Letter of transmittal

Dear Brittany Stephenson:

After I revised my drafts, I want to discuss the target audience in each of the three pieces.
Revised literacy narrative earning to !e a college student"": the audience is a returning student
and multicultural students. I would li#e to accomplish is to !e a!le share my e$perience with
others. %he revision I made from first draft was to change how I was e$plaining things and how I
was tal#ing a!out my story. %he narrative was more li#e a parenting don"t do this, don"t do that""
Revised rhetorical analysis &resident Bush"s speech"": %he audience is general population and
people that it was not in %he 'nited States when the ()** events occurred. +hat I changed from
my draft was the conte$t and the organi,ation. I moved a paragraph in the middle to the first
paragraph after the conte$t.
Revised issue e$ploration essay %he reality of mental illness in Adolescents"": Is an educational
essay of mental illness in youth. %he audience is mainly for parents that don"t !elieve that mental
illness e$ist and they feel that mental illness is a stigma.
Spending this last semester as a student in this course has !een a great e$perience for me. It has taught
me the value of hard wor# and self-motivation. I really learned how to !e more confident a!out my critical
thin#ing, and !e self-discipline. I also improved my reading and writing s#ills.
.or the readers of my e-portfolio I /ust want to say than# you for ta#ing the time to !rowse chec# and read
my wor#.
%han# you
&aula 0ristales
http:))pcristal123sv.wee!ly.com)
Learning to be a college student
When I was a little girl, I always dreamed of being a doctor. I remember how I used to ask my friends to
play me and bring their dolls to get cure. Eventually when I was close to graduated from High School and
everyone is ready to go to college, I found out that I have to put my dream on a side and move to nited
stated.
When I came to tah, I reali!ed that everything was a different culture and social environment. " big plus
was to learn about the L#S culture. I didn$t have relatives in tah. "nd I had no car or any type of
transportation.
Later during this %ourney, I did some research on what college was convenient for me to go to. &y friends
recommended coming to SL''. I decided to enroll for classes at Salt Lake 'ommunity 'ollege.
I took my placement test and I got place in Writing, (eading and &ath. I didn$t have a sponsor or
scholarship but decided to pay from my pocket.
Later I wasn$t clear about what ma%or will I choose. I started paying for course that vaguely knew about. I
was more in a )e*plorer mode+ I started my pre,re-uisites for college courses. "nd it was ok at first. I was
so happy to be able to finish the three semesters I took my placement test and I found out how many
courses I needed it to start college classes.
Eventually I started making bad choices. I invested money and wasted my time because I was not ready
to start college. .irst at all, I have to admit that school was no longer an option when I lost my %ob. I was
working as a temporal and stop attending. I ended up paying a whole semester thru a collection company.
/0hat$s right, the full tuition plus interest and collections fee1 Eventually I decided to start all over again. I
got support from who was my significant other at the time.
I did well for a while and again I had to withdraw twice because I lost my house and I lost my %ob again.
When I finally decided to get back on track I had an academic hold for my lacked attendance.
I didn$t try anymore. I %ust reali!ed that I was too vain and my ego was hurt somehow. I forced myself to
keep going with school %ust because I was e*perienced the pressure from my family and friends. "nd I
didn$t want to admit myself that I was not ready for college.
I didn$t feel in a good emotional state of mind. I was frustrated and upset with school and myself. I
e*perienced some emotional crisis, and my image about college change. Some people are able to cover
their emotions very well. "nd this was my case. I was hiding my emotions I was avoiding to face my
feeling and emotions When I finally reali!ed I was ready to start over 2 I found myself in another obstacle.
#ue my unsatisfactory attendance to college I was denied to received student loans and scholarships
until I meet criteria again. I applied and appealed for a second chance. &y appeal was denied and I had
to figured and ask myself the same -uestion again3 Why this is so important to me3 Why "m I doing this3
4f course I took a long break to set and change my goals and priorities. Eventually I learned that I was
finally ready to do this /going back to school1 when I started making decisions for my future. I feel more
mature and ready to pursuit my college degree because I finally found my passion. I$m currently pursuing
a 5ursing ma%or. I know is a long %ourney but I feel that everything is good, including the ups and downs, I
feel that I$m ready to take the ropes of my education.
So far my e*perience at SL'' is great. I 6am en%oying everything so far. Even those moments that I want
to run away from homework. I do more research and I update my knowledge regarding college policies.
"t this point I reali!ed that everything has a purpose. I think I wasn$t ready after all. However things
change and I feel that I am more capable to make wise decisions and a keep a good attitude. I finally
learned how to be a college student.
What really Freedom means to us?
The text of President Bush's address Tuesday night, after terrorist attacks on New York and Washington:
For us, American citizens we remember and celebrate our freedom. As part of our traditions to do so, we mark our calendars for
Flag Day, 4
th
of July and Veterans day. We embrace our freedom with Fireworks, days off, long weekends and barbeques with
family and friends. We get an atmosphere of social and good time with our beloved ones that we forget what really freedom means
to us. Unfortunately we easily forget the real meaning of freedom, and sometimes we dont remember the high price that our heroes
and victims had to pay for us and give us Freedom and we take this right for granted. America is one of the strongest and powerful
countries in the world. Freedom is our right as citizens but what really freedom means to us?
On September 11, 2001, 19 militants associated with the Islamic extremist group al-Qaeda hijacked four airliners and carried out
suicide attacks against targets in the United States. Two of the planes were flown into the towers of the World Trade Center in New
York City, a third plane hit the Pentagon just outside Washington, D.C., and the fourth plane crashed in a field in Pennsylvania.
During that day the news coverage was focused in the same scene about this moment.
This infamous attack was capture and repeated over and over again when this specific event showed that our freedom as American
people was threatened in our own soil. Unbearable pain and sorrow was shown on national and international television when those
planes crashed. Cries of disgust, horror and loss were expressed and feel for every American citizen and sympathies from others
from Allies countries around the world.
President George W. Bush addressed with his uplifting speech to the Nation on the evening of the 2001.Bush opened his speech by
recognizing that our freedom is in endangerment. During his first term as President, Bush encounters the September 11 2011
terrorist attack. In response, Bush took action and the War on Terror was announced. An intense and expensive war in Afghanistan
was launched in 2001 Also the war in Iraq was launched in 2003.
President Bush approached the nation by mentioning in categories the victims of the longest day in New York City. By appealing to
pathos and logos, Bush knew that every victim and casualties will be associated and related by anyone in America and the whole
world. The victims were in airplanes or in their offices: secretaries, businessmen and women, military and federal workers, Moms
and dads. Friends and neighbors President Bush continues to relate his emotions by making himself as part of the people. During
his speech; Bush spoke in third person. By validating all those feelings and emotions of sadness, anger and fear, Bush brought an
authentic comfort to the Nation.
Bush by using an accusatory tone in his speech, mentioned and remained American citizens that the purpose of this attacks were to
intimidate and create chaos in our nation. At the same time Bush appeals to Ethos by establishing that the attacks wont make
America to be weakened under any circumstance, because our Nation is strong. Terrorist attacks can shake the foundations of our
biggest buildings, but they cannot touch the foundation of America. These acts shatter steel, but they cannot dent the steel of
American resolve.
Bushs choice of words and tone provided comfort to America. Even when he shifted from a sympathetic and humanitarian tone of
voice to an accusatory and condemnatory one, Bush embraced the best of our nation. He corroborated and reassured that our
nation is the brightest beacon for freedom and opportunity in the world. America was targeted for attack because we're the
brightest beacon for freedom and opportunity in the world. And no one will keep that light from shining.
In the longest day for New York City, President Bush is firm with his speech; He repeated brings back the disapproval of the evil in
humans, in contrast, Bush confirmed that our country has the best people to responded in difficult situations by showing care and
support to others in need. Today, our nation saw evil, the very worst of human nature, and we responded with the best of America,
with the daring of our rescue workers, with the caring for strangers and neighbors who came to give blood and help in any way they
could.
During this day of grief, Bush set priorities for the nation. As a top priority; people in need received help and immediate assistance.
Military was prepared for further attacks. Bush showed confidence and guaranteed that the government will be open for business
and operations the following day. Once again, Bush appeals to Ethos and Logos and using a superiority tone of voice to confirm that
we will stand together in this difficult day. He also declares to bring into justice to the people responsible of this act.
President Bush sent a message on behalf of the American people; He sent thanks to the many world leaders who had called to offer
their condolences and assistance and at the same time to imply that America was supported by Allies countries around the world.
On the most tragic day for America, George W Bush comes to the end of his speech and appeals to Pathos by encourage people to
get closure, asking for prayers, unity and support for victims and families in grieve. Bush asked to seek comfort and warmth in a
verse in the bible: (Psalm 23). "Even though I walk through the valley of the shadow of death, I fear no evil, for you are with me.
Bush encouraged the nation to be strong and always remember this day to fight for justice and peace. This is a day when all
Americans from every walk of life unite in our resolve for justice and peace. America has stood down enemies before, and we will do
so this time. None of us will ever forget this day, yet we go forward to defend freedom and all that is good and just in our world.
In this speech, President Bush provides comfort to the country by embracing the strength of America, strongly appeals to pathos. He
effectively speaks justice to perpetrators.
September 11, 2001 was a day when our freedom was threatened and our safety was at risk with evil intimidations attacks and
unbearable loss life and our peace of mind. As today we continue to be a Supreme nation. America still is strong and free. Over
3000 people were killed that day. Victims and heroes, friends and relatives sacrificed their lives in order to endured freedom in our
nation. September 11 was a day when every citizen lost something. But we also gain courage, unity and love for our country. Its
important to remember for every patriotic holiday why we have freedom, but everyday should be a day to remember what really
freedom means to us.

The reality of mental illness in adolescents
Being in the Adolescence stage is not an easy time for #ids and parents. As children move through the
various tumultuous transitions that accompany adolescence 4 physical, emotional, hormonal, se$ual,
social, intellectual 4 the pressures and pro!lems they encounter can all too easily seem overwhelming.
5ental Illness affects appro$imately one fifth of youth worldwide. In the 'nited States, one in every four to
five adolescents meet criteria for a mental disorder. %here are many different conditions are recogni,ed
as mental illness. 5ental illness can drastically impair youth"s a!ility to function effectively. %hese young
people are at increases ris# if adverse outcomes that include school dropouts, incarceration and death.
.or many teenagers these and other pressures can lead to one or more of a variety of mental health
disorders6 all are matters of concern, and some are life-threatening. A few #ey tips for parents are listed
!elow:
%he more common types include:
An$iety disorders: &eople with an$iety disorders respond to certain o!/ects or situations with fear and
dread, as well as with physical signs of an$iety or nervousness, such as a rapid heart!eat and sweating.
An an$iety disorder is diagnosed if the person7s response is not appropriate for the situation, if the person
cannot control the response, or if the an$iety interferes with normal functioning. An$iety disorders include
generali,ed disorder, post-traumatic stress disorder 8&%SD9, o!sessive-compulsive disorder 8:0D9, panic
disorder, social an$iety disorder, and specific pho!ias.
5ood disorders: %hese disorders, also called effective disorders, involve persistent feelings of
sadness or periods of feeling overly happy, or fluctuations from e$treme happiness to e$treme
sadness. %he most common mood disorders are depression, mania, and !ipolar disorder.
&sychotic disorders: &sychotic disorders involve distorted awareness and thin#ing. %wo of the
most common symptoms of psychotic disorders are hallucinations -- the e$perience of images or
sounds that are not real, such as hearing voices -- and delusions, which are false !eliefs that the ill
person accepts as true, despite evidence to the contrary. Schi,ophrenia is an e$ample of a psychotic
disorder.
Eating disorders: ;ating disorders involve e$treme emotions, attitudes, and !ehaviors
involving weight and food. Anore$ia nervosa, !ulimia nervosa and !inge eating disorder are the most
common eating disorders.

Impulse control and addiction disorders: &eople with impulse control disorders are una!le to
resist urges, or impulses, to perform acts that could !e harmful to themselves or others. &yromania
8starting fires9, #leptomania 8stealing9, and compulsive gam!ling are e$amples of impulse control
disorders. Alcohol and drugs are common o!/ects of addictions. :ften, people with these disorders
!ecome so involved with the o!/ects of their addiction that they !egin to ignore responsi!ilities
and relationships.
Personality disorders: &eople with personality disorders have e$treme and infle$i!le personality
traits that are distressing to the person and)or cause pro!lems in wor#, school, or social relationships.
In addition, the person7s patterns of thin#ing and !ehavior significantly differ from the e$pectations of
society and are so rigid that they interfere with the person7s normal functioning. ;$amples
include antisocial personality disorder, o!sessive-compulsive personality disorder, and paranoid
personality disorder.
:ther, less common types of mental illnesses include:
Adjustment disorder: Ad/ustment disorder occurs when a person develops emotional or
!ehavioral symptoms in response to a stressful event or situation. %he stressors may include natural
disasters, such as an earth<ua#e or tornado6 events or crises, such as a car accident or the diagnosis
of a ma/or illness6 or interpersonal pro!lems, such as a divorce, death of a loved one, loss of a /o!, or
a pro!lem with su!stance a!use. Ad/ustment disorder usually !egins within three months of the event
or situation and ends within si$ months after the stressor stops or is eliminated.
Dissociative disorders: &eople with these disorders suffer severe distur!ances or changes in
memory, consciousness, identity, and general awareness of themselves and their surroundings.
%hese disorders usually are associated with overwhelming stress, which may !e the result of
traumatic events, accidents, or disasters that may !e e$perienced or witnessed !y the
individual. Dissociative identity disorder, formerly called multiple personality disorder, or =split
personality,= and depersonali,ation disorder are e$amples of dissociative disorders.
Factitious disorders: .actitious disorders are conditions in which physical and)or emotional
symptoms are created in order to place the individual in the role of a patient or a person in need of
help.
Seual and gender disorders: %hese include disorders that affect se$ual desire, performance,
and !ehavior. Se$ual dysfunction, gender identity disorder, and the paraphilia are e$amples of se$ual
and gender disorders.
Somatoform disorders: A person with a somatoform disorder, formerly #nown as
psychosomatic disorder, e$periences physical symptoms of an illness, even though a doctor can find
no medical cause for the symptoms.
Tic disorders: &eople with tic disorders ma#e sounds or display !ody movements that are
repeated, <uic#, sudden, and)or uncontrolla!le. 8Sounds that are made involuntarily are called vocal
tics.9 %ourette7s syndrome is an e$ample of a tic disorder.
:ther diseases or conditions, including various sleep-related pro!lems and many forms of dementia,
including Al,heimer7s disease, are sometimes classified as mental illnesses, !ecause they involve
the !rain.
0ompared with the general population6 young people are much li#ely to use react and respond to these
symptoms !y using firearms, suffocation and poisoning than other methods of suicide. >oung people also
e$pected to !e in the potential ris# of self-harm including suicide. 5ental illness has always !een part of
society. i#e any other type of health condition, mental pro!lems !ecome more o!vious and hard to deal
with. In the past this wasn"t a pro!lem !ecause the way of how things were handled !efore: >ou were
stupid or not. In %he 'nited States, (.* ? of *@ to *A years- old 8an estimate in @2*@ had at least one
5a/or Depressive ;pisode. .rom @22B to @2*@, the rate of 5D;85a/or Depression ;pisode9 among '.S.
youths increased from B.3? to (.*?. %he rate of 5D; increased among Cispanics 8from A.1? to *2.1?9
!ut not among +hites or Blac#s.
%he following four viewpoints are ta#en and presented to learn and perceive mental illness !y four
different perceptions:
Diewpoint E *: %he Social Stigma
In the Research 5ass Shooting and 5ental Cealth &olicyF !y Gessica Rosen!erg Research suggests
that mass shooting can increase mental health stigma, reinforce stereotypes that people with mental
illness are violent, and influence pu!lic policy. %he school shooting in Sandy Coo#, 0onnecticut, of
Decem!er *H, @2*@ was the largest mass #illing in %he 'nited States since the @22A Dirginia %ech
Shooting. %he Sandy Coo# shooting followed on the heels of the Guly @2, @2*@ movie theater shooting in
Aurora 0olorado. %hese events engendered widespread pu!lic anger renewed the de!ate on gun control
and led to several mental health policies at the state and federal level. %he relation !etween serious
mental Illness and violence is comple$. Same research suggest that demographic and economic factors,
such as !eing male, young and lower socioeconomic status are the ma/or determinants of violence.
Another research suggests that mental illness is it not associated with violence. %hen it was found that a
lin# !etween mental illness and violence will !e su!stance a!use. Su!stance A!use, even in the a!sence
of psychiatric disorder is associated with violence. Cowever this relationship needs to !e interpreted
carefully. Su!stance a!use is largely associated with violence !ecause of it criminal record. %he
psychoactive effects of certain su!stance, primarily cocaine, methamphetamine and alcohol considered to
contri!ute to violence. 0onclude that mental illness is 8.a,el I Jrann, @22K9
5ental Cealth seems to !e shame to family. &eople place a la!el on each person with a mental disorder.
%hese illnesses can !e treated and controlled. &eople with mental illness are not violent or stupid. %hey
are human !eings. Lot frea#s. Society needs to ma#e an effort and support programs, and any other
source that will help people with these pro!lems.
Diewpoint E @: %he Social +or#er"s role
%he National Association of Social Workers 8NASW9 is the largest mem!ership organi,ation of
professional social wor#ers in the world. In @22B Lasw has identified universal access to health and
mental health care as one of social wor# top priorities. Lational and international initiatives to improve
health literacy amount the general pu!lic are congruent with LAS+"S goal. Cealth iteracy is the degree
to which individuals have the capacity to o!tain process and understand health information and services
that are needed to ma#e appropriate health decisions. ow levels of health literacy contri!ute to worse
health outcomes, including increased incidents of chronic illness. In 5ental Cealth iteracy: Social
+or#"s Role in Improving &u!lic 5ental Cealth"" commentary is e$pressed that %he lac# of focus on
mental health literacy presents a serious shortcoming in health literacy efforts, as a current estimates
reveal that mental health disorders are highly prevalent in the 'nited States, with more than a <uarter
8@K.K percent9 the adult population and appro$imately *3 percent 8*32* percent9 of children reporting a
diagnosa!le mental health disorder in a given year. 80ole I 0oleman @2*29
Social wor#ers wor# is to help people. %hey assist people in managing their daily lives, coping with
issues, navigating relationships, and solving personal and family pro!lems. Social wor#ers may develop,
implement, and assess programs to address social issues such as domestic violence, poverty, child
a!use, and homelessness. Social wor#ers in mental health e$perience the lac# of #nowledge in mental
illness terminology. 'ltimately, increasing mental health literacy empowers individuals and communities to
!e inform and prevent episodes of mental illness.
Diewpoint E 3: 5edical)&sychiatrics
%his view point is added from Issues in 0omprehensive &ediatric Lursing Cealth-Ris# Behaviors in ;arly
adolescenceF ynn Rew, ;dD, ACL-B0 RL .AAL, !rings to considerations a very concerning factor
related in ris#y !ehaviors such as self-harm to self and others and suicide. 8carrying a weapon, smo#ing,
drin#ing alcohol, drugs9%he ma/or mor!idities and mortalities of adolescents are related to preventa!le
ris#-!ehaviors. It is unsure when and how these illnesses are developing in children.
>outh will e$hi!it many patterns of health !ehaviors that will e$pose them and will e$pose others to a
dangerous situation. In most cases children will show !ehaviors such as carrying a weapon, Alcohol
consumption and to!acco and other su!stances use, !ecause they o!serve others or have to deal with
peer pressure. In most cases #ids may need to !e medicated to improve and change symptoms such as
depression and psychosis.
ess than half of the adolescents who need mental health care receive treatment. A social stigma
continues to surround mental health disorders, and mental health care is fre<uently difficult to access.
%oday, more than one in *2 adolescents lac#s insurance and, when they are covered, the amount of
mental health services they can receive is often limited. Initially identifying a mental health disorder is also
challenging4issues are often first identified at school. Researchers have documented a num!er of
disparities in access: among adolescents, those that are homeless6 served !y state child welfare and
/uvenile /ustice systems6 and are les!ian, gay, !ise$ual, and)or transgender are often the least li#ely to
receive services.
Diew EH: &arents
A less researched aspect of parents Mand family mem!ers is mentioned in >outh 5ental Illness and the
.amily: &arents" oss and Jrief, 5egan Richardson: &arents and family mem!ers whose adult child or
relative has a mental illness endure significant losses, to which they respond with grief. Such grief may
negatively affect family mem!ers Mphysical and psychological health and also the relationship with their
relatives. .amily mem!ers often feel as though they have lost their relative"s former or ideali,ed self. %hey
will e$perience a sense of loss in their financial security and will e$perience the preoccupation with their
relative"s mental illness, stigma and difficulties accepting their circumstances. .amily mem!ers" loss in
relation to relative"s mental illness is not often recogni,ed !y their community. %his type of loss is
am!iguous and unending. .amilies find a hard time dealing with this pro!lem. Sadly, parents also
encounter insurance companies regardless what treatment their #ids can received !ase on their
insurance policy.
Insurance call the shotF of how many days you should stay at the hospital or when you need this
treatment.
Important mental health ha!its4including coping, resilience and good /udgment4help adolescents to
achieve overall well!eing and set the stage for positive mental health in adulthood. Although mood swings
are common during adolescence, appro$imately one in five adolescents has a diagnosa!le mental
disorder, such as depression and)or acting outF conditions that can include e$tremely defiant !ehavior.
.riends and family can watch for warning signs of mental disorders and urge young people to get help.
;ffective treatments e$ist and may involve a com!ination of psychotherapy and medication.
'nfortunately, less than half of adolescents who need mental health services receive them.
%o help .amilies is important to create a &ositive mental health. %he stigma is there, however we are
responsi!le in how to respond to this situation. .irst you have to ac#nowledge the situation and find
solutions. .or e$ample : =Resilient= adolescents are those who have managed to cope effectively, even in
the face of stress and other difficult circumstances, and are poised to enter adulthood with a good chance
of positive mental health. A num!er of factors promote resilience in adolescents4among the most
important are caring relationships with adults and an easy-going disposition. Adolescents themselves can
use a num!er of strategies, including e$ercising regularly, to reduce stress and promote
resilience. Schools and communities are also recogni,ing the importance of resilience and general
emotional intelligenceF in adolescents" lives4a growing num!er of courses and community programs
focus on adolescents" social-emotional learning and coping s#ills. 5ental Cealth is a /ourney in life. Lo
matter how the road loo#s ahead of you, it"s important to find the ways and solutions to move forward. It"s
important in get educated is mental health. 'nfortunately there is no much in the pu!lic eye !ecause the
C;&&A regulations, !ut you can find support with your doctors and pediatrician to see#s for professional
help.

0itations
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