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- 1. The Case: The depressed woman who thought she has maxed out her options for treatment The Question: Are some episodes of depression untreatable? The Dilemma: What do you do when even ECT and MAOIs do not work? · List three questions you might ask the patient if he or she were in your office. Provide a rationale for why you might ask these questions. · Identify people in the patient’s life you would need to speak to or get feedback from to further assess the patient’s situation. Include specific questions you might ask these people and why. · Explain what physical exams and diagnostic tests would be appropriate for the patient and how the results would be used. · List three differential diagnoses for the patient. Identify the one that you think is most likely and explain why. · List two pharmacologic agents and their dosing that would be appropriate for the patient’s antidepressant therapy based on pharmacokinetics and pharmacodynamics. From a mechanism of action perspective, provide a rationale for why you might choose one agent over the other. · For the drug therapy you select, identify any contraindications to use or alterations in dosing that may need to be considered based on the client’s ethnicity. Discuss why the contraindication/alteration you identify exists. That is, what would be problematic with the use of this drug in individuals of other ethnicities? · If your assigned case includes “check points” (i.e., follow-up data at week 4, 8, 12, etc.), indicate any therapeutic changes that you might make based on the data provided. · Explain “lessons learned” from this case study, including how you might apply this case to your own practice when providing care to patients with similar clinical presentations
- 2. Resumes & Cover Letters Partnership Documents Resume • Ethos and evidence driven—show how you can benefit the employer (not the other way around) • Underlying pathos--you want them to want to meet you, based on the evidence you provide and the ethos you gain through that evidence, as well as the way you present it. Resume relies on ��� VISUAL APPEAL Info must be easily accessible (initial review = approximately 10 seconds): • Clearly indicated headings • Bullet points lined up perfectly • Consistent margins • Balanced white space between sections • Length of one page only, unless impossible due to valid, necessary listings
- 10. Format must be adhered to throughout • Phrases, not complete sentences • Consistent wording: job titles are NOUNS; descriptions beneath ALWAYS start with ACTION VERBS • Concise, relevant wording—avoid articles • Minimal adjectives, and never about yourself • No pronouns—especially “I” • NO TYPOS OR ERRORS!!! Resume is a series of lists • Each list
- 15. January 2009 • Not this: AWARDS Nobel Peace Prize June 2010 Granted an NEA Fellowship January 2009
- 19. Categories • Volunteer or Community Involvement • Awards or Honors • CerBficaBons • Skills (be careful: list measurable skills only, not personality or character traits) COVER LETTER ��� Enhances Resume Info & Adds New Info resume.
- 20. to create an impression—use adjectives. – avoid cutesy or overly casual wording. Leaer Content Breakdown • Heading (Your contact info; their contact info) • Date use a colon, not
- 21. a comma use Ms., Mr. or Dr. + last name • 3-‐4 Body Paragraphs • Closing & Signature 3-‐4 Body Paragraphs • Paragraph 1: Introduce yourself
- 22. & your intenBon • Paragraph 2: Discuss qualificaBons • Paragraph 3: If necessary, more/different qualificaBons. • Closing Paragraph: Thank you, hope for interview, will call, etc. KEEP
- 23. IT TO ONE PAGE IN LENGTH! Opening Paragraph • Please consider my application for the full- time teaching opportunity at St. James Pre-School posted on the SDSU Career Services job bulletin. I will graduate this spring with a Bachelor’s degree in Early Childhood Education with a minor in English Literature. identifies job, where she saw it posted, who she is. 2nd Paragraph • Throughout my studies at SDSU, I completed many hours of fieldwork in
- 24. the classroom. I recently finished my student teaching internship at Lincoln Elementary under the supervision of Ms. Ollis. During this time I wrote and taught many lessons and also volunteered my time after school to tutor children with learning disabilities. I also was asked by the Director of Children’s Services at St. James Church to teach second and third grade Sunday school, where I had the privilege to write and direct a play the students performed in the spring, and even participated by dressing as the Easter Bunny. ��� New, enhanced info from resume Embedded ethos Colorful, memorable detail that couldn’t be stated on resume 3rd Paragraph • Over the past few years I have worked not only with children but also the public. I have worked in sales and in restaurants, and this has given me the experience to interact with the public. I have also had the
- 25. responsibility of carrying out managerial duties, such as the handling of money and training of new employees. Whether working with children or as a server at a restaurant, I feel that I have gained good organizational and motivational skills as well as communication skills.��� • Shows links between past “unrelated” jobs and currently desired career. Closing Paragraph • I have included detailed information about my background in the enclosed resume. I feel that I would be an asset to your school and appreciate your consideration of my application. • Polite but assertive closure (unlike in the resume, it’s OK here to give yourself a compliment). Use the Appeals
- 26. • Pathos: You want them to want you. • Embed ethos through clever wording: “I volunteered for…” “I was asked to…” “I had the privilege to…” • Logos: Show links with resume listings to desired career—be creative: look for common qualities. You are making a logical appeal that you are the choice for them based on the evidence in your resume as well as the enhanced details in the letter. Remember…. • Use models and follow exactly: headings, greeting, paragraphs, signature. • Keep it to one page, 2-4 paragraphs. • Use “I” but not too many—vary sentence beginnings. • Edit carefully: NO TYPOS OR ERRORS!!! Use Your Research Refer to details, key terms and people in your documents. • Mission Statement: what does the company value in its
- 27. employees? What are the goals of the company that you can allude to? • Job Description: what are the key words used to describe duties? Use them in your own job descriptions on your resume if possible. • Who matters at this company? Is there someone you should try to contact? Is there a reference to research or awards won by someone that would enhance your cover letter? RWS 305 Project 3: RESUME & COVER LETTER (Job or Grad School) For this writing project, the rhetorical situation calls for you to attempt to persuade a specific reader in a specific organization to interview you for a job, internship or graduate program. This might be a “pretend” situation; that is, you may not actually be applying for a job, unless you coincidentally want to do that right now. Either way, the skills you use during this process will be easily translatable to future or current “real” job searches and application processes. If you are applying to graduate programs for next year, the resume can be used
- 28. to help with employment you need while attending school, or for future reference when you are finished with school and looking for work. Furthermore, some graduate programs ask to see a resume as well. For this project, we’ll use aspects of the Personal Statement and write in cover letter style, which will be easy to convert to if you’re required to write personal statement for graduate program application. YOU WILL COMPLETE TWO DOCUMENTS*: 1. A RESUME targeted towards a specific company, organization, governmental department or university graduate program. 2. Either a COVER LETTER to an employer OR a graduate program that details and enhances the information on the resume. *Each document will count for one half of the Module 3 grade. Grading criteria for each document are listed below. DETAILS ON THE DOCUMENTS AND HOW THEY WILL BE EVALUATED: RESUME
- 29. How to Write It: • Refer to material posted on Blackboard in the Resume Resources folder, the material from the group presentation and wiki, and class lecture notes for résumé directions and models. • Refer to the information you gathered for your Project 2 research paper for key details to reference and/or be aware of as you craft your resume targeted at the audience you have researched. • Use the evaluation criteria listed below as a checklist for yourself to ensure that you are remembering all of the aspects of a successful resume. (Note: if you are in a specific degree program with its own resume guidelines, you will want to refer to those conventions. In this case, please attach a copy of the official guidelines from your department to your resume. • Please use a fake address or put XXX on those lines so that your personal information remains private. How Resume Will Be Graded: The resume grade will be based on the following four areas of
- 30. evaluation criteria: 1. Visual Presentation: • Appropriate typeface and size • Bulleted lists rather than paragraphs • Balanced spacing/white space • Consistent and visually helpful use of bold and/or underlining and/or upper case to highlight headings • Visually accessible, “chunked” information 2. Format: Use appropriate, standard formatting (logical order & categories of information that are easy to follow and conform to best practices for resumes): • “Skills” model: education and experience grouped according to relevance, OR • “Chronological” model: information presented in reverse chronological order, OR • “Combination” model: most relevant information grouped according to skill sets and relevancy; less relevant information presented chronologically at bottom 3. Content: • Information relevant to position desired and appropriate for target
- 31. audience 4. Writing: • Parallel structure for bullet points • Short phrases or fragments • Job descriptions starting with verbs in consistent tense (past for jobs in the past, present for current positions; and form (first person singular— the “I” is implied but not stated) • First letters capitalized on bulleted lists • Concise wording; omission of articles (“the,” “a”) • No “I” references • Information relevant to position desired • NO grammar, punctuation or spelling errors • NO typos COVER LETTER How to Write the COVER LETTER: • Refer to materials posted on Blackboard and class lecture notes for cover letter & grad school statement guidelines (content), formatting and models. o Grad Students review personal statement information and for future reference, review read the articel titled “Leave Dr. Seuss Out of
- 32. It.” • Refer to the information you gathered for your Project 2 research paper for key details to reference and/or be aware of as you craft your letter to the audience you have researched. • Enhance and illustrate with specific examples the relevant items listed on your resume, but do not simply repeat your resume in sentence form. • Please use a fake address or put XXX on those lines so that your personal information remains private. How Cover Letter Will Be Graded: The cover letter grade will be based on the following four areas of evaluation criteria: 1. Structure & Format: • One page long; 3-4 paragraphs • Proper heading • Proper greeting • Stated objective(s) in the introductory paragraph • Qualifications detailed in the middle paragraph(s) • Request to meet in the closing paragraph • Appropriate closing and signature 2. Content:
- 33. • New information not on resume but relevant to the career you are seeking (graduate students addresses specific criteria of program) • Enhancements to information on resume with specific details and explanations to indicate how your experience qualifies you for the position you seek • Effective use of language and examples to embed ethos and pathos into your letter 3. Rhetorical Appeals: • Effective use of language and examples to embed ethos and pathos into your letter 4. Writing: • Professional writing style • Varied sentence types • NO typos or errors in grammar, spelling and punctuation Resume Checklist:
- 34. Visual: Content: Text: ✔ Headings ✔ Format/ Order of sections ✔ Parallel structure ✔ Margins ✔ Short descriptions
- 35. ✔ Verb tense ✔ Spacing ✔ Relevant info ✔ Spelling ✔ Bullets ✔ Typos
- 36. ✔ Balance on page Letter Checklist: Visual: Content: Text: ✔ Headings ✔ Format ✔ Appropriate language
- 37. ✔ Margins ✔ Paragraph focus ✔ Sentence structure ✔ Spacing ✔ Specific details ✔ Spelling/ Typos ✔ Balance on page ✔ Complements resume