APA review with voice over
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The document provides guidelines for citing sources and references in APA style, including how to format in-text citations and references for different source types such as personal communications, indirect sources, and works by multiple authors. Rules are described for direct quotes, block quotes, and citing sources in both the text and reference list. Examples are given of how to format references for journal articles, books, and articles from online sources.
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1 Branching Paths A Novel Teacher Evaluation Model for Fa
1
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
James P. Bavis and Ahn G. Nu
Department of English, Purdue University
ENGL 101: Course Name
Dr. Richard Teeth
Jan. 30, 2020
jforte
Text Box
Note: Green text boxes contain explanations of APA 7's paper formatting guidelines...
jforte
Text Box
...while blue text boxes contain directions for writing and citing in APA 7.
jforte
Text Box
Note that there is no running head on a student paper.
jforte
Line
jforte
Text Box
Page numbers begin on the first page and follow on every subsequent page without interruption. No other information (e.g., authors' last names) is required.
jforte
Line
jforte
Text Box
The paper's title should be centered, bold, and written in title case. It should be three or four lines below the top margin of the page. In this sample paper, we've put three blank lines above the title.
jforte
Line
jforte
Text Box
Authors' names appear two lines below the title. They should be written as follows:
First name, middle initial(s), last name.
jforte
Text Box
Authors' affiliations follow immediately after their names. For student papers, these should usually be the department containing the course for which the paper is being written.
jforte
Text Box
Student papers do not contain an author's note.
jforte
Text Box
Follow authors' affiliations with the number and name of the course, the instructor's name and title, and the assignment's due date.
2
Abstract
A large body of assessment literature suggests that students’ evaluations of their teachers
(SETs) can fail to measure the construct of teaching in a variety of contexts. This can
compromise faculty development efforts that rely on information from SETs. The disconnect
between SET results and faculty development efforts is exacerbated in educational contexts
that demand particular teaching skills that SETs do not value in proportion to their local
importance (or do not measure at all). This paper responds to these challenges by proposing an
instrument for the assessment of teaching that allows institutional stakeholders to define the
teaching construct in a way they determine to suit the local context. The main innovation of this
instrument relative to traditional SETs is that it employs a branching “tree” structure populated
by binary-choice items based on the Empirically derived, Binary-choice, Boundary-definition
(EBB) scale developed by Turner and Upshur for ESL writing assessment. The paper argues
that this structure can allow stakeholders to define the teaching construct by changing the order
and sensitivity of the nodes in the tree of possible outcomes, each of which corresponds to a
specific teaching skill. The paper concludes by outlining a pilot study that will examine the
differences between the proposed EBB instrument and a traditional SET employing series of
multiple-choice questions (MCQs) that correspond to Likert scale values.
Keywords: c ...
1 Branching Paths A Novel Teacher Evaluation Model for Fa
1
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
James P. Bavis and Ahn G. Nu
Department of English, Purdue University
ENGL 101: Course Name
Dr. Richard Teeth
Jan. 30, 2020
jforte
Text Box
Note: Green text boxes contain explanations of APA 7's paper formatting guidelines...
jforte
Text Box
...while blue text boxes contain directions for writing and citing in APA 7.
jforte
Text Box
Note that there is no running head on a student paper.
jforte
Line
jforte
Text Box
Page numbers begin on the first page and follow on every subsequent page without interruption. No other information (e.g., authors' last names) is required.
jforte
Line
jforte
Text Box
The paper's title should be centered, bold, and written in title case. It should be three or four lines below the top margin of the page. In this sample paper, we've put three blank lines above the title.
jforte
Line
jforte
Text Box
Authors' names appear two lines below the title. They should be written as follows:
First name, middle initial(s), last name.
jforte
Text Box
Authors' affiliations follow immediately after their names. For student papers, these should usually be the department containing the course for which the paper is being written.
jforte
Text Box
Student papers do not contain an author's note.
jforte
Text Box
Follow authors' affiliations with the number and name of the course, the instructor's name and title, and the assignment's due date.
2
Abstract
A large body of assessment literature suggests that students’ evaluations of their teachers
(SETs) can fail to measure the construct of teaching in a variety of contexts. This can
compromise faculty development efforts that rely on information from SETs. The disconnect
between SET results and faculty development efforts is exacerbated in educational contexts
that demand particular teaching skills that SETs do not value in proportion to their local
importance (or do not measure at all). This paper responds to these challenges by proposing an
instrument for the assessment of teaching that allows institutional stakeholders to define the
teaching construct in a way they determine to suit the local context. The main innovation of this
instrument relative to traditional SETs is that it employs a branching “tree” structure populated
by binary-choice items based on the Empirically derived, Binary-choice, Boundary-definition
(EBB) scale developed by Turner and Upshur for ESL writing assessment. The paper argues
that this structure can allow stakeholders to define the teaching construct by changing the order
and sensitivity of the nodes in the tree of possible outcomes, each of which corresponds to a
specific teaching skill. The paper concludes by outlining a pilot study that will examine the
differences between the proposed EBB instrument and a traditional SET employing series of
multiple-choice questions (MCQs) that correspond to Likert scale values.
Keywords: c ...
1 Branching Paths A Novel Teacher Evaluation Model for Fa.docx
1
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
James P. Bavis and Ahn G. Nu
Department of English, Purdue University
ENGL 101: Course Name
Dr. Richard Teeth
Jan. 30, 2020
jforte
Text Box
Note: Green text boxes contain explanations of APA 7's paper formatting guidelines...
jforte
Text Box
...while blue text boxes contain directions for writing and citing in APA 7.
jforte
Text Box
Note that there is no running head on a student paper.
jforte
Line
jforte
Text Box
Page numbers begin on the first page and follow on every subsequent page without interruption. No other information (e.g., authors' last names) is required.
jforte
Line
jforte
Text Box
The paper's title should be centered, bold, and written in title case. It should be three or four lines below the top margin of the page. In this sample paper, we've put three blank lines above the title.
jforte
Line
jforte
Text Box
Authors' names appear two lines below the title. They should be written as follows:
First name, middle initial(s), last name.
jforte
Text Box
Authors' affiliations follow immediately after their names. For student papers, these should usually be the department containing the course for which the paper is being written.
jforte
Text Box
Student papers do not contain an author's note.
jforte
Text Box
Follow authors' affiliations with the number and name of the course, the instructor's name and title, and the assignment's due date.
2
Abstract
A large body of assessment literature suggests that students’ evaluations of their teachers
(SETs) can fail to measure the construct of teaching in a variety of contexts. This can
compromise faculty development efforts that rely on information from SETs. The disconnect
between SET results and faculty development efforts is exacerbated in educational contexts
that demand particular teaching skills that SETs do not value in proportion to their local
importance (or do not measure at all). This paper responds to these challenges by proposing an
instrument for the assessment of teaching that allows institutional stakeholders to define the
teaching construct in a way they determine to suit the local context. The main innovation of this
instrument relative to traditional SETs is that it employs a branching “tree” structure populated
by binary-choice items based on the Empirically derived, Binary-choice, Boundary-definition
(EBB) scale developed by Turner and Upshur for ESL writing assessment. The paper argues
that this structure can allow stakeholders to define the teaching construct by changing the order
and sensitivity of the nodes in the tree of possible outcomes, each of which corresponds to a
specific teaching skill. The paper concludes by outlining a pilot study that will examine the
differences between the proposed EBB instrument and a traditional SET employing series of
multiple-choice questions (MCQs) that correspond to Likert scale values.
Keywords: c.
1 branching paths a novel teacher evaluation model for fa
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2) Currently, student evaluations of teaching (SETs) are commonly used for faculty development and personnel decisions but may not adequately measure teaching in some contexts.
3) The proposed HET evaluation uses a branching "tree" structure with binary-choice items to allow stakeholders to define important teaching skills for their institution. A pilot study will compare HET to a traditional SET.
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COMM 200, AJN, F’17
QoV: Is technology the most effective means for improving society?
Tips for Writing the Final Position Paper
· keep it short and sweet
· use a minimum of 10–12 sources (3 must be scholarly)
· state the QoV in the intro (= your research question)
· state your thesis (= your answer to the QoV)
· make two sub-claims (argument #1 + argument #2 = THESIS)
· use a variety of types of evidence (e.g., testimony, statistics, examples, etc.)
· always introduce quotes
· only use quotes when something is said/written BETTER than you can say/write
· use in-text citations!!
· DO NOT narrate your sources
· In the fourth paragraph, Smith (2009) states ….
· Avoid stating publication titles and/or author credentials UNLESS they are relevant to the argument advanced
· write in third person
· AVOID whenever possible: “I,” “we,” “you”
· DO NOT begin sentences with terms that lack a referent
· “They said…” or “They agree…”
· AJ’s response… “Who said?!?!”
· Make strong claims – be assertive, write strong – don’t be weak
· I believe
· I think
· I feel
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I.
Introduction
A) THESIS:Technology is not the most effective means for improving society; education is.
II. BODY
A) Sub-claim #1:Technology is causing students to lose writing and interpersonal interaction skills.
1) There are many benefits to using technology to improve society (Hasian, 2014; Jackson, 2009).
2) However, the benefits using technology do not outweigh the costs that become obvious when examining higher education today (Foust, 2016; Johnson, 2012; Smith, 2010).
B) Sub-claim #2: Increased pressure to adopt technology in the classroom cost instructors time that should be used for developing course content as opposed to learning how to use new technology that is constantly changing
1) There are benefits to utilizing technology in the classroom (cite all that agree).
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· Always introduce quotes – a sentence should NEVER begin with a quotation mark
· Do not narrate your research – “All of my articles agree….” instead you could state: Technology is beneficial to society if used in moderation (cite all that agree).
· Be assertive.
· In-text citations are your friend – figure them out!!!
I.
Introduction
A) State the purpose of the paper
B) Thesis: Technology is not the most effective means for improving society; education is.
C) Preview of paper
II. Body
A) Sub-claim #1:Technology is causing students to lose writing and interpersonal interaction skills.[part of my argument, in my own words]
1) There are many benefits to using technology to impr ...
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1 Branching Paths A Novel Teacher Evaluation M
1
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
James P. Bavis and Ahn G. Nu
Department of English, Purdue University
ENGL 101: First Year Writing
Dr. Richard Teeth
January 30, 2020
Commented [AF1]: At the top of the page you’ll see the
header, which does not include a running head for student
papers (a change from APA 6). Page numbers begin on the
first page and follow on every subsequent page without
interruption. No other information (e.g., authors' last names)
is required.
Note: your instructor may ask for a running head or your last
name before the page number. You can look at the APA
professional sample paper for guidelines on these.
Commented [AF2]: The paper's title should be centered,
bold, and written in title case. It should be three or four lines
below the top margin of the page. In this sample paper, we've
put four blank lines above the title.
Commented [AF3]: Authors' names are written below the
title, with one double-spaced blank line between them.
Names should be written as follows:
First name, middle initial(s), last name.
Commented [AF4]: Authors' affiliations follow
immediately after their names. For student papers, these
should usually be the department containing the course for
which the paper is being written.
Commented [AWC5]: Note that student papers in APA do
not require author notes, abstracts, or keywords, which
would normally fall at the bottom of the title page and on the
next page afterwards. Your instructor may ask for them
anyway — see the APA professional sample paper on our
site for guidelines for these.
Commented [AF6]: Follow authors' affiliations with the
number and name of the course, the instructor's name and
title, and the assignment's due date.
2
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
According to Theall (2017), “Faculty evaluation and development cannot be considered
separately… evaluation without development is punitive, and development without evaluation is
guesswork” (p.91). As the practices that constitute modern programmatic faculty development
have evolved from their humble beginnings to become a commonplace feature of university life
(Lewis, 1996), a variety of tactics to evaluate the proficiency of teaching faculty for development
purposes have likewise become commonplace. These include measures as diverse as peer
observations, the development of teaching portfolios, and student evaluations.
One such measure, the student evaluation of teacher (SET), has been virtually ubiquitous
since at least the 1990s (Wilson, 1998). Though records of SET-like instruments can be traced to
work at Purdue University in the 1920s (Remmers & Brandenburg, 1927), most modern histories
of faculty development suggest that their rise to widespread popularity went hand-in-hand with
the birth of modern faculty development programs in the 1970s, when universities ...
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This document provides resources for teachers in various categories such as lesson planning, classroom management, assessment tools, and academic content areas. It also includes descriptions of different citation styles like APA and Creative Commons licenses. Disadvantages of some resource types are outlined, such as the potential lack of creativity in using pre-made lesson plans or technical difficulties with online assessments. Copyright principles, fair use guidelines, and differences between copyright, trademarks and patents are defined.
Mismong report
This document provides resources for teachers in various categories such as lesson planning, classroom management, assessment tools, and academic content areas. It also includes descriptions of different citation styles like APA and Creative Commons licenses. Disadvantages of some resource types are outlined, such as the potential lack of creativity in using pre-made lesson plans or technical difficulties with online assessments. Copyright principles, fair use guidelines, and differences between copyright, trademarks and patents are defined.
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Referencing Active Tasks
1) The document discusses various active learning activities to help students develop referencing skills, including polling software, referencing games like Rummy, and Lego exercises.
2) It also provides guidance on identifying places in text that require in-text citations and examples of reference list entries and in-text citations for students to practice.
3) Feedback methods like a "locked box" where students unlock padlocks with formative feedback are suggested.
Applying Concepts In International Relations The Language Of Causal Explanat...
This document analyzes the causal language used in high- and low-graded essays from a university international relations course that required students to apply concepts like "Security Dilemma" or "Balance of Power" to explain real-world situations. The study compared the frequencies and patterns of causal language resources between higher and lower graded essays. Key findings included greater use in high-graded essays of abstract causality, resources for assessing causality, verbs for reasoning and drawing conclusions based on evidence, and coupling determining relation verbs with other words.
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Research seminar lecture_apa_writing_and_references_students_full
The document outlines an educational research seminar discussing APA style guidelines for formatting papers, in-text citations, and reference lists. It provides examples of how to cite sources with different numbers of authors in APA style both in-text and in reference lists. Additional online resources are listed for further guidance on APA style basics, references, and general paper formatting.
1 Branching Paths A Novel Teacher Evaluation Model for Fa
1
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
James P. Bavis and Ahn G. Nu
Department of English, Purdue University
ENGL 101: Course Name
Dr. Richard Teeth
Jan. 30, 2020
jforte
Text Box
Note: Green text boxes contain explanations of APA 7's paper formatting guidelines...
jforte
Text Box
...while blue text boxes contain directions for writing and citing in APA 7.
jforte
Text Box
Note that there is no running head on a student paper.
jforte
Line
jforte
Text Box
Page numbers begin on the first page and follow on every subsequent page without interruption. No other information (e.g., authors' last names) is required.
jforte
Line
jforte
Text Box
The paper's title should be centered, bold, and written in title case. It should be three or four lines below the top margin of the page. In this sample paper, we've put three blank lines above the title.
jforte
Line
jforte
Text Box
Authors' names appear two lines below the title. They should be written as follows:
First name, middle initial(s), last name.
jforte
Text Box
Authors' affiliations follow immediately after their names. For student papers, these should usually be the department containing the course for which the paper is being written.
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Text Box
Student papers do not contain an author's note.
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Follow authors' affiliations with the number and name of the course, the instructor's name and title, and the assignment's due date.
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Abstract
A large body of assessment literature suggests that students’ evaluations of their teachers
(SETs) can fail to measure the construct of teaching in a variety of contexts. This can
compromise faculty development efforts that rely on information from SETs. The disconnect
between SET results and faculty development efforts is exacerbated in educational contexts
that demand particular teaching skills that SETs do not value in proportion to their local
importance (or do not measure at all). This paper responds to these challenges by proposing an
instrument for the assessment of teaching that allows institutional stakeholders to define the
teaching construct in a way they determine to suit the local context. The main innovation of this
instrument relative to traditional SETs is that it employs a branching “tree” structure populated
by binary-choice items based on the Empirically derived, Binary-choice, Boundary-definition
(EBB) scale developed by Turner and Upshur for ESL writing assessment. The paper argues
that this structure can allow stakeholders to define the teaching construct by changing the order
and sensitivity of the nodes in the tree of possible outcomes, each of which corresponds to a
specific teaching skill. The paper concludes by outlining a pilot study that will examine the
differences between the proposed EBB instrument and a traditional SET employing series of
multiple-choice questions (MCQs) that correspond to Likert scale values.
Keywords: c ...
1 Branching Paths A Novel Teacher Evaluation Model for Fa
1
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
James P. Bavis and Ahn G. Nu
Department of English, Purdue University
ENGL 101: Course Name
Dr. Richard Teeth
Jan. 30, 2020
jforte
Text Box
Note: Green text boxes contain explanations of APA 7's paper formatting guidelines...
jforte
Text Box
...while blue text boxes contain directions for writing and citing in APA 7.
jforte
Text Box
Note that there is no running head on a student paper.
jforte
Line
jforte
Text Box
Page numbers begin on the first page and follow on every subsequent page without interruption. No other information (e.g., authors' last names) is required.
jforte
Line
jforte
Text Box
The paper's title should be centered, bold, and written in title case. It should be three or four lines below the top margin of the page. In this sample paper, we've put three blank lines above the title.
jforte
Line
jforte
Text Box
Authors' names appear two lines below the title. They should be written as follows:
First name, middle initial(s), last name.
jforte
Text Box
Authors' affiliations follow immediately after their names. For student papers, these should usually be the department containing the course for which the paper is being written.
jforte
Text Box
Student papers do not contain an author's note.
jforte
Text Box
Follow authors' affiliations with the number and name of the course, the instructor's name and title, and the assignment's due date.
2
Abstract
A large body of assessment literature suggests that students’ evaluations of their teachers
(SETs) can fail to measure the construct of teaching in a variety of contexts. This can
compromise faculty development efforts that rely on information from SETs. The disconnect
between SET results and faculty development efforts is exacerbated in educational contexts
that demand particular teaching skills that SETs do not value in proportion to their local
importance (or do not measure at all). This paper responds to these challenges by proposing an
instrument for the assessment of teaching that allows institutional stakeholders to define the
teaching construct in a way they determine to suit the local context. The main innovation of this
instrument relative to traditional SETs is that it employs a branching “tree” structure populated
by binary-choice items based on the Empirically derived, Binary-choice, Boundary-definition
(EBB) scale developed by Turner and Upshur for ESL writing assessment. The paper argues
that this structure can allow stakeholders to define the teaching construct by changing the order
and sensitivity of the nodes in the tree of possible outcomes, each of which corresponds to a
specific teaching skill. The paper concludes by outlining a pilot study that will examine the
differences between the proposed EBB instrument and a traditional SET employing series of
multiple-choice questions (MCQs) that correspond to Likert scale values.
Keywords: c ...
1 Branching Paths A Novel Teacher Evaluation Model for Fa.docx
1
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
James P. Bavis and Ahn G. Nu
Department of English, Purdue University
ENGL 101: Course Name
Dr. Richard Teeth
Jan. 30, 2020
jforte
Text Box
Note: Green text boxes contain explanations of APA 7's paper formatting guidelines...
jforte
Text Box
...while blue text boxes contain directions for writing and citing in APA 7.
jforte
Text Box
Note that there is no running head on a student paper.
jforte
Line
jforte
Text Box
Page numbers begin on the first page and follow on every subsequent page without interruption. No other information (e.g., authors' last names) is required.
jforte
Line
jforte
Text Box
The paper's title should be centered, bold, and written in title case. It should be three or four lines below the top margin of the page. In this sample paper, we've put three blank lines above the title.
jforte
Line
jforte
Text Box
Authors' names appear two lines below the title. They should be written as follows:
First name, middle initial(s), last name.
jforte
Text Box
Authors' affiliations follow immediately after their names. For student papers, these should usually be the department containing the course for which the paper is being written.
jforte
Text Box
Student papers do not contain an author's note.
jforte
Text Box
Follow authors' affiliations with the number and name of the course, the instructor's name and title, and the assignment's due date.
2
Abstract
A large body of assessment literature suggests that students’ evaluations of their teachers
(SETs) can fail to measure the construct of teaching in a variety of contexts. This can
compromise faculty development efforts that rely on information from SETs. The disconnect
between SET results and faculty development efforts is exacerbated in educational contexts
that demand particular teaching skills that SETs do not value in proportion to their local
importance (or do not measure at all). This paper responds to these challenges by proposing an
instrument for the assessment of teaching that allows institutional stakeholders to define the
teaching construct in a way they determine to suit the local context. The main innovation of this
instrument relative to traditional SETs is that it employs a branching “tree” structure populated
by binary-choice items based on the Empirically derived, Binary-choice, Boundary-definition
(EBB) scale developed by Turner and Upshur for ESL writing assessment. The paper argues
that this structure can allow stakeholders to define the teaching construct by changing the order
and sensitivity of the nodes in the tree of possible outcomes, each of which corresponds to a
specific teaching skill. The paper concludes by outlining a pilot study that will examine the
differences between the proposed EBB instrument and a traditional SET employing series of
multiple-choice questions (MCQs) that correspond to Likert scale values.
Keywords: c.
1 branching paths a novel teacher evaluation model for fa
1) The paper proposes a new teacher evaluation model called the Heavilon Evaluation of Teacher (HET) that aims to better suit faculty development needs by allowing stakeholders to define teaching constructs in a way that suits their local context.
2) Currently, student evaluations of teaching (SETs) are commonly used for faculty development and personnel decisions but may not adequately measure teaching in some contexts.
3) The proposed HET evaluation uses a branching "tree" structure with binary-choice items to allow stakeholders to define important teaching skills for their institution. A pilot study will compare HET to a traditional SET.
Drafting lit review
This document provides guidance on drafting a literature review, including how to cluster sources by subject headings, write generalizations and analyze sources under each heading, and conclude by summarizing discussions and identifying gaps for further research. Key steps include annotating sources, highlighting keywords to group sources under headings, writing topic sentences to introduce headings, using sources to support arguments through paraphrasing and non-integral citations, and pulling ideas together to transition into identifying areas for additional work.
COMM 200, AJN, F’17QoV Is technology the most effective means f.docx
COMM 200, AJN, F’17
QoV: Is technology the most effective means for improving society?
Tips for Writing the Final Position Paper
· keep it short and sweet
· use a minimum of 10–12 sources (3 must be scholarly)
· state the QoV in the intro (= your research question)
· state your thesis (= your answer to the QoV)
· make two sub-claims (argument #1 + argument #2 = THESIS)
· use a variety of types of evidence (e.g., testimony, statistics, examples, etc.)
· always introduce quotes
· only use quotes when something is said/written BETTER than you can say/write
· use in-text citations!!
· DO NOT narrate your sources
· In the fourth paragraph, Smith (2009) states ….
· Avoid stating publication titles and/or author credentials UNLESS they are relevant to the argument advanced
· write in third person
· AVOID whenever possible: “I,” “we,” “you”
· DO NOT begin sentences with terms that lack a referent
· “They said…” or “They agree…”
· AJ’s response… “Who said?!?!”
· Make strong claims – be assertive, write strong – don’t be weak
· I believe
· I think
· I feel
Remember, you have done the work and you know a great deal about the course topic. The task at hand is for you write a compelling and persuasive response to the QoV that demonstrates all the reading, researching, and critical thinking you have undertaken this semester. There are no right or wrong answers for the Final Position Paper; there are strong arguments and weak arguments. Make me believe; show me what you got!
I.
Introduction
A) THESIS:Technology is not the most effective means for improving society; education is.
II. BODY
A) Sub-claim #1:Technology is causing students to lose writing and interpersonal interaction skills.
1) There are many benefits to using technology to improve society (Hasian, 2014; Jackson, 2009).
2) However, the benefits using technology do not outweigh the costs that become obvious when examining higher education today (Foust, 2016; Johnson, 2012; Smith, 2010).
B) Sub-claim #2: Increased pressure to adopt technology in the classroom cost instructors time that should be used for developing course content as opposed to learning how to use new technology that is constantly changing
1) There are benefits to utilizing technology in the classroom (cite all that agree).
Tips for writing well:
· Always introduce quotes – a sentence should NEVER begin with a quotation mark
· Do not narrate your research – “All of my articles agree….” instead you could state: Technology is beneficial to society if used in moderation (cite all that agree).
· Be assertive.
· In-text citations are your friend – figure them out!!!
I.
Introduction
A) State the purpose of the paper
B) Thesis: Technology is not the most effective means for improving society; education is.
C) Preview of paper
II. Body
A) Sub-claim #1:Technology is causing students to lose writing and interpersonal interaction skills.[part of my argument, in my own words]
1) There are many benefits to using technology to impr ...
Annotation As Writing Promising Technologies And Practices In Writing Studies
This document discusses social annotation (SA) technologies and practices in writing studies. SA involves adding notes to digital texts for sharing information, peer interaction, knowledge building, and collaborative meaning making. Key SA technologies allow users to annotate web-based texts by selecting text and adding multimedia comments. SA technologies make reading social and interactive by allowing shared access to annotated texts. Research suggests SA supports activities like developing domain knowledge, argumentation, literacy skills, peer feedback, and connecting learning across online spaces. SA also enables reading and writing practices emphasized in process-oriented writing pedagogy.
2023. Quot Citation Integration As A Fault Line In Academic Writing The Sty...
1. This document summarizes a study analyzing the use of citation integration, or quotation sandwiches, in essays written by French undergraduate students whose second language is English. The study focuses on essays from 43 students in their third year of an English literature program.
2. To help students learn citation integration, the study used templates and exercises from the textbook "They Say, I Say" which provides models for introducing and explaining quotations. Results from the student essays showed a range from a few students who had mastered citation integration to some who showed little mastery, with most varying in their ability.
3. By analyzing citation integration in the student essays, the study examines a key component of academic writing that many students struggle
1 Branching Paths A Novel Teacher Evaluation M
1
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
James P. Bavis and Ahn G. Nu
Department of English, Purdue University
ENGL 101: First Year Writing
Dr. Richard Teeth
January 30, 2020
Commented [AF1]: At the top of the page you’ll see the
header, which does not include a running head for student
papers (a change from APA 6). Page numbers begin on the
first page and follow on every subsequent page without
interruption. No other information (e.g., authors' last names)
is required.
Note: your instructor may ask for a running head or your last
name before the page number. You can look at the APA
professional sample paper for guidelines on these.
Commented [AF2]: The paper's title should be centered,
bold, and written in title case. It should be three or four lines
below the top margin of the page. In this sample paper, we've
put four blank lines above the title.
Commented [AF3]: Authors' names are written below the
title, with one double-spaced blank line between them.
Names should be written as follows:
First name, middle initial(s), last name.
Commented [AF4]: Authors' affiliations follow
immediately after their names. For student papers, these
should usually be the department containing the course for
which the paper is being written.
Commented [AWC5]: Note that student papers in APA do
not require author notes, abstracts, or keywords, which
would normally fall at the bottom of the title page and on the
next page afterwards. Your instructor may ask for them
anyway — see the APA professional sample paper on our
site for guidelines for these.
Commented [AF6]: Follow authors' affiliations with the
number and name of the course, the instructor's name and
title, and the assignment's due date.
2
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
According to Theall (2017), “Faculty evaluation and development cannot be considered
separately… evaluation without development is punitive, and development without evaluation is
guesswork” (p.91). As the practices that constitute modern programmatic faculty development
have evolved from their humble beginnings to become a commonplace feature of university life
(Lewis, 1996), a variety of tactics to evaluate the proficiency of teaching faculty for development
purposes have likewise become commonplace. These include measures as diverse as peer
observations, the development of teaching portfolios, and student evaluations.
One such measure, the student evaluation of teacher (SET), has been virtually ubiquitous
since at least the 1990s (Wilson, 1998). Though records of SET-like instruments can be traced to
work at Purdue University in the 1920s (Remmers & Brandenburg, 1927), most modern histories
of faculty development suggest that their rise to widespread popularity went hand-in-hand with
the birth of modern faculty development programs in the 1970s, when universities ...
Citation Practices of Education Student Researchers in their Undergraduate T...
Citation Practices of Education Student Researchers in their Undergraduate T...Research Journal of Education
Citation practices among expert writers and dissertations in postgraduate level have been widely investigated in scholarly community. Although recent literature have already expounded on the citation practices in the undergraduate level, few, if none, have paid attention on corpus written by education students. It is therefore the focus of this paper to present citation practices of the pre-service teachers in a teacher education institution in Southern Philippines. Discussion sections of the Chapter 4 of the thirty seven undergraduate corpuses were analyzed using the integral and non-integral citation structures employed by Luzόn (2015). Interviews were also conducted to obtain data on the grounds of their identified (problematic) citation practices. Findings reported that there was an overutilization of integral citation pattern and a great number of citation practices are indeed problematic mainly due to lack of knowledge of rhetorical citations and poor linguistic skills. Grounding from these results, we recommended that an academic writing subject be offered in the College of Education to address the pressing need for scholarly writing.Literate Environment Analysis Presentation
This document discusses assessments teachers can use to understand emergent and beginning literacy learners. It recommends using the Metalinguistic Interview, Story Retelling Evaluation Guide, and Teacher Rating of Oral Language and Literacy to assess emergent literacy learners. For beginning literacy learners, it suggests using the Elementary Reading Attitude Survey, Oral Reading Fluency Test, and Starpoint Phonics Assessment. The document also provides examples of instructional strategies teachers can use for each level, such as audio books, writing, and reader's theater.
Argument Helping Students Understand What Essay Writing Is About
Students often struggle with developing arguments in academic essays due to a lack of understanding of what an argumentative essay requires. While argumentation is a key skill, it is rarely explicitly taught. This study investigated first-year undergraduate students' concepts of arguments, the difficulties they face in developing arguments in their essays, and the instruction they receive. The findings showed students have only partial or incorrect understandings of arguments. Many of their problems stem from a lack of knowledge about developing their own position through analysis and evaluation of sources. The advice students receive does not clearly explain the requirements and refers to argumentation inconsistently and vaguely. The study proposes an 'essay writing framework' to improve instruction by making argumentation the central focus and explaining other
ADP L10 Citations & References
Part 10 of a series of lessons on writing an academic paper. Presented in English to graduate students at Kansai University, Osaka, Japan.
Context matters: A description and typology of the online learning landscape
This document presents a framework for classifying different types of online learning based on key contextual variables. It discusses how current research and practice often neglect context when discussing online learning, treating it as a single entity rather than recognizing important differences. These include whether instruction is synchronous or asynchronous, instructor-led or learner-led, and differences in settings, audiences, technologies and subjects. The document reviews past efforts to classify online learning and proposes a new typology to provide a more precise language for research and help practitioners improve online programs by better understanding different contexts.
Mismong report
This document provides resources for teachers in various categories such as lesson planning, classroom management, assessment tools, and academic content areas. It also includes descriptions of different citation styles like APA and Creative Commons licenses. Disadvantages of some resource types are outlined, such as the potential lack of creativity in using pre-made lesson plans or technical difficulties with online assessments. Copyright principles, fair use guidelines, and differences between copyright, trademarks and patents are defined.
Mismong report
This document provides resources for teachers in various categories such as lesson planning, classroom management, assessment tools, and academic content areas. It also includes descriptions of different citation styles like APA and Creative Commons licenses. Disadvantages of some resource types are outlined, such as the potential lack of creativity in using pre-made lesson plans or technical difficulties with online assessments. Copyright principles, fair use guidelines, and differences between copyright, trademarks and patents are defined.
Brucer Learning Spaces
This document discusses learning spaces, including the classroom, spaces beyond the classroom like homes and museums, and electronic learning spaces. It addresses factors to consider for classroom design, the importance of excursions and communities of practice outside school. Technologies can be used as tutors, tools, for exploration and communication, and educators must decide if technologies allow new educational opportunities. Students progress through stages in online learning environments.
Referencing Active Tasks
1) The document discusses various active learning activities to help students develop referencing skills, including polling software, referencing games like Rummy, and Lego exercises.
2) It also provides guidance on identifying places in text that require in-text citations and examples of reference list entries and in-text citations for students to practice.
3) Feedback methods like a "locked box" where students unlock padlocks with formative feedback are suggested.
Applying Concepts In International Relations The Language Of Causal Explanat...
This document analyzes the causal language used in high- and low-graded essays from a university international relations course that required students to apply concepts like "Security Dilemma" or "Balance of Power" to explain real-world situations. The study compared the frequencies and patterns of causal language resources between higher and lower graded essays. Key findings included greater use in high-graded essays of abstract causality, resources for assessing causality, verbs for reasoning and drawing conclusions based on evidence, and coupling determining relation verbs with other words.
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1 Branching Paths A Novel Teacher Evaluation Model for Fa
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COMM 200, AJN, F’17QoV Is technology the most effective means f.docx
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APA review with voice over
- 11. Any APA Related Questions?