JarLeka Whitehurst
Professor Horlick
UNIV 200
May 1, 2016

Works Cited in MLA Style
Chang, Renee Mclean, Anna Quinn Hare, and Phoebe Rich. “Treating Cosmetically Induced Nail Problems.” Dermatologic Therapy Dermatol Ther 20.1 (2007): 54-59. Web. 21 Mar. 2016.
The nail industry is a $6 Billion industry, and it thrives off the business of healthy shiny nails. There are some women who never experience nail problems but there are some who do and for those women it is necessary to recognize the symptoms and treat the problems. To prevent cosmetically induced nail challenges it is essential to be educated on nail management. When problems are overlooked via nail salons, disease can often occur which requires treatment to restore nails back to natural health.

Cravo, Mariana, José Carlos Cardoso, Margarida Gonçalo, and Américo Figueiredo. “Allergic Contact Dermatitis from Photobonded Acrylic Gel Nails: A Review of Four Cases.” Contact Dermatitis 59.4 (2008): 250-51. Academic Search Complete [EBSCO]. Web. 29 Mar. 2016.
This article discusses data accumulated in Portugal regarding the allergic contact dermatitis from photobonded acrylic gel nails. The article shares that artificial photobonded acrylic gel nails is claimed to cause allergic contact dermatitis in both occupational and non-occupational settings. Four women are identified and reviewed as experiencing skin inflammation.

Fisher, Alexander A. “Permanent Loss of Finger Nails from Sensitization and Reaction to Acrylic in a Preparation Designed to Make Artificial Nails.” The Journal of Dermatologic Surgery and Oncology 6.1 (1980): 70-71. PubMed. Web. 28 Apr. 2016.
This article discusses an ingredient called methyl methacrylate used in a mixture of various other ingredients which create artificial nails. The ingredient is said to have caused detrimental allergic reactions due to sensitivity in a patient 42 years ago. Finger nail loss was deemed to be permanent due to non-growth for 6yrs. This article passes the CRAAPS test because it is relevant to my topic, however, I do believe that the article is a bit dated but since women continuously use acrylic nails, then it can be used seen as relevant.

Fitzgerald, David A., and John S. C. English. “Widespread Contact Dermatitis from Sculptured Nails.” Contact Dermatitis 30.2 (1994): 118. Academic Search Complete [EBSCO]. Web. 29 Mar. 2016.
This article discusses the purpose of acrylic nails and the process for how they are applied. To get an enhanced natural nail, it must first be roughened and then painted over with a mixture of acrylic polymer and monomer powder and liquid which gets hard enough to be shaped by a nail tile. The article also discusses complications that arise from the use of acrylic nails which can harm the skin with infection.

Gil, Joseph A., Steven Defroda, Daniel Reid, and P. Kaveh Mansuripur. “Closed Traumatic Finger Tip Injuries in Patients with Artificial Nails: Removal of UV Gel and Acrylic Nails.” The American Journal of Emergency Medicine 34.2 (2016): 335-37. PubMed. Web. 28 Apr. 2016.
This articles shares that pathogens have been known to hide out in the cracks of and fractures in artificial nails as proven by numerous studies. There is serious protocol discussed in this article as it pertains to injury to the finger which encompasses acrylic nails. It is important to my research because it’s detail regarding what happens to the nail plate lends insight to my what type of health challenges can occur as a result of compromised nails.

Gjølstad, Merete, Syvert Thorud, and Paal Molander. “Occupational Exposure to Airborne Solvents during Nail Sculpturing.” J. Environ. Monit. 8.5 (2006): 537-42. MEDLINE Full Text [EBSCO]. Web. 01 May 2016.
This article is a study of 32 nail technicians who work in 22 different nail salons. The focus is is on sculpturing methods to include acrylic , UV-gel, acrylic powder, and resin methods for the purpose of determining if the solvents used in each method created an occupational hazard during nail sculpturing. Solvent exposure was low and thus proved no significant difference between sculpturing methods observed.

Hedderwick, Sara A., Shelly A. Mcneil, Michael J. Lyons, and Carol A. Kauffman. “Pathogenic Organisms Associated With Artificial Fingernails Worn by Healthcare Workers •.” Infection Control and Hospital Epidemiology Infect Control Hosp Epidemiol 21.8 (2000): 505-09. JSTOR [JSTOR]. Web. 20 Mar. 2016.
This article is a great comparative study on the use of artificial nails versus native nails with
Healthcare workers to determine and identify the amount of microflora and microbial flora found on each type of nail service. Stapphylococcus aureus, gram-negative bacilli, enterococci, and yeasts were all considered to be potential pathogens found in many of the healthcare workers who wore artificial fingernails.

Hinkelbein, Jochen, Heike Koehler, Harald V. Genzwuerker, and Fritz Fiedler. “Artificial Acrylic Finger Nails May Alter Pulse Oximetry Measurement.” Resuscitation 74.1 (2007): 75-82. Academic Search Complete [EBSCO]. Web. 29 Mar. 2016.

Hirschberg, Larysa, and Anna Wojnowska. “The Risk of Fungal Infection in Patients Wearing Artificial Nails.” Ryzyko Wystąpienia Infekcji Grzybiaej U Pacjentek Noszących Sztuczne Paznokcie. 17.1 (2010): 30-32. Academic Search Complete [EBSCO]. Web. 29 Mar. 2016.
Kechijian, Paul. “Dangers of Acrylic Fingernails.” Journal of American Medical Assoc 263.3 (1990): 458. General Science Full Text [H.W. Wilson]. Web. 29 Mar. 2016.
Maio, Paula, Rodrigo Carvalho, Cristina Amaro, Raquel Santos, and Jorge Cardoso. “Allergic Contact Dermatitis from Sculptured Acrylic Nails: Special Presentation with an Airborne Pattern.” Dermatology Reports Dermatol Reports 4.1 (2012): 6. PubMed. Web. 28 Apr. 2016.
Moolenaar, Ronald L., J. Michael Crutcher, Venusto H. San Joaquin, Lucille V. Sewell, Lori C. Hutwagner, Loretta A. Carson, Denise A. Robison, Lauri M.k. Smithee, and William R. Jarvis. “A Prolonged Outbreak of Pseudomonas Aeruginosa in a Neonatal Intensive Care Unit: Did Staff Fingernails Play a Role in Disease Transmission?” Infection Control and Hospital Epidemiology 21.2 (2000): 80-85. Web. 24 Mar. 2016.
Slodownik, Dan, Jason D. Williams, and Bruce J. Tate. “Prolonged Paresthesia Due to Sculptured Acrylic Nails.” Contact Dermatitis 56.5 (2007): 298-99. Academic Search Complete [EBSCO]. Web. 01 May 2016.
White, Hannah, Khalid Khan, Christine Lau, Holden Leung, Dede Montgomery, and Diane S. Rohlman. “Identifying Health and Safety Concerns in Southeast Asian Immigrant Nail Salon Workers.” Archives of Environmental & Occupational Health 70.4 (2015): 196-203. Web.
Winslow, Elizabeth H., and Ann F. Jacobson. “The Case against Artificial Nails.” Nursing 31.10 (2001): 30. Academic Search Complete [EBSCO]. Web. 29 Mar. 2016.
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UNIV 200: Guidelines for Final Paper
Not following guidelines will result in a point reduction
Format
• The paper has at least 3,500 words, excluding the Works Cited page.
• There is an engaging title
• Essay must be double-spaced, 12 pt. font, Times New Roman, 1” margins,
• In the upper left corner of the first page only there is a header that contain and looks like this:
o Name
Professor Horlick
Unit 3 – Final paper
Date
• In the upper right corner of every page there is a page number with last name that looks like this:
o Last name 1
• Title
o The proper words are capitalized
o The title is not in bold
o The title is not underlined
• The paper is double-spaced
• The paper is written in Times New Roman, 12 pt. font.
• There are one inch margins.
Introduction
• There is an engaging hook at the beginning.
• At the end of the introduction, there is a main claim that is arguable and reasons (sub-claims) that logically follow.
• The introduction contains background information, or context, so the readers can fully understand the argument.
• Don’t make announcements in your essay: “In this essay I will be writing about…” NO.
Body
• The order of the sub-claims is the same as they are listed in the introduction.
• Paragraphs do not begin or end with another person’s quote, summary, paraphrase, etc.
• In-text citations are done correctly and according to the Hacker guide. Failure to have done citations correctly will result in a lowered letter grade.
• The paragraphs are in a logical order.
• Each sub-clam is composed of several paragraphs.
• Long quotes are formatted properly.
• Each sub-claim contains multiple paragraphs.
Counter Argument
• There is a reasonable counter argument in the paper.
• It is located either in a paragraph before the conclusion or within each sub-claim.
Conclusion
• The conclusion does not include any new information.
• It addresses the entirety of the essay, rather than just a part of it.
• It offers something memorable for the reader to think about.
Works Cited
• There are a minimum of eight sources in the Works Cited page.
• Five of the those sources are scholarly.
• Works Cited page must be done properly. The top of your Works Cited page should look like this (it is not underlined or in bold) and centered:
Works Cited
Mechanics
• You should proofread your final essay before turning it in. There shouldn’t be typos, spelling, grammar errors.
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ENTHYMEME
Main claim:
Reason: (Sub-claim) because clause
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GROUNDS: Supporting Evidence that cause audience to accept your reason, your supporting evidence, research.
Warrant: Underlying assumption. The belief or principle that the audience has to hold if the soundness of argument is to be guaranteed.

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Backing: Argument that supports the warrant. Its goal is to persuade audience to accept the warrant.

Examples
CONDITIONS OF RUBUTTAL – A writer must anticipate these attacks from skeptics.
Attacking the reason and grounds
CONDITIONS OF REBUTTAL
Attacking the warrant and backing
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Unit 3: The Creation and Craft of Argument (35%)
In Unit 3, you will develop and refine an argument based on your understanding of the elements of argument from Unit 1 and the research you conducted in Unit2. You will start by drafting and developing an answer to your research question, which will become your tentative main claim (thesis). Once you have established a main claim, you will begin the writing process by developing a clear plan for the structure of your argument. You will then write a first draft, which you will revise comprehensively in the light of your own critical reflection and feedback from your instructor and peers. Throughout the writing process, you will give and receive feedback on written work.
Major Assignment
You will write a 3,500 word, (not including Works Cited page), researched argumentative essay that uses at least eight sources (at least five of which need to be scholarly). All sources need to be cited properly according the MLA format.
Formatting Guidelines
Note: you may need to change your settings in Word to reflect the following!
• Times New Roman, 12 pt.
• normal margins
• Justification: left margin only
• Line spacing: double spaced
• Print: Black ink
• Name, etc. appears in upper left hand corner of first page only.
• Page numbers in upper right hand corner in proper MLA format (heading)
Please Proof read your paper!
Be sure that your essay has these characteristics
• Work is focused around a main claim that is debatable (logos).
• Claim is supported with sufficient evidence (logos, pathos).
• Your voice is present, appropriate, and original (ethos)
• Work demonstrates responsible use and documentation of outside sources.
• Ideas are well-developed and appropriate, and are not superficially covered.
• Structure is logical and guides the reader to the end.
• Writing reflects a clear sense of purpose and audience.
• Diction and usage are appropriated for college-level writing.
• Includes a Works Cited page that lists at least 7-8 sources, at least 5 of which are scholarly.
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UNIV 200 – RESEARCH WRITING UNIT III ESSAY RUBRIC

Superior Work:
“A” Level Very Good Work:
“B” Level Average Work:
“C” Level Unacceptable Work:
“D/F” Level
Main Claim
Claims are the orienting statements that form the scaffolding of the paper. A strong academic paper asserts an overarching main claim (which represents the whole argument – a large, umbrella statement) and the supporting sub-claims (which represent the parts of the argument).
Provides a clearly articulated main claim that represents the overall point being addressed in the essay. Establishes an effective road map or overview of the major sub claims to be covered in the paper. Provides a claim that represents the overall point being addressed in the essay, but the claim is not as specific, complex or clear as it could be. Establishes a road map or overview of the major sub claims to be covered in the paper Provides an issue, but does not frame the issue as a claim to guide the essay. The claim relies on overgeneralizations, i.e. “a big problem” or “many factors” instead of detailing these specifically. This claim may lean towards the one-dimensional; it’s just not as sophisticated as it needs to be. The road map or overview is missing or is not effective.
Does not identify the overall claim for the essay. Makes no attempt to follow the claim framework or establish a road map for the paper. Establishes no authorial control over the structure of the essay. Does not demonstrate an understanding of the role of the main claim.
Reasons
Reasons establish a part of the whole argument by answering the “why” question. They guide the reader towards the main claim.
Effectively supports the main claim with reasons that clearly support one aspect of the overall issue Effectively supports the main claim with reasons that clearly support one aspect of the overall issue, although the writer’s logic may not be as clear as it could be. Attempts to support the main claim with reasons that support one or more aspects of the overall issue, although the writer’s logic may not be as clear as it could be. These reasons may be very loosely connected to the larger claim. Firm authorial control is not maintained throughout—it seems as though the writer might be floundering a little to answer the “why” aspect of the claim.
Does not support the main claim with reasons, or does very sporadically and/or without establishing the logical connections between the reasons and claims. Firm authorial control is never really established—it seems as though the writer is unclear him or herself on why his or her claim makes sense
Evidence
Sub claims should be developed with a variety of evidence. In each sub claim section, personal observation/anecdote, expert Employs an impressive array of evidence from academic reputable sources. Each reason is developed with multiple sources and the writer engages in a sophisticated and synthesized discussion. Evidence is effectively integrated into paragraphs and balanced well through the whole essay. Employs a solid and credible evidence. Some sections may be better developed than others, so parts of the essay lack balance. However, overall, the essay is developed with multiple sources, and the writer effectively introduces them and engages in a coherent discussion Meets the minimum requirement for evidence and develops some parts of the essay with some evidence. However, numerous parts of the essay are “under supported” which results in a lack of development and undermines the credibility of the argument. Demonstrates some successful synthesis and discussion, but this is not consistent and is not maintained ina balanced way. Does not meet minimum criteria for evidence. Does not develop many of the author’s reasons with scholarly evidence. Evidence is not effectively introduced or synthesized.

Citation Performance
Uses MLA (or another appropriate citation style) consistently in terms of attribution, in text citation and bibliography Source material is appropriately contextualized, attributed, and cited with few to no errors in format. Writer maintains a consistent documentation style and includes a correct works cited/reference page. Source minimums are achieved or exceeded. Sources are used exceptionally well to elevate credibility and consensus. Source material is appropriately contextualized, attributed and cited, although there are a few errors in format, these do not undermine the integrity of the citation work. Writer maintains a consistent documentation style and includes a correct works cited/reference page. Source minimums are achieved or exceeded, but sources could be used to even better effect. Source material is not consistently attributed or contextualized (lack of signal phrasing, for instance) but is consistently cited. Writer makes citation style errors (usually a consistent pattern of error) and may make some format errors, but the overall intention to document properly is clear. Writer includes a correct works cited/reference page. Source minimums are achieved; however, sources are not integrated and discussed in a comprehensive way.
Source material is not cited correctly. Frequent errors in attribution, contextualization, and citation demonstrate a lack of academic integrity and/or attention to detail. Source minimums are not met.

•¬ Improper citation (as instances of plagiarism) will result in a failing grade and/or referral to the Honor Council
Overall Essay Construction
Uses writing conventions such as introduction and conclusion, a “hook,” and claim-oriented paragraphs. Establishes this piece as belonging in the research-writing genre. Effectively uses writing conventions to clarify and invite the reader into the essay, supplying a unique hook and introduction, a carefully crafted conclusion that extends the idea of the essay, and claim-oriented paragraphs. Establishes this essay as clearly belonging in the research-writing genre, rather than in some other form (such as persuasive writing or personal narrative).
Essay is at least 3500 words in length. Effectively uses writing conventions to clarify and invite the reader into the essay, supplying a hook and introduction, a conclusion that extends the ideas of the essay, and claim-oriented paragraphs. Some of these elements seem a bit formulaic, and are not quite as compelling as an “A” level essay. However, the author still establishes this essay as clearly belonging in the research writing genre, rather than in some other form (such as persuasive writing or personal narrative). The author attempts to use writing conventions to clarify and invite the reader into the essay, although it is clear that these elements are clumsily integrated into the paper. There may be little flow from one section to another, and this essay may rest very firmly on supplying the necessary “parts” of an essay without demonstrating careful consideration of how these parts work together. However, the author still establishes this essay as clearly belonging in the research-writing genre, rather than in some other form (such as persuasive writing or personal narrative).

The author is not very successful at using writing conventions to clarify and invite the reader into the essay. There may be little flow from one section to another, and this essay may not clearly demonstrate awareness of the standards of academic writing. This essay may not meet the expectations of the research-writing genre.
Writing Performance
Pays careful attention to carpentry work on the sentence level. Exhibits excellent control over writing conventions. Writing performance is excellent. Consistently attends to carpentry work, using punctuation correctly (and even stylistically) to clarify meaning and guide the reader. Sentences are direct and uncluttered; sentence style is appropriately varied and sophisticated. Exhibits good control over usage conventions and demonstrates a good command of carpentry work. Punctuation is consistently correct; however, there may be occasional errors that do not detract from meaning. Sentences are generally clear but could use some “decluttering” and/or variety to add to overall stylistic effectiveness of the writing. Exhibits an acceptable level of control over usage, although sentences are at times unclear because of lapses in punctuation and/or over-complicated wording (cluttered writing). Writing performance could be improved with greater attention to carpentry work. Writing may exhibit patterns of usage error (e.g. making the same punctuation mistake many times or too many typographical errors), but overall the writer demonstrates competence. Exhibits overwhelming lack of control over usage conventions that illustrates very poor performance or a lack of writing competence. Excessive errors in punctuation inhibit meaning and demonstrate a lack of care and attention to carpentry work.

Final Grade:
Justification:

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