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Exploring perspectives of death of the author.

Roland Barthes was a French critic and thinker. He wrote the essay “Death of the Author” in 1967. It is a deeply provocative and persuasive article and makes immense advancement and changes within the field of literary criticism Roland Barthes says in his essay The…

A Beacon of Caribbean Culture and Identity

Beryl McBurnie is a Caribbean figure who has contributed greatly to Caribbean culture and identity. The text, Beryl McBurnie, is written by Judy Raymond, a senior journalist and editor based in Trinidad. She is currently editor in chief at the Trinidad and Tobago Newsday. The…

A Heuristic Evaluation Approach with a Case Study of University of Sialkot Website

Abstract— this research will indicate the degree of usability of a web interface. Using a case study of University of Sialkot official website. The usability of such a website displaying content for millions of users is very important to maintain because of its high usability….

Digital Transformation in the Hospitality Sector

It has been close to fifty years since the commercial use of internet began and during this course of time, the businesses have changed at a remarkable pace all around. In today’s digital world (Verhoef et al., 2017) marketing and communication through internet has become highly important…

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A Comprehensive Approach to Physical Activity at Euclid Middle School

With obesity rates on the rise, and student MVPA time at an all time low, it is important, now more than ever, to provide students with tools and creative opportunities for a healthy and active lifestyle. A school following a CSPAP program should utilize all…

A Comprehensive Analysis of the Global Fast Food Giant

The brand that I have chosen is one of the most iconic and powerful brands in history of this nation and also the whole entire world. They are one of the most successful brands globally and almost everyone has come through their doors for something…

A Comprehensive Analysis of News Headlines

Every nation has a common language that represents their culture, norms, identity and context. According to Chomsky (1957), “A set (finite or infinite) of sentences, each finite in length and constructed out of a finite set of elements, a finite number of phonemes (or letters…

KFC’s Triumph and Turmoil in China

As the first western fast food company to enter china in 1987, KFC has become the MODERN blueprint for /of internationalisation (Knowledge.insead.edu, 2016). Engaging in a combination of high control methods of market entry, they have since grown to become the country’s most successful fast food company,…

The Enduring Impact of Colorism in Hollywood

Colorism is a standing problem for African Americans in Hollywood. Colorism is prejudice or discrimination against individuals with a dark skin tone, typically among people of the same ethnic or racial group. Historically, this social set up of racism perpetuated by slavery made the norm…

The Crucible: Difference Between Movie and Play

Introduction The Late Middle Ages was a contentious period in European history characterized by plague, famine, war, the expansion of Christianity, and the Inquisition by the Roman Catholic Church. The Catholic Inquisition aimed at eradicating heresy and religious dissent within the society in order to…

The Importance of Criminology in Our Society: Knife Crime Research

Introduction Criminology is a subdivision of sociology that has been taught in one form or another for many years. Regardless of its extensive history, until recently, criminology itself is considered a scientific discipline. Some specific areas of criminal interest involve the frequency of crimes, social,…

In-Depth Exploration of Mezirow’s Transformational Learning Theory

Jack Mezirow’s transformative (sometimes referred to as transformational) learning theory emphasized the importance of integration of experience into a person’s worldview. Founded on constructivist principles, Transformative learning occurs as an active exploratory process, after an individual experiences a disruptive event (what Mezirow calls a disorienting…

What Success Means to You Defines Your Goals and Motivation

What success means to you? If you’ve been feeling a little low lately, this essay on success is sure to boost your motivation levels and set the goals right! We hear about so many successful people from all the areas. Some of them may be…

Leadership and Teamwork Theories: Their Relevance in Today’s World

Leadership, Management and Teamwork are all a part of understanding and studying one’s behaviour in organizations and then using this to manage people’s behaviour in organisations. In order for people to be motivated to do work and complete objectives these three elements should be executed…

Teachers Professional Identity: Analysis of the Case of South Africa

An educator’s identity is formed by one’s own perception of education which is formed from one’s own school years, the school environment one is placed in, the teachers and parents one come in contact with, the support and guidance that one receives as well as…

Students Seminar Reflection: Conflict Sensitivity and Resolution

After attending the Conflict Sensitivity seminar, I wrote a thoughtful reflection essay to delve into my key takeaways and personal growth from the enriching experience. The topics stated here are the insights and reflection sowed from the Conflict Sensitivity Seminar and is divided into sections…

Analysis of Masculinity in Film and Contemporary Media

Do contemporary media representations offer celebrations or critiques of masculinity? Contemporary media representations of masculinity in film in film and television is the main theme of this essay to analyse. The traditional ideal of masculinity is critiqued, as there is “not only one version of…

Impact of Gender Orientation and Roles on Team Performances

The differences between the role women and men plays in managing a project and the project teams have been a concern from past years. These differences can result into conflicts, low quality result, decision making processes. This essay analyzes the combine and individual effect of…

Why Energy Drinks Should Be Banned: Research Study

Introduction The most widely consumed drug in human history is caffeine and more than 80% of the world’s population uses it. The intake of caffeinated-beverages such as energy drinks, coffee, and soft drinks among Filipinos continue to rise as well [1]. As of today, the…

Binge Watching: Examination of Phenomenon Origin

Introduction Television is one of the major communication technologies and crucial element of mass culture industry as it holds the power to alter the world and culture around us. Thus, it is significant to notice that how it has evolved throughout time as a consequence…

What Is a 2500-Word Essay?

A 2500-word essay is a type of academic or scholarly writing that consists of approximately 2500 words. It is a longer piece of writing that typically follows a formal structure. It includes an introduction, several body paragraphs, and a conclusion. The introduction provides an overview of the topic, establishes the context, and presents a clear thesis statement that outlines the main argument or objective of the essay. In academic writings, a 2500-word essay requires you to demonstrate critical thinking, analytical skills, and the ability to synthesize and evaluate information from various sources. It is important to support your arguments with credible evidence and properly cite your sources using a recognized referencing style.

How Many Pages is 2500-Word Essay?

General estimation is that a 2500-word essay would be around 5 to 6 pages when using standard formatting guidelines. It's important to note that the page count can be influenced by factors such as the inclusion of headings, subheadings, block quotes, and the overall formatting choices. Additionally, different word processing software may have slight variations in how they calculate the page count. When in doubt, it's always best to refer to the specific formatting guidelines provided by your instructor or institution. They may have specific requirements regarding font size, spacing, and margins that can impact the page count of your 2500-word text.

How to Write a 2500-Word Essay?

A 2500-word essay is a type of academic or scholarly writing that consists of approximately 2500 words. Writing a 2500-word essay requires effective time management. Tou should familiarize yourself with the essay prompt, guidelines, and any specific requirements given by your instructor and then gather relevant information from credible sources such as books, scholarly articles, and reputable websites. Start with an engaging opening sentence to grab the reader's attention. Provide background information on the topic and present a strong thesis statement that encapsulates the main argument of your essay. Back up your arguments with relevant and credible evidence. Analyze and interpret the evidence to strengthen your position. Summarize the main points of your essay and restate the thesis. Reflect on the significance of your findings and leave the reader with a final thought or call to action. Carefully read through your essay to catch any remaining errors or typos. Consider seeking feedback from peers or professors to gain different perspectives.

How Many Sources Should You Include in a 2500-Word Essay?

Generally, it is advisable to include a sufficient number of credible sources to support your arguments and provide evidence. Aim for a balanced mix of primary and secondary sources, and use reputable scholarly books, articles, academic databases, and relevant websites.

How Long Should Each Section of a 2500-Word Essay Be?

While the length of each section may vary depending on the specific requirements and content, a general guideline could be to allocate approximately 10-15% of the word count to the introduction (250-375 words), 70-80% to the body paragraphs (1750-2000 words), and 10-15% to the conclusion (250-375 words). However, adapt these proportions based on the complexity and emphasis required for each section.

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Through the use of reflective practice this essay identifies strategies to overcome challenges in regard to safe medication management, as I transition in to practice as a Graduate Nurse (GN). Strategies are discussed in association with governance and regulatory frameworks that encompass nursing as a self-regulated profession and are linked to the mutual experiences of other GN’s. Examples from personal experience placement (PEP) and relevant literature will provide supporting evidence to the success of the discussed strategies. Initially identifying challenges associated with safe medication management begins as a first year University student (Levett-Jones & Brourgeois 2011). Being fearful of changing situations as that of transition to practice and safe medication management is a normal human reaction amongst GN’s (Edwards et al 2015); (Spence Laschinger et al 2015). Safe medication management is the ultimate goal for all health care professionals (Lim & Honey 2015) and embraces standard four; Australian Commission on Safety and Quality in Health Care (ACSQHC), Medication Safety of the National Safety and Quality in Health Service Standards (NSQHSS) (ACSQHC 2012).

The Australian Commission and Quality in Health Care designed ten set standards to provide a uniform set of measures of safety and quality for health care services (ACSQHC 2012). The ten standards are derived from evidence based improvement strategies (ACSQHC 2012). With an aim to protect the public from harm while improving the quality and delivery of health services (ACSQHC 2012). Utilising a framework such as NSQHSS by which to measure my own performance allows for self-governance (Chang & Daley 2012). Through maintaining and enhancing evidence base practice which underpins my nursing as a profession (Chang & Daley 2012). During my final placement at the Launceston General Hospital (LGH) Acute Medical Unit (AMU) the following challenges were identified. Above all else I fear being the GN that makes a preventable medication administration error. Medication errors associated with GN are linked with a lack of clinical experience and is noted to be a challenge of significant concern (Unver et al. 2012); (Saintings et al.). As inexperienced practitioners GN’s display a lack of confidence and competence in regard to the ability to think critically and work independently (Ostini & Bonner 2012); (Sahay et al. 2015). Therefore this could result in patient harm, leading to disciplinary action and de registration as a Registered Nurse (RN) (Atkins Britton & de Lacey 2011). Unsupervised medication delivery is also considered a significant challenge. As GN’s often have feelings of inadequacy and lack self-confidence surrounding unsupervised delivery of medications (Mellor & Gregoric 2016); (Edwards et al.2015). As a nursing student I have been directly supervised by a preceptor and practice under their nursing registration (NAMBA 2016). The preceptor is legally accountable for my administration of medications as a beginning level practitioner (NAMBA 2016). As a GN I will be independent and left to my own devices(NAMBA 2016). This is noted to lead to feelings of social isolation and disadvantage (Mellor & Gregoric 2016). Leading to heightened level of stress and anxiety associated with the delivery of safe medication management amongst GN’s (Mellor & Gregoric 2016). A lack of pharmaceutical knowledge is also identified as a challenge to GN’s (Saintings et al.). University provides GN’s with a base knowledge of pharmaceuticals on which to build upon (Lim & Honey 2014). The ability to link diagnosis with disease aetiology and medical intervention as a GN requires a sound evidence base (Lim & Honey 2015). Evidence based practice underpins nursing as a profession and for GN’s is built over time (Levett-Jones &Brourgeois 2011); (Chang & Daley 2012). Through the PEP experiences GN’s can endeavour to link clinical encounter with clinical experience, therefore building an evidence base (Levett-Jones &Brourgeois 2011); (Chang & Daley 2012). As I have matured and grown throughout my personal experience placements (PEP) so has my abilities and skill to reason; think, collect, interpret and infer and implement actions that foster safe medication management (Levett-Jones & Brourgeois 2011). I use reflection as a tool to provide insight and judgement on my own clinical performance to link and build my own evidence-based practice (Wiles et al. 2013). There is a key relationship between the years of clinical experience, clinical decision making and safe medication management (Saintsing et al. 2011). There is an established link providing evidence that GN’s are prone to medication errors due to a lack of clinical experience (Unver et al. 2015). Critical thinking through the use of clinical reasoning is a major concept taught to undergraduate nurses at University (Levett-Jones 2013). Through the use of clinical reasoning I build upon my own competence and confidence as a strategy for error free medication management (Saintsing et al. 2011); (Wiles et al. 2013). Building a sound knowledge base surrounding pharmacology allows for a GN to question prescribers and potentially avoid any medication errors (Lim & Honey 2014) Therefore correlating to the Code of Ethics for Nurses in Australia value statement five; Nurses value informed decision making (NAMBA 2008). It also embraces clinical-governance through safe service delivery and links with the Code of Professional Conduct for Nurses (CPCN); conduct statement ten; Nurses practice nursing reflectively and ethically (NAMBA 2016). As a GN adherence to policies and procedure protocols on the PEP is a strategy vital to safe medication management (Armitage et al. 2007); (THO-North 2016). Knowing the location of policies and procedures and also having the pass words to electronic resources is valuable in the delivery of safe medication management (Armitage et al. 2007); (THO-North 2016). Seeking clarification of unknown medications from the on line monthly index of medical specialties (MIMS) is also a strategy to advances my medication knowledge (MIMS 2015). MIMS provides detailed descriptions on actions, contraindications and side effects of medications (MIMS 2015). It also shows I seek clarification on the unknown through self-directed learning to improve my evidence based practice (Chang & Daly 2012). The use of technology is reported to reduce the incidences of medication errors and evokes self-governance through education and professional development (Saintsing et al. 2011). Correctly identifying Pt’s by arm or leg band (Kelly et al. 2011) during clinical hand over is also a strategy to provide effective medication management (Edwards et al. 2015). Checking medication charts reveals any discrepancies in unsigned, non-administered, commenced or ceased medications (Kozier & Erb 2015). While embracing both NSQHSS standards five and six; Patient Identification and Procedure Matching and Clinical Handover (ACSQHC 2012).

Checking patient identification against procedures encompasses the rights of medication administration (ACSQHC 2012); (Elliot & Liu 2010). Employing this strategy ensures health care consumer safety during the delivery of medications and is noted to reduce medication errors (ACSQHC 2012); (Elliot & Liu 2010). The rights of medication include; right patient, right dose, right drug, right time and right route (Harkanen et al.). Adherence to the rights of medication management is a proven strategy to provide a step by step checking process to reduce medication errors at separate intervals, during the process of medication delivery (Harkanen et al.) This also evokes clinical-governance through continuous monitoring of quality and safety to ensure health care risks are minimized (ACSQHC 2012). Questioning one’s peers during clinical handover can often seem like a daunting task as a GN (Chang & Daly 2012). However seeking initial clarification of unsigned for medications from the RN conducting hand over, embodies clinical-governance through continuity of person centred care across the continuum (Daley, Speedy & Jackson 2011). Furthermore as a GN delivering clinical handover to another RN with ISBAR as I have been doing on PEP in AMU embrace and promotes clinical-governance (Braine 2006); (Chang & Daley 2012). This is exhibited through the transfer of care, responsibility and accountability of a Pt on either a temporary or permanent basis to another member of the health care team (ACSQHC 2012). Planning and prioritising embodies shared-governance and is a vital key strategy in safe medication management (Unver et al. 2012). As a GN I need to prioritise my Pt’s and this is best done with a shift plan (Kozier & Erb 2015); (THO-North 2016), with a view of working smarter not harder (Belvins 2016). Therefore to achieve this goal I chose delegation for the administration of S4 and S8 medications to remain within my scope of practice (NAMBA 2016). Delegation reinforces shared-governance through team work, promoting safe effective medication management and client safety (Belvins 2016). Application for a transition to practice program is not mandatory (Edwards et al. 2015). However they are proven to increase both job satisfaction and retention rates of GN’s (Missen et al. 2014). Successful application would provide myself with support and further education through shared-governance (Ott & Ross 2014). With continual education and learning from experienced RN’s noted to be an effective strategy for preventing medication errors (Unver et al. 2012). With supportive environments through preceptorship, guidance and skill development noted to promote autonomy and empowerment of the GN through their transition to practice (Parker et al. 2014); (Kramer et al 2013). A transition to practice program is also proven to elevate stress and anxiety, associated with burnout and dropout rates in GN’s (Missen et al. 2014). Hence more GN’s continue nursing as a chosen career pathway (Missen et al. 2014). As nurses we practice under statutory and self-regulation (Atkins, Britton & DeLacey 2011). The Nursing and Midwifery Board of Australia (NAMBA 2016) regulates nurses and mid wives under the Health Practitioners Regulation National Law this is statutory regulation (NAMBA 2016). Statutory regulation depicts aspects of my professional practice that are set in legislation (Atkins, Britton & DeLacey 2011). These include title protection as a Registered Nurse, registration requirements and competence standards to enter practice (NAMBA 2016). Therefore successful registration with the Australian Health Practitioner Regulation Agency (ARPRA) would be evidence I have achieved a set standard for safe medication delivery and embrace the CPCN conduct statement one; Nurses practice and conduct themselves in accordance with laws relevant to the profession and practice of nursing (NAMBA 2016). Successful application also incorporates the notion of shared-governance and social contract in alliance with NSQHSS standard two; Partnering with Consumers (ACSQHC 2012). Self-regulation is my ability to adhere to the standards of practice as set out by the nursing profession its self (NAMBA 2016). This coincides with conduct statement two of the CPCN; Nurses practice in accordance with the standards of the profession and broader health system (NAMBA 2016). Both regulations described also encompass standard one; Governance and quality of service organisations (ACSQHC 2012). In conclusion a variety of strategies have been considered to overcome the identified challenges of medication management during the transition to practice as a GN. Evidence to support the strategies, as successful coping mechanisms is provided from the research literature. The evidence shows that all GN’s have similar fears surrounding the transition to practice involving safe medication management. The relevant frameworks and governance’s have been discussed in relation to strategies to show an understanding and an ability to practice nursing as a profession.Reference list Atkins, K, Britton, B & de Lacey, S 2011, Ethics and Law for Australian Nurses, Cambridge University Press, New York. Armitage, G, Manias, E, & Dunning, T 2007, ‘Commentary on Manias E, Aitken R & Dunning T (2005) How graduate nurses use protocols to manage patients’ medications. Journal of Clinical Nursing 14, 935-944′, Journal of Clinical Nursing, vol. 16, no. 7, pp. 1382-1386. Available from: 10.1111/j.1365-2702.2007.01533.x. [14 August 2016]. Australian Commission on Safety and Quality in Health Care (ACSQHC) 2012, ‘National Safety and Quality Health Service Standards’ Sydney, National Safety and Quality Health Service Standards, viewed 02 September, 2016 <https://www.safetyandquality.gov.au/wp-content/uploads/2011/09/NSQHS-Standards-Sept-2012.pdf> Blevins, S 2016, ‘Nurses as Educators. Foundation for New Graduate Nurse Success’, MEDSURG Nursing, vol. 25, no. 3, pp. 194-201.

Braine, M, E 2006, ‘Clinical governance: applying theory to practice’,Nursing Standard, vol. 20, no. 20, pp. 56-65, viewed 28 August 2016, via MyLO.

Conway, J & McMillan, M 2012, ‘Professional career development: development of the CAPABLE nursing professional’, in E Chang & J Daly (eds), Transitions in nursing; preparing for professional practice, 3rd edn, Elsevier Australia, Chatswood NSW, pp. 321-340.

Daly, J, Speedy, S & Jackson, D 2012, Contexts of Nursing, 3rd, edn, Elsevier, Australia, Chatswood, Victoria

Duke, M & Forbes, H 2012, ‘Dealing with the theory practice gap in clinical practices’, in E Chang & J Daly (eds), Transitions in nursing; preparing for professional practice, 3rd edn, Elsevier Australia, Chatswood NSW, pp. 271-288. Edwards, D, Hawker, C, Carrier, J, & Rees, C 2015, ‘A systematic review of the effectiveness of strategies and interventions to improve the transition from student to newly qualified nurse’, International Journal of Nursing Studies, vol. 52, no. 7, pp. 1254-1268. Elliott, M, & Liu, Y 2010, ‘The nine rights of medication administration: an overview’, British Journal of Nursing, vol. 19, no. 5, pp. 300-305, viewed 2 September 2016, via CINAHL (EBSCOhost).

Härkänen, M, Ahonen, J, Kervinen, M, Turunen, H, & Vehviläinen-Julkunen, K 2015, ‘The factors associated with medication errors in adult medical and surgical inpatients: a direct observation approach with medication record reviews’, Scandinavian Journal of Caring Sciences, vol. 29, no. 2, pp. 297-306. Kelly, T, Roper, C, Elsom, S, & Gaskin, C 2011, ‘Identifying the ‘right patient’: Nurse and consumer perspectives on verifying patient identity during medication administration’, International Journal of Mental Health Nursing, vol. 20, no. 5, pp. 371-379. Kramer, M, Brewer, BB, & Maguire, P 2013, ‘Impact of Healthy Work Environments on New Graduate Nurses’ Environmental Reality Shock’, Western Journal of Nursing Research, vol. 35, no. 3, pp. 348-383. Available from: 10.1177/0193945911403939. [14 August 2016].

Parker, B, Kucia, AFedoruk, M, Laws, T, Philips, C 2012 ‘medications’, in Berman, A, Snydor, S, Kozier, B, Erb, G 2012, Fundamentals of nursing, Pearson Australia, Frenches Forest, NSW, pp. 900-975. Levett-Jones,T, 2013, Clinical Reasoning: learning to think like a nurse,1st edn, Pearson Australia, Frenches Forest, NSW. Levett-Jones,T & Brourgeois, S, 2011, The Clinical Placement: an essential guide for nursing student, 2nd edn, Elsevier, Chatswood, NSW. Lim, AG, & Honey, M 2014, ‘New Zealand newly graduated nurses medication management: Results of a survey’, Nurse Education in Practice, vol. 14, no. 6, pp. 660-665 Mellor, P, & Gregoric, C 2016, ‘Ways of Being: Preparing Nursing Students for Transition to Professional Practice’, Journal of Continuing Education in Nursing, vol. 47, no. 7, pp. 330-340. MIMS 2015, About MIMS, MIMS Australia Pty Ltd, NSW, viewed 02 January 2016, <https://www.mims.com.au/index.php/about-mims/mims-australia> Missen, K, McKenna, L, & Beauchamp, A 2014, ‘Satisfaction of newly graduated nurses enrolled in transition-to-practice programmes in their first year of employment: a systematic review’, Journal of Advanced Nursing, vol. 70, no. 11, pp. 2419-2433, viewed 25 December 2015, CINAHL, EBSCOhost. Nursing and Midwife Board Australia (NMBA) 2008, ‘Code of Ethics for Nurses’. Melbourne, Nursing and Midwifery Board Australia, viewed 02 September, 2016, <https://www.nursingmidwiferyboard.gov.au/Codes-Guidlines-Staements/Codes-Guidlines.aspx> Nursing and Midwifery Board of Australia (NMBA) 2016, National competency standards for the registered nurse, NMBA, Melbourne, viewed 5 august 2016, <https://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/Codes-Guidelines.aspx#competencystandards> Ostini, F, & Bonner, A 2012, ‘Australian new graduate experiences during their transition program in a rural/regional acute care setting’, Contemporary Nurse: A Journal For The Australian Nursing Profession, 41, 2, pp. 242-252, viewed 25 December 2015, CINAHL, EBSCOhost. Ott, J, & Ross, C 2014, ‘The journey toward shared governance: the lived experience of nurse managers and staff nurses’, Journal of Nursing Management, vol. 22, no. 6, pp. 761-768. Parker, V, Giles, M, Lantry, G, & McMillan, M 2014, ‘New graduate nurses’ experiences in their first year of practice’,Nurse Education Today, vol. 34, no. 1, pp. 150-156, viewed 27 August 2016, via CINAHL (EBSCOhost). Saintsing, D, Gibson, L, & Pennington, A 2011, ‘The novice nurse and clinical decision-making: how to avoid errors’, Journal Of Nursing Management, 19, 3, pp. 354-359, CINAHL Complete, EBSCOhost, viewed 14 August 2016.

Sahay, A, Hutchinson, M, & East, L 2015, ‘Exploring the influence of workplace supports and relationships on safe medication practice: A pilot study of Australian graduate nurses’, Nurse Education Today, vol. 35, no. 5, pp. e21-6, viewed 28 August 2016, via CINAHL (EBSCOhost).

Spence Laschinger, HK, Borgogni, L, Consiglio, C, & Read, E 2015, ‘The effects of authentic leadership, six areas of worklife, and occupational coping self-efficacy on new graduate nurses’ burnout and mental health: A cross-sectional study’, International Journal of Nursing Studies, vol. 52, no. 6, pp. 1080-1089. Available from: 10.1016/j.ijnurstu.2015.03.002. [14 August 2016].

Tasmanian Health Services (THO-North 2016), ’Acute Medical Unit, Orientation Package’, Launceston General Hospital, Department of Medicine – Acute Care Services, Launceston, Tasmania, 2016. Unver, V, Tastan, S, & Akbayrak, N 2012, ‘Medication errors: Perspectives of newly graduated and experienced nurses’, International Journal of Nursing Practice, vol. 18, no. 4. Wiles, L, Simko, L & Schoessler, M 2013, “What do I do now?; Clinical decision making by new graduates’, Journal for Nurses in Professional Development, vol. 29, no. 4, pp. 167-172, viewed 3 September 2016, via MyLO.

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Q.1. what is a 2500-word essay.

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Q.2. How Many Paragraphs Should A 2500-Word Essay Contain?

Ans: A 2500-word essay generally contains 15-17 paragraphs, each of which is approximately 150-200 words, or 5-7 sentences. The first and last 1-2 paragraphs are dedicated to the introduction and conclusion respectively. This gives you around 11-13 paragraphs to flesh out your arguments.

Q.3. How Long Does It Take To Write A 2500-Word Essay?

Ans: Writing a 2500 – word essay can take around 8-10 hours for students and can even exceed 12 hours for those attempting such complex work for the first time. Of course, this time includes the hours you’ll have to spend on research, drafts, editing and proofreading in addition to writing the paper.

Q.4. How Long Would It Take To Create The First Draft Of A 2500-Word Essay?

Ans: When tackling such a daunting task as a 2500-word essay, it’s always best to create a draft of your paper. However, before writing any draft, you need to conduct preliminary research, which can take almost 1-2 hours. Therefore, the total time you’d need to create the first draft is approximately 2-2.5 hours.

Q.5. If A Professor Says To Write An Essay That Is 2500 Words Does That Mean I Can Stop At 2500?

Ans: When your professor asks you to write 2500 words, you don’t have to stop as soon as you reach the required word count. Assignments like these generally provide a buffer of 80-100 words to wrap up your thoughts well without worrying about the final word count.

Q.6. If I Wrote More Than 2500 Words For A 2500-Word Essay, Would I Get A Good Grade?

Ans: Your grade doesn’t depend on whether you write more than 2500 words for a 2500-word essay. Instead, it focuses more on the quality of your writing and research and how you present your argument. Moreover, exceeding the word count might impact your grades negatively.

Q.7. How Difficult Is It To Write A 2500-Word Essay In A Day?

Ans: Expecting a student to write a 2500-word essay in one day is well within reasonable grounds. After all, an average student takes around 8-10 hours to complete the task. So as long as you procrastinate on the procrastination and remove all distractions, you’re guaranteed to complete the task in a day.

Q.8. How To Write A 2500-Word Essay In One Night?

Ans: Time management is crucial if you’re planning to write a 2500-word essay in one night. You must account for every minute and avoid wasting time on unnecessary tasks. Since the average time to complete such a task is around 8-10 hours, you can finish the essay if you pull an all-nighter.

Q.9. How To Write A Good 2500-Word Essay In Two Weeks?

Ans: Two weeks is plenty of time to compose a high-quality 2500-word essay. You’d need to dedicate at least a week to research and composing multiple drafts until you finalize the direction you want to take. Then, you can take another 7 days to write, edit and proofread the paper.

Q.10. Will My Professor Be Impressed If I Write More Than 2500 Words?

Ans: There’s no guarantee your professor will be impressed if you write more than 2500 words for a 2500-word essay. Exceeding the length implies you’ve not followed the guidelines, which can leave a bad impression of your work on the professor’s mind.

Q.11. How Long Should An Introduction Be For A 2500-Word Essay?

Ans: The introduction of a 2500-word essay should be approximately 250 words long. Since the ideal paragraph length for any essay is 100-200 words, you can have a one-paragraph introduction or divide it into two segments. Regardless of your choice, it should always contain a hook and a thesis statement.

Q.12. How Long Should A Conclusion Be For A 2500-Word Essay?

Ans: The conclusion for a 2500-word essay should be around the same length as the introduction, that is, approximately 250 words. This concluding section of your essay is critical as it ties up all loose ends, summarizes the main points of the essay, and establishes your final thoughts on the topic.

Q.13. I Have A 2500-Word Essay Due. What Should I Do?

Ans: When you have a 2500-word essay due but barely enough time to complete the task yourself, it’s always best to hire professional experts. For example, the experts at MyAssignmenthelp.com take care of urgent essays and guarantee on-time submission.

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2500-Word Essay Examples from Professional Writers

3608 samples of this type

Essays, especially large ones, are definitely tough college assignments. You should pick up a good and interesting topic, collect all the important information, analyze a ton of sources, structure your piece of writing perfectly, format it according to all the requirements… This can be quite difficult. In this case, it may be useful for you to look at an example of 2500-word essay that worked.

We have collected dozens of essay samples and free essay writers tips in order to make your writing easier. Find a suitable 2500-word essay example and use it for your inspirational and educational purposes. A well-written sample paper can serve as a source of interesting 2500-word essay topics, actionable observations on accurate formatting, or as a template to follow. Carefully study the 2500-word essay structure and get ready to write your original paper.

Moreover, WowEssays.com provides students with professionally written academic papers of all types. Here you can order a 100% original 2500-word essay crafted from scratch. We guarantee reasonable prices and the high quality of written materials.

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How Long Does It Take to Write a 1000 Word Essay?

How long does it take to write an essay?

How long does it take to research an essay?

If you’re writing an opinion piece on something you already have some knowledge about, you may not have to do any research at all. It may just be a matter of organizing your existing thoughts into a coherent essay. If you need to find out about a topic before you begin to write, you can easily get information on certain topics, whilst others will be more obscure and therefore more difficult to research. Clearly, the easier it is to find information, the faster you can write.

How good are your reading comprehension skills?

Some of us can just skim a piece and pick up all the salient points. Others will have to read with more attention, and even re-read a piece several times to extract the information we need. Having good reading and comprehension skills makes writing much faster since you’re able to “get” the facts faster and organize them better. Now you know why you had to do so many reading comprehension tests at school.

How well did you plan?

Throwing yourself headlong at a 1,000-word essay and writing till you reach the word count may seem like the easy option, but it isn’t. Planning your essay so that it begins with an introduction, highlights the most important points you want to make and then wraps everything up into a conclusion actually saves you time. Sometimes, essay instructions will tell you how to structure the piece, so read them carefully and extract any information you can use to guide your essay’s structure.

How fast do you type?

Have you ever gotten lost halfway through a sentence? You know what you wanted to say, but halfway through, the thought slips away from you. The faster you can type , the more easily you can capture thoughts before your mind moves onto the next thing and you forget what you were trying to say. Typing skills are essential in the modern world. Consider using typing games to improve your speed.

How long does it take me to write a 1,000-word essay?

Faster isn’t always better. The more in-depth your report is meant to be, the longer you should spend on it. I can usually research and write a fairly technical magazine article of 1,000 words in three hours, but do remember that I’m a professional writer. I’m fast because I write all day, every day.

The longest I’ve ever spent on a 1,000-word article was 12 hours. It was absolutely brutal! The information I needed to gather was very technical, hard to find, and even more difficult to understand, and you can’t write something until you really understand the subject matter. I also had to contact experts for their opinions, but I couldn’t even ask about their opinions until I could target them with the right questions. As a result, I actually had to write most of the article before slotting in the expert comment.

The quickest I’ve ever written a 1,000-word article is one hour. In this case, I already knew the subject matter well and didn’t have to back up every fact in the essay with references.

Reviewing your work also matters

If you’re writing for grades and want a good one, you need a really good essay. Don’t start writing it the day before you have to hand it in. Try and get your first draft down at least a day or two before you have to submit your work. Then return to it and do your editing. Read your essay aloud to yourself, since this will help you pick up any careless errors you wouldn’t otherwise spot. Check to see if your information flows logically from one point to the next and make sure that you’ve presented your information clearly.

Remember, teachers get tired. They have to read the same kind of essay over and over again when they grade. If they struggle to understand what you’re saying, you might not get as good a grade as you would if you stuck to using short sentences and relatively simple language.

Your reviewing process shouldn’t take all that long. If you don’t have to make a lot of changes, you should be able to do your final edit in under half an hour.

Take your time. Whatever you do, don’t rush. You might want your essay to be written quickly, but if it’s an important essay, taking your time will give you a better finished product. Budget your time conservatively. It’s better to find that you’ve still got time left over than to run out of time and end up dashing things off with a looming deadline.

Below are some basic guidelines if you need a rough estimate on how long it will take to write an essay. It’s important to remember that there are a plethora of mitigating factors that can increase or decrease the time it takes to write. The below numbers are using an estimate that it takes about 3 hours 20 minutes to write a 1000 word essay:

How long does it take to write a 100 word essay? It takes about 20 minutes to write a 100 word essay.

How long does it take to write a 200 word essay? It takes about 40 minutes to write a 200 word essay.

How long does it take to write a 250 word essay? It takes about 50 minutes to write a 250 word essay.

How long does it take to write a 300 word essay? It takes about 1 hour to write a 300 word essay.

How long does it take to write a 400 word essay? It takes about 1 hour and 20 minutes to write a 400 word essay.

How long does it take to write a 500 word essay? It takes about 1 hour and 40 minutes to write a 500 word essay.

How long does it take to write a 600 word essay? It takes about 2 hours to write a 600 word essay.

How long does it take to write a 700 word essay? It takes about 2 hours and 20 minutes to write a 700 word essay.

How long does it take to write a 800 word essay? It takes about 2 hours and 40 minutes to write a 800 word essay.

How long does it take to write a 900 word essay? It takes about 3 hours to write a 900 word essay.

How long does it take to write a 1,000 word essay? It takes about 3 hours and 20 minutes to write a 1,000 word essay.

How long does it take to write a 1,250 word essay? It takes about 4 hours and 10 minutes to write a 1,250 word essay.

How long does it take to write a 1,500 word essay? It takes about 5 hours to write a 1,500 word essay.

How long does it take to write a 1,750 word essay? It takes about 5 hours and 50 minutes to write a 1,750 word essay.

How long does it take to write a 2,000 word essay? It takes about 6 hours and 40 minutes to write a 2,000 word essay.

How long does it take to write a 2,500 word essay? It takes about 8 hours and 20 minutes to write a 2,500 word essay.

How long does it take to write a 3,000 word essay? It takes about 10 hours to write a 3,000 word essay.

How long does it take to write a 3,500 word essay? It takes about 11 hours and 40 minutes to write a 3,500 word essay.

How long does it take to write a 4,000 word essay? It takes about 13 hours and 20 minutes to write a 4,000 word essay.

How long does it take to write a 4,500 word essay? It takes about 15 hours to write a 4,500 word essay.

How long does it take to write a 5,000 word essay? It takes about 16 hours and 40 minutes to write a 5,000 word essay.

How long does it take to write a 6,000 word essay? It takes about 20 hours to write a 6,000 word essay.

How long does it take to write a 7,000 word essay? It takes about 23 hours and 20 minutes to write a 7,000 word essay.

How long does it take to write a 7,500 word essay? It takes about 25 hours to write a 7,500 word essay.

How long does it take to write an 8,000 word essay? It takes about 26 hours and 40 minutes to write an 8,000 word essay.

How long does it take to write a 9,000 word essay? It takes about 30 hours to write a 9,000 word essay.

How long does it take to write a 10,000 word essay? It takes about 33 hours and 20 minutes to write a 10,000 word essay.

How long does it take to write a 12,500 word essay? It takes about 41 hours and 40 minutes to write a 12,500 word essay.

How long does it take to write a 15,000 word essay? It takes about 50 hours to write a 15,000 word essay.

How long does it take to write a 20,000 word essay? It takes about 66 hours and 40 minutes to write a 20,000 word essay.

How long does it take to write a 25,000 word essay? It takes about 83 hours and 20 minutes to write a 25,000 word essay.

How long does it take to write a 50,000 word essay? It takes about 166 hours and 40 minutes to write a 50,000 word essay.

(Image courtesy of Miguel )

This isn’t accurate. I wrote my 1000 word essay in an hour, not three hours. You should change the times you have listed to reflect how long it actually takes to write. Obviously you don’t know since the mes you listed are not the same as what I can do!

Did you even read the article? The writer says that it’s based on what she writes and is just a general approximation. How long it takes you or anybody else to write an essay will obviously be different because you’re not the same as everybody else. Nobody writes at the same speed so how long it takes you to write an essay will be different for every person.

Someone doesn’t understand the meaning of “rough estimate”

Well then you must be superhuman or some shit I don’t care, I came here for a question not your butthurt comments. Also, if your so good at writing I wouldn’t have found 2 typos in 2 sentences 🙂

*you’re

If you already have all the research done and know what you want to say, then a 1000 word essay shouldn’t take more than an hour to write. In fact, it probably can be done in 30 minutes or less. The time-consuming part of an essay is the research and how long that takes depends on how much you have to do. But the actual writing of the essay shouldn’t take too long at all.

But research is part of the writing process. If a person writes a book, they don’t only count the time it took them at the typewriter writing. They count all the time it took to research the book as well. Trying to separate the two doesn’t make sense.

I think an important thing to point out here is that there’s a huge difference between writing a 1000 word essay and writing a good 1000 word essay. You can write an essay in hardly any time at all if you don’t do the proper research and don’t spend time editing what you wrote. If you’re going to write a good essay, it’s going to take more time. You should always give yourself more time than you think you’re going to need to get it done.

This applies to all writing. Writing and writing something something well will have a huge time discrepancy even if both writings are the same length. Just because you are able to finish something quickly doesn’t mean that’s the best way to do it.

Exactly! Actually, it can take hours or days to come up with the right line – or it can come in seconds. There’s no real counting in terms of the creative process.

Days to come up with the right line? 😀

It does. Sometimes, no matter how hard you look at something, you won’t be satisfied with it. It may take you days to figure it out. And then, one fine day, you suddenly stand up right in the middle of breakfast and then run upstairs and then type out the right line. Source: personal experience

I just spent 8 hours on a 500-word monologue… This comment made me feel better.

Wow, your advice is excellent it motivated me to do a lot better in my essay.

In my opinion, hours that are presented here a partially true. It may take about an hor to write 300 word essay but editing also takes some time. So on averege, I count the time to write the piece itself + time edit everything.

Research, first draft writing, editing, and rewriting are all part of the writing process. I think the time it takes to do all of them should be counted in the time it takes.

It takes way too long! Teachers should not be allowed to assign essays more than 250 words. They always complain they don’t have enough time and work too hard. It’s only because they make their students do too much work!!

This comment just makes you look lazy. 250 words is nothing. Any topic that needs to be explored will take many more words than this. If you don’t want to write, just admit it and don’t try to project that on others.

If you do your research, use annotations for resources and understand to whom and what you have to transfer than the fewer words the better. Remember that you are demonstrating deep knowledge of the topic by making it accessible to the audience without them doing the research. Simplify, simplify, simplify.

Contrary to what academia self-righteously preach, its imperative for any writing and explanation of thought to be simplified. If you cant explain it in short time/short essay you don’t understand it enough.

I disagree, I feel 250 words is way too less to explain any topic. In my opinion, the maximum word count for an essay should be 1500.

It should take long enough that you get all the points you want across in the writing, but not too long as to bore the reader. Writing should be engaging, not boring.

Nice philosophy, but completely unhelpful if you have a paper due tomorrow and limited amount of time to write. The real world doesn’t work that way.

If someone has an essay due tomorrow and they waste time reading this, then they are a bit of an idiot for giving themselves even less time to work with. If they’re leaving work to the last minute like that, then the only thing they should be doing is jumping right in and writing (or planning the essay, but that should be done much sooner).

This is so arbitrary and will depend on the individual. It’s like asking the question, “how long does it take to write a book?” For some, it will only take a couple of months while for others it will take a lifetime. it also depends on the type of writing you’re doing. Some writing is easy and quick and other writing is difficult and requires huge amounts of research.

The uphill task of writing an essay is doing thorough research. Once you have completed the research, you can deliver a 1000 word paper per hour

I completely agree with you on that one. I recently worked on a 4000 word essay, and while the research did take me three hours to conduct, I completed the essay itself in a bit less than four hours and scored a total of 32/34 points.

So happy to read that! That’s because I just realised, that that is what I needed to read. I’ve got two months to write six 2500 word essays. I’ve been procrastinating because I’m simply in fear of doing a bad job. I’ve done lots of research; made lots of notes; collected citations and written nothing. It’s time. I can do this!

I’m writing a 1600 word essay right now as I type this lol

Then show me after you have finished.

Im writing a 2500 word essay, almost done, I can’t even imagine writing a 10000 word essay in university, that sounds EXTREMELY painful 🙁

I found these estimations quite accurate, thank you.

I’m writing a narrative for my English class right this moment and the word requirements are 800-1000. I’ve only been working for two hours and I’m at 1,157. I’m nowhere near done…

your word requirements are 800-1000 and u have 1157? You’ve been done for a while I would say

Wow i have to write a 1 500 word essay in 4 days and I have about 1050 words left Dono how long thats gonna take me 😂😭😭😭

I am writing a dissertation and those estimations made me positive because just 41 hour to write 12,000 essay seems nothing. But at the moment I just finished literature review(though the hardest part yet) without editing I am already at over 35 hours of work. And that’s not even a half! But I am aiming for a good grade though…

I’ve found these estimates incredibly accurate in my years in college. I’m about to graduate next week and have one more 3500 word paper to write. We’ll see if the estimates hold true. However, the estimates (for me at least) don’t include the time it takes to edit so I usually add a little time depending on how long the essay/paper has to be.

Wow, these tips are helpful, Thank You to the creator of this website. These tips helped me a lot in my essay for school.

How Many Pages are 2500 Words (Easy Guide)

When writing essays or articles, word count greatly shapes content depth. Facing confusion, folks often ponder: How many pages for 2500 words? Discover an answer here, exploring factors that influence the outcome. Get ready to demystify the relationship between words and pages.

Part 1. How Many Pages will be for 2500 Words

2500 words is around 5 single-spaced pages and 10 double-spaced pages. This is based on using a word processor with the normal settings (12 point Times New Roman or Arial font and basic page margins). However, because everyone's preferences varies significantly, your results may vary.

The best way to get the exact page count of your 2500-word document is to use the word count feature in Microsoft Word. Here are the steps to do that:

Step 1 Open your document in Microsoft Word.

Step 2 Click on the Review tab in the ribbon menu.

Step 3 Click on Word Count in the Proofing group.

A dialog box will appear that shows the number of words, characters, pages, paragraphs, and lines in your document. You can also see the word count in the status bar at the bottom of the window.

Step 4 If you want to get the word count for a specific section of your document, select the text with your cursor before clicking on Word Count.

Part 2: What Factors will Affect the Total Pages

When gauging the total pages a 2500-word document will span, various factors come into play.

Font Size: The size of the font you choose can significantly influence the page count. Larger fonts tend to take up more space, resulting in fewer words per page.

Spacing: Single spacing versus double spacing can have a substantial impact. Double spacing increases the white space between lines, causing pages to fill up faster.

Margins: Adjusting the margins of your document affects how much content fits on each page. Narrower margins may lead to more words per line and page.

Formatting Styles: Different formatting styles, such as block quotes or headings, can cause variations in page count due to their distinctive layout requirements.

Document Structure : The inclusion of images, graphs, or tables can reduce the amount of text on a page, affecting the overall page count.

Language and Typeface: Languages with varying character lengths and special characters may influence the space each word occupies. Typeface selections also play a role in the overall appearance of the text.

Paragraph Length: Longer paragraphs can lead to fewer words on each page, while shorter paragraphs can fill up pages more quickly.

Hyphenation and Line Breaks: The presence of hyphenation and line breaks may impact how text is distributed across pages.

Part 3: Word Count Tips to Reduce

Sometimes, you might need to reduce your word count in academic writing, especially if you have a strict limit or a tight deadline. Reducing your word count can help you to make your writing more concise, clear, and focused. Here are some tips to reduce your word count in academic writing:

Eliminate Unnecessary Words: Cut redundant or filler terms. Swap “in order to” for “to” and “due to the fact that” for “because.”

Opt for Active Voice: Choose active voice to increase directness. For instance, change “The experiment was conducted by the researchers” to “The researchers conducted the experiment.”

Avoid Repetition: Repetitive words or phrases can bore readers and inflate word count. Utilize synonyms, pronouns, or summaries to refer back to prior information.

Embrace Abbreviations: Employ accepted abbreviations to save space and enhance professionalism. Ensure their clarity by defining them upon first use.

Combine Sentences: Condense your writing by joining sentences using conjunctions or subordination. However, avoid overloading sentences or creating run-ons.

Trim Wordy Phrases: Remove unnecessary words and shorten lengthy expressions. E.g., change “During the course of the study” to “During the study” and “the majority of cells” to “most cells.”

By implementing these techniques, you can enhance the conciseness and impact of your writing.

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Part 4. Best Free Alternative to Microsoft Office - WPS Office

WPS Office is a great choice for users who are looking for a free, powerful, and easy-to-use office suite. It is compatible with Microsoft Office documents, has a wide range of features, and offers excellent customer service. You can use WPS Office to create, edit, and share documents, presentations, spreadsheets, and PDFs.

Additionally, the suite's user-friendly interface simplifies navigation, and its customer support offers clear solutions to any queries you may encounter. WPS Office also has a number of advantages, including:

Cost: WPS Office is free

User-Friendly: WPS Office is easy to use, similar to Microsoft Office.

Versatility: WPS Office offers word processing , spreadsheets, presentations, and PDF reading.

Support: WPS Office has 24/7 customer service for help.

Use WPS Office to Write & Count 2500 Words

Discover two convenient approaches to determine words per page using WPS Office.

Method 1: Utilize the Status Bar

Step 1 Open the document you wish to evaluate for words per page.

Step 2 Find the status bar situated at the document's bottom, displaying the total word count.

Step 3 Right-click the status bar, triggering a pop-up menu.

Step 4 Ensure "Word Count" is selected. If not, click on "Word Count" to activate it.

Method 2: Employ Word Count Tool

To count words on specific pages, use this approach:

Step 1 Click on the "Review" option in the toolbar, as indicated below:

Step 2 In the subsequent menu, locate the "Word Count" option.

Step 3 Then select "Word Count" to reveal the word count for that document.

How many paragraphs should a 2500-word essay have?

The number of paragraphs in a 2500-word essay can vary based on content and structure. On average, it could have around 16-17 paragraphs for an organized presentation.

How can I maintain consistent formatting across pages with varied word counts?

One way to maintain consistent formatting across pages with varied word counts is to use styles in Microsoft Word. Styles are collections of formats that you can apply to paragraphs, characters, or linked elements in your document. Styles can help you to ensure that your document has a uniform appearance and structure, regardless of the length or content of each page. You can also use styles to create a table of contents, an outline, or a navigation pane for your document.

What's the best font and font size for maintaining readability while maximizing word count?

Selecting the optimal font and font size for balancing readability and word count depends on factors like document type, publication platform, and audience preference. For digital texts, go for a sans serif font (Arial, Helvetica, Calibri) for screen readability. For print, opt for serif fonts (Times New Roman, Garamond, Georgia) for paper comfort. Keep body text at 10-12 points for a balance between legibility and space use. Larger font sizes (above 12 points) work well for headings.

How can varying paper sizes (A4, letter, etc.) influence the page count for a given word count?

Varying paper sizes, such as A4, letter, and others, can impact the page count for a given word count. Distinct paper sizes come with differing dimensions and aspect ratios that influence text fitting. For instance, A4 paper (210 x 297 mm or 8.27 x 11.69 inches) and letter paper (216 x 279 mm or 8.5 x 11 inches) vary slightly in height and width. A4 paper accommodates more lines but fewer characters per line compared to letter paper.

In summation, this guide delves into the intricate relationship between word count and page count, unveiling insights that empower your content creation journey. As you explore the nuanced impact of varying factors, you'll equip yourself to master the art of balancing wordiness and conciseness.

With the aid of WPS Office, crafting documents becomes effortless, and the tips for reducing word count offer a refined touch to your academic writing endeavors. Remember, understanding the dynamics of word and page count enhances your ability to communicate effectively and efficiently.

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How the Special Counsel’s Portrayal of Biden’s Memory Compares With the Transcript

The special counsel, Robert K. Hur, accused the president last month of “significant” memory problems. The interview transcript offers context to his report.

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A side view of President Biden wearing a blue suit and a white shirt while standing at a lectern.

By Charlie Savage

Charlie Savage writes about national security and legal policy.

A transcript of a special counsel’s hourslong interview of President Biden over his handling of classified files shows that on several occasions the president fumbled with dates and the sequence of events, while otherwise appearing clearheaded.

A lightly redacted copy of the transcript, which is more than 250 pages and was reviewed by The New York Times, was sent to Congress hours before the special counsel, Robert K. Hur , testified on Tuesday in front of the House Judiciary Committee. Democrats on the panel later released the document .

In a report released last month, Mr. Hur concluded that there was insufficient evidence to charge Mr. Biden with a crime after classified documents ended up in an office he used after his vice presidency and in his home in Delaware. But the report also portrayed Mr. Biden, 81, as an “elderly man with a poor memory,” touching off a political furor amid his re-election campaign.

Mr. Biden’s lawyers, who were present for five hours of questioning over two days, have challenged the damaging portrait by Mr. Hur , a former Trump administration official. But the transcript had not been publicly available to evaluate Mr. Hur’s assessment that Mr. Biden’s memory has “significant limitations.”

Here are some highlights:

Mr. Biden repeatedly said he did not recall or know certain details.

In trying to determine whether Mr. Biden had willfully retained certain classified documents, Mr. Hur repeatedly pressed him for details, like where and how his staff stored classified documents, who packed up when his vice presidency ended and where particular files had gone.

Mr. Biden, who has denied wrongdoing, repeatedly demurred, saying he did not recall or had no idea how his staff handled such matters, and observing that there was “a continuum of a lot of these people” who assisted with those tasks.

He also said he did not recall seeing the most sensitive files investigators found — concerning the Afghanistan war that were in a tattered cardboard box in his garage in Delaware, along with a jumble of unrelated materials — and did not know how they got there.

“I don’t remember how a beat-up box got in the garage,” he said, speculating that someone packing up must have just tossed stuff into it. He added that he had “no goddamn idea” what was in a tranche of files shipped to his house and “didn’t even bother to go through them.”

Mr. Biden particularly fumbled with dates when talking about his son’s death.

Mr. Hur’s most striking assertion about Mr. Biden’s memory was that he “did not remember, even within several years, when his son Beau died.” The death of his son from cancer, in May 2015, was one of the most emotional moments in Mr. Biden’s personal life — and the subject of a memoir he wrote with a ghostwriter in 2017.

Mr. Biden expressed particular outrage about that line. “How in the hell dare he raise that?” the president said during a news conference held hours after Mr. Hur’s report became public. “Frankly, when I was asked the question I thought to myself, it wasn’t any of their damn business.”

The transcript shows that Mr. Hur did not specifically ask when Beau Biden had died. Instead, Mr. Hur pressed Mr. Biden about where he kept papers related to work he did after leaving the vice presidency in January 2017, like teaching at a think tank in Washington, a cancer “moonshot” project and the book he wrote about Beau’s death.

At that point, Mr. Biden, who sometimes stutters, began to stammer and garble matters. He said “when I got out of the Senate” when he meant to refer to leaving the vice presidency, and he seemingly conflated events in 2015, when Beau died and Mr. Biden chose not to run against Hillary Clinton for the 2016 Democratic presidential nomination, with events in 2017, when he wrote the memoir and decided to run for president in the 2020 cycle:

BIDEN: Well, um … I, I, I, I, I don’t know. This is, what, 2017, 2018, that area? HUR: Yes, sir. BIDEN: Remember, in this time frame, my son is — either been deployed or is dying, and, and so it was — and by the way, there were still a lot of people at the time when I got out of the Senate that were encouraging me to run in this period, except the president. I’m not — and not a mean thing to say. He just thought that she had a better shot of winning the presidency than I did. And so I hadn’t, I hadn’t, at this point — even though I’m at Penn, I hadn’t walked away from the idea that I may run for office again. But if I ran again, I’d be running for president. And, and so what was happening, though — what month did Beau die? Oh, God, May 30 — RACHEL COTTON, A WHITE HOUSE LAWYER: 2015. UNIDENTIFIED MALE SPEAKER: 2015. BIDEN: Was it 2015 he had died? UNIDENTIFIED MALE SPEAKER: It was May of 2015. BIDEN: It was 2015. ROBERT BAUER, BIDEN’S PERSONAL LAWYER: Or — I’m not sure of the month, sir, but I think that was the year. MARC KRICKBAUM, HUR’S DEPUTY: That’s right, Mr. President. It — BIDEN: And what’s happened in the meantime is that as — and Trump gets elected in November of 2017? UNIDENTIFIED MALE SPEAKER: 2016. UNIDENTIFIED MALE SPEAKER: ’16. BIDEN: ’16, 2016. All right. So — why do I have 2017 here? ED SISKEL, BIDEN’S WHITE HOUSE COUNSEL: That’s when you left office, January of 2017. BIDEN: Yeah, OK. But that’s when Trump gets sworn in, January. SISKEL: Right. BAUER: Right, correct. BIDEN: OK, yeah. And in 2017, Beau had passed and — this is personal …

Mr. Biden then recounted Beau’s death; how he came to write the subsequent book “Promise Me, Dad,” based on his son’s dying request that he stay involved in public service; and how he decided in 2017, after a rally by white nationalists in Charlottesville, Va., to run for president against Donald J. Trump.

Mr. Biden had several other miscues.

The transcript also contained some minor seeming slips that went unmentioned in Mr. Hur’s report. For example, Mr. Biden needed to be nudged to recall the name of the federal agency that takes custody of official records — the National Archives — or that fax machine is the name of the device that transmits images of documents over phone lines.

But Mr. Hur made a particularly striking assertion in stating that Mr. Biden “did not remember when he was vice president.” As evidence, Mr. Hur quoted him as saying, “If it was 2013 — when did I stop being vice president?” According to the report, Mr. Biden displayed similar confusion on the second day of questioning, asking, “In 2009, am I still vice president?”

The transcript provides context for those lines. In both instances, Mr. Biden said the wrong year but appeared to recognize that he had misspoken and immediately stopped to seek clarity and orient himself.

The first unfolded as Mr. Biden stressed that he did not know how material about an internal Obama administration debate in 2009 about the Afghanistan war had ended up in his Delaware garage:

BIDEN: Somebody must’ve, packing this up, just picked up all the stuff and put it in a box, because I didn’t. HUR: OK. Do you have any idea where this material would’ve been before it got moved into the garage? BIDEN: Well, if it was 2013 — when did I stop being vice president? COTTON: 2017. BIDEN: So I was vice president. So it must’ve come from vice-president stuff. That’s all I can think of.

The second happened when Mr. Biden was asked about how a particular folder of those same documents ended up in his garage. Again discussing the end of his vice presidency in 2017, he mistakenly instead invoked the year the documents were from:

BIDEN: My problem was I never knew where any of the documents or boxes were specifically coming from or who packed them. Just did I get them delivered to me. And so this is — I’m, at this stage, in 2009, am I still vice president? [indiscernible whispering] BIDEN: Yeah, OK.

Mr. Krickbaum then said he saw that Mr. Biden was “flipping ahead” and the conversation moved on.

Mr. Hur was selective in portraying Mr. Biden’s memory of an ambassador’s position.

In portraying the president’s memory as unusually faulty, Mr. Hur singled out one other issue: whether Mr. Biden accurately remembered the stance of a diplomat in Afghanistan. According to the report, Mr. Biden, in discussing a memo he wrote to President Barack Obama in 2009 arguing against a surge of additional troops to Afghanistan, had mistakenly said he “had a real difference” of opinion with Karl Eikenberry, who was the U.S. ambassador to Afghanistan. In fact, Mr. Hur noted, Mr. Eikenberry, like Mr. Biden, had opposed a surge.

That line came when Mr. Biden interrupted himself during a lengthy recollection of the internal administration debate over whether Mr. Obama should order a surge:

BIDEN: I’ll just tell you one thing, it has nothing to do with the investigation, you’ll understand why this is sensitive. The president thought that I knew a lot more about Afghanistan than he did and other members of the administration. He knew I had a real difference with the key foreign policy types, particularly — whether it was Eikenberry or whether it was — anyway. And he was looking for me to make my case as strong as I could, without him having to ask for it or being associated with it, because his concern in this period was he didn’t have overwhelming foreign policy experience, and how could he take on the most premier members of the foreign policy establishment in his administration. Quite a few that said, go, do this. So he was looking for me to make the strongest case I could. So I’d be the guy that’d basically take the heat, which I was prepared to do because I knew as much about it as they did.

Notably, later that same day, Mr. Biden invoked Mr. Eikenberry again. In that passage, Mr. Biden made clear that he recalled that Mr. Eikenberry shared his opposition to sending additional troops to Afghanistan. Mr. Biden was discussing a typed file he may or may not have seen before writing his 2009 memo to Mr. Obama.

BIDEN: I received this before I wrote the other, it was added argument why he should listen to my argument. I’m talking about — you know, “I had a long conversation with Eikenberry, yes, I urge you to call him before you make a decision. Karl can speak for himself and he has eloquently in some of his cables, let me relay just a few things. Adding troops will not speed up the ability to train Afghans because…” etc. So these are criticisms of the proposal that was being made to the president by, by others in the administration wanting him to double down in Afghanistan.

In his report, Mr. Hur did not mention this second discussion of Mr. Eikenberry’s position.

Mr. Biden appeared clearheaded most of the time.

Mr. Biden went into great detail about many matters, the transcript shows. He made jokes over the two days, teasing the prosecutors. And at certain points, he corrected his interrogators when they were the ones who misspoke.

When Mr. Hur showed him a photograph and suggested that two documents resembled each other, Mr. Biden objected to the comparison. When Mr. Krickbaum misquoted Mr. Biden as having told his ghostwriter that he had found material “marked” classified, Mr. Biden interrupted to question his inaccurate addition of that word.

Mr. Biden also critically evaluated Mr. Hur’s strategy. At the end of the first day of questioning, he told his lawyers, “They’re obviously trying to establish something.”

On the second day, when Mr. Krickbaum insinuated that Mr. Biden had improperly held onto personal diaries from his vice presidency in which he had recorded accounts of sensitive meetings, Mr. Biden forcefully stressed, “Every president before me has done the same exact thing.” He added, “I just want to make sure we’re on the same page.”

When Mr. Hur suggested that classified files found in Mr. Biden’s garage may have once been stored in a desk in his house that contained similar-looking folders, Mr. Biden questioned that premise. He argued that it was more likely that both sets were originally shipped to the garage, and someone — not him — had just found the one set and so put it in his desk.

And when Mr. Biden provided a lengthy description of the layout of his house in Delaware — portions of which were redacted in the transcript for security reasons — Mr. Hur observed that Mr. Biden appeared to have “a photographic understanding and, and recall of the house.”

Charlie Savage writes about national security and legal policy. More about Charlie Savage

Biden’s Mental Acuity Under Scrutiny

Comments about president biden’s age and memory in the special counsel’s report have captured democrats’ fears ahead of the november election and fueled republicans in their efforts to cast the president as weak..

Portrayal of Biden’s Memory: Robert Hur, the special counsel in the case examining President Biden’s handling of classified files, accused the president of “significant” memory problems in his report. The transcript of Hur’s interview with the president as part of the inquiry offers context to his report .

An Age-Old Question: How old is too old to be president? The report has thrust the issue back into the spotlight just as America seems poised to elect a commander in chief well past typical retirement age, no matter who wins in November.

Implications for 2024 Election: Why is the age issue hurting Biden so much more than Donald Trump? Both are over 75, but voters are much less likely to worry that Trump is too old to serve .

Voter Reactions: To Americans in their 70s and 80s, the renewed questions swirling around Biden’s age have resonated in deeply personal ways . Many agree that it’s an issue, while others feel the criticism of Biden is insulting.

The Science of Memory Loss: After the report’s release, medical experts noted that the special counsel’s judgments on Biden’s mental health did not appear to be based on science .

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