Coping With the Fear of Blood

Coping With the Fear of Blood Phobias Types Print Symptoms and Treatment for the Fear of Blood By Lisa Fritscher Lisa Fritscher is a freelance writer and editor with a deep interest in phobias and other mental health topics. Learn about our editorial policy Lisa Fritscher Medically reviewed by Medically reviewed by Steven Gans, MD on August 05, 2016 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on August 13, 2019 Martin Barraud/OJO Images/Getty Images More in Phobias Types Causes Symptoms and Diagnosis Treatment In This Article Table of Contents Expand Symptoms Causes Hemophobia in Popular Culture Consequences Treatment View All Back To Top Hemophobia, or fear of blood, is a common specific phobia. The fear is categorized by the DSM-5  (Diagnostic and Statistical Manual, 5th Ed.) as part of the subtype “blood-injection-injury” phobias. This subtype, which also includes needle phobia, can cause symptoms that are not frequently seen in other types of specific phobias. Symptoms Most types of specific phobia cause heart rate and blood pressure to rise. Hemophobia and other blood-injection-injury phobias frequently cause a drop in blood pressure and heart rate. The sudden drop can lead to fainting, a relatively common response to the sight of blood. Anticipatory anxiety, in which you may experience a racing heart, shaking, and gastrointestinal distress, is common in the hours and days before an upcoming encounter with blood. Causes Hemophobia is often related to other phobias. Trypanophobia, or fear of medical needles, is sometimes associated with hemophobia. Some people with a fear of blood also have other medical phobias, such as fears of doctors and dentists. The field of medicine is popularly associated with gruesome images of spilled blood, particularly in television and movies, which may help to perpetuate such phobias. Hemophobia may also be associated with health phobias including hypochondriasis and nosophobia. Bleeding is an indication that something is wrong with the body, and the sight of one’s own blood can be enough to trigger? health anxiety. In those who experience  mysophobia  or fear of germs, the sight of someone else’s blood can trigger fears of catching a disease. In some cases, the fear of blood may be related to the fear of death. Hemophobia may be caused by a previous negative experience with blood. Those who have been through a traumatic injury or illness that caused a major loss of blood may be at increased risk. However, hemophobia may be inherited or even be rooted in evolutionary factors. Hemophobia in Popular Culture Because the fear of blood is extremely common, it is frequently exploited in popular culture. Horror movies and Halloween events prey on our natural aversion to blood, often featuring large quantities of fake blood in full Technicolor glory. Of course, as the 1980s slasher genre proved, it is easy to become emotionally numb to such images, particularly for those who have a fear, but not a full-blown phobia. Part of the reason that the shower scene in 1960s Psycho is still considered a masterpiece is the relative lack of gore. The scene was shot in black and white, and the knife never actually pierces the skin. Yet the mind fills in all of the details of a gruesome knife attack. Spilled blood sometimes creates a paradoxâ€"we can’t bear to look, yet we can’t bring ourselves to look away. Consequences Hemophobia can cause a wide range of difficulties that may prove life-limiting or even dangerous. If you are afraid of blood, you may be reluctant to seek medical treatment. You might postpone or avoid annual physicals and needed medical tests. You may refuse surgery or dental treatments. Parents with hemophobia may find it difficult or impossible to bandage their children’s wounds. You might pass these tasks off to your spouse whenever possible. You may also overreact to minor injuries in your children as well as yourself, frequenting emergency rooms or walk-in clinics when home treatment would suffice. A fear of blood may also cause you to limit activities that carry a risk of injury. You might be unable to participate in outdoor activities such as hiking, camping or running. You may avoid sports, carnival rides and other activities that you perceive as dangerous. Over time, such avoidant behaviors can lead to isolation. You might develop a social phobia  or, in extreme cases, agoraphobia. Your relationships might suffer, and you might find it difficult to participate in even the normal activities of daily living. Feeling depressed  is not unusual. Treatment Hemophobia responds very well to many treatment methods. One of the most common is cognitive-behavioral therapy. You will learn to replace your fearful self-talk with healthier responses to the sight of blood. You will also learn new behaviors and coping strategies. If your phobia is severe, medications can help control the anxiety, allowing you to focus on treatment strategies. Other forms of talk therapy, hypnosis, and even alternative treatments may also be helpful. A skilled therapist can guide you through the process of recovery, which can be difficult or impossible on your own. With help, though, there is no reason for hemophobia to control your life.

Law Enforcement Is Not The Public Safe - 1675 Words

Law enforcement is meant to keep the public safe and ensure that everyone is abiding by the regulations set in place in the United States of America. However, with such responsibility comes power and this often goes to one’s head. Some officers take advantage of the authority that they have over the public. People are becoming more and more aware of the police brutality that occurs in this country as more cases are brought to the attention of the media. It is becoming increasingly common for people to film interactions with the police, especially the cases where there is misconduct. A large amount of the cases that are brought to the media’s attention are that of Black people being killed or assaulted by the police; that is most likely†¦show more content†¦Of course, not everyone believes that police officers are doing the wrong thing, many feel as though they are doing their job just as they should. The United States has an issue with their police forces and t he way that they are taught to do their jobs. With all the police brutality cases that have been on a steady up rise, the time for change is soon and it is needed, especially when it comes to the treatment of the Black community of America in the hands of the law. The problem begins with what is taught the officers in the police academy. The cadets are taught to be quite militaristic with their actions. This is the traditional way of teaching in the academies and for the most part it has been carried out until this day. Their organization is also a bureaucracy and so while officers are in control of the public, their higher officials are in control of them; they do not really get a say in the changes that are put into place in their work environment (Chappell). Not only are they controlling as a unit, they are also a work force that it based on masculinity because traditionally only men were police officers. â€Å"The way many men felt about women becoming police officers with them [was that] women simply did not belong† (Prokos and Padavic). Because of the teachings that suggest that masculinity is a key part of becoming an officer and the mindset of fellow male officers, women are highly underrepresented in

Oedipus the Tragic Hero - 754 Words

In the play Oedipus the King we identify the classic tragic hero. The character Oedipus Rex plays the role of the tragic hero perfectly. He shows the three main characteristics being talented and of noble birth, possessing a tragic flaw that causes the downfall and pain of everyone, and the recognition of responsibility. Oedipus’s first characteristic of being a tragic hero is being talented and of noble birth. Oedipus was talented because during his journey to runaway form his curse, the oracle foresaw for him. He stumbled upon the Riddle of the Sphinx in Thebes; Oedipus solved the riddle and was rewarded to be king and was given the old kings wife. (â€Å"You freed us from the Sphinx; you came to Thebes and cut us loose from the bloody†¦show more content†¦As you can see in Oedipus the King, Oedipus was a character in the begging you probably hated for his selfishness, but just had to feel bad for seeing all these mysteries unfold before Oedipus showing he was the curse that the prophecies foresaw the one to murder his own father and then to wed his ownShow MoreRelatedOedipus As A Tragic Hero1506 Words   |  7 PagesA true hero does not merely wear a cape, but this individual possesses admirable characteristics. A hero inspires the people around him and he is honorable. Heroes influential individuals from fairytale stories and myths of a real-life hero. Yet, none of these influential people are perfect. The tragic hero is clearly defined by Aristotle as being a person of admirable character, yet completely human with noticeable flaws. Moreover, this individual is not exempt from suffering. In Sophocles’ tragicRead MoreIs Oedipus A Tragic Hero?1167 Words   |  5 Pages2014 Is Oedipus a tragic hero? Aristotle, Ancient Greek philosopher whom did a lot of philosophizing, he believed in a logical reality. Aristotle’s objective was to come up with a universal process of reasoning that would allow man to learn every imaginable thing about reality. The initial process involved describing objects based on their characteristics, states of being and actions. Aristotle once said A man doesn t become a hero until he can see the root of his own downfall†. Oedipus was a mythicalRead MoreOedipus As A Tragic Hero1724 Words   |  7 Pagesstory of Oedipus, Oedipus is considered a â€Å"Tragic Hero† because of the tragic fate and effect that he had upon his life. My definition of a tragedy is a great loss that has a unhappy ending to which concluded me to state that Oedipus falls under that category. Throughout the book, Oedipus is leading himself to his own destruction when trying to find the killer of the late King Laios. So when a journal article I found published by The John Hopkins University Press stated that a â€Å"tragic hero is a manRead MoreOedipus-a Tragic Hero706 Words   |  3 PagesRunning head: Oedipus-A Tragic Hero Research Paper ENGL 102: Literature and Composition) Fall 2015 Melinda Meeds L26683811 APA Outline Thesis: In Sophocles’ â€Å"Oedipus†, Oedipus is exemplified as a tragic hero according to Aristotle’s definition because his story appeals to the reader’s humanity in the way he maintains his strengths after inadvertently causing his own downfall. I. Oedipus A. The noble birth. B. Describe Oedipus’ character. II. Tragedy A. DescribeRead MoreOedipus the Tragic Hero1390 Words   |  6 PagesOedipus; The Tragic Hero In the Fourth Century BC, a famous philosopher named Aristotle wrote about the qualities that a tragic hero must possess. Ever since that time, there have been many examples of tragic heroes in literature. None of those characters, however, display the tragic hero traits quite as well as Oedipus, the main character from the play Oedipus Rex by Sophocles. Oedipus is, without a doubt, the absolute quintessence of a tragic hero. His example shines as clear as a sunny summerRead MoreOedipus, A Tragic Hero1648 Words   |  7 Pages Oedipus, a Tragic Hero Bob Livingston Liberty University â€Æ' Sophocles presented the world with Oedipus around 2500 years ago. Never-the-less, the story remains among the most riveting of all time. He was, in fact, a man that was driven by a very high internal moral standard. It was that internal moral standard that ultimately entwined him in a sequence of events and circumstances that placed him in the spousal relationship with his mother. Oedipus, in fact, can truly be regarded as a tragic heroRead MoreOedipus a Tragic Hero1516 Words   |  7 PagesOedipus A Tragic Hero English 102 Literature and Composition Summer B 2011 Terry Garofolo 22816762 APA Sophocles presented the world with Oedipus around 2500 years ago. Never-the-less, the story remains among the most riveting of all time. Unfortunately, today when we hear the mention of the name Oedipus we place negative connotations around it. Oedipus, after all, had an unnatural sexual relationship with his own mother! In actuality, however, this relationship emerged entirely innocentlyRead MoreOedipus As A Tragic Hero1094 Words   |  5 PagesIn the play Oedipus the King, Oedipus struggles to accept the truth and lets his temper over power him. He can be displayed as a tragic hero. His refusal to accept the truth led to Oedipus’ down fall. A tragic hero, as defined by Aristotle, â€Å"is a literary character who makes a judgment error that inevitably leads to his/her own destruction.† Sophocles’ Oedipus exemplifies Aristotle’s definition of a tragic hero. In the play, Oedipus unknowingly has cursed the entire town of Thebes. He was cursedRead MoreOedipus, a Tragic Hero?2158 Words   |  9 PagesOedipus, a Tragic Hero? Elizabeth Howell English 102- B33 Professor Katie Robinson Liberty University October 12, 2012 Oedipus, a Tragic Hero? Thesis: Using Aristotle’s five different descriptions of a tragic hero, we will show that Oedipus in Oedipus the King is in fact a tragic hero and how his decisions led to his downfall. Outline: I. Introduction and Thesis Statement II. Is the character of noble birth? A. King of Thebes B. Real father was king III. Though the tragic heroRead MoreOedipus, A Tragic Hero1832 Words   |  8 Pagesmany others will likely fade away. Oedipus Rex is a tragic tale set in Ancient Greece. Greek thinker, Aristotle, said there were certain elements that would make a person qualified as a â€Å"tragic hero.† (Adade-Ywboah, Ahenkora Amankwah, 2012). We think of heroes being larger than life, possessing impeccable honor, integrity, strong leadership and having the higher moral ground. However, tragic heroes are different; they are imperfect and will inevitably face a tragic downfall. Per Aristotle, there are

How far do these sources suggest that young Henry Free Essays

How far do these sources suggest that young Henry VIII was an impressive figure as a king? In the 16th century an impressive figure of a king would mean that he demonstrated power both physically and economically and a good education. However as source two suggests, Henry might be considered less than impressive as he shows insecurities. A stronger argument though is that Henry did demonstrate the features of an impressive king as he had all the attributes listed above which is clear from all three sources. We will write a custom essay sample on How far do these sources suggest that young Henry or any similar topic only for you Order Now It might be inferred that Henry was less than impressive as he was clearly insecure. Source two shows Henry seeking to compare favourability with his rival king Francis I of France. He persistently asks the Venetian ambassador whether he is more physically impressive than Francis e. g. Henry asks What sort of legs has he got? Such insecurity might encourage challenges as Henry could be seen as unconfident about his own authority. This argument could gain weight from the fact that the ambassador would be seeking to provide accurate information to the government of Venice. It could however be seen as the only one incident by a king who had only been on the throne for six years. Also it is not sustained in the other two sources. The strongest argument suggests that Henry VIII was an impressive figure as king. From source two it might be inferred that Henry is very well educated as it shows Henry addressing the Venetian ambassador in French, â€Å"His majesty addressing me in French†. During his time on the throne only rich, well educated people could speak more than their native language. His good education also shows that he has an attribute of an impressive fgure of king. The strongest argument which suggests that Henry was an impressive king gains weight from the Venetian ambassador being a eliable source. Source two is a written article so it is more likely to be reliable than a painting. The Venetian ambassador is also likely to be speaking the truth as he wants to tell the Venetian government accurate information and has no reason to lie. Source one also lends weight to the strongest argument that Henry VIII was an impressive fgure as a king. Source one implies that Henry is a very rich and powerful king as it shows us spending time practicing his archery with his guards. â€Å"The king was practicing archery in the garden with the archers of the guard. † It could be nferred from this that Henry has free recreational time as he is already in control of everything else. The argument that he is an impressive king gains weight from this because he has power over everyone, and that he gets people to do the Jobs he would normally have to do. This can be inferred from source one as Henry spends his time in the garden â€Å"practicing archery with the archers of the guards. † This suggests that Henry has appointed other people to do the Jobs he would have to do whilst he is in the garden practicing archery. It could also be inferred that he is wealthy because ne would e paying these people to do Jobs tor him. The source is a written document taken from a personal diary of the kings Chaplin, John Taylor in 1513; he was also a royal official. The source is likely to be accurate and reliable as it is a personal diary. John Taylor would have been recording what he sees and as it is personal, there is no need to lie. Therefore we can infer that source one is a reliable source, this lends weight to the strongest argument that Henry VII was an impressive fgure as king. Henry tried to portray himself as a warrior king during his early reign showing his mpressive fgure as king. Source two implies that Henry was an impressive warrior king because he says â€Å"look here and I also have a good calf to my leg†. This shows that he is physically impressive, a characteristic of an impressive warrior king. We can rely on this source as it was taken directly from the Venetian ambassador’s report to his government. We can also infer from source three that Henry is physically impressive as the portrait shows a large man with broad shoulders. This agrees with source two and therefore supports the strongest argument that Henry was an impressive fgure as king. However this portrait is by an unknown artist therefore it is very unreliable. It is also highly likely that Henry has paid the artist to make him look like an impressive warrior king. The argument that Henry was an impressive warrior king is also strengthened by source one. We can infer from source one that he had characteristics of a warrior because it tells us of how he was practicing with his guards at archery. Not only was he practicing with them, he also beat them as he hit the mark in the middle. We can rely on this source as it is taken as an extract from a personal diary written by the kings Chaplin. The strongest argument suggests that henry was an impressive figure as king. This can be inferred from all three sources. Source one implies that Henry is an impressive fgure as king as he is superior to all of his guards as he beats them at archery, hitting â€Å"the mark in the middle†. We can also infer from source one that he has power over everyone else. He has enough time to practice archery; this means that he is employing people to do his Jobs he would otherwise have to do. Source two also implies Henry was an impressive figure of a king as it tells us that Henry was physically impressive. l also have a good calf to my leg†. The argument that Henry was an impressive fgure as king is also supported by source three as Henry VIII’s portrait shows a physically impressive King with broad shoulders. We can also infer from source three that Henry VIII is very wealthy as he is wearing a lot of Jewellery. Source two also implies that Henry was well educated as it shows Henry addressing the Venetian ambassador in French, â€Å"His majesty addressing me in French. † nery was HHhffAll three sources suggest that Henry was an impressive king as he demonstrates power both physically, economically and he has a good education. How to cite How far do these sources suggest that young Henry, Papers

Othello 3 Essay Research Paper In the free essay sample

Othello 3 Essay, Research Paper In the drama Othello, Shakespeare uses Iago, Cassio, Roderigo, and Othello to stand for hatred, trueness, love, and green-eyed monster in world. Hatred being the thing of enviousness and aspiration presented it self in may different signifiers. Loyalty being one of the signifiers, hatred presented itself as friendly and gracious. Loyalty besides took on another signifier because with love one will be willing to make anything to obtain it. Jealousy taking on another signifier of hatred has control of over one s actions. Shakespeare makes the commentary that every male coinage is different. Iago was filled with hatred in which he used to play on others mind. Iago stated to Roderiga, why, by doing him uncapable of Othello s topographic point: strike harding out his encephalons, shows that he is willing to utilize anyone for his hatred against Othello. He would utilize anyone, he used his ain married woman Emila, to steal Desdemona hankie for his oblique program. We will write a custom essay sample on Othello 3 Essay Research Paper In the or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Iago pretended to be Cassio friend so he can put him up to play on Othello hatred. Iago was the most signifier of hatred in the book, taking on many personalities to setup Othello. Bing a soft adult male to everyone around him, Cassio had trueness and had great manners. He would lodge by Othello side through anything. He neer knew he was being setup by Iago, but he ever maintain his trueness to Othello. He had great manners particularly when it came to adult females ; these manners came into Iago theatre in acquiring Othello mad. Cassio saying, I will instead action to be despised than to lead on so good a commanding officer with so little, so bibulous, and so indiscreet and officer, shows that he have batch of trueness for Othello and it hurt him to believe about bewraying him. Othello was loyal and honest throughout the book. Bing drivin g by love, Roderigo would make anything to acquire Desdemona. Roderigo at the get downing Begin to province bashful things to Brabantio about the Moor and his girl. This action shows you that Roderigo is willing to make anything he can to acquire Desdemona. Roderigo stated to Iago that he will sale his land, this action shows that he is willing to give up all his belongings to win Desdemona. Roderigo moreover, agrees to kill Cassio demoing he will kill for the love of Desdemona. Roderigo had deep love for Desdemona that blinded him. Bing controlled by his actions, Othello had no control over his action. Jealousy had taking over so much of Othello head he was willing to kill he love Desdemona. This action shows that he had no control over himself. He felt that his true friend Cassio had betrayed him by kiping with his married woman. This action shows that Othello had no train of idea. When Othello found out that Iago had set everything up, he realized the mistakes of his error. By recognizing this, it shows that Othello didn Ts have control of what he did and allow green-eyed monsters hold control of his head. Othello was a adult male genuinely in love but was blinded by green-eyed monster. Shakspere shows that every male have a different manner of thought. Iago, a scoundrel with an outward visual aspect of honestness but filled with hatred, enviousness and aspiration was will to utilize anyone to acquire back at Othello. Cassio was a gentleman that had trueness for the place in which he held. Roderigo was willing to give up religion and belongings for the love he felt for Desdemona. Othello had bravery and leading by nature but was easy persuade by green-eyed monster for the love he had for Desdemona. By bring forthing the same state of affairs from different points of positions, Shakespeare shows us how every male act different.

Eating Disorders essay

Eating Disorders essay Eating Disorders essay Eating Disorders essay  Ã‚  Ã‚     Anorexia Intervention ProgramAnorexia is often connected with low self-esteem and wrong perception of person’s own body.Intervention steps:Giving the person information about the illness and making understand that there is a problem. For this purpose pictures and weight charts may be used in order to help the person to feel that her weight is much lower than the norm.Giving support. Overcoming anorexia is a hard work and it is necessary to find people who would support the person during the period of rehabilitation.Work with self-esteem. As mentioned above anorexia is often connected with low self-esteem and that is why different techniques for the correction of self-esteem should be applied.Discussing food and diet. Support in composing healthy and nutritious menu can be very helpful for the person with eating disorders. It may help to avoid many problems in the future.Planning physical exercises and leisure. Physical activity can be a g ood help for keeping fit and getting in terms with your own body. Training plan can be developed together with the specialist who is aware of the problem.     Bulimia   Intervention ProgramBulimia eating disorder is also connected with low self-esteem. In addition, the questions of self-control are also up to date when we speak about this disorder. The intervention plan will repeat the one suggested for Anorexia but with some changes.Intervention PlanAdmitting the problem. Giving the person facts which prove his/her disorder. Speaking about possible consequences.Giving support. Very often bulimia is connected with the feeling of gilt and fear of rejection. The promise of support from friends and relatives would contribute greatly to the solution of the problem.Dieting plan. Excessive eating should be replaced by a well-planed diet and this can be done with specialists’ help.Physical activity and active leisure. Professional help with composing a training plan can help t o control weight and prevent from consuming extra food.Finding a group of support. Friendly help and people’s support who have the same kind of disorder may be very useful in this situation.   If it is possible, it is necessary to help the person with the disorder to find such a group.

Group Essays Develop 21st Century Skills

Group Essays Develop 21st Century Skills Teachers in any discipline should consider assigning a collaborative writing assignment, such as a group essay or paper. Here are three practical reasons to plan to use a collaborative writing assignment with students in grades 7-12.   Reason #1:  In preparing students to be college and career ready, it is important to provide exposure to a collaborative process.  The skill of collaboration and communication is one of the 21st Century Skills embedded in academic content standards.   Real world writing is often completed in the form of group writing- an undergraduate college group project, a report for a business, or a newsletter for a non-profit institution. Collaborative writing can result in more ideas or solutions for completing a task. Reason # 2: Collaborative writing results in fewer products for a teacher to assess. If there are 30 students in a class, and the teacher organizes collaborative writing groups of three students each, the end product will be 10 papers or projects to grade as opposed to 30 papers or projects to grade.   Reason #3: Research supports collaborative writing.  According to Vygostsky’s theory of ZPD (zone of proximal development),  when students work with others, there is an opportunity for all learners to work at a level slightly above their usual capacity, as co-operating with others who know a little more can boost achievement. The Collaborative Writing Process The most obvious difference between an individual writing assignment and a collaborative or group writing assignment is in the assigning of responsibilities:  who will write what? According to  P21s  Framework for 21st Century Learning, students engaging in collaborative writing are also  practicing  the  21st Century skills of  communicating clearly  if they are given the opportunity to: Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contextsListen effectively to decipher meaning, including knowledge, values, attitudes and intentionsUse communication for a range of purposes (e.g. to inform, instruct, motivate and persuade)Utilize multiple  media and technologies, and know how to judge their effectiveness a priori as well as assess their impactCommunicate effectively in diverse environments (including multi-lingual) The following outline will help teachers and then students address the logistics of running a collaborative assignment in which all members of the group have defined  responsibilities.  This outline can be adapted to be used in groups of various sizes (two to five writers) or to any content area. The Writing Process Any collaborative writing process must be taught to students and practiced several times a year with the goal for students to manage the group writing process themselves.   As in any writing assignment, individual or group, a teacher must clearly articulate the  purpose of the assignment  (to inform, to explain, to persuade...)  The purpose of writing will also mean identifying the target audience. Providing students a rubric for collaborative writing in advance will better help them understand the expectations for the task. Once purpose and audience have been established, then designing and implementing a collaborative writing paper or essay is not very different than following the five steps of the  writing process: PrewritingDraftingRevisionEditingPublishing Pre-writing process Students in the group review the  assignment and the requirements for the final product or paper;Students in the group  brainstorm and share ideas;Students in the group  formulate a draft or working thesis:This is a first attempt at developing a position or assertion;Because the  early stages of the writing process are where the groups writers are guided by questions they have (inquiry based learning), the working thesis is not the final thesis statement. Planning and Logistics Students in the group  decide together who will write which parts of the paper.  This will require that students collaborate, rather than merely cooperate. Here is the difference:When collaborating, students work together on a single shared goal;When cooperating, students perform together while working on selfish yet common goals.Students in the group  document the collaboration plan based on  the assignment requirements  (Ex: book review, pro/con persuasive paper) and agree upon the plan;Students in the group  determine a timeline that outlines deadlines for both individual and group responsibilities;Students in the group  determine when work can be done synchronously (in class/in person) or asynchronously (online). With the use of online writing platforms such as Google Docs, these group  determinations will help the group share updates and information more effectively. Management of Research Students in the group  draft how the assignment will be managed  (Ex: sections, chapters, paragraphs, appendices);Students in the group  determine how and where they will find trustworthy and timely source materials (books, articles, newspaper articles, videos, podcasts, websites, interviews or self-created surveys for research on topic);Students in the group  determine who will read and process the information;Pro/con evidence should be balanced;Evidence must be cited;Citations must be cataloged;Students in the group  analyze the evidence as to how well it supports position;Students in the group  determine the best way to include additional evidence (EX: pictures, graphs, tables, and charts.) Drafting and Writing Individual students keep in mind how the material and individual writing will fit into the paper or product.Students writing together synchronously  (in class/in person) or  asynchronously  (online):Writing as a group is  time-consuming; these opportunities should be left to making sure the document is organized to give the reader the impression of one cohesive voice.Student in the group should make sure that the paper or products content is clear and the writing communicates a single (or in the case of pro/con, a whole) message to the target audience before discussing stylistic changes. Revising, Editing, and Proofreading Students in the group review drafted parts of the document before merging into a single document;Students in the group  look for a logical flow of ideas. (Note:  Teaching students to use  transitions is critical to smoothing over individual drafts);Students in the group  revise content and structure of the paper;Students in the group  proofread paper and check for typos, spelling errors, punctuation problems, formatting issues, and grammatical mistakes. (Note: Reading the paper aloud  is an excellent strategy for editing). Additional Research on Collaborative Writing Regardless as to the size of the group or the content area classroom, students will manage their writing by following an organizational pattern. This finding is based on the  results of a  study  (1990) conducted by Lisa Ede and Andrea Lunsford that resulted in a book  Singular Texts /Plural Authors: Perspectives on Collaborative Writing,  According to their work, there are  seven noted organizational patterns for collaborative writing.  These seven patterns are: the team plans and outlines the task, then each writer prepares his/her part and the group compiles the individual parts, and revises the whole document as needed;the team plans and outlines the writing task, then one member prepares a draft, the team edits and revises the draft;one member of the team plans and writes a draft, the group revises the draft;one person plans and writes the draft, then one or more members revises the draft without consulting the original authors;the group plans and writes the draft, one or more members revise the draft without consulting the original authors;one person assigns the tasks, each member completes the individual task, one person compiles and revises the document;one dictates, another transcribes and edits. Tackling the Downsides to Collaborative Writing In order to  maximize the effectiveness of a collaborative writing assignment, all students in each group must be active participants. Therefore: Instructors need to monitor the progress of each group, provide feedback and assist when necessary.   Initially, this form of monitoring may be more time-consuming than traditional teaching formats, but a teacher can meet with groups more effectively over time than individual students. While the front-loading the collaborative writing assignment takes time, the number of final products is substantially reduced so the grading time is also reduced.A collaborative writing project must be designed in a way so that the final assessment is considered valid, fair and accurate. The final assessment must consider the knowledge and performance of all group members.   Grading complexities can make group assignments difficult for instructors. (See group grading article)Students may sometimes struggle with making decisions in a group setting.There can be  additional stress on students  because of multiple opinions and writing styles. These must be incorporated into one final product that pleases everyone.   Conclusion Preparing students for real-world collaborative experiences is an important goal, and the collaborative writing process can better help teachers meet that goal. The research supports a collaborative approach. Even though the collaborative writing approach may require more time in the set-up and monitoring, the fewer number of papers for teachers to grade is an extra bonus.