Assignment Prompt & Instructions
INFO ATTACHED FOR DB AND MOD 6 ASSN 2 ASSIGNMENTS
– a year ago
**files (4)**
– ## ENG1252MOD6DB.docx
– ## ENG1252MOD2ASSN2025.docx
– ## ENG1252MOD3BIBLIOGRAPHY2025.docx
– ## ENG1252MOD6ASSNINFO2025.docx
**## ENG1252MOD6DB.docx**
**Discussion Questions:**
This week, you will be tasked with composing a portfolio (see the Module 6 Assignment below). The introduction essay to the portfolio asks you to consider how writing relates to the idea of a “life of significance and worth.” This discussion board will allow you to workshop your thoughts with your classmates.
1. In your initial post, write a full paragraph (at least five sentences long) where you present your ideas about how writing contributes to a “life of significance and worth.”
2. Each response to peers should be at least three sentences and should offer your peers thoughts on their ideas about how writing relates to a “life of significance and worth.”
3. Include what you like about their explanation and what needs rethinking.
**## ENG1252MOD2ASSN2025.docx**
ENG 1252
4/27/2025
**Rhetorical Analysis of "The Story We Tell about Millennials — and Who We Leave Out" by Reniqua Allen**
Reniqua Allen dispels common myths and assumptions about the millennial age in "The Story We Tell about Millennials — and Who We Leave Out," with an emphasis on the experiences of black millennials. Allen uses a variety of rhetorical techniques to make her point and highlight the voices who are frequently ignored. In order to accomplish her goal and persuade her audience, Allen skillfully uses rhetorical appeals, assertions, reasoning, evidence, and rhetorical strategies to make a strong case for the significance of acknowledging and hearing the experiences of Black millennials and other marginalized groups.
It is crucial to first comprehend the rhetorical context in which Allen writes. She wants to dispel the myths and prejudices surrounding millennials, particularly those of race. People who could harbor these misconceptions or have preconceived ideas about this generation are among her audience. Furthermore, Allen writes in a cultural setting where cliches like "avocado toast" and "overpriced lattes" are frequently used in conversations about millennials."
Allen skillfully exhibits her mastery of rhetorical appeals by using a variety of strategies to build credibility and engage her audience throughout her essay. Her use of research and personal experiences—such as her new book on black millennials—makes her ethos clear. Allen convinces readers to believe her by demonstrating her knowledge. Similarly, examples and figures are used to effectively employ Logos. She draws attention to the inequalities that black millennials must contend with, such as higher unemployment, higher student loan debt, and lower homeownership rates. These figures provide strong support for her assertions on the difficulties this group faces. Additionally, Allen uses pathos, a powerful appeal in this essay, to evoke strong feelings in her readers by revealing intimate tales of people like Troy. She humanizes these millennials and evokes empathy by recounting their hardships, which strengthens the emotional resonance of her argument.
Allen makes a number of claims on the particular difficulties that Black millennials experience throughout the essay. She contends that society frequently ignores or misunderstands these difficulties. Her logic is sound since she demonstrates how these issues endure over time by relating them to historical and social circumstances. She backs up her claims with particular instances and statistics. Allen, for example, uses research from the Washington Post to show that some white millennials still have preconceived notions about black millennials. This data supports her claim that despite efforts to promote equality, misconceptions persist. Additionally, Allen uses a variety of rhetorical devices to support her claims. Her message is more accessible because she humanizes the problems of black millennials through experiences. Her use of inclusive words, such "we," emphasizes her call for togetherness and gives millennials a sense of shared identity. Allen also uses contrast as a rhetorical tactic, emphasizing the differences between black and white millennials in order to stress how urgent her message is. Furthermore, the author skillfully connects with her readers through conversational and accessible language and style. She engages readers' critical thinking and gets them to consider the ongoing difficulties of Black millennials by using rhetorical questions like "what is next?"
To summarize, Reniqua Allen's essay "The Story We Tell about Millennials — and Who We Leave Out" challenges stereotypes and draws attention to the particular difficulties encountered by black millennials by utilizing a variety of rhetorical techniques, such as arguments, claims, reasoning, and proof. Her argument is persuasive and emotionally impactful due to her skillful use of ethos, logos, and pathos. She advocates for a more accepting and compassionate culture that hears the voices and stories of Black millennials by humanizing their experiences. Allen's work is a potent reminder that a more just world requires an awareness of the variety within each generation.
Works Cited
Reniqua Allen. "The Millennial Story We Tell — and Who We Leave Out" (Allen). Humanities Book%3A_88_Open_Essays_-_A_Reader_for_Students_of_Composition_and_Rhetoric_(Wangler_and_Ulrich)/Open_Essays/02%3A_The_Story_We_Tell_about_Millennials__and_Who_We_Leave_Out_(Allen) LibreTexts, September 15, 2019
**## ENG1252MOD3BIBLIOGRAPHY2025.docx**
Student's Name
Professor's Name
Course
Data
Annotated Bibliography on Retaining and Destroying Patient's Record Policy
Howden, Emily. "Retaining and destroying patient records."
_BDJ Team_ 10.1 (2023): 23-23.
This source discusses whatever healthcare providers need to know before retaining or destroying health records. In the article, Howden discusses the approaches to managing patients' records depending on the status of the patients. He gives an example of patients who attend the hospital regularly, who still attend, and those who have died. The article was published in 2023, implying that it is recent and offers relevant information concerning the topic of study. Howden is a dento-legal advisor at Dental Defense Union (DDU), making his academic and experience critical for this study. One limitation of this source is that it does not include the legal aspects of retaining patients' data. However, I plan to use this source to discuss factors to consider when retaining or destroying the data. This source provides an example of how the United Kingdom approaches this practice compared to other sources.
Elkins, Sarah. "Record Destruction: When, Which Ones, and How."
_For the Record,_ (2016).
[https://www.fortherecordmag.com/archives/1216p6.shtml](https://www.fortherecordmag.com/archives/1216p6.shtml).
This source defines legal records regarding patients' records and highlights some destruction policies and loopholes in retaining and destroying the records. In the article, Elkins discusses the aspects critical for retaining and destroying documents, including the format of the records and the cost that the organization incurs. The article was published in 2016; although it may not seem current, it is relevant because of its objective nature. Elkins is a freelance writer based in West Virginia, implying that the article offers reliable information about this topic because the discussion includes examples and direct quotes. One limitation of this source is that the information is verifiable despite the author using direct quotes. I plan to use this source to discuss aspects that any manager should consider in order to destroy the records efficiently. Compared to other sources, this source quotes prominent persons such as CIOs and AHIMA representatives, giving first-hand information on what is required.
Afifah, Lilik. Endang Fitriyani & Yunita Dwi Pertiwi. "Analysis of Factors Inhibiting the Implementation of Patient Medical Record Retention and Destruction Activities at Waluyo Jati Hospital."
_Journal for Multidisciplinary Research,_ vol.3, no., 2024, pgs. 3017-3026.
This source examines the factors preventing patient retention and destruction implementation using Waluyo Jati Hospital as the case study. The authors found that a lack of trained and experienced staff and proper scheduling are critical barriers to implementing this practice. The article was published in 2024, meaning the findings are current and relevant to this discussion. The three authors are scholars who have published numerous articles on related subjects. One limitation of this source is that its findings are from only one source, Waluyo Jati Hospital. Nevertheless, I plan to use this source to examine the resources that would guide me in developing the retention and destruction of records. Compared to other sources, this source provides research-based evidence as it follows the standard data collection, analysis, and reporting procedures.
Indiana Revised Code. Indiana General Assembly, 2023.
[https://iga.in.gov/laws/2023/ic/titles/16#16-39](https://iga.in.gov/laws/2023/ic/titles/16).
This source provides an overview of Indiana's legal framework linked to the retention and destruction of patient records. The authors highlight important sections such as processes of releasing health records, provisions of mental health information, access to medical records, and maintenance and destruction of such records. The article was published in 2023, and it contains the revised laws governing the management of patient records in Indiana, meaning that the provisions are the most current. The author, Indiana General Assembly, is a credible source of information. Still, one limitation of this source is that the laws may not apply to all other states in the United States. Nevertheless, I plan to use this source as a guideline for the legal framework for crafting the policy. Compared to other sources, this source provides direct law articles that can be used to direct the development and implementation of this policy.
**## ENG1252MOD6ASSNINFO2025.docx**
**Overview:**
Choose two (2) of the three (3) formal essays you wrote in this course and prepare a final portfolio based on the instructions below. Please save your file in .doc or .docx format. Your portfolio should be complete and your final document should comply with MLA writing requirements.
_*Students are encouraged to visit the following website before completing writing assignments. Purdue Online Writing Lab (OWL):_ [_https://owl.purdue.edu/owl/purdue_owl.htmlLinks to an external site._](https://owl.purdue.edu/owl/purdue_owl.html)
**Instructions:**
The portfolio should begin with an introduction that contextualizes the artifacts and accounts for any course outcomes not directly seen in the artifacts. The portfolio is your opportunity to showcase your best work. This is your time to shine! The portfolio will represent your work during the course and should exemplify your ability to write, as well as revise and edit your own work.
**Introduction components:**
1. Begin with an introduction essay that explains which two (2) papers you chose and why.
2. Discuss the major changes you made to these papers during the revision process.
3. Include a statement about your writing strengths and weaknesses.
4. Include a plan to address your weaknesses as you continue to write college-level papers.
5. Discuss whether you believe you have met the specific learning objectives for this course (see below).
6. Include a discussion of how writing contributes to a life of significance and worth.
7. The introduction should contain a realistic assessment of your work:
· What grade do you think your portfolio deserves?
· Why?
**Portfolio content components:**
1. After your introduction, provide a
**feedback table** **for each paper** showing what you revised within the two (2) projects you chose.
· Be specific and detailed in discussing the changes you made to these two (2) papers.
· In the left column, copy and paste each comment from your graded paper.
· In the right column, discuss how you addressed this.
**_See the example below._**
2. Include your two revised, polished writing projects that you have chosen to showcase from this course. (
_Because you have had the opportunity to write, identify errors, and correct them, you are expected to submit papers that are very clean and well-written._)
3. Finally, include at least two (2) pieces of writing process work for each of the two (2) essays you have included that demonstrate how your writing evolved while completing each paper. (
**_This constitutes your Appendix._**)
**Feedback Table example:**
| | |
| — | — |
| **Feedback** | **Revision** |
| Your thesis is too broad. | I made my thesis more specific to my paper |
**Writing and Submission Instructions:**
1. Save your document with your “Last Name Assignment Title” (EX: Smith Portfolio).
2. Assignments
**must use MLA document formatting and citations**, including your full name, the course number, and the assignment title in the upper-left corner; page numbers; and a title. See the following MLA sample essays:
[https://style.mla.org/formatting-papers/Links to an external site.](https://style.mla.org/formatting-papers/) and
[https://libguides.csudh.edu/citation/mlaLinks to an external site.](https://libguides.csudh.edu/citation/mla)
3. Assignments must fulfill all requirements and be proofread to be graded.
*****Remember, the introduction essay, the revisions tables, your two polished, revised essays, AND the appendix containing some process work should be submitted in ONE Word document.*****
If you have any questions, please ask your professor.
**## ENG1252MOD6ASSNINFO2025.docx**
**Overview:**
Choose two (2) of the three (3) formal essays you wrote in this course and prepare a final portfolio based on the instructions below. Please save your file in .doc or .docx format. Your portfolio should be complete and your final document should comply with MLA writing requirements.
_*Students are encouraged to visit the following website before completing writing assignments. Purdue Online Writing Lab (OWL):_ [_https://owl.purdue.edu/owl/purdue_owl.htmlLinks to an external site._](https://owl.purdue.edu/owl/purdue_owl.html)
**Instructions:**
The portfolio should begin with an introduction that contextualizes the artifacts and accounts for any course outcomes not directly seen in the artifacts. The portfolio is your opportunity to showcase your best work. This is your time to shine! The portfolio will represent your work during the course and should exemplify your ability to write, as well as revise and edit your own work.
**Introduction components:**
1. Begin with an introduction essay that explains which two (2) papers you chose and why.
2. Discuss the major changes you made to these papers during the revision process.
3. Include a statement about your writing strengths and weaknesses.
4. Include a plan to address your weaknesses as you continue to write college-level papers.
5. Discuss whether you believe you have met the specific learning objectives for this course (see below).
6. Include a discussion of how writing contributes to a life of significance and worth.
7. The introduction should contain a realistic assessment of your work:
· What grade do you think your portfolio deserves?
· Why?
**Portfolio content components:**
1. After your introduction, provide a
**feedback table** **for each paper** showing what you revised within the two (2) projects you chose.
· Be specific and detailed in discussing the changes you made to these two (2) papers.
· In the left column, copy and paste each comment from your graded paper.
· In the right column, discuss how you addressed this.
**_See the example below._**
2. Include your two revised, polished writing projects that you have chosen to showcase from this course. (
_Because you have had the opportunity to write, identify errors, and correct them, you are expected to submit papers that are very clean and well-written._)
3. Finally, include at least two (2) pieces of writing process work for each of the two (2) essays you have included that demonstrate how your writing evolved while completing each paper. (
**_This constitutes your Appendix._**)
**Feedback Table example:**
| | |
| — | — |
| **Feedback** | **Revision** |
| Your thesis is too broad. | I made my thesis more specific to my paper |
**Writing and Submission Instructions:**
1. Save your document with your “Last Name Assignment Title” (EX: Smith Portfolio).
2. Assignments
**must use MLA document formatting and citations**, including your full name, the course number, and the assignment title in the upper-left corner; page numbers; and a title. See the following MLA sample essays:
[https://style.mla.org/formatting-papers/Links to an external site.](https://style.mla.org/formatting-papers/) and
[https://libguides.csudh.edu/citation/mlaLinks to an external site.](https://libguides.csudh.edu/citation/mla)
3. Assignments must fulfill all requirements and be proofread to be graded.
*****Remember, the introduction essay, the revisions tables, your two polished, revised essays, AND the appendix containing some process work should be submitted in ONE Word document.*****
If you have any questions, please ask your professor.
**## ENG1252MOD6DB.docx**
**Discussion Questions:**
This week, you will be tasked with composing a portfolio (see the Module 6 Assignment below). The introduction essay to the portfolio asks you to consider how writing relates to the idea of a “life of significance and worth.” This discussion board will allow you to workshop your thoughts with your classmates.
1. In your initial post, write a full paragraph (at least five sentences long) where you present your ideas about how writing contributes to a “life of significance and worth.”
2. Each response to peers should be at least three sentences and should offer your peers thoughts on their ideas about how writing relates to a “life of significance and worth.”
3. Include what you like about their explanation and what needs rethinking.
**## ENG1252MOD2ASSN2025.docx**
ENG 1252
4/27/2025
**Rhetorical Analysis of "The Story We Tell about Millennials — and Who We Leave Out" by Reniqua Allen**
Reniqua Allen dispels common myths and assumptions about the millennial age in "The Story We Tell about Millennials — and Who We Leave Out," with an emphasis on the experiences of black millennials. Allen uses a variety of rhetorical techniques to make her point and highlight the voices who are frequently ignored. In order to accomplish her goal and persuade her audience, Allen skillfully uses rhetorical appeals, assertions, reasoning, evidence, and rhetorical strategies to make a strong case for the significance of acknowledging and hearing the experiences of Black millennials and other marginalized groups.
It is crucial to first comprehend the rhetorical context in which Allen writes. She wants to dispel the myths and prejudices surrounding millennials, particularly those of race. People who could harbor these misconceptions or have preconceived ideas about this generation are among her audience. Furthermore, Allen writes in a cultural setting where cliches like "avocado toast" and "overpriced lattes" are frequently used in conversations about millennials."
Allen skillfully exhibits her mastery of rhetorical appeals by using a variety of strategies to build credibility and engage her audience throughout her essay. Her use of research and personal experiences—such as her new book on black millennials—makes her ethos clear. Allen convinces readers to believe her by demonstrating her knowledge. Similarly, examples and figures are used to effectively employ Logos. She draws attention to the inequalities that black millennials must contend with, such as higher unemployment, higher student loan debt, and lower homeownership rates. These figures provide strong support for her assertions on the difficulties this group faces. Additionally, Allen uses pathos, a powerful appeal in this essay, to evoke strong feelings in her readers by revealing intimate tales of people like Troy. She humanizes these millennials and evokes empathy by recounting their hardships, which strengthens the emotional resonance of her argument.
Allen makes a number of claims on the particular difficulties that Black millennials experience throughout the essay. She contends that society frequently ignores or misunderstands these difficulties. Her logic is sound since she demonstrates how these issues endure over time by relating them to historical and social circumstances. She backs up her claims with particular instances and statistics. Allen, for example, uses research from the Washington Post to show that some white millennials still have preconceived notions about black millennials. This data supports her claim that despite efforts to promote equality, misconceptions persist. Additionally, Allen uses a variety of rhetorical devices to support her claims. Her message is more accessible because she humanizes the problems of black millennials through experiences. Her use of inclusive words, such "we," emphasizes her call for togetherness and gives millennials a sense of shared identity. Allen also uses contrast as a rhetorical tactic, emphasizing the differences between black and white millennials in order to stress how urgent her message is. Furthermore, the author skillfully connects with her readers through conversational and accessible language and style. She engages readers' critical thinking and gets them to consider the ongoing difficulties of Black millennials by using rhetorical questions like "what is next?"
To summarize, Reniqua Allen's essay "The Story We Tell about Millennials — and Who We Leave Out" challenges stereotypes and draws attention to the particular difficulties encountered by black millennials by utilizing a variety of rhetorical techniques, such as arguments, claims, reasoning, and proof. Her argument is persuasive and emotionally impactful due to her skillful use of ethos, logos, and pathos. She advocates for a more accepting and compassionate culture that hears the voices and stories of Black millennials by humanizing their experiences. Allen's work is a potent reminder that a more just world requires an awareness of the variety within each generation.
Works Cited
Reniqua Allen. "The Millennial Story We Tell — and Who We Leave Out" (Allen). Humanities Book%3A_88_Open_Essays_-_A_Reader_for_Students_of_Composition_and_Rhetoric_(Wangler_and_Ulrich)/Open_Essays/02%3A_The_Story_We_Tell_about_Millennials__and_Who_We_Leave_Out_(Allen) LibreTexts, September 15, 2019
**## ENG1252MOD3BIBLIOGRAPHY2025.docx**
Student's Name
Professor's Name
Course
Data
Annotated Bibliography on Retaining and Destroying Patient's Record Policy
Howden, Emily. "Retaining and destroying patient records."
_BDJ Team_ 10.1 (2023): 23-23.
This source discusses whatever healthcare providers need to know before retaining or destroying health records. In the article, Howden discusses the approaches to managing patients' records depending on the status of the patients. He gives an example of patients who attend the hospital regularly, who still attend, and those who have died. The article was published in 2023, implying that it is recent and offers relevant information concerning the topic of study. Howden is a dento-legal advisor at Dental Defense Union (DDU), making his academic and experience critical for this study. One limitation of this source is that it does not include the legal aspects of retaining patients' data. However, I plan to use this source to discuss factors to consider when retaining or destroying the data. This source provides an example of how the United Kingdom approaches this practice compared to other sources.
Elkins, Sarah. "Record Destruction: When, Which Ones, and How."
_For the Record,_ (2016).
[https://www.fortherecordmag.com/archives/1216p6.shtml](https://www.fortherecordmag.com/archives/1216p6.shtml).
This source defines legal records regarding patients' records and highlights some destruction policies and loopholes in retaining and destroying the records. In the article, Elkins discusses the aspects critical for retaining and destroying documents, including the format of the records and the cost that the organization incurs. The article was published in 2016; although it may not seem current, it is relevant because of its objective nature. Elkins is a freelance writer based in West Virginia, implying that the article offers reliable information about this topic because the discussion includes examples and direct quotes. One limitation of this source is that the information is verifiable despite the author using direct quotes. I plan to use this source to discuss aspects that any manager should consider in order to destroy the records efficiently. Compared to other sources, this source quotes prominent persons such as CIOs and AHIMA representatives, giving first-hand information on what is required.
Afifah, Lilik. Endang Fitriyani & Yunita Dwi Pertiwi. "Analysis of Factors Inhibiting the Implementation of Patient Medical Record Retention and Destruction Activities at Waluyo Jati Hospital."
_Journal for Multidisciplinary Research,_ vol.3, no., 2024, pgs. 3017-3026.
This source examines the factors preventing patient retention and destruction implementation using Waluyo Jati Hospital as the case study. The authors found that a lack of trained and experienced staff and proper scheduling are critical barriers to implementing this practice. The article was published in 2024, meaning the findings are current and relevant to this discussion. The three authors are scholars who have published numerous articles on related subjects. One limitation of this source is that its findings are from only one source, Waluyo Jati Hospital. Nevertheless, I plan to use this source to examine the resources that would guide me in developing the retention and destruction of records. Compared to other sources, this source provides research-based evidence as it follows the standard data collection, analysis, and reporting procedures.
Indiana Revised Code. Indiana General Assembly, 2023.
[https://iga.in.gov/laws/2023/ic/titles/16#16-39](https://iga.in.gov/laws/2023/ic/titles/16).
This source provides an overview of Indiana's legal framework linked to the retention and destruction of patient records. The authors highlight important sections such as processes of releasing health records, provisions of mental health information, access to medical records, and maintenance and destruction of such records. The article was published in 2023, and it contains the revised laws governing the management of patient records in Indiana, meaning that the provisions are the most current. The author, Indiana General Assembly, is a credible source of information. Still, one limitation of this source is that the laws may not apply to all other states in the United States. Nevertheless, I plan to use this source as a guideline for the legal framework for crafting the policy. Compared to other sources, this source provides direct law articles that can be used to direct the development and implementation of this policy.
**## ENG1252MOD6ASSNINFO2025.docx**
**Overview:**
Choose two (2) of the three (3) formal essays you wrote in this course and prepare a final portfolio based on the instructions below. Please save your file in .doc or .docx format. Your portfolio should be complete and your final document should comply with MLA writing requirements.
_*Students are encouraged to visit the following website before completing writing assignments. Purdue Online Writing Lab (OWL):_ [_https://owl.purdue.edu/owl/purdue_owl.htmlLinks to an external site._](https://owl.purdue.edu/owl/purdue_owl.html)
**Instructions:**
The portfolio should begin with an introduction that contextualizes the artifacts and accounts for any course outcomes not directly seen in the artifacts. The portfolio is your opportunity to showcase your best work. This is your time to shine! The portfolio will represent your work during the course and should exemplify your ability to write, as well as revise and edit your own work.
**Introduction components:**
1. Begin with an introduction essay that explains which two (2) papers you chose and why.
2. Discuss the major changes you made to these papers during the revision process.
3. Include a statement about your writing strengths and weaknesses.
4. Include a plan to address your weaknesses as you continue to write college-level papers.
5. Discuss whether you believe you have met the specific learning objectives for this course (see below).
6. Include a discussion of how writing contributes to a life of significance and worth.
7. The introduction should contain a realistic assessment of your work:
· What grade do you think your portfolio deserves?
· Why?
**Portfolio content components:**
1. After your introduction, provide a
**feedback table** **for each paper** showing what you revised within the two (2) projects you chose.
· Be specific and detailed in discussing the changes you made to these two (2) papers.
· In the left column, copy and paste each comment from your graded paper.
· In the right column, discuss how you addressed this.
**_See the example below._**
2. Include your two revised, polished writing projects that you have chosen to showcase from this course. (
_Because you have had the opportunity to write, identify errors, and correct them, you are expected to submit papers that are very clean and well-written._)
3. Finally, include at least two (2) pieces of writing process work for each of the two (2) essays you have included that demonstrate how your writing evolved while completing each paper. (
**_This constitutes your Appendix._**)
**Feedback Table example:**
| | |
| — | — |
| **Feedback** | **Revision** |
| Your thesis is too broad. | I made my thesis more specific to my paper |
**Writing and Submission Instructions:**
1. Save your document with your “Last Name Assignment Title” (EX: Smith Portfolio).
2. Assignments
**must use MLA document formatting and citations**, including your full name, the course number, and the assignment title in the upper-left corner; page numbers; and a title. See the following MLA sample essays:
[https://style.mla.org/formatting-papers/Links to an external site.](https://style.mla.org/formatting-papers/) and
[https://libguides.csudh.edu/citation/mlaLinks to an external site.](https://libguides.csudh.edu/citation/mla)
3. Assignments must fulfill all requirements and be proofread to be graded.
*****Remember, the introduction essay, the revisions tables, your two polished, revised essays, AND the appendix containing some process work should be submitted in ONE Word document.*****
If you have any questions, please ask your professor.
**## ENG1252MOD6DB.docx**
**Discussion Questions:**
This week, you will be tasked with composing a portfolio (see the Module 6 Assignment below). The introduction essay to the portfolio asks you to consider how writing relates to the idea of a “life of significance and worth.” This discussion board will allow you to workshop your thoughts with your classmates.
1. In your initial post, write a full paragraph (at least five sentences long) where you present your ideas about how writing contributes to a “life of significance and worth.”
2. Each response to peers should be at least three sentences and should offer your peers thoughts on their ideas about how writing relates to a “life of significance and worth.”
3. Include what you like about their explanation and what needs rethinking.
**## ENG1252MOD2ASSN2025.docx**
ENG 1252
4/27/2025
**Rhetorical Analysis of "The Story We Tell about Millennials — and Who We Leave Out" by Reniqua Allen**
Reniqua Allen dispels common myths and assumptions about the millennial age in "The Story We Tell about Millennials — and Who We Leave Out," with an emphasis on the experiences of black millennials. Allen uses a variety of rhetorical techniques to make her point and highlight the voices who are frequently ignored. In order to accomplish her goal and persuade her audience, Allen skillfully uses rhetorical appeals, assertions, reasoning, evidence, and rhetorical strategies to make a strong case for the significance of acknowledging and hearing the experiences of Black millennials and other marginalized groups.
It is crucial to first comprehend the rhetorical context in which Allen writes. She wants to dispel the myths and prejudices surrounding millennials, particularly those of race. People who could harbor these misconceptions or have preconceived ideas about this generation are among her audience. Furthermore, Allen writes in a cultural setting where cliches like "avocado toast" and "overpriced lattes" are frequently used in conversations about millennials."
Allen skillfully exhibits her mastery of rhetorical appeals by using a variety of strategies to build credibility and engage her audience throughout her essay. Her use of research and personal experiences—such as her new book on black millennials—makes her ethos clear. Allen convinces readers to believe her by demonstrating her knowledge. Similarly, examples and figures are used to effectively employ Logos. She draws attention to the inequalities that black millennials must contend with, such as higher unemployment, higher student loan debt, and lower homeownership rates. These figures provide strong support for her assertions on the difficulties this group faces. Additionally, Allen uses pathos, a powerful appeal in this essay, to evoke strong feelings in her readers by revealing intimate tales of people like Troy. She humanizes these millennials and evokes empathy by recounting their hardships, which strengthens the emotional resonance of her argument.
Allen makes a number of claims on the particular difficulties that Black millennials experience throughout the essay. She contends that society frequently ignores or misunderstands these difficulties. Her logic is sound since she demonstrates how these issues endure over time by relating them to historical and social circumstances. She backs up her claims with particular instances and statistics. Allen, for example, uses research from the Washington Post to show that some white millennials still have preconceived notions about black millennials. This data supports her claim that despite efforts to promote equality, misconceptions persist. Additionally, Allen uses a variety of rhetorical devices to support her claims. Her message is more accessible because she humanizes the problems of black millennials through experiences. Her use of inclusive words, such "we," emphasizes her call for togetherness and gives millennials a sense of shared identity. Allen also uses contrast as a rhetorical tactic, emphasizing the differences between black and white millennials in order to stress how urgent her message is. Furthermore, the author skillfully connects with her readers through conversational and accessible language and style. She engages readers' critical thinking and gets them to consider the ongoing difficulties of Black millennials by using rhetorical questions like "what is next?"
To summarize, Reniqua Allen's essay "The Story We Tell about Millennials — and Who We Leave Out" challenges stereotypes and draws attention to the particular difficulties encountered by black millennials by utilizing a variety of rhetorical techniques, such as arguments, claims, reasoning, and proof. Her argument is persuasive and emotionally impactful due to her skillful use of ethos, logos, and pathos. She advocates for a more accepting and compassionate culture that hears the voices and stories of Black millennials by humanizing their experiences. Allen's work is a potent reminder that a more just world requires an awareness of the variety within each generation.
Works Cited
Reniqua Allen. "The Millennial Story We Tell — and Who We Leave Out" (Allen). Humanities Book%3A_88_Open_Essays_-_A_Reader_for_Students_of_Composition_and_Rhetoric_(Wangler_and_Ulrich)/Open_Essays/02%3A_The_Story_We_Tell_about_Millennials__and_Who_We_Leave_Out_(Allen) LibreTexts, September 15, 2019
**## ENG1252MOD3BIBLIOGRAPHY2025.docx**
Student's Name
Professor's Name
Course
Data
Annotated Bibliography on Retaining and Destroying Patient's Record Policy
Howden, Emily. "Retaining and destroying patient records."
_BDJ Team_ 10.1 (2023): 23-23.
This source discusses whatever healthcare providers need to know before retaining or destroying health records. In the article, Howden discusses the approaches to managing patients' records depending on the status of the patients. He gives an example of patients who attend the hospital regularly, who still attend, and those who have died. The article was published in 2023, implying that it is recent and offers relevant information concerning the topic of study. Howden is a dento-legal advisor at Dental Defense Union (DDU), making his academic and experience critical for this study. One limitation of this source is that it does not include the legal aspects of retaining patients' data. However, I plan to use this source to discuss factors to consider when retaining or destroying the data. This source provides an example of how the United Kingdom approaches this practice compared to other sources.
Elkins, Sarah. "Record Destruction: When, Which Ones, and How."
_For the Record,_ (2016).
[https://www.fortherecordmag.com/archives/1216p6.shtml](https://www.fortherecordmag.com/archives/1216p6.shtml).
This source defines legal records regarding patients' records and highlights some destruction policies and loopholes in retaining and destroying the records. In the article, Elkins discusses the aspects critical for retaining and destroying documents, including the format of the records and the cost that the organization incurs. The article was published in 2016; although it may not seem current, it is relevant because of its objective nature. Elkins is a freelance writer based in West Virginia, implying that the article offers reliable information about this topic because the discussion includes examples and direct quotes. One limitation of this source is that the information is verifiable despite the author using direct quotes. I plan to use this source to discuss aspects that any manager should consider in order to destroy the records efficiently. Compared to other sources, this source quotes prominent persons such as CIOs and AHIMA representatives, giving first-hand information on what is required.
Afifah, Lilik. Endang Fitriyani & Yunita Dwi Pertiwi. "Analysis of Factors Inhibiting the Implementation of Patient Medical Record Retention and Destruction Activities at Waluyo Jati Hospital."
_Journal for Multidisciplinary Research,_ vol.3, no., 2024, pgs. 3017-3026.
This source examines the factors preventing patient retention and destruction implementation using Waluyo Jati Hospital as the case study. The authors found that a lack of trained and experienced staff and proper scheduling are critical barriers to implementing this practice. The article was published in 2024, meaning the findings are current and relevant to this discussion. The three authors are scholars who have published numerous articles on related subjects. One limitation of this source is that its findings are from only one source, Waluyo Jati Hospital. Nevertheless, I plan to use this source to examine the resources that would guide me in developing the retention and destruction of records. Compared to other sources, this source provides research-based evidence as it follows the standard data collection, analysis, and reporting procedures.
Indiana Revised Code. Indiana General Assembly, 2023.
[https://iga.in.gov/laws/2023/ic/titles/16#16-39](https://iga.in.gov/laws/2023/ic/titles/16).
This source provides an overview of Indiana's legal framework linked to the retention and destruction of patient records. The authors highlight important sections such as processes of releasing health records, provisions of mental health information, access to medical records, and maintenance and destruction of such records. The article was published in 2023, and it contains the revised laws governing the management of patient records in Indiana, meaning that the provisions are the most current. The author, Indiana General Assembly, is a credible source of information. Still, one limitation of this source is that the laws may not apply to all other states in the United States. Nevertheless, I plan to use this source as a guideline for the legal framework for crafting the policy. Compared to other sources, this source provides direct law articles that can be used to direct the development and implementation of this policy.
**## ENG1252MOD6ASSNINFO2025.docx**
**Overview:**
Choose two (2) of the three (3) formal essays you wrote in this course and prepare a final portfolio based on the instructions below. Please save your file in .doc or .docx format. Your portfolio should be complete and your final document should comply with MLA writing requirements.
_*Students are encouraged to visit the following website before completing writing assignments. Purdue Online Writing Lab (OWL):_ [_https://owl.purdue.edu/owl/purdue_owl.htmlLinks to an external site._](https://owl.purdue.edu/owl/purdue_owl.html)
**Instructions:**
The portfolio should begin with an introduction that contextualizes the artifacts and accounts for any course outcomes not directly seen in the artifacts. The portfolio is your opportunity to showcase your best work. This is your time to shine! The portfolio will represent your work during the course and should exemplify your ability to write, as well as revise and edit your own work.
**Introduction components:**
1. Begin with an introduction essay that explains which two (2) papers you chose and why.
2. Discuss the major changes you made to these papers during the revision process.
3. Include a statement about your writing strengths and weaknesses.
4. Include a plan to address your weaknesses as you continue to write college-level papers.
5. Discuss whether you believe you have met the specific learning objectives for this course (see below).
6. Include a discussion of how writing contributes to a life of significance and worth.
7. The introduction should contain a realistic assessment of your work:
· What grade do you think your portfolio deserves?
· Why?
**Portfolio content components:**
1. After your introduction, provide a
**feedback table** **for each paper** showing what you revised within the two (2) projects you chose.
· Be specific and detailed in discussing the changes you made to these two (2) papers.
· In the left column, copy and paste each comment from your graded paper.
· In the right column, discuss how you addressed this.
**_See the example below._**
2. Include your two revised, polished writing projects that you have chosen to showcase from this course. (
_Because you have had the opportunity to write, identify errors, and correct them, you are expected to submit papers that are very clean and well-written._)
3. Finally, include at least two (2) pieces of writing process work for each of the two (2) essays you have included that demonstrate how your writing evolved while completing each paper. (
**_This constitutes your Appendix._**)
**Feedback Table example:**
| | |
| — | — |
| **Feedback** | **Revision** |
| Your thesis is too broad. | I made my thesis more specific to my paper |
**Writing and Submission Instructions:**
1. Save your document with your “Last Name Assignment Title” (EX: Smith Portfolio).
2. Assignments
**must use MLA document formatting and citations**, including your full name, the course number, and the assignment title in the upper-left corner; page numbers; and a title. See the following MLA sample essays:
[https://style.mla.org/formatting-papers/Links to an external site.](https://style.mla.org/formatting-papers/) and
[https://libguides.csudh.edu/citation/mlaLinks to an external site.](https://libguides.csudh.edu/citation/mla)
3. Assignments must fulfill all requirements and be proofread to be graded.
*****Remember, the introduction essay, the revisions tables, your two polished, revised essays, AND the appendix containing some process work should be submitted in ONE Word document.*****
If you have any questions, please ask your professor.