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Based on Standards for Journalism Educators from the Journalism Education Association, this presentation addresses standards 1A.8 and 1A.9 and includes aspects of reporting, interviewing, writing and editing.
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Reading Social Research
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· context & background rationale (analysis of existing literature on the topic and how your project contributes to the field).
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Here you should outline how you went about collecting your data. You should explain and justify aspects such as:
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· Their characteristics (e.g. age, occupational background, student, retiree, etc.)
· The average length of the interviews
· When the interviews were conducted
· How you went about your data analysis (e.g. thematic approach).
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In this section you will present your findings from the analysis of the interview data. You may choose to do this in terms of ‘themes’ found in your interviews, or a ‘narrative’ approach which tells the ‘stories’ of your research participants. You will want to present selective direct quotations that are illustrative of key themes which emerged from your data analysis. Remember, you do not need to present everything that your interviewees said. Be selective. When writing this section, think about:
· Does every reference to the data speak to the theme that I am discussing?
· Am I adequately telling a ‘story’ or simply summarising?
· Have I included a good combination of quotes and description?
· Have I focused on quality themes discussed in depth over a large number of themes that are briefly discussed?
Discussion
Together with the findings, this is the most important aspect of the report. In this section you need to discuss your findings in relation to the existing literature/research on your chosen topic. Your analysis and arguments must all be supported by your references - every comment you make that presents as a fact. Assertion or argument has to be substantiated with a good reference that is cited or quoted in the text. Marks are lost for unsubstantiated opinions. In fact, your opinion is not sought here. What we are interested in is your capacity to synthesise and communicate well-researched information and relate it to your own research findings. As you are writing your discussion, think about questions such as:
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This document provides guidance on writing feature stories for campus journalism. It discusses different types of feature stories such as personality profiles, experiences, descriptions, and how-to guides. It also offers suggestions for introducing and ending feature stories, including using rhetorical questions, startling statements, or narratives. The document outlines qualities of a good feature writer and steps for writing a feature article, such as choosing a subject and developing the lead, body, and conclusion.
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Chapter 17 Reading and Writing Social ResearchSOC 363 Re.docx
Chapter 17
Reading and Writing Social Research
SOC 363
Research Methods
Chapter Outline
Reading Social Research
Using the Internet Wisely
Writing Social Research
The Ethics of Reading and Writing Social Research
Reading Social Research
Organizing a Review of the Literature
Determine keywords (a key concept or population)
E.g. Identify keywords if you were interested in criminal behavior among female college students.
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Reading Social Research
Organizing a Review of the Literature
Conduct a search
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Reading Journals versus Books
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Read the Abstract – a summary of a research article. The abstract usually begins the article and states the purpose of the research, the methods used, and the major findings.
Skim the article, noting section headings and tables and graphs
Read the article in its entirety
Review the article
Reading Social Research
Reading Journals versus Books
Reading a Book
Research Monograph – a book-length research report, either published or unpublished.
Read the preface or introduction
Read the book in its entirety
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Evaluating Research Reports
Theoretical Orientations
Research Design
Measurement
Sampling
Experiments
Survey Questions
Field Research
Content Analysis
Analyzing Existing Statistics
Comparative and Historical Research
Evaluation Research
Data Analysis
Reporting
Using the Internet Wisely
Some Useful Websites
General Social Survey
U.S. Bureau of the Census
USA Statistics in Brief
Statistical Resources on the Web, University of Michigan
Social Sciences Virtual Library
Yahoo Social Sciences
QUALPAGE: Resources for Qualitative Research
Computer Assisted Qualitative Data Analysis Software, University of Surrey, England
Using the Internet Wisely
Evaluating the Quality of Internet Materials
Who/what is the author of the website?
Is the site advocating a particular point of view?
Does the website give accurate and complete references?
Are the data up-to-date?
Are the data official?
Is it a university research site?
Do the data seem consistent with data from other sites?
Using the Internet Wisely
Citing Internet Materials
Elements of a Proper Citation
URL – web address (uniform/universal resources locator)
Date and time when site was accessed
Author and title, if available
Publishing information, if available
Location in print form, if available
Writing Social Research
General Guidelines
Use proper grammar and spelling
Use a style guide (such as The Elements of Style)
Understand functions of scientific reporting
A report should communicate a body of specific data and ideas.
A report should contribute to the general body of scientific knowledge.
A report should stimulate and direct further inquiry
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A reminder: on the title page, please type your name, student number, tutor’s name and the topic title.
Executive Summary
The executive summary needs to provide an overview of the whole report. The executive summary outlines the purpose, research methods, your findings based on your research, and main conclusions (200 words max – not part of the word count).
Introduction
In your introduction outline what you are going to do and the position you are adopting - please use your introduction as a map to cover the points you outline sequentially in the body of your report to stay on track. An introduction needs to include:
· the purpose of your report
· key terms that need to be defined
· context & background rationale (analysis of existing literature on the topic and how your project contributes to the field).
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The Study Method
Here you should outline how you went about collecting your data. You should explain and justify aspects such as:
· How many people you interviewed
· Their characteristics (e.g. age, occupational background, student, retiree, etc.)
· The average length of the interviews
· When the interviews were conducted
· How you went about your data analysis (e.g. thematic approach).
The Findings
In this section you will present your findings from the analysis of the interview data. You may choose to do this in terms of ‘themes’ found in your interviews, or a ‘narrative’ approach which tells the ‘stories’ of your research participants. You will want to present selective direct quotations that are illustrative of key themes which emerged from your data analysis. Remember, you do not need to present everything that your interviewees said. Be selective. When writing this section, think about:
· Does every reference to the data speak to the theme that I am discussing?
· Am I adequately telling a ‘story’ or simply summarising?
· Have I included a good combination of quotes and description?
· Have I focused on quality themes discussed in depth over a large number of themes that are briefly discussed?
Discussion
Together with the findings, this is the most important aspect of the report. In this section you need to discuss your findings in relation to the existing literature/research on your chosen topic. Your analysis and arguments must all be supported by your references - every comment you make that presents as a fact. Assertion or argument has to be substantiated with a good reference that is cited or quoted in the text. Marks are lost for unsubstantiated opinions. In fact, your opinion is not sought here. What we are interested in is your capacity to synthesise and communicate well-researched information and relate it to your own research findings. As you are writing your discussion, think about questions such as:
· What does the research tell us?
· How does our research findings relate to existin.
Evidence based writing powerpoint
This document provides a lesson plan for teaching students how to write evidence-based responses to comprehension questions by outlining strategies like using graphic organizers and the QAR method to find supporting details from texts and practice answering questions about a passage on Michelle Kwan's career. Learning objectives include completing graphic organizers, identifying vocabulary, writing well-supported answers, and maintaining a portfolio of work.
Evidence based writing powerpoint
This document provides a lesson plan for teaching students how to write evidence-based responses to comprehension questions by outlining strategies like using graphic organizers and the QAR method to find supporting details from texts and practice answering questions about a passage on Michelle Kwan's career. Learning objectives include completing graphic organizers, identifying vocabulary, writing well-supported answers, and maintaining a portfolio of work.
Personal statement format
The document provides guidance on writing an effective personal statement for graduate school admissions. It outlines the purpose of the personal statement, which is to demonstrate unique qualifications and illustrate writing skills, creativity, and career goals. Tips are provided on content to include, such as relevant experiences, influences, research interests, and goals, as well as formatting and common mistakes to avoid.
The Purposes, Politics and Practicalities of Writing (for Publics and Impact)
Slides from a Faculty of Education workshop at the University of Cambridge, conducted by Susan Robertson and Mark Carrigan in February 2018.
S. White 1 Nonprofit Sector Ethics and Accountabili.docx
S. White
1
Nonprofit Sector Ethics and Accountability Analysis Paper
PAPER CONTENT:
Refer to the Writing Rubric in Important Documents on D2L for further guidance. This paper represents
an opportunity for you to analyze the nonprofit you have selected by applying the principles we have
discussed in class and referring to best practices. I offer some possible questions/scenarios to explore,
but you may certainly choose a different topic, however, I do have to approve the topic you choose no
later than March 27, 2020.
Throughout the project, I recommend that you keep in mind that your overall task, is to take the
principles we have covered during this course and use them as a lens to view your nonprofit. By using
that lens, determine if your nonprofit is following/applying best practices for the nonprofit sector. If
they ARE applying best practices, identify the best practices they are applying and give specific
examples. If they ARE NOT applying best practices, identify specific examples of where the nonprofit is
NOT using best practices and identify the best practices that you would recommend that the nonprofit
use or implement.
You need to select at least three examples to identify and discuss. You can choose to discuss all
instances of your nonprofit not following best practices; or you could choose to discuss all instances of
your nonprofit following best practices or a combination using best practices and not using best
practices, if you discuss at least three examples. Below are several areas which you might consider
analyzing and discussing:
1. Mission, Vision & Strategy:
a. Does your organization have both a mission and vision statement? Are programs and
services in alignment with mission? Does the organization have a current strategic plan?
Does the organization have procedures in place for evaluating programs? Does the
organization report the impact of its programs to donors, on its website and/or in
annual reports? Does the organization regularly get input from program participants?
2. Leadership: Board, Staff & Volunteers:
a. Does the organization have current by-laws and policies? How does the organization
recruit and retain board members? Does the organization have board term limits? How
does the organization recruit and retain volunteers? Does the organization have written
S. White
2
job descriptions for board members, staff and volunteers? Does the organization have
orientation for board members, staff and volunteers? How many board members does
the board have? Is the executive director a member of the board of directors? How
often does the board meet? Does the board represent the diversity of the community
and/or the demographic which the organization serves? Do the staff and/or volunteers
represent the diversity of the community and/or the demographic which the
organization serves?
3. Legal Compliance & Ethics:
a. D.
S. White 1 Nonprofit Sector Ethics and Accountabili
S. White
1
Nonprofit Sector Ethics and Accountability Analysis Paper
PAPER CONTENT:
Refer to the Writing Rubric in Important Documents on D2L for further guidance. This paper represents
an opportunity for you to analyze the nonprofit you have selected by applying the principles we have
discussed in class and referring to best practices. I offer some possible questions/scenarios to explore,
but you may certainly choose a different topic, however, I do have to approve the topic you choose no
later than March 27, 2020.
Throughout the project, I recommend that you keep in mind that your overall task, is to take the
principles we have covered during this course and use them as a lens to view your nonprofit. By using
that lens, determine if your nonprofit is following/applying best practices for the nonprofit sector. If
they ARE applying best practices, identify the best practices they are applying and give specific
examples. If they ARE NOT applying best practices, identify specific examples of where the nonprofit is
NOT using best practices and identify the best practices that you would recommend that the nonprofit
use or implement.
You need to select at least three examples to identify and discuss. You can choose to discuss all
instances of your nonprofit not following best practices; or you could choose to discuss all instances of
your nonprofit following best practices or a combination using best practices and not using best
practices, if you discuss at least three examples. Below are several areas which you might consider
analyzing and discussing:
1. Mission, Vision & Strategy:
a. Does your organization have both a mission and vision statement? Are programs and
services in alignment with mission? Does the organization have a current strategic plan?
Does the organization have procedures in place for evaluating programs? Does the
organization report the impact of its programs to donors, on its website and/or in
annual reports? Does the organization regularly get input from program participants?
2. Leadership: Board, Staff & Volunteers:
a. Does the organization have current by-laws and policies? How does the organization
recruit and retain board members? Does the organization have board term limits? How
does the organization recruit and retain volunteers? Does the organization have written
S. White
2
job descriptions for board members, staff and volunteers? Does the organization have
orientation for board members, staff and volunteers? How many board members does
the board have? Is the executive director a member of the board of directors? How
often does the board meet? Does the board represent the diversity of the community
and/or the demographic which the organization serves? Do the staff and/or volunteers
represent the diversity of the community and/or the demographic which the
organization serves?
3. Legal Compliance & Ethics:
a. D ...
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Bmgt 311 chapter_16
The document discusses elements that should be included in a marketing research report, including the importance of the report, formatting, and use of visualizations. It provides guidelines for each section of the report such as the introduction, methods, results, conclusions and recommendations. The document also discusses best practices for presenting research orally and avoiding plagiarism. Key visualization tools mentioned include tables, graphs, pie charts and bar charts. Formatting elements covered include the title page, table of contents, references, and appendices.
Basic types of sources· case studiesexamplesprior events.docx
Basic types of sources:
· case studies/examples/prior events
· statistics and surveys
· scholarly/expert opinion and explanation
· reviews, evaluations, definition arguments
It is generally best to use a variety of source types—this shows diversity in research.
Which type(s) of sources might best help support and add logic to your explanation of each criterion (with good reasoning) you present in support of your thesis?
Evaluation Argument
A B C
D
Very strong
Strong
Average
Somewhat Weak
Weak
Introduction: has a hook and is engaging? Sets up context? Evaluation is of something specific, not a broad issue or category?
Target audience awareness
Clear and direct qualitative thesis statement near the beginning?
Clear and focused criteria near the beginning?
Structure/organization, focus/clarity: stays on topic and follows criteria?
Support/explanation: avoids summary? Depth and specific examples and details? Logical? Quotations sandwiched appropriately and cited properly using MLA format? Individual thinking is evident? Doesn’t rely on sources too much?
Voice/tone: distinctive? Engaging? Consistent? Appropriate for audience?
Counterarguments: considers other viewpoints and handles them appropriately?
Conclusion: engaging? Wraps things up clearly?
Mechanics (grammar, punctuation, sentence structure, etc.) are sound? Works cited pages is done correctly?
Estimated Grade:
Evaluation Argument
A B C
D
Very strong
Strong
Average
Somewhat Weak
Weak
Introduction: has a hook and is engaging? Sets up context? Evaluation is of something specific, not a broad issue or category?
Target audience awareness
Clear and direct qualitative thesis statement near the beginning?
Clear and focused criteria near the beginning?
Structure/organization, focus/clarity: stays on topic and follows criteria?
Support/explanation: avoids summary? Depth and specific examples and details? Logical? Quotations sandwiched appropriately and cited properly using MLA format? Individual thinking is evident? Doesn’t rely on sources too much?
Voice/tone: distinctive? Engaging? Consistent? Appropriate for audience?
Counterarguments: considers other viewpoints and handles them appropriately?
Conclusion: engaging? Wraps things up clearly?
Mechanics (grammar, punctuation, sentence structure, etc.) are sound? Works cited pages is done correctly?
Estimated Grade:
Evaluation Argument Paper Guidelines
(minimum of 4 full pages)
Corresponding Reading: Chapter on evaluation arguments in Good Reasons, along with the chapter on MLA format.
Overview: The general assignment is to evaluate something (film, restaurant, appliance, program, policy, a law . . . ?) by applying certain criteria (aesthetic/artistic, practical, functional, societal, intellectual, moral, etc.). This co ...
Report writing (short version)
The document provides guidance on report writing. It discusses what a report is, why reports are written, differences between reports and essays, and sections of a typical report. A report is a structured document that presents information clearly and succinctly to help make decisions or account for actions. It uses headings and subheadings to break up content. Reports are used in business, science labs, and case studies. They are meant to be practical, evaluative, and analytical rather than theoretical like essays. Reports also help develop written communication skills and can model documents written in future jobs or academic journals.
Approaches for Teaching Content Strategy Or Lessons from @MoonPie
This document outlines an approach for teaching a content strategy course, including three example assignments. The course is aimed at professional writing and experience architecture majors, with goals of learning content management tools and methods, deploying research to assess organizational communication needs and recommend strategies, and situating content strategy within user-centered design. Three major assignments are described: a competitive analysis, a tone and style guide, and a content strategy document. Reflection assignments aim to help students improve and articulate their skills and value. The document provides details on assignment purposes, processes, and deliverables.
Salon 2 14 kasim 11.00 12.00 john albarran
1) The document provides a step-by-step strategy for getting published in a peer-reviewed journal, beginning with identifying a novel topic and choosing the right journal, and including developing a writing plan, ensuring originality, conducting quality assurance reviews, and properly submitting the paper.
2) Key steps include identifying a topic you are passionate about, researching what has already been published on the topic, choosing the right journal based on its aims and scope, developing a writing plan with targets and regular writing sessions, getting feedback from others, and carefully following the journal's author guidelines when submitting.
3) Common mistakes include presenting too much background, overstating problems or solutions, including too many ideas in one paper, and
Year 10 extended research project
This document provides information about different types of learners and learning styles. It describes independent learners, team workers, effect participators, self-managers, reflective learners, and creative thinkers. For each learning style, it lists abilities and skills. The document then provides students with briefs and topics for an extended research project. Students are asked to choose a topic to research, consider presentation methods, and complete a lesson plan. The lesson plan template includes tasks, outcomes, presentation modes, and deadlines.
Introduction to Section A Question 1a
The document provides guidance for answering a skills evaluation question worth 25 marks on an A2 media exam. It will require evaluating the skills developed over the 2-year A2 media course across areas like digital technology, creativity, research and planning, post-production, and using conventions from real media texts. The document provides examples of questions that could be asked about each area and advises referring to specific examples from coursework to show how skills have improved over time.
Peer reviews
Peer review is often seen as a cornerstone of modern science. We are going to discuss the current peer review practices in software engineering research, their strengths and limitations. Next we will discuss tips and tricks for writing code reviews, as well as implications for writing papers. I will also share some insights in my own reviewing practices.
07.1 How to make Successful AHRC Grant Bids
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Module 1 - SLPManaging Individual BehaviorThe SLP for this c.docx
Module 1 - SLP
Managing Individual Behavior
The SLP for this course involves making a personal assessment of a relevant set of skills, focusing on your strengths and identifying any weaknesses that may have been revealed. You will then be asked to create a plan by which you can "grow" your strengths and shore up your weaknesses. By the end of the project, you will have a personal management profile and action plan.
As we have discussed, your values and attitudes interact with your personality to create a strong effect on your work life. The fit between an individual's personality and a company's "style" is essential to job satisfaction. Someone who is risk-averse, for example, would probably be unhappy at 3M, a company with a reputation for innovation and risk-taking. Understanding the impact of your own personality on others helps you build productive work relationships with peers, subordinates, and bosses, alike.
Refer to the required and optional readings for this module, and any other readings which will help you in understanding personality styles and how they affect organizational effectiveness. Remember to follow Trident’s guidelines for masters-level writing. (See
The Student Guide to Writing a High-Quality Academic Paper
.)
Assignment
Click on this link to access and complete the
Jung Typology
personality test. After you complete the test, you will want to read the description, but in order to fully understand what this test measures, you should also review “Personality Type explained”. Then review the pages on career choices, learning style and communication skills. Incorporate this information in formulating your responses to the questions below.
You will need to include the actual results in an appendix at the end of your paper. (Note: This appendix requirement will likely increase your paper’s Turnitin similarity score; your professor is aware of this.)
Prepare a 2- page essay that addresses the following:
How does my personality type affect my career and effectiveness at my job?
Refer to the required and optional readings for this module, and any other materials which will help you in understanding personality styles and how they affect organizational effectiveness. Bring in
at least
two sources from your module to add depth to your discussion (citing the materials and including them in your Reference section). Remember to follow Trident’s guidelines for masters-level writing. (See
The Student Guide to Writing a High-Quality Academic Paper
.)
·
Complete the assessment according to the guidelines and include the actual results in an Appendix at the end of your paper.
·
Be sure to clearly discuss the following in your essay:
o
What did the test reveal about you?
o
What can you infer from this test about your strengths and weaknesses?
o
How does what you have learned from your module background materials about your personality type affect your motivation? Is this limited to a specific type of s ...
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- 3. coverage philosophy, procedures, evaluation
- 8. writing process, procedures, policies, and evaluation
- 13. content coaching writers (designers) & editors to create quality publications
Editor's Notes
- Be prepared to… select or suggest appropriate news sources for coverage. Share staff process for brainstorming stories. Discuss how editorial board and/or determine news value and prominence within the publication. Share how staff and adviser determine content treatments (visual formats for material).
- You may be asked to… discuss how staff and student editors determine the vision, mission and goals of the publication. Share how staff participates in working toward the vision of the publication. How does staff create self-evaluation of coverage? How does staff determine reader satisfaction? What other methods does the publication use to evaluate the quality and quantity of coverage in the publication?
- Be prepared to… share teaching methods and classroom/staff procedures for accountability regarding deadlines, etc. Explain procedures for obtaining, recording, and documenting sources. Discuss best material choices and how students are taught to determine which sources and what information is the most worthy of inclusion. Share process for publication’s evaluation on an issue-by-issue basis as well as a yearly (or other given period) basis.
- This aspect of the exam may ask you to create visual treatments or to evaluate a given visual treatment for its effectiveness. Share process for selection of visual representation and design for various types of information. Share self-evaluation process for how material is treated visually.
- You should be prepared to… demonstrate your knowledge of these types of stories. You may be asked to write a specific type of story lead or arrange facts in an appropriate order to use one of these stories. You may be asked to coach a writer who has missed the mark on an assignment, confusing these types.
- You should be prepared to… explain how your staff uses these steps and how you coach writers when using these steps. Share teaching methods for writing and coaching editors to coach their peers. You may be asked to follow one or more of these steps in the demonstration portion.
- You may be asked to… share procedures for information gathering and teaching reporters how to do this. Share procedures for coaching editors to coach their writers. Discuss standard policies and ethics regarding these topics.
- You may be asked to write out how you would coach a writer or editor as they are going through these steps. Be prepared to share procedures and policies regarding these topics. You may be asked to provide advice to a new adviser on how to begin to implement these and the preceding steps.
- Discuss how your publication has developed its voice while maintaining style rules. You may be asked to correct a story or portion that uses inappropriate voice, slang, jargon, etc. You may be asked to write a lead from information provided to you.
- This portion may include samples of writing to which you will respond as a writing coach. It may also have you sharing ideas for how you would create an editing process or sharing the process you currently use to have students edit each other’s work. You may also be asked to explain the difference between editing and rewriting and describe how the processes are handled in your staff room.
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