MRojas Module 3
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Aspen University *
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410
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English
Date
Apr 3, 2024
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docx
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Grammar and Punctuation in Academic Writing
Mitchell G. Rojas
Aspen University
HUM410:
Scholarly Writing for Academic Success
Professor Gardner DNP, MSN Ed., RN
May 2, 2022
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Grammar and Punctuation in Academic Writing
Within academic writing grammar and punctuation play such a big part how a paper is constructed. Using the proper words will allow for the paper to flow in a way that conveys a clear message to the reader without confusion. When writing, making mistakes will happen, what
really matters is being able to recognize the mistakes and how to correct them when proof reading a piece of academic writing.
Corrected Essays
Essay 1
When my husband Joe had cancer surgery five years ago, his family responded just like I knew they would. His father, John, decided to organize the family’s calls so everything would run smoother. Jane, Matt, and Jim received detailed instructions in the mail advising them which days to call R.J. Smith Hospital to talk to Joe and what presents to send. Jane was enraged and threw a tantrum, calling Matt and I to complain about her father’s overbearing behavior. She yelled, “I am a Psychiatrist who knows how to handle these situations,
I am not a child.” Matt also responded predictably, by avoiding the situation and throwing himself into his work. Normally, Matt is a late sleeper, but he left at 5 a.m. to drive on the deserted expressway to arrive at work before 6 a.m. In addition, he didn’t return until 11 p.m. and went to bed so exhausted that he couldn’t worry about Joe. Jim also responded predictably. He fumed inside for weeks, ignored John’s instructions and sent cartons of books to Joe, so he would never be bored. The books were funny because Jim had read Norman Cousin’s book about
the healing power of laughter. Within a few months, Joe recovered from surgery, in spite of his family.
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Essay 2
Treatment of Atrial Septal Defect (ASD) depends upon the size and symptoms, therefore,
is individualized. An ASD of less than 3mm usually closes spontaneously. (The Merck Manual, 2006) When the defect is between 3mm and 8mm, it closes spontaneously in eight percent of cases by the age of eighteen months. However, an ASD doesn’t close spontaneously when it is located in the anteroinferior aspect of the septum (Ostium Primum) or in the posterior aspect of the septum, near the superior vena cava or inferior vena cava (Sinus Venosus). If the defect is very small, it does not close spontaneously and the patient is asymptomatic. The treatment may be simply to monitor via an annual echocardiogram because there is a risk of patients becoming symptomatic. Moderate-sized ASD’s or larger, or patients who are symptomatic require closure of the shunt, which is usually done between the ages of 2 and 6 years old. A catheter-delivered closure device, such as Amplatzer Septal Occluder or Cardio-Seal device, may be used for closure of ASD’s less than 13mm in size, except for primum or sinus venosus defects. If the defect is greater than 13mm or located near important structures, surgical repair becomes necessary.
If the ASD is repaired during childhood, their mortality rate approaches 0 and the patient’s life expectancy approaches that of the general population. Prior to surgical repair, patients may need to be treated with diuretics, digoxin, ACE inhibitor or beta blockers, to prevent Congestive Heart Failure. (Moser & Riegel, 2007) Following surgical repair, patients will receive aspirin to prevent clots and be monitored closely for dysrhythmias and pulmonary hypertension. Oxygen and Nitric Oxide therapy have proven to be beneficial in treating
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postoperative pulmonary hypertension. Also, patients who have primum ASD will need endocarditis prophylaxis. Guided Writing
Rough Draft
During a recent night shift working at Saint Catherine’s Hospital I was faced with a situation where I had to use critical thinking and the resources around me to ensure one of my patients well being my patient was a 60 year old woman who was in for abdominal surgery and during the early morning vitals her blood pressure was low while looking at past vitals and notes from the other nurse who had her the past few days this was something that wasn’t new the situation I was faced with was stressful and different since this was one of my first shifts on my own I took it upon myself retook the patients blood pressure manually called the house officer on duty that night and they ordered me a normal saline bolus to help the blood pressure increase it wasn’t instanct but the bolus helped increase the patients blood pressure to number myself and the other nurses were comfortable with. Correct Draft
During my first shift on my own working as a night nurse at Saint Catherine’s hospital, I was faced with a situation quickly where I had to use critical thinking to ensure a patients well-
being. My patient was a 60 year old woman who was in for abdominal surgery and during 4 A.M. vitals her blood pressure was low. Upon seeing this, I checked her vitals history, medical background as well as any notes past nurses had left. I had saw her blood pressure typically runs low and the night before she was given a normal saline bolus to help rise her blood pressure. After gathering this information I decided to recheck her blood pressure on both arms as well as
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manually. The blood pressure that came back were still low so I thought it would be best to call the House Officer with the numbers, and the suggestion to attempt a normal saline bolus once again. The house officer put the order in and I set up the bolus and within two house her blood pressure was at a number myself and the other nurses felt comfortable with. Conclusion
While doing the timed writing experience I actually thought that is was a little difficult to
do. Our whole life we are taught to use proper grammar, punctuation and spelling so writing and not keeping that in mind was different. I kept finding myself wanting to stop fix every other word
instead of just letting my ideas flow. There isn’t much I think I would do differently but I would say I might consider using this method again if the situation is appropriate. Although it was different, the timed writing allowed me to get my ideas down and just let the writing flow without worrying about anything besides what I want to say. It was easier to just write and then go back and make corrections after I have all my ideas down. The time it took me to do the two assignments was definitely different. When doing the timed exercise was able to write a lot within the 5 minutes given because I was not concerning myself with anything but writing. Going back and correcting that paragraph did take some time, making sure the flow of the experience as well as grammar, punctuation and spelling is always challenging. I proof read the writing as well as used the grammar, punctuation and spell check function that comes with Microsoft word to ensure my writing was correct. Word Use
Their
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Their can be used in scholarly writing to show possession. Nurses will do all they can every shift
to help their patients There There can be used in scholarly writing to apply focus on a place or position, or attract attention to
something. The medication room is over there. They’re
They’re is a contraction of they are. They’re sitting around the nurses station to assign the districts for the day. Affect
Affect can be used in scholarly writing to describe the development or progress of a situation. The medication affected the patients appetite. Effect
Effect can be used in scholarly writing to describe a result of a situation. The medication had a positive effect on the patient.
Its
Its can be used in scholarly writing when you are giving ownership to something. The hospital has its own emergency room. It’s
It’s is a contraction of it is. It’s better to get the patients vitals at the beginning of shift.
Your
Your can be used in scholarly writing to give ownership to a person. The nurses have your best interest in mind.
You’re
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You’re is a contraction of you are. You’re responsible for giving the patient the medication. Then
Then can be used in scholarly writing to describe specific timing. The patients are admitted to the hospital then get discharged. Than
Than can be used in scholarly writing to describe a comparison. The IV is better than the oral medication. Accept
Accept can be used in scholarly writing to describe when you receive something. I will accept the scholarship for nursing school. Except
Except can be used in a scholarly write to describe the exclusion of something. The symptoms are all expected except high blood pressure. Apostrophes
In writing apostrophes serve multiple purposes, most commonly we use them to show the ownership of an item. When using apostrophes to show ownership or possession of an item one will have an apostrophe in place to represent the omission of certain letters.
In academic writing apostrophes should not be used to form words that are a form of a contraction. Contractions should not be used in academic writing as it might contradict the tone of the research paper. On the flip side apostrophes can be used to show the possession of items
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within the academic writing. Also they can be used when citing from a reference, the writer should keep the contraction in place if it is used that way in the article citied.