Free Essay

My Essay

In:

Submitted By vendy
Words 2621
Pages 11
Discuss the physical, emotional, cognitive and behavioral responses an individual is likely to experience in response to a newly diagnosed condition with a poor prognosis.

Definitions:
Physical: of body: relating to the body, rather than to the mind, the soul, or the feelings
Cognitive: 1.concerned with acquisition (gaining) of knowledge: relating to the process of acquiring knowledge by the use of reasoning, intuition, or perception. Relating to thought processes. The interpretation of stimuli and the organization of thoughts and ideas.
Emotional: a state of feeling. -a conscious mental reaction (as anger or fear) subjectively experienced as strong feeling usually directed toward a specific object and typically accompanied by physiological and behavioral changes in the body (merriam webster)
Behavioral: 1.way somebody behaves: the way in which somebody behaves

Research:

-Psychological responses of terminally ill patients who are experiencing suffering: A qualitative study
According to leading theories, suffering is dependent on the threats that the patient perceives and the resources the patient uses to respond to such threats.
Previously published reports have identified the occurrence of a terminal disease as a period of multiple threats that can generate intense suffering. Examples of such suffering include pain and other symptoms (Heath et al., 2010, Jurado-Martín et al., 2010, Abraham et al., 2006 and Lorenz et al., 2006), the progressive dependence associated with the evolution of the disease (Chio et al., 2008, Blinderman and Cherny, 2005 and Daneault et al., 2004), uncertainty regarding the future (The et al., 2001 and Clark, 2002), being a “burden” to others (Chochinov et al., 2007 and McPherson et al., 2007) and outstanding issues that the patient has left unfinished (Ando et al., 2008 and Williams, 2004).
Some authors have claimed that patients who suffer from a serious illness (or one with a poor prognosis) respond by experiencing a personal transformation regarding their way of viewing life and human relationships (Chio et al., 2008, Arman et al., 2002, Arman and Rehnsfeldt, 2003 and Nissim, 2008).
The meaning given to both the individual's own losses as well as the disease itself is also relevant, as is a consideration of the phase of the life cycle that the patient is passing through (Daneault et al., 2004 and Williams, 2004).
The analysis of the participants’ responses to the various questions of the semi-structured interview allowed the identification of the principle, “Realise that life is short.” When this discovery occurs, one observes in the participants’ answers various manners of responding to this threat: “revaluating life”, “opportunity for growth” and “resignation/acceptance”.
The emergence of disease causes a change in the mind-set of individuals regarding how they perceive their lives. This is the moment in which they realise that life, specifically their own life, is short. “Life is not the same anymore… I don’t know, you see it shorter” [4:24] [57].
The realisation that life is short causes patients to review their lives. Some participants feel reassured because they believe that they have accomplished the necessary life goals. These goals are usually associated with ensuring the futures of their children.
“I have already done, as they say, the thing in life. I got married, I raised a child, I planted many trees in the field and I have done harm to no one and I am thus waiting for whatever God wants” [18:8] [39].
“Because I see my children in their houses—those beautiful houses they have, and they have their jobs and their children, nothing worries me anymore. I am at ease” [6:31] [56].
In contrast, for other patients, the revaluation of their lives creates feelings of helplessness and frustration. They focus on what they are losing and the situations they have left unresolved rather than what they have accomplished or successfully resolved. In this sense, the commencement of the disease generates “pending tasks” that most often involve ensuring the future of their families but occasionally are related to certain personal endeavours that these patients have left unfinished or “This is one of the most saddening things, when you truly realise that life has an end, and you think, I did not do this or the other…” [2:13] [62].even desires to “settle scores”.
“You think about many things, of people that have done wrong to me…. I should have said some things, at the right time…and without revenge” [13:32] [117].
The onset of disease can be considered an opportunity for personal growth. The patients interpret their situation as a “signal” that incites them to change their attitudes towards life regardless of its duration.
One of the changes that concerns most patients is living in the present while trying not to think about the future. This concept is closely related to their uncertainty regarding the future.
“It is necessary to live in the moment, and because I don’t know what is going to happen tomorrow, I enjoy the moment, making a life within the possibilities available each moment” [10:19] [77].
However, although the patients describe their futures as negative, they maintain their uncertainty through verbal expressions of doubt or ignorance. Some patients choose to persevere in the hope of total healing despite their situation.
“Yes, I am confident I will get better” [19:17] [93].
“I have blind faith in him [the doctor]; he will solve my problem and give me back my health and quality of life” [22:30] [42].
Those patients who feel reassured that they have accomplished their necessary goals in life are ready to die in peace. The patients’ ability to re-evaluate their prior experiences in a positive light and to reintegrate and resolve conflicts enables them to assign new meanings to their current experiences of suffering and improves the communication between these patients and their family members.
Claiming a change in attitude has been a constant feature of end-of-life dialogues for many decades (Bingley et al., 2006).
Changes in relationships with others could be a response to the patients’ need to strengthen ties before their deaths, thus allowing them to be remembered positively by their loved ones (Ando et al., 2008 and Nissim, 2008).
The allusions to a higher power such as God or statements regarding “the Law of Life” also demonstrate the patients’ need to find a spiritual explanation for their suffering.

-The Behavioural Responses to Illness Questionnaire (BRIQ): a new predictive measure of medically unexplained symptoms following acute infection
The most well-known is the Illness Behaviour Questionnaire (IBQ), which despite its name, assesses largely cognitive variables ; hypochondriasis, disease conviction, psychological versus somatic focus, affective inhibition, affective disturbance, denial and irritability (Pilowsky,1993).
Rief and colleagues created the Scale for the Assessment of Illness Behaviour (SAIB; Rief et al. 2003). It includes items that measure the behavioural expression of verification of diagnosis, expression of symptoms, medication, consequences of illness, and scanning.
All-or-nothing behaviour describes a pattern of alternating extremes of behaviour, characterized by a cyclical response of pushing oneself to keep going until this feels no longer physically possible. The findings suggest that patients who engage in all-or-nothing behaviour attempt to be self-reliant when ill rather than impose on others. This is not a reflection of having a less severe illness, as all-or-nothing behavior showed a slight positive association to Campylobacter symptoms at the time of infection. All-ornothing behaviour also showed a small negative association with days off work suggesting that these patients’ attempts to keep going are reflected in their reluctance to take time off work.
-Effective Management of the Patient's Emotional Response to Acute and Chronic Illness
The brain contains a small almond-shaped gland that is called the amygdala and research has shown that this gland has a major impact on emotional regulation
(Porter & Kaplan, 2010)
Previous studies have shown that there can be changes in brain anatomy for patients with certain psychological illnesses. This has been shown through visualization of brain anatomy using CAT, MRI and PET scans. Many illnesses evolve into chronic states and can mirror the death and dying process, not only because of the morbidity of the illness but for some patients it is the loss of the familiar person they knew.
The recent advances in medications and health interventions allow patients to live with many diseases that might have killed them years ago. The nurse needs to recognize that a patient may experience depression or anxiety when diagnosed with a chronic illness.

-emotions and illness
Anxiety can be defined as a feeling of apprehension, uncertainty, and fear without apparent stimulus, and associated with physiological changes (Dorland's 1985). The ICD-10 [World Health Organization (WHO) 1992] classification of generalized anxiety disorder states in its diagnostic guidelines `The sufferer must have primary symptoms of anxiety most days for at least several weeks at a time, and usually for several months. These symptoms should usually involve elements of:
• apprehension (worries about future misfortunes, feeling `on edge', difficulty in concentrating, etc.)
• motor tension (restless fidgeting, tension headaches, trembling, inability to relax); and
• autonomic overactivity (light headedness, sweating, tachycardia or tachypnoea, epigastric discomfort, dizziness, dry mouth, etc.)'. (WHO 1992, p. 140).
Fear and sadness are discrete emotions associated with specific life events (Izard 1991, Lazarus 1991). Whereas, anxiety and depression are a complex combination of emotion and thought (Izard 1991, Lazarus 1991).
In patients suffering from multiple sclerosis, Rabins et al. (1986) state that depression is partly determined by the presence of brain involvement, but it is also an emotional reaction to the disorder
Perry and Cella (1987) believe much overdiagnosed depression as attributable to normal physical and adjustment events such as neurovegetative changes and grief.
Acute illness is an event from which individual psychological problems can develop. The emotional dissonance caused by acute illness combined with a vulnerable personality may be a trigger to mental health problems.
Illness cognition has been defined by Croyle & Ditto (1990) as `Any mental activity (e.g. appraisal, interpretation, recall) undertaken by an individual who believes himself or herself to be ill, regarding the state of his or her health and its possible remedies' (p. 32).

Commonpsychiatricproblemsneartheendoflifeincludedepression,anx- iety,delirium,andsuicidalideation,allofwhichcanemergeduringthecourseof aterminalillness.Anumberofmedicalandpsychosocialissuescanleadtothese various disorders, including medication side effects, physical impairments, dependency, bereavement, and family dysfunction, all of which frequently co- occur during a terminal illness and can increase the risk of psychological/psy- chiatric difficulties (Breitbart, Chochinov, & Passik, 1998

-assessing psychological distress near the end of life
Common psychiatric problems near the end of life include depression, anxiety, delirium, and suicidal ideation, all of which can emerge during the course of a terminal illness.
A number of medical and psychosocial issues can lead to these various disorders, including medication side effects, physical impairments, dependency, bereavement, and family dysfunction, all of which frequently cooccur during a terminal illness and can increase the risk of psychological/psychiatric difficulties (Breitbart, Chochinov, & Passik, 1998).
The presence of psychological distress, even at a mild to moderate level, can have a significant effect on the patient in the last weeks of life. Many patients describe a decrease in their capacity for pleasure, sense of meaning in their lives, and ability to make connections with others and cite these difficulties as having a negative effect on their overall quality of life (Breitbart, Bruera, Chochinov, & Lynch, 1995).
Psychiatric symptoms can also lead to heightened distress and worry among friends and family members, possibly leading to a downward spiral as family distress further fuels patient distress (Block, 2000
Depressed mood and sadness are common, even appropriate responses for patients who are facing a progressive illness that will ultimately lead to their death. Whether due to anticipatory grief over the impending loss of health, autonomy, loved ones, and life or a biochemical reaction related to one's illness or side effects, feelings of depression are so common as to be almost unnoticed in many terminally ill individuals.
Yet despite the common occurrence of feelings of sadness and depression among terminally ill individuals, the presence of a major depressive episode is much less common.
Many terminally ill patients suffer from more modest symptoms of depression that do not rise to the threshold of a major depression
Specifically, Endicott proposed substituting four cognitive/affective symptoms of depression (fearfulness or depressed appearance, social withdrawal or decreased talkativeness, brooding/self-pity, and lack of emotional reactivity)
However, other studies have suggested that the cognitive symptoms of depression (e.g., anhedonia and feelings of hopelessness, worthlessness, and guilt) are more accurate indicia of depression in medically ill individuals (Passik et al., 2000).
Anhedonia is defined as a loss of interest or pleasure in activities but is often confounded by the functional decline that accompanies advanced illness. As physical limitations restrict a patient's ability to participate in activities, some disengagement from activities or interests is common. Patients who are not depressed, however, will typically refocus their interests to those that are less physically or mentally demanding (e.g., social interactions and prayer/meditation) without losing interest in activities altogether (Wilson, Chochinov, de Faye, & Breitbart, 2000). When pervasive, anhedonia can manifest as a total loss of interest or pleasure in all activities, including interactions with loved ones. In these latter cases, severe anhedonia is virtually pathognomonic of a major depression.
Similar to depression, clinicians often assume that high levels of anxiety inevitably accompany the terminal phase of an illness,
Anxiety is quite common in patients receiving palliative care and can reduce a patient's tolerance for physical distress, especially pain, and substantially impede overall functioning (Noyes, Holt, & Massie, 1998).

-living with a terminal illness: patient priorities.

Personal/intrinsic factors: This theme encompassed issues related to the individual's bodily state and function, participation in daily activities, emotional well-being and involvement in work, leisure and social pursuits.

External/extrinsic factors: This theme addressed outside influences, including interpersonal responses (from other significant individuals), the system response (from health care and social services) and aspects of the physical environment (both natural and constructed) that either facilitated or impeded life involvement
Future issues: Participants’ prospects for the future, as well as strategies for moving forward, were addressed in this theme. Participants frequently reflected on their past activities and accomplishments and the feasibility of realising their life plans (made before the onset of illness).
Perceptions of normality: This theme incorporated issues related to the participant's life before the onset of illness. It provided a reference point for defining the current state of living with dying (i.e. life with, relative to life without, a terminal illness), as well as determining the consequences of this state of being.
Taking charge: Taking charge emerged as the central, overarching theme (Figure 2). It encompassed issues associated with participants’ experiences of living with dying, including (1) identifying and fulfilling their needs related to symptom management and life functioning and (2) determining and realising their philosophical positions about the meaning of life in the face of death. The concept of taking charge extended beyond the ‘locus of control’ notion that the individual's belief about the position of control (defined as either ‘internal’ or ‘external’) is critical in affecting outcome (Folkman 1984, Kraus & Stryker 1984). Rather, taking charge was concerned with people's ability to define and actualize their needs, with the position of control depending on their preferred means of achieving such outcomes. Despite acknowledging attempts to maintain normal activities in the early stages of illness, participants identified significant and persistent restrictions in relation to three themes: personal/intrinsic factors, external/extrinsic factors and future issues
Notable impacts with respect to personal/intrinsic factors were fatigue/lack of energy, loss of appetite, diminished ability to achieve activities of living, restricted involvement in relation to work and social and recreational pursuits, and the emotional impact of ongoing frustration.

Similar Documents

Free Essay

My Essay

...This is an essay Lorem ipsum dolor sit amet, consectetur adipiscing elit. Vestibulum aliquam ante aliquet pulvinar vulputate. Aenean leo odio, semper quis convallis ut, finibus eu metus. Nunc id tempor felis. Phasellus sit amet arcu ullamcorper tortor dignissim vehicula quis eu lacus. Sed mollis elit quis urna efficitur, sed scelerisque sapien hendrerit. Vestibulum quis fermentum mi. In porttitor orci in risus facilisis, et auctor eros faucibus. Integer convallis bibendum sagittis. Cras urna nunc, suscipit id mauris at, accumsan placerat dolor. Phasellus vitae elit nisl. Nulla scelerisque nunc in est porta, sed ullamcorper eros rhoncus. Suspendisse fringilla tortor consequat dolor consectetur posuere ut ut augue. Nunc non mi leo. Curabitur vel neque augue. Sed euismod porta orci id laoreet. Cras eget eleifend sem. Etiam ullamcorper aliquam nibh ac congue. Morbi suscipit tellus felis, ac volutpat quam egestas nec. Integer facilisis quam sed nisi iaculis suscipit. In pretium nunc metus. Sed eget varius enim. Donec viverra, nunc ut tempus tristique, velit nibh faucibus ex, vitae commodo libero urna vitae sem. Maecenas orci massa, tincidunt vel enim vel, gravida porttitor libero. Vestibulum dui mi, viverra non condimentum quis, feugiat at mauris. Aliquam nec pulvinar tortor. Maecenas a sapien non ligula viverra rhoncus. Nullam massa est, molestie nec nibh in, tincidunt malesuada ipsum. In hac habitasse platea dictumst. Vivamus ut mi ante. Nullam dolor ipsum, tempor vitae nisi...

Words: 363 - Pages: 2

Free Essay

This Is My Essay

...This is my essay. There are many like it, but this one is mine. My essay is my best friend. It is my life. I must master it as I must master my life. My essay, without me, it’s useless. Without my essay, I am useless. I must write my essay true. I must write better than my enemy, who is trying to copy me. I must copy him before he copies me. I will… My essay and I know that what counts in this class is not the essays we write, the length of the paper, nor the sources we cite. We know that it is the grades that count. We will pass… My essay is human, even as I, because it is my life. Thus, I will learn it as a brother. I will learn its weaknesses, its strength, its parts, its paragraphs, its intro and its conclusion. I will keep my essay clean and ready, even as I am clean and ready. We will become part of each other. We will… Before God, I swear this creed. My essay and I are the defenders of my grade. We are the masters of our class. We are the saviors of my GPA. So be it, until graduation is mine, and there is no homework, but vacation! This is my essay. There are many like it, but this one is mine. My essay is my best friend. It is my life. I must master it as I must master my life. My essay, without me, it’s useless. Without my essay, I am useless. I must write my essay true. I must write better than my enemy, who is trying to copy me. I must copy him before he copies me. I will… My essay and I know that what counts in this class is not the essays we write...

Words: 1091 - Pages: 5

Free Essay

My Essay Guy

...Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s an Essay McGuyer Here’s...

Words: 764 - Pages: 4

Premium Essay

Essay On My Writing Reflection

...Throughout my time here at Iowa State University, I have improved my writing in many ways. My writing was decent in terms of being able to write a basic coherent sentence in high school levels of writing. During high school I would write posts on interesting subjects on canvas. I’ve never really took these seriously. I’ve never really taken writing seriously either. The discussion posts have helped me write get used to write causal 250 work essays. This has had a profound impact in my writing this semester. It has given me comfort in writing difficult prompts from moodle or readings in our books. This e-portfolio assignment is the best work that I done all semester. It demonstrated what I’ve learned through the explanation of the reflections and the revision of the assignment that are improved drastically. When I was first writing my revisions, I was looking over the areas that need the most fixing. I read the comments on the previous assignments and used that as a guide. Two areas that needed improvement was the thesis and the supporting details. When revising my second assignment,...

Words: 508 - Pages: 3

Premium Essay

Essay About My Writing Process

...with the thought in my head that I was quiter proficient at writing essays. In high school I winged most of my essays and still received high grades, but I was taught in this class that just writing the essay wasn’t all that I needed to do. In the beginning of the class with essay 1 I just wrote it in one sequence, never stopping to try and reorganizing it. My organization skills were off balance and I had trouble with mistaking my corrections for revising. As I made my way to essay 2 and received an 81% I realized that writing in sequential order and not paying attention to the organization of my essay wasn’t going to cut it. I took the criticism on essay 2 and applied it to my essay 3. I wrote essay 3 from start to finish like I normally did because writing out of order still confuses my train of thought. After I finished writing it though, I took it to peer review and really tried to gain something out of it. By participating in the peer review, I got to get constructive feedback that actually helped me revise my essay once I revisited it. Peer review was a positive experience that truly helped me. By the time I finished essay 3, my writing process had become more thorough,...

Words: 490 - Pages: 2

Premium Essay

My Essay In English 3000.01 Class

...lot in writing essays. I have learned to use subordination and coordinating conjunctions in my essays when I never thought of using them before and I have become more proficient in preventing fragment and run-ons sentences and I have learned to write a great complete argumentative essay. I have learned to use subordination and coordinating conjunctions in my essays when I never thought of using them before. I have learned to use subordinating conjunctions that introduces a dependent clause by joining it to a main clause. Words like because, when, if and more that help build a sentence better. I even learned that coordinating conjunctions are joining two similarly constructed words or phrases within a sentence. Words like for, or, yet, and more that help in a sentence. I have uses both coordinating and subordination conjunctions in my papers. One sentence that I used a subordinating conjunction “People need to understand that there are people out in our world who do not care about their privacy, when they post everything online” (Gallego) and I used a coordinating conjunction in this paragraph “Think about the idea that everyone achieved a college degree, for all people would be equal in...

Words: 541 - Pages: 3

Premium Essay

Essay On My Writing Experience

...memo is to address my writing experience during college career. It mainly focused on what was the most helpful writing assignments I have received, my views on how academic writings are different than writings outside of school, and what I want to learn in this professional writing class. This memo is to address my writing experience during college career. It mainly focused on what was the most helpful writing assignments I have received, my views on how academic writings are different than writings outside of school, and what I want to learn in this professional writing class. During my college career so far, ENGL101 is the only class I took that was focusing only on improving writing skills. However, during most of my major courses,...

Words: 601 - Pages: 3

Premium Essay

College Essay: My Story Of Cancer

...College Essay Cancer is something you don’t really take seriously until it hits close to home. You might hear stories of cancer here and there but what can you really do about it? Nothing, nothing until you or one of your loved one has it. When that’s the case you want to search the world for all the unanswered questions you have. Cancer might be a common disease among the population but it isn’t common once your loved one has it. My story begins with my birthday, however, this specific birthday was not the day happiness. On this typical school day, I couldn’t wait to get home and wait for all the wishes my family was going to give me. My fifteen-year-old self on the side curb waiting to be picked up by my father to take me home. As I get...

Words: 647 - Pages: 3

Premium Essay

Essay About "This Is My Livingroom"

...An essay about ”This is My Living Room” How much does it take before a man gets enough, enough of turning all of his surroundings into something bad? The narrator gives us an introduction to his life and he expresses life’s negative aspects through this short story. The theme of the story could be “Every man for himself” or “Every man is his own fortune”. These themes are reflected in the text as the narrator says: “People are as mean one place as they are another and they’re always out to get you”. Subsection “People”. “This is My Living Room” is a short story and it’s written by Tom McAfee in 1966. The story takes place in Pine Springs, Minnesota, in a neighborhood characterized by hostility and unreliability. But it highlights as well a family where old traditions are a part of the everyday life. This is reflected in the text when the narrator expresses his opinion about women and their rights. “Women are easier to handle. About the worst they can do is talk and what does that matter”. Subsection “People”. The narrator introduces himself as a smart man and a man that doesn’t believe in anyone but himself. He’s a man in late forties and between the lines; we can perceive him as a male chauvinist. There are likewise examples which describe him as a racist. “Niggers are better than anybody because you can handle them. They don’t hardly ever give you any trouble.” Subsection “People” His two girls Ellen Jean and Martha Kay are sixteen and fourteen years old. They are...

Words: 618 - Pages: 3

Premium Essay

Essay About My Self

... Plan the structure, or framework, of the essay. A limit of 250 words is very short, but it must still follow conventional essay format and have an introduction, body and conclusion. Planning before writing helps keep the essay on track, especially when written under a time constraint. Limit the topic by concentrating only on the question in the title. Underline the key words in the title to help fix the topic firmly in mind. When writing, only include examples that directly answer the question. Avoid rambling around the subject. Get straight to the point.  2 Write the introduction, or thesis statement, in one or two sentences that use around 25 words. This will state the topic of the essay and the argument that the essay will prove in the remaining words. In longer essays, there is scope to include more than one point of view or take into account and compare or discuss differing arguments on the same subject. In a 250-word essay, there is little scope to expand. Choose just one viewpoint, argument or opinion to write as the introduction.  Write the body of the essay. Use short sentences that stick to the point without elaboration. Include an example that illustrates the thesis statement. One or two well-chosen examples are sufficient in a 250-word essay. For the body, write either two or three paragraphs, allowing a total word count of no more than 200 words. Allow one paragraph for each argument.  4 Write the conclusion. This summarizes the introduction and body...

Words: 312 - Pages: 2

Premium Essay

Essay About My Writing Experience

...My Writing experience: The Good The Bad and The Ugly I can recall a time when I had to write a paper for English Composition I. I was attending Ivy Tech Community College at that time. The professor asked the class to write a paper about our major, my major was Early Childhood Education. This experience I had at Ivy Tech was not my first when it came to writing a formal essay, but it was just as nerve wrecking as the first time. When I began writing formal essay papers, in high school, it was not easy for me. In the first part of this essay, I review my experience with writing in my childhood, then I will be talking about my terrifying writing experience in high school, and finally the years that have passed since I have not written any formal essays. In the second part of the paper, I describe my experience with Microsoft word, my experience with using MLA formatting style, and my experience using documentation in research papers. In my childhood, I have been state to state and attended...

Words: 679 - Pages: 3

Premium Essay

Reflective Essay: My Growth As A Writer

...The final position paper helped me grow as a writer even more than the previous two essays we have done. The reason I feel this way is because as I was beginning to write the paper I caught myself analysing what I was writing from the beginning, and not just waiting to look back at the end. My writing style matured also while writing this paper. I realized what words to avoid and found acceptable words to replace the ones I could not use. These are reasons I believe I grew as a writer from this one paper. Even though I did grow as a writer through this paper it does not mean it was a smooth writing process. Researching was not hard because I already had most of my sources and new exactly what I was looking for in the new articles I had to find. Once I had all of the sources I needed to write this paper is when the challenges appeared. I had troubles finding a good introduction to start my paper, and my thesis was not turning out how I wanted it to. After I finally got an introduction that was decent I focused on writing my body paragraphs. Organization was something I had struggled with in the past, so I spent time deciding what order I should write ideas in each paragraph. This was frustrating at times because it seemed like no matter how I organized the details it did not...

Words: 513 - Pages: 3

Premium Essay

Analytical Essay - My Son the Fanatic

...Analytical Essay – My Son The Fanatic For many people it can be hard to break out of the social inheritance, which we all have. It takes time, effort and often, a lot of money. This is just one of the many things, that is happening on in the short story “My Son The Fanatic”. My Son The Fanatic is about Ali and his father Parvez. It takes us threw Ali´s life and how his father Parvez, has a big impact on Ali´s life it. It also shows us the ups and downs in the little families’ lives. The main focus in my analysis is going to be the relationship between Ali and his father, and also on how the relationship develops, how the father helps his son. I also want to look at, the impact that Ali has in his father’s life. If he changed him in any way, maybe Parvez is just living his own life, without any influence from his son, Ali. I will also tell a bit about the environment in the short story. The short story My Son The Fanatic is a about a boy Ali, whom goes to college. He is very religious, a Muslim. He is independent and sees Parvez' beloved Britain as a fraudulent cocktail of "a sink of hypocrites, drug takers and prostitutes.” He seems to bear no resemblance to his father and be very resentful towards his way of sees life. His father Parvez is the caring, protective husband, whose dream is Britain itself; to have his son grow up, educating as an accountant, shine at cricket and school and then set off to marry a good girl and commence his own life. He...

Words: 691 - Pages: 3

Premium Essay

Reflective Essay: Improving My Writing Course

...Throughout my life, writing was always a challenging subject to me. Although I may not be able to write as well as others, I have enhanced my writing skills. As I was assigned to write a great amount of essays in this English course, I realized that my writing has improved immensely. This course has taught me how to write various types of essays, for example, rhetorical analysis, review, report, and reader responses. Every essay has different requirements and different components to include. By using these skills to compose an essay, I am capable of improving my writing and noticing my strengths and weaknesses. Every year, my writing skills improve little by little due to the amount of practice from writing essays. In every essay, there was...

Words: 571 - Pages: 3

Premium Essay

My Third Draft Of A Reflective Essay On Diction

...In my Third Draft of my M2 assignment, I found the main flaw was not having my whole essay refer to my thesis. While I did provide great examples and analysis, it was disproportionate to certain parts of my thesis. In my fourth draft I attempted to correct this while keeping the good parts of my essay intact. Although I might have had certain ideas and perspectives in my mind, I did not adequately display them in my essay. My thesis can be broken down into three points of focus, symbolism, juxtapositions and diction. My third draft excelled with my focus on juxtapositions but severely lacked in my focus of diction. In my fourth draft I attempted to correct this. In the fourth drafted, I incorporated how diction can be reflected in how Shakespearean sonnets incorporate speech to sound like everyday people: “was the use of specific language wording or diction in sonnets to mimic everyday speech or life of everyday people”. I included this into my analysis of certain parts of my analysis such as my analysis of “coral” in the sonnet....

Words: 479 - Pages: 2