assignment= You have read "Work is a Blessing " by Russel Honore pg. 162-163. Also, see the list of "Characteristic Features" pg. 147-- an explicit position, an authoritative tone, good reasons and evidence, etc. Which of these characteristic features seem to be most effective in his narrative argument, and do you find his argument persuasive? If not persuasive, what additional strategies/evidence would make a stronger argument? Please respond in a post of a minimum of 150 words.article= I GREW UP IN Lakeland, Louisiana, one of 12 children. We all lived on my parents’ subsistence farm. We grew cotton, sugarcane, corn, hogs, chickens and had a large garden, but it didn’t bring in much cash. So when I was 12, I got a part-time job on a dairy farm down the road, helping to milk cows. We milked 65 cows at 5 in the morning and again at 2 in the afternoon, seven days a week.A position taken in response to another position.In the kitchen one Saturday before daylight, I remember complaining to my father and grandfather about having to go milk those cows. My father said, “Ya know, boy, to work is a blessing.”I looked at those two men who’d worked harder than I ever had—my father eking out a living on that farm and my grandfather farming and working as a carpenter during the Depression. I had a feeling I had been told something really important, but it took many years before it sunk in.Citing his father, Honoré shows his attention to more than one point of view about work.Going to college was a rare privilege for a kid from Lakeland,Louisiana. My father told me if I picked something to study that I liked doing, I’d always look forward to my work. But he also added, “Even having a job you hate is better than not having a job at all.” I wanted to be a farmer, but I joined the ROTC program to help pay for college. And what started out as an obligation to the Army became a way of life that I stayed committed to for 37 years, three months and three days.Reasons and evidence for how the author came to see work as a blessing.In the late 1980s, during a visit to Bangladesh, I saw a woman with a baby on her back, breaking bricks with a hammer. I asked a Bangladesh military escort why they weren’t using a machine, which would have been a lot easier. He told me a machine would put that lady out of work. Breaking those bricks meant she’d earn enough money to feed herself and her baby that day. And as bad as that woman’s job was, it was enough to keep a small family alive. It reminded me of my father’s words: To work is a blessing.Specific examples indicate why the topic matters and show the author’s awareness of his audience’s values.Serving in the United States Army overseas, I saw a lot of people like that woman in Bangladesh. And I have come to believe that people without jobs are not free. They are victims of crime, the ideology of terrorism, poor health, depression and social unrest. These victims become the illegal immigrants, the slaves of human trafficking, the drug dealers, the street gang members. I’ve seen it over and over again on the U.S. border, in Somalia, the Congo, Afghanistan and in New Orleans. People who have jobs can have a home, send their kids to school, develop a sense of pride, contribute to the good of the community, and even help others. When we can work, we’re free. We’re blessed.The author concludes by stating his position explicitly.I don’t think I’ll ever quit working. I’m retired from the Army, but I’m still working to help people be prepared for disaster. And I may get to do a little farming someday, too. I’m not going to stop. I believe in my father’s words. I believe in the blessing of work.CHARACTERISTIC FEATURES=No list of characteristics can describe all the kinds of texts you’ll be expected to write in college, particularly given the differences among disciplines. But there are certain things you’re expected to do in college writing:Use edited academic English.Use clear and recognizable patterns of organization.Mark logical relationships between ideas.State claims explicitly and provide appropriate support.Present your ideas as a response to others.Express your ideas clearly and directly.Be aware of how genres and conventions vary across disciplines. Document sources using the appropriate citation style.

Discussion 1: Primary Roles of Medical Social WorkersMedical social workers assume various distinct roles in their practice. These roles range from educator and advocate to counselor, liaison, and mediator. The generalist intervention model (GIM) informs medical social work practice, with these roles reaching across each stage of the model. Medical social workers view patients and their problems in context, combine practice skills and techniques that meet the individual situation, and implement interventions across the multiple systems present in the patient’s life. The interventions are implemented on a continuum ranging from micro to mezzo to macro levels.It is important to be mindful of the fact that patients are not the only people with whom medical social workers practice. It is not uncommon for medical social workers to intervene with family members and support caregivers, cooperate with members of the community, and collaborate with other health care professionals as well.To prepare for this Discussion, think about the wide array of services provided by a medical social worker. Consider the roles, responsibilities, and scope of practice of the medical social work profession. Examine the medical social work practice skill within the GIM.By Day 3Post a description of three primary roles of medical social workers that you consider to be inspiring and rewarding. Explain why. Explain how these roles directly support patients and their families. Explain how these roles might directly address three issues related to patient care (e.g., noncompliance with treatment regimen). Then, describe specific interventions (e.g., patient education to improve treatment compliance) you might implement when performing your primary roles to resolve the three specific issues you selected. Illustrate these issues and interventions with examples (e.g., patient education or health literacy to reinforce treatment regimen).