Looking for someone who is familiar with United States terminologies and able to make essay.  APA format. 

The body meats 3-5 pages requirement. 

Been checked in Grammarly.com for plagiarism. 

Contain more than 2 properly formatted references.

No errors.

IM-1

US ARMY SERGEANTS MAJOR ACADEMY

Advanced Leader Course

Leader Core Competencies
Form 1009W, Assessing Writing

IAW TP 350-70-7 Appendix C Assessment Instruments

NAME:

ASSIGNMENT TITLE: Persuasive Essay

DATE:

FACILITATOR:

RATING UNSATISFACTORY SATISFACTORY SUPERIOR
RANGE 0 – 69.9 70 – 89.9 90 – 100
GRADE
COGNITIVE LEVEL ATTAINED: Higher levels include characteristics of lower levels.

ANALYZING:
Breaking material into constituent parts, determining how
the parts relate to each other and to an overall structure or
purpose through differentiating, organizing, and
attributing.

APPLYING: Carrying out or using a procedure through executing, or
implementing.

UNDERSTANDING:
Constructing meaning from oral, written, and graphic
messages through interpreting, exemplifying, classifying,
summarizing, inferring, comparing, and explaining.

REMEMBERING: Retrieving, recognizing, and recalling relevant
knowledge from long-term memory.

Writing Assignment
Analyze and evaluate the major points of your case study for research to write your persuasive essay.
Use your time to develop a deep understanding of your topic to fully explain your stance on the topic.
You are required to give an in depth introduction of your topic. Provide transitional sentences from one
topic to the next. Then develop the body of the paper fully using no less than 3 full pages and no more
than 5 pages, this does not include the APA format title and references page. Finally, provide a
summative conclusion. Provide a total of two references for your references page. Ensure you use Times
New Roman 12 point font and the current APA Writing Style.

Facilitator’s Comments:

Facilitator’s Signature:
Learner’s Comments:

Learner’s Signature:

IM-2

US ARMY SERGEANTS MAJOR ACADEMY

Advanced Leader Course
Leader Core Competencies

Form 1009W, Assessing Writing

INTRODUCTION 10%
Unsatisfactory

0-6.9 pts.
Satisfactory

7-8.9 pts.
Superior
9-10 pts.

Does not adequately convey topic.
Does not describe subtopics to be
reviewed. Does not support thesis
statement.

Conveys topic, describes
subtopics to be reviewed.
Generally supports Statement.

Strong introduction of topic clearly
delineates subtopics to be
reviewed. Fully supports thesis
statement.

points for introduction

TOPIC BODY 40%
Unsatisfactory

0-27 pts.
Satisfactory
28-35 pts.

Superior
35-40 pts.

Did not introduce any aspect of the
topic or any instances were so
vague as to imply there was much
more information needed. Made
little attempt to correlate the topic
to the overarching theme. The
body is less than three pages.

Partially introduced some of
aspects of the topic. Developed
and linked the topic to the
overarching theme. The body
meets 3-5 pages requirement.

Solidly introduced all aspects of
the topic preparedness. Fully
linked the topic to the overarching
theme. The body meets 3-5 pages
requirement.

points for body

CONCLUSION 10%
Unsatisfactory

0-6 pts.
Satisfactory

7-8 pts.
Superior
9-10 pts.

The conclusion introduces new
ideals and/or it does not summarize

the body paragraphs.

The conclusion is one paragraph. It
summarizes the body paragraphs

but does not conclude the essay.

The conclusion is one paragraph. It
summarizes the body paragraphs

and concludes the essay.

points for conclusion

SEQUENCING AND TRANSITION 10%
Unsatisfactory

0-6 pts.
Satisfactory
7-8 pts.
Superior
9-10 pts.

Little evidence material is
logically organized into topic,
subtopics or related to topic.
Many transitions are unclear or
nonexistent.

Most material clearly related to
main topic and subtopic. Material
may not be organized within
subtopics. Attempts to provide
variety of transitions.

Strong organization and
integration of material within
subtopics. Strong transitions
linking subtopics, and main topic.

points for sequencing and transition

GRAMMAR AND CORRECTNESS 10%
Unsatisfactory

0-6 pts.
Satisfactory
7-8 pts.
Superior
9-10 pts.

Grammatical errors or spelling
& punctuation substantially
detract from the paper.

Very few grammatical, spelling or
punctuation errors interfere with
reading the paper.

The paper is free of grammatical
errors and spelling & punctuation.

points for grammar and correctness

IM-3

READABILITY (sentence structure) 10%
Unsatisfactory

0-6 pts.
Satisfactory
7-8 pts.
Superior
9-10 pts.

Word choice is informal in tone.
Writing is choppy, with many
awkward or unclear passages.

Writing has minimal awkward or
unclear passages.

Writing flows and is easy to
follow.

points for readability

APA FORMATTING 5%
Unsatisfactory

0-3 pts.
Satisfactory

4 pts.
Superior

5 pts.
Errors in APA style detract
substantially from the paper.

No more than 3 errors in APA
style that do not detract from the
paper.

No errors in APA style.
Possesses a Scholarly style.

points for formatting

REFERENCES 5%
Unsatisfactory

0-3 pts.
Satisfactory
4 pts.
Superior

5 pts.
No references. Only one properly
formatted reference that matches
in-text citations within the body of
the paper.

2 properly formatted references
that match in-text citations within
the body of the paper.

More than 2 properly formatted
references that match in-text
citations within the body of the
paper.

points for references

TOTAL POINTS

NAME:
DATE:
FACILITATOR:
1. Facilitators Comments:
2. Learners Comments:
3. un
4. sat: 0

sat: 0

5. super: 0
6. intro:
7. conclusion:
8. sequencing:
9. readability:
10. formatting:
11. references:
12. total: 0
13. body:
14. grammar:

The Online Writing Lab (OWL) at Purdue University houses writing resources and

instructional material, and we provide these as a free service of the Writing Lab at Purdue. Students,
members of the community, and users worldwide will find information to assist with many writing
projects. Teachers and trainers may use this material for in-class and out-of-class instruction.

From the OWL resource APA formatting and Style Guide

APA Formatting and Style Guide

APA (American Psychological Association) style is most commonly used to cite sources within
the social sciences. This resource, revised according to the 6

th
edition, second printing of the

APA manual, offers examples for the general format of APA research papers, in-text citations,
endnotes/footnotes, and the reference page. For more information, please consult the
Publication Manual of the American Psychological Association, (6

th
ed., 2

nd
printing).

Contributors: Joshua M. Paiz, Elizabeth Angeli, Jodi Wagner, Elena Lawrick, Kristen Moore,
Michael Anderson, Lars Soderlund, Allen Brizee, Russell Keck
Last Edited: 2016-05-13 12:06:24

General Format

General APA Guidelines

Your essay should be typed, double-spaced on standard-sized paper (8.5″ x 11″) with 1″
margins on all sides. You should use a clear font that is highly readable. APA recommends using
12 pt. Times New Roman font.

Include a page header (also known as the “running head”) at the top of every page. To create a
page header/running head, insert page numbers flush right. Then type “TITLE OF YOUR PAPER”
in the header flush left using all capital letters. The running head is a shortened version of your
paper’s title and cannot exceed 50 characters including spacing and punctuation.

Major Paper Sections

Your essay should include four major sections: the Title Page, Abstract, Main Body, and
References.

Title Page

The title page should contain the title of the paper, the author’s name, and the institutional
affiliation. Include the page header (described above) flush left with the page number flush
right at the top of the page. Please note that on the title page, your page header/running head
should look like this:

Running head:

TITLE OF YOUR PAPER

Pages after the title page should have a running head that looks like this:

TITLE OF YOUR PAPER

After consulting with publication specialists at the APA, OWL staff learned that the APA 6th
edition, first printing sample papers have incorrect examples of Running heads on pages after
the title page. This link will take you to the APA site where you can find a complete list of all the
errors in the APA’s 6th edition style guide.

Type your title in upper and lowercase letters centered in the upper half of the page. APA
recommends that your title be no more than 12 words in length and that it should not contain
abbreviations or words that serve no purpose. Your title may take up one or two lines. All text
on the title page, and throughout your paper, should be double-spaced.

Beneath the title, type the author’s name: first name, middle initial(s), and last name. Do not
use titles (Dr.) or degrees (PhD).

Beneath the author’s name, type the institutional affiliation, which should indicate the location
where the author(s) conducted the research.

http://supp.apa.org/style/pubman-reprint-corrections-for-2e

APA Title Page

Abstract

Begin a new page. Your abstract page should already include the page header (described
above). On the first line of the abstract page, center the word “Abstract” (no bold, formatting,
italics, underlining, or quotation marks).

Beginning with the next line, write a concise summary of the key points of your research. (Do
not indent.) Your abstract should contain at least your research topic, research questions,
participants, methods, results, data analysis, and conclusions. You may also include possible
implications of your research and future work you see connected with your findings. Your
abstract should be a single paragraph double-spaced. Your abstract should be between 150 and
250 words.

You may also want to list keywords from your paper in your abstract. To do this, indent as you
would if you were starting a new paragraph, type Keywords: (italicized), and then list your
keywords. Listing your keywords will help researchers find your work in databases.

In-Text Citations: The Basics

Reference citations in text are covered on pages 169-179 of the Publication Manual. What
follows are some general guidelines for referring to the works of others in your essay.

Note: APA style requires authors to use the past tense or present perfect tense when using
signal phrases to describe earlier research, for example, Jones (1998) found or Jones (1998) has
found…

APA citation basics

When using APA format, follow the author-date method of in-text citation. This means that the
author’s last name and the year of publication for the source should appear in the text, for
example, (Jones, 1998), and a complete reference should appear in the reference list at the end
of the paper.

If you are referring to an idea from another work but NOT directly quoting the material, or
making reference to an entire book, article or other work, you only have to make reference to
the author and year of publication and not the page number in your in-text reference. All
sources that are cited in the text must appear in the reference list at the end of the paper.

In-text citation capitalization, quotes, and italics/underlining

 Always capitalize proper nouns, including author names and initials: D. Jones.
 If you refer to the title of a source within your paper, capitalize all words that are four

letters long or greater within the title of a source: Permanence and Change. Exceptions
apply to short words that are verbs, nouns, pronouns, adjectives, and adverbs: Writing
New Media, There Is Nothing Left to Lose.

(Note: in your References list, only the first word of a title will be capitalized: Writing
new media.)

 When capitalizing titles, capitalize both words in a hyphenated compound word:
Natural-Born Cyborgs.

 Capitalize the first word after a dash or colon: “Defining Film Rhetoric: The Case of
Hitchcock’s Vertigo.”

 Italicize or underline the titles of longer works such as books, edited collections, movies,
television series, documentaries, or albums: The Closing of the American Mind; The
Wizard of Oz; Friends.

 Put quotation marks around the titles of shorter works such as journal articles, articles
from edited collections, television series episodes, and song titles: “Multimedia
Narration: Constructing Possible Worlds”; “The One Where Chandler Can’t Cry.”

Short quotations

If you are directly quoting from a work, you will need to include the author, year of publication,
and the page number for the reference (preceded by “p.”). Introduce the quotation with a
signal phrase that includes the author’s last name followed by the date of publication in
parentheses.

According to Jones (1998), “Students often had difficulty using APA style, especially when it was
their first time” (p. 199).

Jones (1998) found “students often had difficulty using APA style” (p. 199); what implications
does this have for teachers?

If the author is not named in a signal phrase, place the author’s last name, the year of
publication, and the page number in parentheses after the quotation.

She stated, “Students often had difficulty using APA style” (Jones, 1998, p. 199), but she did not
offer an explanation as to why.

Long quotations

Place direct quotations that are 40 words, or longer, in a free-standing block of typewritten
lines, and omit quotation marks. Start the quotation on a new line, indented 1/2 inch from the
left margin, i.e., in the same place you would begin a new paragraph. Type the entire quotation
on the new margin, and indent the first line of any subsequent paragraph within the quotation
1/2 inch from the new margin. Maintain double-spacing throughout. The parenthetical citation
should come after the closing punctuation mark.

Jones’s (1998) study found the following:
Students often had difficulty using APA style,
especially when it was their first time citing sources. This difficulty could be attributed to the
fact that many students failed to purchase a style manual or to ask their teacher for help. (p.
199)

Summary or paraphrase

If you are paraphrasing an idea from another work, you only have to make reference to the
author and year of publication in your in-text reference, but APA guidelines encourage you to
also provide the page number (although it is not required.)

According to Jones (1998), APA style is a difficult citation format for first-time learners.
APA style is a difficult citation format for first-time learners (Jones, 1998, p. 199).

In-Text Citations: Author/Authors

APA style has a series of important rules on using author names as part of the author-date
system. There are additional rules for citing indirect sources, electronic sources, and sources
without page numbers.

Citing an Author or Authors

A Work by Two Authors: Name both authors in the signal phrase or in the parentheses each
time you cite the work. Use the word “and” between the authors’ names within the text and
use the ampersand in the parentheses.

Research by Wegener and Petty (1994) supports…
(Wegener & Petty, 1994)

A Work by Three to Five Authors: List all the authors in the signal phrase or in parentheses the
first time you cite the source. Use the word “and” between the authors’ names within the text
and use the ampersand in the parentheses.

(Kernis, Cornell, Sun, Berry, & Harlow, 1993)

In subsequent citations, only use the first author’s last name followed by “et al.” in the signal
phrase or in parentheses.

(Kernis et al., 1993)
In et al., et should not be followed by a period.

Six or More Authors: Use the first author’s name followed by et al. in the signal phrase or in
parentheses.

Harris et al. (2001) argued…
(Harris et al., 2001)

Unknown Author: If the work does not have an author, cite the source by its title in the signal
phrase or use the first word or two in the parentheses. Titles of books and reports are italicized
or underlined; titles of articles, chapters, and web pages are in quotation marks.

A similar study was done of students learning to format research papers (“Using APA,” 2001).

Note: In the rare case the “Anonymous” is used for the author, treat it as the author’s name
(Anonymous, 2001). In the reference list, use the name Anonymous as the author.

Organization as an Author: If the author is an organization or a government agency, mention
the organization in the signal phrase or in the parenthetical citation the first time you cite the
source.

According to the American Psychological Association (2000),…

If the organization has a well-known abbreviation, include the abbreviation in brackets the first
time the source is cited and then use only the abbreviation in later citations.

First citation: (Mothers Against Drunk Driving [MADD], 2000)
Second citation: (MADD, 2000)

Two or More Works in the Same Parentheses: When your parenthetical citation includes two
or more works, order them the same way they appear in the reference list (viz., alphabetically),
separated by a semi-colon.

(Berndt, 2002; Harlow, 1983)

Authors With the Same Last Name: To prevent confusion, use first initials with the last names.

(E. Johnson, 2001; L. Johnson, 1998)

Two or More Works by the Same Author in the Same Year: If you have two sources by the
same author in the same year, use lower-case letters (a, b, c) with the year to order the entries
in the reference list. Use the lower-case letters with the year in the in-text citation.

Research by Berndt (1981a) illustrated that…

Introductions, Prefaces, Forewords, and Afterwords: When citing an Introduction, Preface,
Foreword, or Afterwords in-text, cite the appropriate author and year as usual.

(Funk & Kolln, 1992)

Personal Communication: For interviews, letters, e-mails, and other person-to-person
communication, cite the communicator’s name, the fact that it was personal communication,

and the date of the communication. Do not include personal communication in the reference
list.

(E. Robbins, personal communication, January 4, 2001).
A. P. Smith also claimed that many of her students had difficulties with APA style (personal
communication, November 3, 2002).

Citing Indirect Sources

If you use a source that was cited in another source, name the original source in your signal
phrase. List the secondary source in your reference list and include the secondary source in the
parentheses.

Johnson argued that…(as cited in Smith, 2003, p. 102).

Note: When citing material in parentheses, set off the citation with a comma, as above. Also,
try to locate the original material and cite the original source.

Electronic Sources

If possible, cite an electronic document the same as any other document by using the author-
date style.

Kenneth (2000) explained…

Unknown Author and Unknown Date: If no author or date is given, use the title in your signal
phrase or the first word or two of the title in the parentheses and use the abbreviation “n.d.”
(for “no date”).

Another study of students and research decisions discovered that students succeeded with
tutoring (“Tutoring and APA,” n.d.).

Sources Without Page Numbers

When an electronic source lacks page numbers, you should try to include information that will
help readers find the passage being cited. When an electronic document has numbered
paragraphs, use the abbreviation “para.” followed by the paragraph number (Hall, 2001, para.
5). If the paragraphs are not numbered and the document includes headings, provide the
appropriate heading and specify the paragraph under that heading. Note that in some
electronic sources, like Web pages, people can use the Find function in their browser to locate
any passages you cite.

According to Smith (1997), … (Mind over Matter section, para. 6).

Note: Never use the page numbers of Web pages you print out; different computers print Web
pages with different pagination.

Footnotes and Endnotes

APA does not recommend the use of footnotes and endnotes because they are often expensive
for publishers to reproduce. However, if explanatory notes still prove necessary to your
document, APA details the use of two types of footnotes: content and copyright.

When using either type of footnote, insert a number formatted in superscript following almost
any punctuation mark. Footnote numbers should not follow dashes ( — ), and if they appear in
a sentence in parentheses, the footnote number should be inserted within the parentheses.

Scientists examined—over several years
1
—the fossilized remains of the wooly-wooly yak.

2

(These have now been transferred to the Chauan Museum.
3
)

When using the footnote function in a word-processing program like Microsoft Word, place all
footnotes at the bottom of the page on which they appear. Footnotes may also appear on the
final page of your document (usually this is after the References page). Center the word
“Footnotes” at the top of the page. Indent five spaces on the first line of each footnote. Then,
follow normal paragraph spacing rules. Double-space throughout.

1
While the method of examination for the wooly-wooly yak provides important insights to this

research, this document does not focus on this particular species.

Content Notes

Content Notes provide supplemental information to your readers. When providing Content
Notes, be brief and focus on only one subject. Try to limit your comments to one small
paragraph.

Content Notes can also point readers to information that is available in more detail elsewhere.

1
See Blackmur (1995), especially chapters 3 and 4, for an insightful analysis of this

extraordinary animal.

Copyright Permission Notes

If you quote more than 500 words of published material or think you may be in violation of
“Fair Use” copyright laws, you must get the formal permission of the author(s). All other
sources simply appear in the reference list.

Follow the same formatting rules as with Content Notes for noting copyright permissions. Then
attach a copy of the permission letter to the document.

If you are reproducing a graphic, chart, or table, from some other source, you must provide a
special note at the bottom of the item that includes copyright information. You should also
submit written permission along with your work. Begin the citation with “Note.”

Note. From “Title of the article,” by W. Jones and R. Smith, 2007, Journal Title, 21, p. 122.
Copyright 2007 by Copyright Holder. Reprinted with permission.

Reference List:

Basic Rules

Summary:

APA (American Psychological Association) style is most commonly used to cite sources within
the social sciences. This resource, revised according to the 6
th
edition, second printing of the
APA manual, offers examples for the general format of APA research papers, in-text citations,
endnotes/footnotes, and the reference page. For more information, please consult the
Publication Manual of the American Psychological Association, (6
th
ed., 2
nd
printing).

Contributors:Joshua M. Paiz, Elizabeth Angeli, Jodi Wagner, Elena Lawrick, Kristen Moore,
Michael Anderson, Lars Soderlund, Allen Brizee, Russell Keck
Last Edited: 2013-03-01 10:11:11

Your reference list should appear at the end of your paper. It provides the information
necessary for a reader to locate and retrieve any source you cite in the body of the paper. Each
source you cite in the paper must appear in your reference list; likewise, each entry in the
reference list must be cited in your text.

Your references should begin on a new page separate from the text of the essay; label this page
“References” centered at the top of the page (do NOT bold, underline, or use quotation marks
for the title). All text should be double-spaced just like the rest of your essay.

Basic Rules

 All lines after the first line of each entry in your reference list should be indented one-
half inch from the left margin. This is called hanging indentation.

 Authors’ names are inverted (last name first); give the last name and initials for all
authors of a particular work for up to and including seven authors. If the work has more
than seven authors, list the first six authors and then use ellipses after the sixth author’s
name. After the ellipses, list the last author’s name of the work.

 Reference list entries should be alphabetized by the last name of the first author of each
work.

 For multiple articles by the same author, or authors listed in the same order, list the
entries in chronological order, from earliest to most recent.

 Present the journal title in full.
 Maintain the punctuation and capitalization that is used by the journal in its title.

o For example: ReCALL not RECALL or Knowledge Management Research &
Practice not Knowledge Management Research and Practice.

 Capitalize all major words in journal titles.
 When referring to books, chapters, articles, or Web pages, capitalize only the first letter

of the first word of a title and subtitle, the first word after a colon or a dash in the title,
and proper nouns. Do not capitalize the first letter of the second word in a hyphenated
compound word.

 Italicize titles of longer works such as books and journals.
 Do not italicize, underline, or put quotes around the titles of shorter works such as

journal articles or essays in edited collections.

 Reference List: Author/Authors
 The following rules for handling works by a single author or multiple authors apply to all

APA-style references in your reference list, regardless of the type of work (book, article,
electronic resource, etc.)

 Single Author
 Last name first, followed by author initials.
 Berndt, T. J. (2002). Friendship quality and social development. Current Directions in

Psychological Science, 11, 7-10.

 Two Authors
 List by their last names and initials. Use the ampersand instead of “and.”
 Wegener, D. T., & Petty, R. E. (1994). Mood management across affective states: The

hedonic contingency hypothesis. Journal of Personality and Social Psychology, 66, 1034-
1048.

 Three to Seven Authors
 List by last names and initials; commas separate author names, while the last author

name is preceded again by ampersand.
 Kernis, M. H., Cornell, D. P., Sun, C. R., Berry, A., Harlow, T., & Bach, J. S. (1993). There’s

more to self-esteem than whether it is high or low: The importance of stability of self-
esteem. Journal of Personality and Social Psychology, 65, 1190-1204.

 More Than Seven Authors
 List by last names and initials; commas separate author names. After the sixth author’s

name, use an ellipses in place of the author names. Then provide the final author name.
There should be no more than seven names.

 Miller, F. H., Choi, M. J., Angeli, L. L., Harland, A. A., Stamos, J. A., Thomas, S. T., . . .
Rubin, L. H. (2009). Web site usability for the blind and low-vision user. Technical
Communication, 57, 323-335.

 Organization as Author
 American Psychological Association. (2003).

 Unknown Author
 Merriam-Webster’s collegiate dictionary (10th ed.).(1993). Springfield, MA: Merriam-

Webster.
 NOTE: When your essay includes parenthetical citations of sources with no author

named, use a shortened version of the source’s title instead of an author’s name. Use
quotation marks and italics as appropriate. For example, parenthetical citations of the
source above would appear as follows: (Merriam-Webster’s, 1993).

 Two or More Works by the Same Author
 Use the author’s name for all entries and list the entries by the year (earliest comes

first).

 Berndt, T. J. (1981).

 Berndt, T. J. (1999).

 When an author appears both as a sole author and, in another citation, as the first

author of a group, list the one-author entries first.

 Berndt, T. J. (1999). Friends’ influence on students’ adjustment to school. Educational
Psychologist, 34, 15-28.

 Berndt, T. J., & Keefe, K. (1995). Friends’ influence on adolescents’ adjustment to school.

Child Development, 66, 1312-1329.

 References that have the same first author and different second and/or third authors
are arranged alphabetically by the last name of the second author, or the last name of
the third if the first and second authors are the same.

 Wegener, D. T., Kerr, N. L., Fleming, M. A., & Petty, R. E. (2000). Flexible corrections of
juror judgments: Implications for jury instructions. Psychology, Public Policy, and Law, 6,
629-654.

 Wegener, D. T., Petty, R. E., & Klein, D. J. (1994). Effects of mood on high elaboration
attitude change: The mediating role of likelihood judgments. European Journal of Social
Psychology, 24, 25-43.

 Two or More Works by the Same Author in the Same Year
 If you are using more than one reference by the same author (or the same group of

authors listed in the same order) published in the same year, organize them in the
reference list alphabetically by the title of the article or chapter. Then assign letter
suffixes to the year. Refer to these sources in your essay as they appear in your
reference list, e.g.: “Berdnt (1981a) makes similar claims…”

 Berndt, T. J. (1981a). Age changes and changes over time in prosocial intentions and
behavior between friends. Developmental Psychology, 17, 408-416.

 Berndt, T. J. (1981b). Effects of friendship on prosocial intentions and behavior. Child

Development, 52, 636-643.

 Introductions, Prefaces, Forewords, and Afterwords
 Cite the publishing information about a book as usual, but cite Introduction, Preface,

Foreword, or Afterword (whatever title is applicable) as the chapter of the book.

 Funk, R., & Kolln, M. (1998). Introduction. In E. W. Ludlow (Ed.), Understanding English
grammar (pp. 1-2). Needham, MA: Allyn and Bacon.

Plagiarism

Copyright infringement and plagiarism are two different issues. Copyright is a federal law that protects original
works from being copied and distributed without the author’s permission unless one of the exceptions
applies. Plagiarism is passing off someone else’s work as one’s own or lack of attribution. There is no federal or
state plagiarism law but there can certainly be severe repercussions for plagiarizing.

Copyright infringement example: Incorporating an entire poem by Maya Angelou into a published work without her
permission. The poem is property attributed to Ms. Angelou.

Plagiarism example: Using a line or even an entire poem by Maya Angelou in a paper and not attributing the poem
to the author or citing the source. It would appear that the poem is the creation of the person writing the paper and
not Maya Angelou.

For more information on plagiarism, see Purdue’s Online Writing Lab at http://owl.english.purdue.edu

https://owl.english.purdue.edu/owl/resource/560/6/ 22/02/2017

http://owl.english.purdue.edu/

https://owl.english.purdue.edu/owl/resource/560/6/

Running Head: LEADER CORE COMPETENCIES 1

LEADER CORE COMPETENCIES 5

Leader Core Competencies

Institution

Student’s Name

Date

Leader Core Competencies

What Is More Important For You, Mission Or Soldier Welfare?

Missions and soldier welfares are associated with professional ethics. There are many forms of ethics, but based on this task’s simplicity, we will focus on the form of ethics known as moral ethics. What does it mean to be an ethical person or act ethically? So are you bringing good people and business? This is an area of ​​knowledge related to moral principles known as ethics, where everyone should or can live their lives. Concerning unethical or human behavior, such measures not considered by social, sacred, or moral law must, in principle, interpret the laws of ethics associated with a specific profession. This discussion will be based on the affirmation that soldier welfare is more important than a mission.

Therefore, there are several factors to consider when considering the term “indifference.” For example, did Wellington 1 Who is he? We don’t know dare to send soldiers to missions that would ultimately lead to their death? It is imperative to understand which type of leader is in charge of your military and which political aspirations, goals, and intentions are considered first. There is a famous quote from a movie in which Martin Sheen plays the famous Roberti. Gettysburg (1993) “To be a good soldier, you must love the military. To be a good commander, you must be able to order the killing of your loved one” (IMDB, n.d.). just IMDB? No Movie’s name or something?

The primary role of leaders is always to make decisions in the best interests of the organization. Almost the same I see bellow.There is no question as to whether Wellington 2 was concerned about his people and their general well-being. Leaders’ decisions can ultimately affect death and potential loss of life, and these influencing factors must always be considered. To remain an effective leader, you need to make difficult decisions despite certain stressful situations. The war was more prominent than Wellington 3 and his men, and he knew it. War casualties are inevitable, and to survive and win, you need to stay focused on your current mission. As an Army general, Wellington 4 had a great deal of responsibility for him and his team. He didn’t have time to repent of those he lost, as those who were still alive relied on him and his right decisions to ensure victory. The people of Wellington 5 valued him so much that there was no doubt that he did not sympathize with or express his feelings in his life.

“His Lordship then returns to his tent, and writes his letters, &c. which done, he mounts his horse, and rides along the line, about twenty miles, sees that everything goes well, provides for the comfort of the soldiers, and cheers them in their duty. Returning to his tent, he dines, surrounded by his officers; always frank, affable, cheerful, and full of anecdote, he makes them forget their fatigues, while he endears them to their General, and himself to them” Too big quote about nothing related to the topic (Haythornthwaite, 2007, p. 41). Where is this reference on the last page? “You could not be successful in such an action without a large loss, and we must make up our minds to affairs of this kind sometimes, or give up the game” (Haythornthwaite, 2007, p. 39).

Leaders’ primary role is to make decisions that they believe will be in the organization’s best interests. Almost the same I see above. There is no question as to whether Wellington 6 was concerned about his people and their general well-being. All soldiers, civilians, sergeants, and officers alike generally understand that they are irreplaceable on the battlefield. Leaders’ decisions at all levels ultimately affect the potential for injury and even loss of life. These decisions are not limited to combat. Great leaders motivate soldiers to understand their position on the battlefield and be proud to give their lives for freedom. The only way it may be unethical is if the same leader is timid on the same battlefield where they deploy their troops.

Wellington’s 7 ability to command the battlefield and tactics, combined with his determination, intelligence, and self-confidence, supported his leaders and military during defensive operations. He found that his troops were in the best position to defeat the enemy at certain times, even in defensive positions. “During the Battle of Busaco, the French army suffered quite a lot, and all attacks on the Busaco Ridge failed (Oudinot, 2009). I think the Topic of this essay should be Wellington. Who is he? French Army General?

Conclusion

Though a military group’s success depends on its command system’s stability, soldier welfare is paramount. Directing a mission involves exercising authority by an army leader who issues directives to create a disciplined workforce that can fulfill the leader’s intentions. Mission commands form the basis of a unified military operation, as they give leaders orders that each believer must obey, rather than empowering juniors to choose the best way to play their role. I will. Therefore, the mission’s command presupposes that the General creates a piece of knowledge and guides his subordinates to follow specific rules through adopting the declaration. Mission teams are successful when directed by the six principles that guide all military initiatives. The Mission Command Principles were developed to conduct military operations so that commanders can complete missions while meeting their followers’ needs. The principles are based on teamwork, mutual understanding, and taking reasonable risks. Six regulations define the mission management process. Conclusion is more or less better. But needs to be more specific, answering the topic question!!

Reference

Haythornthwaite, P. J. (2007). Wellington : The Iron Duke (Vol. 1st ed). Washington, D.C.: Potomac Books. Retrieved from

https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=388690&site=eds-live&scope=site

IMBD. (n.d.). Gettysburg. Retrieved, from

https://www.imdb.com/title/tt0107007/characters/nm0000640

.

Oudinot, M. (2009). The Private and Military Memoirs of General Victor Oudinot, Duke of Reggio. The Portuguese Campaign: 1810–1811. Napoleonica. LaRevue, (2), 170-216.

Running header: SOLDIER WELFARE

5

The Mission or Soldier Welfare

Name

Advanced Leadership Course

21-011 , SFC Incletorres

28 February 2021

THE MISSION OR SOLDIER WELFARE

How will the mission get accomplished if our soldiers are not taken care of? In today’s Army’s it is very important that we give our soldiers the attention and resources for what they need so they can perform at the highest level. In my personal experience I have seen more soldier’s get out of the army because of bad experiences they had with leadership. If NCOs take the time to assure there soldiers and help them with whatever it is they need, we will see harder working soldiers. The three main areas I want to focus on is family readiness, a good outlet for soldiers and speaking up when something is wrong. These topics are very important and will help soldiers feel better physically, mentally and emotionally if they practice them.

Keeping a happy household is very important for the solider and his family. If someone has a lot of issues going on at home and can’t be there often to work them out, the family will fall apart and probably end up in a divorce or even someone possibly committing suicide. Making sure the military spouses have a support group while there significant other is away for training or deployment is important because it gives them someone to talk to and relate to. If the spouse is happy and comfortable, the soldier will have peace of mind and will be able to focus on work so he can complete the mission. When the solider is gone it can be very hard on the spouse especially if they have kids. It is important that the spouse knows about all the programs for themselves and the kids because they can be very helpful. “The Family Readiness System is defined as the network of agencies, programs, services, and individuals, and the collaboration among them, that promotes the readiness and quality of life of service members and their families. For the Family Readiness System to be fully realized, Department of Defense asks that everyone who provides these services view themselves as part of the overall system (Military One Source, 2020)”.

“Having an outlet has always enabled me to balance my work energy and recharge my batteries but I never fully understood how varying such outlets can result in intellectual development and an overall appreciation for many of the people, places and things we take for granted (Forbes, 2015)”. Having a good outlet will let you clear your mind and relieve all that stress that has been built up from a long day at work or if you have personal things going on. Exercise is a great thing to use as an outlet, but it is different for everyone. Some people like to write, play video games, etc. You just have to find something that you enjoy and find at least one hour out of the day to make sure you get that time to relax and unwind. Time management is very important and a lot of people need to work on this so they can find that time for their outlet. This will prevent depression, anxiety and other issues that have a negative impact on our work life. My personal outlet is boxing. I find it such a great way to release any tension I have built up and it has always worked well for me.

Speaking up about your issues is a great way to avoid built up stress. Have you ever caught yourself bottling up emotions and eventually you have emotional breakdown? I know I have and I found a solution to prevent this. Some people enjoy talking to a counselor, close friend or family member. As long as you are able to talk to someone you trust and you get everything off your chest it helps tremendously. “

Research from U.C.L.A.

suggests that putting your feelings into words — a process called “affect labeling” — can diminish the response of the amygdala when you encounter things that are upsetting. This is how, over time, you can become less stressed over something that bothers you. For example, if you got in a car accident, even being in a car immediately afterward could overwhelm you emotionally. But as you talk through your experience, put your feelings into words and process what happened, you can get back in the car without having the same emotional reaction (NY Times, April 2020)”. There is evidence that speaking about our problems helps relieve stress and will make us feel a lot better about situations. It is very important that we practice this so our personal and mental health is in good condition so the welfare of our soldiers is in good shape. I noticed for myself when I put my feelings into words it feels like a ton of weight fell off my shoulders. A lot of people have pride issue and feel like they shouldn’t speak up about their issues. This is the worst thing to do because it’s a disaster waiting to happen. This plays a huge role in the welfare of our soldiers because a lot of soldiers feel like they can’t talk to their leaders. Us as leaders need to make sure that we make ourselves approachable so our soldiers will talk to us when they need someone to talk to.

In Conclusion we have talked about three things that can help the welfare of our soldiers. Family readiness, having an outlet and speaking about our issues and not letting them build up. If we stress these things to our soldiers they will be in much better shape to perform and get the job done. It is important as a leader to constantly check up on our soldiers and make them feel like they have someone to turn and talk to. If you show them you care, they will want to come to work and they will have trust in you. I am working every day to make sure my soldiers know they have resources for themselves and their families so we are growing stronger together. I truly believe the welfare of our soldiers is more important than the mission because if we don’t take care of ourselves and our soldiers it will be very difficult to complete the mission. I hope this paper was informative about why I think the welfare of our soldiers is so important.

References

Family Readiness System, April 10, 2020,

https://www.militaryonesource.mil/family-relationships/family-life/keeping-your-family-strong/family-readiness-system/

Ryan Frankel, The importance of having an outlet, October 30, 2015,

https://www.forbes.com/sites/ryanfrankel/2015/10/30/the-importance-of-having-an-outlet/

Eric Ravenscraft, Why talking about our problems helps so much, April 2020

1

What Is More Important To You, Mission or Soldier Welfare

Thomas Cash Caldwell

92Y Advance Leadership Course 21-011

SGL: SFC Incletorres

March 3rd, 2021

BAZH1470547010121004
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MISSION OR SOLDIER WELFARE 2

Seemingly, the question of mission versus soldier welfare has erupted in different

ideologies over the years. Soldiers have to provide security both internally and externally. They

embark on missions aimed at securing the state’s territories from threats. They put their lives at

risk in a bid to protect commoners. The military profession’s sensitivity calls for total physical,

psychological, and mental wellbeing. To conquer any security mission, soldiers must be

physically fit and mentally prepared to execute their duties effectively, this is to say that a mission’s

success is entirely dependent not only on good leadership and modernized warfare equipment but

also on guaranteed soldier welfare. Essentially, the mission is dependent on soldier welfare,

making the two elements inseparable. This paper seeks to present facts and ideas to support the

idea that both mission and soldier welfare are equally important.

In a report, ADP 6-22 (2019) clarifies that soldiers have the oath to prioritize the states’

interests over their interests. The information establishes that in situations where the state’s

security is at risk, army leaders prioritize accomplishing the mission first. The report does not

disregard the soldiers’ welfare but instead puts the mission a notch higher than welfare. Indeed, it

is challenging to balance the two elements in high-risk situations. On such occasions, the military

constitution dictates that mission accomplishment should come first.

Soldiers are bound to use their expertise, secure the interest of the people, and the state as

a whole through oaths of service. Arguably, security missions are demanding and risky – by all

means. Nevertheless, soldiers are obligated to sacrifice, persevere, and win battles on behalf of

the state. Soldiers risk their lives for the nation and citizens. Where massive lives are concerned,

an absolute sacrifice must prevail under ADP 6-22 (2019). The state trusts the military to maintain

security within and outside its borders. The US Army provides maximum protection by giving

prompt and sustainable dominance in warfare missions and conflict spectrums.

MISSION OR SOLDIER WELFARE 3

Consequently, military doctrines dictate that mission must always come first over soldiers’

welfare. According to the Army doctrines, the people’s interests are more significant than

individual interests. The execution of national objectives precedes personal interests despite war’s

dangerous nature.

Essentially, the soldiers’ welfare cannot overrule accomplishing the mission in the military

spectrum. The mission’s achievement is an absolute priority as it determines the safety of citizens’

lives. As Benjamin Franklin stated, “War will always be a bad deal for soldiers.” This is to say

that the ultimate price of soldiers’ sacrifices in missions is paid through winning. Failure to

accomplish the objectives of the mission renders their sacrifices valueless. Undoubtedly, the

accomplishment of the mission deserves an equal footing with the overall welfare of soldiers.

Among the army’s philosophical doctrines, soldiers uphold to put the welfare of others before their

own (ADP 6-22, 2019). The doctrine insinuates that mission accomplishment comes before the

welfare of soldiers. Soldiers train to stay loyal to the state hence the reason they are willing to risk

their lives for the sake of their state. The duty to execute their obligations surpasses their own will.

While some argue that mission accomplishment is vital, it is also rightful to state that the

welfare of soldiers matters too. The welfare of soldiers is equally essential in their pursuit of

success in battlefield and land dominance. The nature of the responsibilities delegated to the

soldiers necessitates optimum physical fitness. The government, which is responsible for

overseeing the soldiers’ welfare, must ensure that our soldiers’ health is not compromised. Military

leaders should extend service leadership to all soldiers to identify and fulfill their welfare needs.

Over the years, the military has realized the need to fulfill economic and social welfare for

the army by establishing welfare programs. They are sons, daughters, fathers, mothers, and aunts

of people in society. They play a significant role in securing the interests of the states while risking

MISSION OR SOLDIER WELFARE 4

their own lives. It is only fair to accord them appreciation through expanding economic and social

benefits to promote their welfare in light of this. Since the establishment of these programs, the

satisfaction of soldiers has increased by greater margins. Like any other profession, soldiers need

to be motivated to fulfill their obligations.

In a research study, Gain et al. (2020) establish that soldiers’ social and economic interests

are significant in their duty of accomplishing military operations. The study further emphasizes

that a mission’s success is not all about having effective warfare equipment; it encompasses a well-

motivated team to execute security obligations. After a series of liberations by welfare groups, the

army amended its leadership pamphlet TC-6 to incorporate the importance of soldier welfare (Gain

et al., 2020). The amendment acknowledged that in as much as leaders’ priorities the importance

of mission accomplishment, they should also prioritize the welfare of soldiers. Meeting the

economic, social, and economic welfare of soldiers empowers them to delegate their primary duty

of mission accomplishment more effectively.

At all times, the goal is to provide the utmost impact with minimal deaths. In this case,

leaders must make the right call to ensure that the goal is met. The task is undoubtedly challenging

in most situations, but decisions have to be made. Soldiers must be well taken care of socially and

economically to guarantee maximum mission accomplishment. As they risk their lives for the

sake of the state, they should be accorded the necessary welfare needs. Success on the battlefield

does not come by without securing our soldiers’ needs.

In conflicting scenarios where the need to accomplish the mission jeopardizes soldiers’

welfare, leaders must to make the right decisions. To do so, leaders need to act fast in weighing

the consequences of actions to be taken. If the situation compromises the majority of civilian lives

in adjacent units, in this case, mission accomplishment comes first. Non-extreme situations

MISSION OR SOLDIER WELFARE 5

constitute a balance of both elements. Leaders are obliged to see to it that missions are

accomplished. Similarly, soldiers look unto them to ensure that their welfare is well taken care of.

Given the nature of soldiers’ duties, their welfare issues are crucial. The relevant authorities

need to enhance soldiers’ welfare to guarantee optimum concentration and willpower in mission

accomplishment. Good quality of life ensures optimum attention and engagement of the

underlying mission goals. Fulfilling soldiers’ welfare has a direct positive impact on mission

accomplishment. By improving soldiers’ welfare, the system strengthens their ability to serve in

the state’s interests. The welfare programs motivate them to work best in accomplishing mission

objectives. Ideally, it is not practical to separate mission accomplishment and welfare in the

military. Lack of adequate welfare among soldiers breeds physical illnesses, psychological

distress, and financial constraints. A distressed lot cannot certainly accomplish a military mission.

For this reason, it is essential to strike a balance between the two goals in all military operations.

In contemporary times where security is highly compromised mainly for political and

economic reasons, states are increasingly investing in their troops. It has become essential that

meeting soldiers’ welfare needs is as important as mission accomplished. The US Army is a

leading example by formulating reforms that enhance its soldiers’ wellbeing. Army Emergency

Relief (AER) is a welfare program established to offer emergency financial loans to soldiers to

help them meet their financial responsibilities (Army Publishing Directorate, 2017). The

American Red Cross (ARC) provides emergency medical assistance to soldiers in the event of

injuries during military operations. All these welfare efforts are geared towards helping our

soldiers be physically and psychologically capable of accomplishing the underlying missions.

In a nutshell, missions need soldiers to be accomplished. Soldiers are devoted to securing

the interest of civilians and the state in its entirety. Nevertheless, they have to be in the right

MISSION OR SOLDIER WELFARE 6

physical state, mental state, and economic state to fulfill the obligations in service delivery: the

service delivery obligationsrikThemission accomplishment, and the fulfillment of soldiers’ welfare

in the long run. The two elements have direct involvement in people’s in the long run lives. As

soldiers should protect the state, the state equally must ensure soldiers’ welfare. Consequently, if

each party plays its role effectively, the state is safe internally and externally, and subsequently,

soldiers are well motivated to accomplish the underlying missions.

MISSION OR SOLDIER WELFARE 7

References

ADP 6-22 ARMY LEADERSHIP AND THE PROFESSION HEADQUARTERS, DEPARTMENT

OF THE ARMY. (2019). https://armypubs.army.mil/epubs/DR_pubs/DR_a/ARN20039-

ADP_6-22-001-WEB-0

Army Publishing Directorate. (2017). Army.mil. https://armypubs.army.mil/

Gain, D., Army, U., & Bryant, P. (2020). The Men or The Mission: Can An Army of Servants

Become an Army of Servant Leaders? SLTP, 7(1), 89–109.

https://csuepress.columbusstate.edu/cgi/viewcontent.cgi?article=1095&context=sltp