant and
constructive feedback. Individual contributions are provided
before the designated timeline. Cooperative teamwork is
exhibited in order to complete the project.
Comments
Points Earned
Purchase answer to see full
attachment
Protect Life: Stop Abortion
Dora Sanchez
Grand Canyon University PSY-470
1
PROTECT LIFE: STOP ABORTION
2
Protect Life: Stop Abortion
1. Introduction
a. No known culture would support the idea of taking life away from another being,
and in most cases, such is punishable, often by ostracizing those believed to have
committed murder
b. Thesis: Much of the discussion on abortion revolves around whether the aborted
child is actually a person, which it is, due to the development processes occurring
in the fetus, and making abortion illegal would guarantee that parents do not send
up committing murder, in addition to protecting the mother from potential health
issues associated with abortion.
2. Body
Body Paragraph One
a. Topic Sentence: If society agreed that abortion would add up to murder, then it
would be universally considered illegal
i. No society is likely to condone the murder of another human being
ii. The question lies on the person status of the child, the extent to which it
would be considered a person
Body Paragraph Two
b. Topic Sentence: Following conception, a child takes on a development process its
own, exclusive of the mother’s activities
i. Cellular development and differentiation begins at conception and not at
birth, with the child starting to develop and specialize different cells for
various functions
ii. Termination of pregnancy would imply putting an end to the said child’s
development process, in some cases with the parents intending to serve
their own purpose and not because of welfare issues associated with
keeping the pregnancy
iii. Putting an end to such life would be no different from murdering a born
child with the ability to perform as many functions free of the mother’s
intervention
Body Paragraph Three
c. Topic Sentence: proper medical attention in the case of issues such as rape could
help prevent conception, as opposed to future actions which effectively take the
form of punishing an inborn child
i. Some people will often justify abortion based on the circumstances in
which they conceived, which is often understandable (Adamczyk, 2009)
ii. Nonetheless, having measures that effectively reduce the chances of
pregnancy provides an opportunity that could prevent the necessity of an
abortion, if only people are proactive enough in seeking such assistance
Body Paragraph Four
d. Topic Sentence: In addition to protecting the child, preventing abortion would be
consequential in ensuring the health of the mother, reducing chances of any
potential complications in future
i. Abortion has been linked with other adverse reproductive issues such as
ectopic pregnancies and conception problems, particularly where one did
PROTECT LIFE: STOP ABORTION
3
not consult licensed physicians to contract the abortion services (Bouyer et
al., 2003).
ii. Preventing abortion would not only help reduce the chances of committing
murder, but would also be consequential in ensuring the protection of the
mother’s health after the abortion process.
3. Conclusion
a. Abortion contradicts moral values on life which explains its adverse position in a
society where taking away someone else’s life is considered a crime
b. Abortion not only endangers the child, it also comes at a cost to the parent, in
some cases having irreversible health consequences on the mother.
PROTECT LIFE: STOP ABORTION
References
Adamczyk, A. (2009). Understanding the effects of personal and school religiosity on the
decision to abort a premarital pregnancy. Journal of Health and Social Behavior, 50(2),
180-195.
Bouyer, J., Coste, J., Shojaei, T., Pouly, J. L., Fernandez, H., Gerbaud, L., & Job-Spira, N.
(2003). Risk factors for ectopic pregnancy: a comprehensive analysis based on a large
case-control, population-based study in France. American Journal of
Epidemiology, 157(3), 185-194.
4
PSY-470 Abnormal Psychology
CLC Research Project
This assignment will require action and work on your part early in the course. There will be three
parts to this assignment, which will culminate in a debate of your group’s choosing. First, you
and your group will decide what topic you will debate and which sides will. Second, you will
need to outline an empirical article (direction below). You will submit the outline to your
instructor for feedback. Finally, you will compose your side of the debate using the feedback
from your instructor.
Part 1 – Topic/Issue Selection (Due end of Topic 4)
Each CLC team will select one topic to discuss. If the group experiences difficulty in the
selection process, the instructor may assign the specific topic. By Topic 4, each group should do
the following: Abortion
1. Each group will submit a filled-in copy of the CLC Agreement Form.
2. The selected issue must adhere to the broad category of “controversial.” The argument
must be able to present two sides.
3. Belief in the issue is not a prerequisite; groups will be graded on the quality of the
argument. First person and opinion should not be used.
4. Submit the chosen topic to your instructor for approval by the end of Topic 4.
For Topic 8, each CLC team will write a combined 1,500-word persuasive paper debating the
controversial topic. Keep this in mind when choosing your CLC topic.
Part 2 – Outline (Due end of Topic 6)
Anti- Abortions.
You will use GCU’s library databases to research your side of the argument. You will then create
an outline of your argument of the controversial topic. Each member of the CLC will turn in
individual outlines to the individual assignment dropbox, not in the CLC. Members will not need
to share outlines with other members of the CLC. 500 words
1. Find two to four resources from the library that supports your argument.
2. Construct an outline of the main points important to your side of the controversy. The
outline will be submitted to your instructor in Topic 6.
3. Your outline must include a reference page in correct APA format.
Part 3 – Final Product (Due end of Topic 8)
Using the feedback from your instructor, and working with your CLC partners, construct your
side of the debate in a 600-word paper. Your paper will be combined with the rest of your team
to produce a 1,500-word essay presenting viewpoints on the issue and counterarguments against
the other side’s viewpoint. Your CLC will turn in one combined paper.
Course Code
PSY-470
Class Code
PSY-470-O101
Criteria
Content
Percentage
100.0%
Argument presents both sides of the
controversial issue
40.0%
Content Comprehension
30.0%
Mechanics of Writing (includes spelling,
punctuation, grammar, language use)
5.0%
Research Citations (in-text citations for
paraphrasing and direct quotes, and references
page listing and formatting, as appropriate to
assignment and style)
5.0%
Participation
20.0%
Total Weightage
100%
Assignment Title
Collaborative Learning Community: Controversy Debate
Unsatisfactory (0.00%)
Argument for both sides is not present. Word count is not
met.
Content is incomplete or omits most of the requirements
stated in the assignment criteria.
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice
and/or sentence construction are employed.
No references page and no citations are included.
Participation is not evident.
Total Points
90.0
Less than Satisfactory (65.00%)
Argument for both sides is vague or not present. Word count
is not met.
Content is incomplete or omits some requirements stated in
the assignment criteria.
Frequent and repetitive mechanical errors distract the
reader. Inconsistencies in language choice (register) and/or
word choice are present. Sentence structure is correct but
not varied.
References page is present, but citations are inconsistently
used.
Posts do not encourage further discussion and dialogue with
other students in the class. Posts are critical, argumentative,
or confrontational. Individual group contributions are
submitted extremely late, affecting the group?s ability to
accomplish a successful task. Cooperative teamwork is not
evident.
Satisfactory (75.00%)
Argument for both sides is clear and appropriate. Word count
is met.
Content is complete, but somewhat inaccurate and/or
irrelevant. Research is inadequate in relevance, quality,
and/or timeliness.
Some mechanical errors or typos are present, but are not
overly distracting to the reader. Correct and varied sentence
structure and audience-appropriate language are employed.
References page is included. Sources are appropriately
documented, although some errors may be present.
Most posts encourage further discussion and dialogue with
other students in the class. Posts are professional and exhibit
a positive attitude that is respectful of others. Individual
contributions are submitted but not on time. Cooperative
teamwork is exhibited but limited.
Good (85.00%)
Argument for both sides is insightful and makes connections
to research. Word count is met.
Content is comprehensive and accurate, and definitions are
clearly stated. Research is adequate, timely, and relevant, and
addresses all of the issues stated in the assignment criteria.
Prose is largely free of mechanical errors, although a few may
be present. The writer uses a variety of effective sentence
structures and figures of speech.
References page is present and fully inclusive of all cited
sources. Documentation is appropriate and citation style is
usually correct.
All posts encourage further discussion and dialogue with
other students in the class. Posts are professional and exhibit
a positive attitude that is respectful of others. Individual
contributions are provided by the designated timeline.
Cooperative teamwork is exhibited but not consistently.
Excellent (100.00%)
Argument for both sides is thoughtfully researched. Provides
relevant examples throughout the paper. Word count is met.
Content is comprehensive, accurate, and persuasive;
definitions are clearly stated. Research is adequate, timely,
and relevant, and addresses all of the issues stated in the
assignment criteria.
The writer is clearly in command of standard, written
academic English.
In-text citations and a references page are complete. The
documentation of cited sources is free of errors.
All posts encourage further discussion and extensive dialogue
with other students in the class. Posts demonstrate a critical
analysis of classmates? postings and provide relevant and
constructive feedback. Individual contributions are provided
before the designated timeline. Cooperative teamwork is
exhibited in order to complete the project.
Comments
Points Earned
Purchase answer to see full
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