General guidelines for writing reaction papers
(Read this document fully! It’s 5 pages and contains important information):
Reaction papers are thought papers where you critique an article. As you read the assigned articles, point out 1) at least one interesting fact that you learned from the introduction, 2) study’s strengths, 3) the limitations of their research design (for example, the way they defined or measured their variables, the measures’ reliability/validity, their data collection technique [e.g., self-report, lab visits, direct observation]), 4) implications of their findings (so what do they findings mean in real world!. In your implications section you must relate the study’s findings to real life, and give it some context to make it relevant for lay people), 5) future direction ideas (what would you want to test next to build up on the findings of this research, and/or to address its shortcomings).
These are some questions to have in mind as you read the article:
· Did they account for confounding factors?
· What other factors could explain their findings?
· Were the findings substantial? Who will benefit from these?
· What were some of the considerations or little things that the researchers took into account that strengthened their design?
· If you were to do subsequent investigations, what next steps would you take?
· Also, if the article posed questions in your mind, mention the questions and take a stab at giving answers too!
Show me that you’ve thought the article thorough. I evaluate your reaction papers based on thedepth of your thoughts and how sophisticated and well explained your arguments comments are.
SUPER IMPORTANT NOTE regarding LIMITATIONS:
When pointing out the limitations, EXPLAIN how addressing the limitation could mean getting different results. For example, if the study’s participants are all socioeconomically advantaged and you see this a limitation because it’s not nationally representative, discuss how results of a mid/low SES sample could be different. Simply saying that the results aren’t “generalizable” IS NOT ENOUGH. You must justify your argument for selecting a more diverse sample, otherwise there is not enough evidence to suggest that the study’s findings are not generalizable! Again, please realize that it is your explanations and arguments that I evaluate, so don’t leave your comments unexplained or unsupported.
SUPER IMPORTANT NOTE regarding STRENGHTS:
I have found that students are often confused as to what they should consider a “strength” and what things are just “given (must haves!)” in a work that is published in an academic journal. Below are things that are NOT strengths, and rather “given”, so please don’t include these as strengths of the article! Violation of these can be considered a limitation:
· Random assignment
· Having conditions that differ on only one aspect
· Coders being blind to the study’s hypotheses
· Use of reliable and valid measures
· Citing relevant pri ...
General guidelines for writing reaction papers (Read this docume.docxshericehewat
General guidelines for writing reaction papers
(Read this document fully! It’s 5 pages and contains important information):
Reaction papers are thought papers where you critique an article. As you read the assigned articles, point out 1) at least one interesting fact that you learned from the introduction, 2) study’s strengths, 3) the limitations of their research design (for example, the way they defined or measured their variables, the measures’ reliability/validity, their data collection technique [e.g., self-report, lab visits, direct observation]), 4) implications of their findings (so what do they findings mean in real world!. In your implications section you must relate the study’s findings to real life, and give it some context to make it relevant for lay people), 5) future direction ideas (what would you want to test next to build up on the findings of this research, and/or to address its shortcomings).
These are some questions to have in mind as you read the article:
· Did they account for confounding factors?
· What other factors could explain their findings?
· Were the findings substantial? Who will benefit from these?
· What were some of the considerations or little things that the researchers took into account that strengthened their design?
· If you were to do subsequent investigations, what next steps would you take?
· Also, if the article posed questions in your mind, mention the questions and take a stab at giving answers too!
Show me that you’ve thought the article thorough. I evaluate your reaction papers based on thedepth of your thoughts and how sophisticated and well explained your arguments comments are.
SUPER IMPORTANT NOTE regarding LIMITATIONS:
When pointing out the limitations, EXPLAIN how addressing the limitation could mean getting different results. For example, if the study’s participants are all socioeconomically advantaged and you see this a limitation because it’s not nationally representative, discuss how results of a mid/low SES sample could be different. Simply saying that the results aren’t “generalizable” IS NOT ENOUGH. You must justify your argument for selecting a more diverse sample, otherwise there is not enough evidence to suggest that the study’s findings are not generalizable! Again, please realize that it is your explanations and arguments that I evaluate, so don’t leave your comments unexplained or unsupported.
SUPER IMPORTANT NOTE regarding STRENGHTS:
I have found that students are often confused as to what they should consider a “strength” and what things are just “given (must haves!)” in a work that is published in an academic journal. Below are things that are NOT strengths, and rather “given”, so please don’t include these as strengths of the article! Violation of these can be considered a limitation:
· Random assignment
· Having conditions that differ on only one aspect
· Coders being blind to the study’s hypotheses
· Use of reliable and valid measures
· Citing relevant pri ...
General guidelines for writing reaction papers (Read this docume.docxgilbertkpeters11344
General guidelines for writing reaction papers
(Read this document fully! It’s 5 pages and contains important information):
Reaction papers are thought papers where you critique an article. As you read the assigned articles, point out 1) at least one interesting fact that you learned from the introduction, 2) study’s strengths, 3) the limitations of their research design (for example, the way they defined or measured their variables, the measures’ reliability/validity, their data collection technique [e.g., self-report, lab visits, direct observation]), 4) implications of their findings (so what do they findings mean in real world!. In your implications section you must relate the study’s findings to real life, and give it some context to make it relevant for lay people), 5) future direction ideas (what would you want to test next to build up on the findings of this research, and/or to address its shortcomings).
These are some questions to have in mind as you read the article:
· Did they account for confounding factors?
· What other factors could explain their findings?
· Were the findings substantial? Who will benefit from these?
· What were some of the considerations or little things that the researchers took into account that strengthened their design?
· If you were to do subsequent investigations, what next steps would you take?
· Also, if the article posed questions in your mind, mention the questions and take a stab at giving answers too!
Show me that you’ve thought the article thorough. I evaluate your reaction papers based on thedepth of your thoughts and how sophisticated and well explained your arguments comments are.
SUPER IMPORTANT NOTE regarding LIMITATIONS:
When pointing out the limitations, EXPLAIN how addressing the limitation could mean getting different results. For example, if the study’s participants are all socioeconomically advantaged and you see this a limitation because it’s not nationally representative, discuss how results of a mid/low SES sample could be different. Simply saying that the results aren’t “generalizable” IS NOT ENOUGH. You must justify your argument for selecting a more diverse sample, otherwise there is not enough evidence to suggest that the study’s findings are not generalizable! Again, please realize that it is your explanations and arguments that I evaluate, so don’t leave your comments unexplained or unsupported.
SUPER IMPORTANT NOTE regarding STRENGHTS:
I have found that students are often confused as to what they should consider a “strength” and what things are just “given (must haves!)” in a work that is published in an academic journal. Below are things that are NOT strengths, and rather “given”, so please don’t include these as strengths of the article! Violation of these can be considered a limitation:
· Random assignment
· Having conditions that differ on only one aspect
· Coders being blind to the study’s hypotheses
· Use of reliable and valid measures
· Citing relevant pri.
Compare and Contrast Essay AssignmentA Compare and Contrast essaLynellBull52
Compare and Contrast Essay Assignment
A Compare and Contrast essay explores the similarities and differences between two or more items, ideas, topics, trends, works, etc. When we compare, we point out the similarities between two items, and when we contrast, we show their differences. In fact, Compare and Contrast is one of the main rhetorical strategies that writers use to develop ideas and support their arguments.
For this assignment, you will write a Compare and Contrast essay in which you will
explore the similarities and differences between two of the following topics:
1. Generation Z vs. Millennials
2. Generation Z vs. Generation X
3. How Generation Z is perceived vs How Generation Z really is according to you
The American Family Then and Now
1. Compare and Contrast the way and times in which you were raised to that of children today. Do you think that your parent’s were more strict or concerned than today’s parents? Do you think that kids today expect too much? Provide specific examples as to how kids today are being raised similarly and differently than you.
2. How has the role of the woman changed in the family? Is this change good for families? How has the emergence of women in the workforce and their becoming "bread winners" affected the family?
3. As I look at the male figures in my own family, I can see that the role of the male has changed in two generations. My grandfather, for example, has never changed a diaper or cooked a meal in fifty-two years of marriage, yet I do these two things often. In your own family, how has the role of your gender changed in the last two generations. While the changes are probably many, there are still some things that have probably stayed the same. In considering this topic, be sure to include some of the things that are similar regarding the role of your gender in your family structure.
4. More and more couples are choosing not to be married. How and why is this different from the past? Why are people not getting married? How does the affect the family?
5. Non-traditional families are becoming the new normal in the United States. Discuss and compare the traditional family and non-traditional families.
Your purpose for this essay will be to simply inform your audience on their similarities and differences, on the relative merits of the items discussed, and establish the significance of this comparison and contrast. This last point will be expressed in the thesis of your essay which will also strengthen your essay and clarify its purpose.
Process
The first thing you want to do is brainstorm everything you know about each topic, research both of them, go back and look for connections that show similarities and differences, and then develop your thesis. Remember to select only those aspects that are explicitly comparable or contrastable. After you have formulated your thesis statement, established your basis of comparison, and selected your points for discussion, you are ready to organ ...
In this assignment you will craft a research paper on a homeland s.docxsleeperharwell
In this assignment you will craft a research paper on a homeland security issue. In the prior assignment, you presented the first three sections of your paper. This week, you will add the final sections and present the full paper. Be sure to make any changes to your literature review based on instructor feedback.
The three main sections you should add to the paper for this submission are the
Methodology and Research Strategy,
Analysis and Findings, section and the
Conclusions/Recommendations section.
Methodology and Research Strategy: This section provides the reader with a description of how you carried out your qualitative research project, and the variables you identified and analyzed. It describes any special considerations and defines any limitations and terms specific to this project, if necessary. This section can be brief or more complicated, depending on the project, written in 1-2 pages
Analysis and Findings: are not the same as conclusions. In the analysis component of this section you identify how you analyzed the data. The second part is the finding you got from your analysis of the data. The findings are the facts that you developed, not your interpretation of the facts. That interpretation is conducted in the conclusions and recommendations section of the paper. Findings will come from the prior research you examined and your analysis of those prior findings to create new findings for your paper. While there may be some facts that are such that they will stand and translate to your paper, the intent is to create new knowledge, so you will normally analyze the data to create your own findings of what facts that data represents. This section should be at least 2-5 pages.
Conclusions and Recommendations: is the section where you give your interpretation of the data. Here you tell the reader what the findings mean. Often the conclusions and recommendations sections will mirror the findings in construct as the researcher tells the reader what the researcher sees as the meaning of that data. Then, drawing on those conclusions, the researcher tells the reader what they believe needs to be done to solve/answer the research question. This section may include recognition of any needs for further research and then finishes with a traditional conclusion to the paper as a whole.
Remember, your paper should seek to answer a question that helps to solve the research puzzle you identified.
PCB3060 Paper instructions
Prof. S. Williams
1
Course Paper Guidelines
Overview
As citizens of the 21st Century it is no exaggeration to claim that we are witnessing the
ascendency of the biotechnological age. Rapid and dramatic advances in genetics have
had profound impacts upon scientific, medical and environmental technologies and
have radically altered the understanding of ourselves as human organisms within a
global ecosystem. Such scientific progress has undoubtedly raised important .
The Review For this assignment, you will be required to w.docxssusera34210
The Review
For this assignment, you will be required to write a scholarly review of Cormac
McCarthy’s The Road. In this review, you will be required to interpret The Road within a
larger conversation (based on the themes you have been developing throughout the past
few weeks). Your review will need to include supplemental information from two of our
previous texts.
750 Word Minimum. Posted to your Class Blog. Legible font, images, sound, etc. strongly
recommended.
Why Write and How to Write a Review:
The purpose of a scholarly review is to summarize, analyze, evaluate, and place within a
field of scholarship whatever is being reviewed. Often, the audience of the scholarly
review has some familiarity with the text (book, movie, TV show, etc) that is being
reviewed. Even if this is not the case, the audience will have some background and/or
interest in the discipline and the subject. Consequently, the scholarly review is less a
summary and more a critical evaluation or commentary.
The type of review that you will engage in is often referred to as a critique, a critical
analysis, or a critical review. Whatever it’s called, the scholarly review tells an educated
audience of the significance of a text or film within the context of a discipline, field of
study, or particular subject or course.
Looking at reviews published in various magazines, newspapers, and scholarly journals
will give you a good idea of the differing audiences and forms of review. You can find
current book/movie reviews using the same library tools that you use to find any other
type of academic source. Using the advanced search option, choose “book review” as
your preferred document type to limit your search to only reviews.
What a Review is Not
• A review is not a research paper. Some students, instead of writing about a book or
a film when they are asked to write a review, write a research paper on the subject
of the book or film.
• A review is not a summary. While it is important to summarize the contents and
significance of whatever you review, you are not merely informing your audience
of the basic plot or events. Instead, you are writing towards a different audience
that will be interested in a critical evaluation, analysis, and/or commentary on the
material.
• A review is not an “off-the-cuff,” personal response. Writing a review will involve
communicating a personal view on the material, but flippant statements that don’t
express your understanding of what you have read do not further the conversation.
Comments like: “I thought the book was interesting” or “The book was boring”
are not sufficient. Instead, you should strive to explain why the book was
interesting (not only for yourself, but potentially for others). Did the text reveal
some new data/thoughts? In order to be effective, a reviewer must be fair and
accurate. You will need to work hard to express the underlying reasons for your
first reactions. ...
General guidelines for writing reaction papers (Read this docume.docxshericehewat
General guidelines for writing reaction papers
(Read this document fully! It’s 5 pages and contains important information):
Reaction papers are thought papers where you critique an article. As you read the assigned articles, point out 1) at least one interesting fact that you learned from the introduction, 2) study’s strengths, 3) the limitations of their research design (for example, the way they defined or measured their variables, the measures’ reliability/validity, their data collection technique [e.g., self-report, lab visits, direct observation]), 4) implications of their findings (so what do they findings mean in real world!. In your implications section you must relate the study’s findings to real life, and give it some context to make it relevant for lay people), 5) future direction ideas (what would you want to test next to build up on the findings of this research, and/or to address its shortcomings).
These are some questions to have in mind as you read the article:
· Did they account for confounding factors?
· What other factors could explain their findings?
· Were the findings substantial? Who will benefit from these?
· What were some of the considerations or little things that the researchers took into account that strengthened their design?
· If you were to do subsequent investigations, what next steps would you take?
· Also, if the article posed questions in your mind, mention the questions and take a stab at giving answers too!
Show me that you’ve thought the article thorough. I evaluate your reaction papers based on thedepth of your thoughts and how sophisticated and well explained your arguments comments are.
SUPER IMPORTANT NOTE regarding LIMITATIONS:
When pointing out the limitations, EXPLAIN how addressing the limitation could mean getting different results. For example, if the study’s participants are all socioeconomically advantaged and you see this a limitation because it’s not nationally representative, discuss how results of a mid/low SES sample could be different. Simply saying that the results aren’t “generalizable” IS NOT ENOUGH. You must justify your argument for selecting a more diverse sample, otherwise there is not enough evidence to suggest that the study’s findings are not generalizable! Again, please realize that it is your explanations and arguments that I evaluate, so don’t leave your comments unexplained or unsupported.
SUPER IMPORTANT NOTE regarding STRENGHTS:
I have found that students are often confused as to what they should consider a “strength” and what things are just “given (must haves!)” in a work that is published in an academic journal. Below are things that are NOT strengths, and rather “given”, so please don’t include these as strengths of the article! Violation of these can be considered a limitation:
· Random assignment
· Having conditions that differ on only one aspect
· Coders being blind to the study’s hypotheses
· Use of reliable and valid measures
· Citing relevant pri ...
General guidelines for writing reaction papers (Read this docume.docxgilbertkpeters11344
General guidelines for writing reaction papers
(Read this document fully! It’s 5 pages and contains important information):
Reaction papers are thought papers where you critique an article. As you read the assigned articles, point out 1) at least one interesting fact that you learned from the introduction, 2) study’s strengths, 3) the limitations of their research design (for example, the way they defined or measured their variables, the measures’ reliability/validity, their data collection technique [e.g., self-report, lab visits, direct observation]), 4) implications of their findings (so what do they findings mean in real world!. In your implications section you must relate the study’s findings to real life, and give it some context to make it relevant for lay people), 5) future direction ideas (what would you want to test next to build up on the findings of this research, and/or to address its shortcomings).
These are some questions to have in mind as you read the article:
· Did they account for confounding factors?
· What other factors could explain their findings?
· Were the findings substantial? Who will benefit from these?
· What were some of the considerations or little things that the researchers took into account that strengthened their design?
· If you were to do subsequent investigations, what next steps would you take?
· Also, if the article posed questions in your mind, mention the questions and take a stab at giving answers too!
Show me that you’ve thought the article thorough. I evaluate your reaction papers based on thedepth of your thoughts and how sophisticated and well explained your arguments comments are.
SUPER IMPORTANT NOTE regarding LIMITATIONS:
When pointing out the limitations, EXPLAIN how addressing the limitation could mean getting different results. For example, if the study’s participants are all socioeconomically advantaged and you see this a limitation because it’s not nationally representative, discuss how results of a mid/low SES sample could be different. Simply saying that the results aren’t “generalizable” IS NOT ENOUGH. You must justify your argument for selecting a more diverse sample, otherwise there is not enough evidence to suggest that the study’s findings are not generalizable! Again, please realize that it is your explanations and arguments that I evaluate, so don’t leave your comments unexplained or unsupported.
SUPER IMPORTANT NOTE regarding STRENGHTS:
I have found that students are often confused as to what they should consider a “strength” and what things are just “given (must haves!)” in a work that is published in an academic journal. Below are things that are NOT strengths, and rather “given”, so please don’t include these as strengths of the article! Violation of these can be considered a limitation:
· Random assignment
· Having conditions that differ on only one aspect
· Coders being blind to the study’s hypotheses
· Use of reliable and valid measures
· Citing relevant pri.
Compare and Contrast Essay AssignmentA Compare and Contrast essaLynellBull52
Compare and Contrast Essay Assignment
A Compare and Contrast essay explores the similarities and differences between two or more items, ideas, topics, trends, works, etc. When we compare, we point out the similarities between two items, and when we contrast, we show their differences. In fact, Compare and Contrast is one of the main rhetorical strategies that writers use to develop ideas and support their arguments.
For this assignment, you will write a Compare and Contrast essay in which you will
explore the similarities and differences between two of the following topics:
1. Generation Z vs. Millennials
2. Generation Z vs. Generation X
3. How Generation Z is perceived vs How Generation Z really is according to you
The American Family Then and Now
1. Compare and Contrast the way and times in which you were raised to that of children today. Do you think that your parent’s were more strict or concerned than today’s parents? Do you think that kids today expect too much? Provide specific examples as to how kids today are being raised similarly and differently than you.
2. How has the role of the woman changed in the family? Is this change good for families? How has the emergence of women in the workforce and their becoming "bread winners" affected the family?
3. As I look at the male figures in my own family, I can see that the role of the male has changed in two generations. My grandfather, for example, has never changed a diaper or cooked a meal in fifty-two years of marriage, yet I do these two things often. In your own family, how has the role of your gender changed in the last two generations. While the changes are probably many, there are still some things that have probably stayed the same. In considering this topic, be sure to include some of the things that are similar regarding the role of your gender in your family structure.
4. More and more couples are choosing not to be married. How and why is this different from the past? Why are people not getting married? How does the affect the family?
5. Non-traditional families are becoming the new normal in the United States. Discuss and compare the traditional family and non-traditional families.
Your purpose for this essay will be to simply inform your audience on their similarities and differences, on the relative merits of the items discussed, and establish the significance of this comparison and contrast. This last point will be expressed in the thesis of your essay which will also strengthen your essay and clarify its purpose.
Process
The first thing you want to do is brainstorm everything you know about each topic, research both of them, go back and look for connections that show similarities and differences, and then develop your thesis. Remember to select only those aspects that are explicitly comparable or contrastable. After you have formulated your thesis statement, established your basis of comparison, and selected your points for discussion, you are ready to organ ...
In this assignment you will craft a research paper on a homeland s.docxsleeperharwell
In this assignment you will craft a research paper on a homeland security issue. In the prior assignment, you presented the first three sections of your paper. This week, you will add the final sections and present the full paper. Be sure to make any changes to your literature review based on instructor feedback.
The three main sections you should add to the paper for this submission are the
Methodology and Research Strategy,
Analysis and Findings, section and the
Conclusions/Recommendations section.
Methodology and Research Strategy: This section provides the reader with a description of how you carried out your qualitative research project, and the variables you identified and analyzed. It describes any special considerations and defines any limitations and terms specific to this project, if necessary. This section can be brief or more complicated, depending on the project, written in 1-2 pages
Analysis and Findings: are not the same as conclusions. In the analysis component of this section you identify how you analyzed the data. The second part is the finding you got from your analysis of the data. The findings are the facts that you developed, not your interpretation of the facts. That interpretation is conducted in the conclusions and recommendations section of the paper. Findings will come from the prior research you examined and your analysis of those prior findings to create new findings for your paper. While there may be some facts that are such that they will stand and translate to your paper, the intent is to create new knowledge, so you will normally analyze the data to create your own findings of what facts that data represents. This section should be at least 2-5 pages.
Conclusions and Recommendations: is the section where you give your interpretation of the data. Here you tell the reader what the findings mean. Often the conclusions and recommendations sections will mirror the findings in construct as the researcher tells the reader what the researcher sees as the meaning of that data. Then, drawing on those conclusions, the researcher tells the reader what they believe needs to be done to solve/answer the research question. This section may include recognition of any needs for further research and then finishes with a traditional conclusion to the paper as a whole.
Remember, your paper should seek to answer a question that helps to solve the research puzzle you identified.
PCB3060 Paper instructions
Prof. S. Williams
1
Course Paper Guidelines
Overview
As citizens of the 21st Century it is no exaggeration to claim that we are witnessing the
ascendency of the biotechnological age. Rapid and dramatic advances in genetics have
had profound impacts upon scientific, medical and environmental technologies and
have radically altered the understanding of ourselves as human organisms within a
global ecosystem. Such scientific progress has undoubtedly raised important .
The Review For this assignment, you will be required to w.docxssusera34210
The Review
For this assignment, you will be required to write a scholarly review of Cormac
McCarthy’s The Road. In this review, you will be required to interpret The Road within a
larger conversation (based on the themes you have been developing throughout the past
few weeks). Your review will need to include supplemental information from two of our
previous texts.
750 Word Minimum. Posted to your Class Blog. Legible font, images, sound, etc. strongly
recommended.
Why Write and How to Write a Review:
The purpose of a scholarly review is to summarize, analyze, evaluate, and place within a
field of scholarship whatever is being reviewed. Often, the audience of the scholarly
review has some familiarity with the text (book, movie, TV show, etc) that is being
reviewed. Even if this is not the case, the audience will have some background and/or
interest in the discipline and the subject. Consequently, the scholarly review is less a
summary and more a critical evaluation or commentary.
The type of review that you will engage in is often referred to as a critique, a critical
analysis, or a critical review. Whatever it’s called, the scholarly review tells an educated
audience of the significance of a text or film within the context of a discipline, field of
study, or particular subject or course.
Looking at reviews published in various magazines, newspapers, and scholarly journals
will give you a good idea of the differing audiences and forms of review. You can find
current book/movie reviews using the same library tools that you use to find any other
type of academic source. Using the advanced search option, choose “book review” as
your preferred document type to limit your search to only reviews.
What a Review is Not
• A review is not a research paper. Some students, instead of writing about a book or
a film when they are asked to write a review, write a research paper on the subject
of the book or film.
• A review is not a summary. While it is important to summarize the contents and
significance of whatever you review, you are not merely informing your audience
of the basic plot or events. Instead, you are writing towards a different audience
that will be interested in a critical evaluation, analysis, and/or commentary on the
material.
• A review is not an “off-the-cuff,” personal response. Writing a review will involve
communicating a personal view on the material, but flippant statements that don’t
express your understanding of what you have read do not further the conversation.
Comments like: “I thought the book was interesting” or “The book was boring”
are not sufficient. Instead, you should strive to explain why the book was
interesting (not only for yourself, but potentially for others). Did the text reveal
some new data/thoughts? In order to be effective, a reviewer must be fair and
accurate. You will need to work hard to express the underlying reasons for your
first reactions. ...
English 102 Rhetorical Analysis Writing Project 2 R.docxSALU18
English 102 Rhetorical Analysis Writing Project 2
Relevant course readings:
Laura Bolin Carroll: “Backpacks vs. Briefcases: Steps toward Rhetorical Analysis” Kerry Dirk:
“Navigating Genres”
Keith GrantDavie: “Rhetorical Situations and Their Constituents”
Due dates:
Response draft (at least 1300 words for full credit) due: (one copy uploaded to Moodle; two hard
copies brought to class for exchange):
Feedback letters/response groups meet: (letters uploaded and brought to class):
Polished draft (at least 1600 words for full credit): (in hard copy, delivered in class):
For the second major writing project of the semester, you’ll produce a comparative rhetorical
analysis by choosing between two different options—scientific or political discourse—and
finding and comparing two instances of rhetorical discourse. Whatever option you select, you’ll
need to address the same questions as you develop your understanding of rhetorical discourse
and the way different discourses address differences in rhetorical situation:
1. The question of exigence: What is the discourse about? What need or purpose does the
discourse address? What fundamental values are at stake? What is the discourse trying to
accomplish—and how successful is it?
2. The question of the rhetor: Who is—or are—the rhetor or rhetors? Who is responsible for the
discourse? Who created it? Does the rhetor successfully establish ethos? Why or why not? How
does the discourse itself invoke a particular rhetor? Who sponsored the discourse, and how?
3. The question of audience: For whom is the discourse intended? To whom would this
discourse appeal? Who is the actual audience, and who is the audience invoked or imagined by
the discourse itself? Does the discourse invite the audience to adopt a new role, a new identity?
4. The question of constraints: What constraints did the rhetor have to take into account—what
factors outside of the discourse and beyond the rhetor’s control might influence the audience’s
response to the discourse? Are they negative or positive constraints? How did the rhetor
accommodate those constraints? Was the rhetor successful?
5. The question of genre: What is the genre of the text, and what purpose does this genre
typically serve? How do audience expectations of the genre contribute to our understanding of
the exigence, the intended audience, and the rhetor? What constraints does the genre
introduce?
These constituents of rhetorical situations aren’t an outline for your project; you won’t march
through each of them in succession in the body of your project. Rather, they’re your initial
research questions that will help you to analyze thoroughly the rhetorical dimensions of the texts
you select.
The form and structure of your project will depend, finally, on a refined research question that
will develop out of your research and your understanding of how your chosen texts work.
Project Options:
...
Presented by the UT student chapter of the Institute of Transportation Engineers, this 3-hour workshop featured a presentation by D-STOP’s Dr. Stephen Boyles.
Writing Strong Argument Papers Helpful Hints An argument or a .docxericbrooks84875
Writing Strong Argument Papers Helpful Hints
An argument or a persuasive paper has the power to make people change their minds about a topic, or allows them to really understand and accept your position as a valid one. You know how strongly people feel about their beliefs, so you can guess that writing a paper that will command the readers’ respect is challenging. So, in order to make strong arguments and to have the power to persuade people, follow some simple suggestions:
Get oriented:
1. Pick a topic you feel strongly about. It doesn’t matter whether you agree with it, or disagree with it. Think of points on both sides of the issue - the pros and the cons of each topic.
2. List some arguments from both sides and then think about how your audience feels about each of these.
3. Pick whichever side has the most convincing information - you might have to change your mind and change your main idea as you discover facts that you were not aware of as you started thinking about the topic.
4. Pay close attention to your audience. Think of what it believes in, and be prepared to discuss some of the points that would be most interesting to this group.
5. Once you considered both sides, and considered the audience, then you are ready to to take one side. Believe that you are right, and prepare yourself well to defend your thoughts. You will need good research to do this!
6. Make sure that there is reliable information available to support your position.
7. You will need facts, statistics, and reports from sources you and your audience can trust.
8. Make sure that you study the other side as well as you study your side. You don't want any surprise facts that you can't defend to show up after you finish your paper!
9. Be very well informed about the issue you want to discuss. Issues have different dimensions – there is always a social, a technical or scientific, an economic, or another type of intellectual aspect you will need to be aware of.
10. Be clear about which part, or point of the issue you are focusing on.
11. Anticipate objections and be prepared to address them.
12. Think of the points about this issue where there is common ground - where you can agree with the other side
Now You Can Start Writing
1. Assume that you will have many different opinions among your audience. Your readers will judge the strength of your arguments. Write your paper to convince them that your side makes the most sense.
2. Right in your introduction, establish credibility. Your readers need to know that you have studied the topic, that you are being open and fair-minded about it, and that you can understand their points of view. Here is a good place to address some of the points you have in common with the other side.
3. Include your thesis at the end of the introduction.
4. Support your thesis with the 3 strongest arguments you can find. These will be the outline of your paper.
5. Back your arguments up with very strong, specific evidence:
· Use .
DefinitionThe goal of a research proposal is to present and justif.docxpetehbailey729071
Definition
The goal of a research proposal is to present and justify the need to study a research problem and to present the practical ways in which the proposed study should be conducted. The design elements and procedures for conducting the research are governed by standards within the predominant discipline in which the problem resides, so guidelines for research proposals are more exacting and less formal than a general project proposal. Research proposals contain extensive literature reviews. They must provide persuasive evidence that a need exists for the proposed study. In addition to providing a rationale, a proposal describes detailed methodology for conducting the research consistent with requirements of the professional or academic field and a statement on anticipated outcomes and/or benefits derived from the study's completion.
Krathwohl, David R.
How to Prepare a Dissertation Proposal: Suggestions for Students in Education and the Social and Behavioral Sciences
. Syracuse, NY: Syracuse University Press, 2005.
How to Approach Writing a Research Proposal
Your professor may assign the task of writing a research proposal for the following reasons:
Develop your skills in thinking about and designing a comprehensive research study;
Learn how to conduct a comprehensive review of the literature to ensure a research problem has not already been answered [or you may determine the problem has been answered ineffectively] and, in so doing, become better at locating scholarship related to your topic;
Improve your general research and writing skills;
Practice identifying the logical steps that must be taken to accomplish one's research goals;
Critically review, examine, and consider the use of different methods for gathering and analyzing data related to the research problem; and,
Nurture a sense of inquisitiveness within yourself and to help see yourself as an active participant in
the process of
doing scholarly research.
A proposal should contain all the key elements involved in designing a completed research study, with sufficient information that allows readers to assess the validity and usefulness of your proposed study. The only elements missing from a research proposal are the findings of the study and your analysis of those results. Finally, an effective proposal is judged on the quality of your writing and, therefore, it is important that your writing is coherent, clear, and compelling.
Regardless of the research problem you are investigating and the methodology you choose, all research proposals must address the following questions:
What do you plan to accomplish?
Be clear and succinct in defining the research problem and what it is you are proposing to research.
Why do you want to do it?
In addition to detailing your research design, you also must conduct a thorough review of the literature and provide convincing evidence that it is a topic worthy of study. Be sure to answer the "So What?" question.
How are you going to do it?
.
Contents of Final Paper The final paper summarizing the s.docxbobbywlane695641
Contents of Final Paper: The final paper summarizing the service learning experience will contain the following elements:
• Identification
o Identification of the agency or organization for which service was performed
. o Description of the purpose or mission of the agency or organization. o Description of the work done by the learner.
o Description of the area or department of the organization observed by the learner.
• Organizational Behavior Concepts In this section, the learner will address organizational behavior aspects of the organization. The learner will select two organizational behavior topics from those we study in this course and apply the concepts and principles of those two (2) topics to the organization. Suggested areas for observation and evaluation may include, but are not limited to:
o Systems theory as applied to the organization
o Organizational culture
o How the culture is being sustained or changed
o Socialization of members
o The role of personality
o Perceptions
o Motivational theories
o Psychological contract
o Job design
o Use of evaluation, feedback and rewards
o Misbehavior
o Individual or organizational stress
o Group development
o Group behavior(s)
o Use of teams
o Management of conflict
o Power and politics
o Communication o Decision making
o Organizational structure
o Organizational leadership
o Organizational change
• Details: The following points should guide the learner in completion of this project. o The paper will contain 3,500 words of content. The cover sheet, abstract (not required but may be used), table of contents (if used) and references do not count toward the length of the paper. o The paper, including citations, references and general format will be APA compliant. o In addition to the text and the Bible, the paper will contain at least five additional references, two of which must be from peer-reviewed sources. References should be from high-quality sources such as peer-reviewed sources, trade journals and business journals. While sources such as Wikipedia, e-How, blogs or similar sites may occasionally be used, they will not count toward the minimum number of references. o The learner will obtain a letter from an officer or manager in the organization verifying that at least 8 hours of service were performed for the organization. The letter will state where the service was performed and the nature of the service. The letter will also contain the name and contact information of organization’s contact providing the letter. This letter will be submitted with the project. This letter does not count toward the page content of the paper. o In addressing the organizational behavior topics chosen, it is recommended that the analysis include the following aspects (you don’t have to use them all, but these are good places to start): A description of the topic (a must) The theoretical foundation of the topic (a must) How the topic manifested itself in the organization (eviden.
SOCI 403 Social ChangeAmerican Public University SystemWri.docxjensgosney
SOCI 403 Social Change
American Public University System
Written Assignment Four: Final Paper (Due Week 8)
IMPORTANT NOTE: This assignment is due in Week 8 to give you ample time to explore our class topics and create a thorough and informed paper. It must be turned in by 11:55 pm (EST) on Sunday of Week 8. Because this is the end of class, NO EXTENSIONS can be given for this paper. When class ends, all assignments must be in! Please plan your time carefully and turn this paper in early if at all possible.
In this assignment, you will construct a 10-12 page final research paper. Your paper should utilize sound critical thought and it should provide appropriate APA in-text citations and APA full-reference citations. The overall assignment is worth 20% of your final course grade. Be sure to read the directions for Submitting the Assignment.
Your paper will adhere to the general standards of the APA-formatting guidelines. It will include a title page, a short abstract, body of paper (Introduction/Thesis, Analysis, Application of Research, Summary and Conclusion) and a reference page. Comment by mothertao: Where the APA guidelines and the rules of this assignment diverge, stick to the rules of the assignment.
The Purdue Online Writing Lab offers information about APA guidelines and formatting:
http://owl.english.purdue.edu/owl/resource/560/01/
This site offers you answers to the most frequently asked questions on APA style as well as other useful APA information:
http://www.apastyle.org/learn/faqs/index.aspx
ALL Written assignments (i.e. Your Paper assignments) must be submitted TWICE: 1) Through the Sakai assignment submission link, and 2) Through www.turnitin.com. See Turnitin.com Directions
Format, Length and Content of Paper:
Title (First whole page of paper)
Abstract (Separate page)
Body of Paper: (10 -12 pages total) Clearly mark each part of the body of your paper with the following four section headings. Watch the page requirements carefully as you will be graded on them.
I. Introduction and Thesis Questions/Statement (1 page):
Introduce your topic and explain its relevance to you personally. Summarize the significance of this topic for others (e.g., the reader, groups, society). Describe the research questions that will guide your inquiry or the thesis statement that you will explore.
II. Analysis Using Concepts/Theories (2 – 3 pages):
Clearly and significantly apply at least five concepts/theories from our text to your research topic. While this sounds like what you did in Assignment One, this is no longer an exploration of how these might apply. Rather, these applications should be strong and well-supported in the final draft.
III. Application of Research (6 - 7 pages):
Clearly and significantly apply findings from at least 8 meaningful, up-to-date resources, 5 of which are from reputable academic journals. Your research in Assignment Two should help you with this, but remember that the final pape.
Scoring Guide for Rhetorical Analysis (10 of grade; 100 po.docxaryan532920
Scoring Guide for Rhetorical Analysis (10% of grade; 100 points)
The scoring guide helps you and your instructor see some of the specific ways your writing is matching expectations. No rubric can encompass everything a piece of writing can or
needs to accomplish, so your instructor will comment both about and beyond these categories to help you understand how this piece of writing is effective and how it (or future pieces)
could be more effective. Your grade will be determined by your instructor’s overall evaluation of this piece of writing and the revision process it enjoyed, with the top three categories
carrying more weight than the bottom three. Note: If for any category, the piece does not meet “Developing” standards, your instructor will assign no credit for that category.
KHO/16
Categories Excellent (A) Effective (B) Adequate (C) Developing (D)
Invention and
Purpose
Provides exceptional detail, depth,
and clarity about the effects of one or
two specific elements (e.g., patterns,
rhetorical strategies, audience,
purpose); interesting, sophisticated
argument develops through the paper
Provides solid detail, depth, and clarity
about the the effects of one or two
specific elements (e.g., patterns,
rhetorical strategies, audience,
purpose); solid argument develops as
the paper progresses
Provides some detail and clarity about
the effects of one or two specific
elements (e.g., patterns, rhetorical
strategies, audience, author, purpose);
consistent argument
Provides little detail, depth, or clarity
about the effects of specific elements,
may attempt to discuss many
elements without depth; may use
terms inaccurately; confusing, vague,
or inconsistent argument
Arrangement
and Audience
Awareness
Arrangement enhances the central
idea; intro intrigues readers, provides
helpful context, and prepares readers
well; sophisticated transitions guide
readers; conclusion refines thesis,
provides a satisfying resolution
Arrangement supports the central idea
and its development; intro provides
context and prepares readers well;
effective transitions guide readers;
conclusion recasts thesis and provides
a satisfying resolution
Arrangement mostly supports the
central idea; intro provides limited
context or reader preparation;
transitions formulaic or not always
effective; conclusion merely repeats
thesis or provides little resolution
Arrangement doesn’t consistently
support the central idea; intro provides
little context or reader preparation;
transitions missing or ineffective;
relationship among ideas unclear;
conclusion off-topic or underdeveloped
Ethos and
Evidence
Evidence and overall content easily
convince the reader that the author is
credible and that the analysis is valid;
evidence fully supports or enhances
writer’s claims
Evidence and overall content convince
the reader that the author is credible
and that the analysis is valid; evidence
supports writ ...
Your final project in this class will be a research paper and presen.docxtaishao1
Your final project in this class will be a research paper and presentation digging deeper into an aspect of interpersonal communication.
There will be parts to the paper (250 points total):
Research Storm — 20 points
Produce a list of 10 sources in APA or MLA style
(no summary or annotation required)
Paper Presentation — 70 points
5 minute presentation uploaded to Canvas
Final Paper — 110 points — due May 16th
Final Paper Requirements (110 points):
5-7 pages
Double spaced
1 inch margins
12 point font
5-7 sources
Including:
Scholarly journals and other academic sources
(Current) News articles
Think pieces from influential community members
The textbooks for this class, etc.
Sources must be listed on a separate page using MLA or APA formatting
Visit
https://owl.purdue.edu/index.html(Links to an external site.) (Links to an external site.)
for Style Guide specific questions
See attached Instructor Feedback Form for further grading questions
Presentation Requirements (70 points):
5 minutes per person
Deliver your information extemporaneously
Clear thoughtful presentation device linking individual speeches
This will most likely require communication & rehearsal among your group
Suggestions for Preparation:
Use your research skills to lead you in the direction of a thesis.
Once you have identified an exact topic, consider that you have 5 minutes to teach us the most important aspects of that topic.
Consider our critical thinking starter pack
Definitions
History
Examples in the world
Impacts, Significance, & Affects
Consider the balance of depth & breadth of the subject
Don’t forget to put your personal spin on it! Every single one of you would write a different paper about the exact same topic. Consider what specific strengths you bring to this research and let your instincts and interests lead.
The basic outline for a research paper and a good presentation are the same basic outline
See attached
There will be 2 parts to the final project:
Paper Presentation — 5 minute presentation uploaded to Canvas by May 18th @ 11:59pm
Final Paper — due May 18th @ 11:59pm
Your final project in this class will be a research paper and presentation digging deeper into an aspect of interpersonal communication. What you choose to research and write about can be any aspect of interpersonal communication. I would suggest considering issues like different intersections of identity and their relation to communication, conflict, workplace communication, family communication, etc. You could even cross multiply some of these topics to get super nuanced. Past examples have included: sibling communication, Latino machismo in family communication, communication and the LBGTQ+ community, a linguistic analysis of immigration issues, etc.
Your goal in this paper is to synthesize research about a given topic. It's more than a ...
Sociology 517 Graduate Seminar Professor Matsueda Deviance.docxrosemariebrayshaw
Sociology 517 Graduate Seminar: Professor Matsueda
Deviance and Social Control: Criminological Theory Spring 2015
WRITING A USEFUL PRÉCIS FOR A RESEARCH ARTICLE
An important skill that academic researchers inevitably acquire is a way of writing a brief synopsis, or
précis, summarizing a research article. This can be enormously useful for conducting research, as one
does not have to re-read the same key articles over and over again, but rather refresh one’s memory by
reading their synopsis. It is a crucial step when writing a review article, such as for the Annual Review of
Sociology, in which the objective is to summarize and critically evaluate the state of research on a given
topic. It is also a handy skill to have when serving as an anonymous reviewer for a journal.
There are a number of ways of writing a précis, and individuals typically develop their own style based on
what works for them. Nevertheless, there are a few features that are common among virtually all good
summaries. I’ll try to describe those commonalities and the way this works for one person—me. Note
that most of this is just commonsense. Note also that these recommendations suggest efficient ways of
reading articles, and are based on accepted normative models of how to write a research article.
I usually begin by reading the abstract, and the stated objectives of the paper. I may then flip to the
substantive conclusions to get a sense of where the paper is heading, and if it is an empirical paper, I’ll
check the data and methods quickly before returning to page one. I highlight as I read, and make quick
comments, like “yuck,” “good,” “great point,” “dumb,” “important claim,” etc. For an important paper I
personally highlight a lot—my goal is to highlight the key points, so the next time I want to read the
paper, all I have to do is read the highlighted passages. (I hate reading an article the second time with no
highlights—it’s just as much work as reading the first time.) In evaluating an article, I’ll often flip back
to the “objectives of the paper” section to determine if they are consistent with data, models, hypotheses,
conclusions, etc.
The first step in writing a précis is to summarize the main points of the paper. What is the paper about?
What is it trying to accomplish and why is this important? What are the key advances claimed by the
authors? How do they do this? Here is a quick skeleton of a summary:
A. Introductory paragraph:
What is the topic of the paper, why is it important (as argued by the authors), and how do they claim
to advance our knowledge?
What are the specific objectives of the paper that presumably advance our knowledge of this
important topic?
Usually there is a single key finding or theoretical argument that makes a contribution. What is this
finding or argument? I like to state this early, and then the rest of my summary shows how the
authors come up with the fi.
Essay #2 Proposing a SolutionIn ClassFor this essay, you.docxrusselldayna
Essay #2: Proposing a
Solution
In Class:
For this essay, your task is to propose a realistic, thoughtful solution to a problem that affects you or someone you know.
This could be a large scale problem (such as profound national frustration with our electoral system) or a smaller scale
problem (such as a general lack of exciting social life for students who live on campus). While you might need to provide
some “proof ” that your problem is really a problem, the bulk of your argument should aim to convince your reader that your solution is
a very good option for all parties involved.
As you begin drafting in class, your goal should be to produce 2-4 pages of thoughtful prose that:
• briefly introduces your chosen problem and the stakes (why the problem needs to be addressed)
• proposes a realistic and fair minded solution (it could actually work, and people would likely accept it)
• develops 1-3 supporting points for your argument (research sources optional for the first draft)
• pays close attention to the basic features as outlined in SMG
Feel free to use the following template for effective structure:
• an intro paragraph that describes your problem and solution and gives your reader a reason to care
• 1-3 body paragraphs that develop individual points of support
• a brief conclusion that wraps up your argument
First draft requirements:
• To receive full credit for this portion of essay #1, your in-class draft must be at least one full page.
• Our purpose is not to produce final draft quality writing at this phase. Just start by getting your ideas on paper, for
now.
Subsequent Drafts:
Now that you have a basic argument on paper, continue to develop and focus your argument. Feel free to bring this draft
to office hours. Be sure to improve your draft prior to the peer review workshop, to help you produce a solid final draft.
Peer Review Requirements:
Bring three copies for peer-review. This draft should preferably be a full draft, but must be at least 3-4 pages. If you’re
short of 4-5 full pages, include a well-developed outline for the rest of your argument.
Final Draft Requirements:
• 4-5 pages of cleanly written, well-organized, lucid, insightful prose
• 2-4 scholarly or credible sources, with ALL borrowed words and information appropriately cited.
• MLA format (double-spaced, 12 pt. Times New Roman font, etc.) incl. Works Cited page
• Submit via SafeAssign, and turn in all invention work and drafts with your final draft
Additional Tips:
• Most any problem you choose can provide options for effective use of research, though you might need to be
inventive in identifying relevant, useful research sources. I’m happy to provide suggestions for research, if you like.
• Remember that opposing viewpoints are not just bowling pins to knock down—your overall solution must account
for major potential objections, rather than ignoring them or hoping your reader won’t notice (for instance, if you
propose to solve climat.
Hai,this is Anusha. am looking for a help with my research.docxJeanmarieColbert3
Hai,
this is Anusha. am looking for a help with my research papers. subject is homeland security and contemporary issues and the topics are
1.Border security is key to immigration reform??
2.walls won't keep us safe
may i get it done by Thursday evening. and also lemme know the amount for both the papers. am also attaching the paper rubric here
thank you.
.
Guys I need your help with my international law class, Its a course.docxJeanmarieColbert3
Guys I need your help with my international law class, It's a course on International Law but it's not in essence a law course but part of the concentration I'm in, which is International Relations (in the School of Humanities and Social Sciences) my essay question is the following:
Are the jurisdictions of states absolute and unlimited?
.
hare some memories of encounters with people who had very different .docxJeanmarieColbert3
hare some memories of encounters with people who had very different expectations of their children compared to your own (it doesn't matter if you have children or not, just think about what you would have expected in their place). We tend to think of these situations in terms of good parents and bad parents, but speculate about the possible role of culture. Are there ways to avoid problems when parents with different cultural standards mix?
.
Hacker or SupporterAnswer ONE of the following questionsQuestio.docxJeanmarieColbert3
Hacker or Supporter
Answer ONE of the following questions:
Question A
In a 2-4 page paper, critique the case of Julian Assange, who created the Web site Wikileaks. Is Assange a glorified hacker and threat to national and international security or is he a supporter for human rights and freedom of speech?
.
HA415 Unit 6Discussion TopicHealthcare systems are huge, compl.docxJeanmarieColbert3
HA415 Unit 6
Discussion Topic
Healthcare systems are huge, complex, and constantly changing as they respond to economic, technological, social, and historical factors. The availability of technology has a profound effect on the health care costs and the availability of medical care. Local, state and national policy makers have an impact on these systems. Explain what you would do to encourage and increase technological advances and availability and try to decrease costs for all the stakeholders involved.
Needs 250 -300 words paper, strictly on topic and original with a Scholar References. Please No Phagiarism!
.
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English 102 Rhetorical Analysis Writing Project 2 R.docxSALU18
English 102 Rhetorical Analysis Writing Project 2
Relevant course readings:
Laura Bolin Carroll: “Backpacks vs. Briefcases: Steps toward Rhetorical Analysis” Kerry Dirk:
“Navigating Genres”
Keith GrantDavie: “Rhetorical Situations and Their Constituents”
Due dates:
Response draft (at least 1300 words for full credit) due: (one copy uploaded to Moodle; two hard
copies brought to class for exchange):
Feedback letters/response groups meet: (letters uploaded and brought to class):
Polished draft (at least 1600 words for full credit): (in hard copy, delivered in class):
For the second major writing project of the semester, you’ll produce a comparative rhetorical
analysis by choosing between two different options—scientific or political discourse—and
finding and comparing two instances of rhetorical discourse. Whatever option you select, you’ll
need to address the same questions as you develop your understanding of rhetorical discourse
and the way different discourses address differences in rhetorical situation:
1. The question of exigence: What is the discourse about? What need or purpose does the
discourse address? What fundamental values are at stake? What is the discourse trying to
accomplish—and how successful is it?
2. The question of the rhetor: Who is—or are—the rhetor or rhetors? Who is responsible for the
discourse? Who created it? Does the rhetor successfully establish ethos? Why or why not? How
does the discourse itself invoke a particular rhetor? Who sponsored the discourse, and how?
3. The question of audience: For whom is the discourse intended? To whom would this
discourse appeal? Who is the actual audience, and who is the audience invoked or imagined by
the discourse itself? Does the discourse invite the audience to adopt a new role, a new identity?
4. The question of constraints: What constraints did the rhetor have to take into account—what
factors outside of the discourse and beyond the rhetor’s control might influence the audience’s
response to the discourse? Are they negative or positive constraints? How did the rhetor
accommodate those constraints? Was the rhetor successful?
5. The question of genre: What is the genre of the text, and what purpose does this genre
typically serve? How do audience expectations of the genre contribute to our understanding of
the exigence, the intended audience, and the rhetor? What constraints does the genre
introduce?
These constituents of rhetorical situations aren’t an outline for your project; you won’t march
through each of them in succession in the body of your project. Rather, they’re your initial
research questions that will help you to analyze thoroughly the rhetorical dimensions of the texts
you select.
The form and structure of your project will depend, finally, on a refined research question that
will develop out of your research and your understanding of how your chosen texts work.
Project Options:
...
Presented by the UT student chapter of the Institute of Transportation Engineers, this 3-hour workshop featured a presentation by D-STOP’s Dr. Stephen Boyles.
Writing Strong Argument Papers Helpful Hints An argument or a .docxericbrooks84875
Writing Strong Argument Papers Helpful Hints
An argument or a persuasive paper has the power to make people change their minds about a topic, or allows them to really understand and accept your position as a valid one. You know how strongly people feel about their beliefs, so you can guess that writing a paper that will command the readers’ respect is challenging. So, in order to make strong arguments and to have the power to persuade people, follow some simple suggestions:
Get oriented:
1. Pick a topic you feel strongly about. It doesn’t matter whether you agree with it, or disagree with it. Think of points on both sides of the issue - the pros and the cons of each topic.
2. List some arguments from both sides and then think about how your audience feels about each of these.
3. Pick whichever side has the most convincing information - you might have to change your mind and change your main idea as you discover facts that you were not aware of as you started thinking about the topic.
4. Pay close attention to your audience. Think of what it believes in, and be prepared to discuss some of the points that would be most interesting to this group.
5. Once you considered both sides, and considered the audience, then you are ready to to take one side. Believe that you are right, and prepare yourself well to defend your thoughts. You will need good research to do this!
6. Make sure that there is reliable information available to support your position.
7. You will need facts, statistics, and reports from sources you and your audience can trust.
8. Make sure that you study the other side as well as you study your side. You don't want any surprise facts that you can't defend to show up after you finish your paper!
9. Be very well informed about the issue you want to discuss. Issues have different dimensions – there is always a social, a technical or scientific, an economic, or another type of intellectual aspect you will need to be aware of.
10. Be clear about which part, or point of the issue you are focusing on.
11. Anticipate objections and be prepared to address them.
12. Think of the points about this issue where there is common ground - where you can agree with the other side
Now You Can Start Writing
1. Assume that you will have many different opinions among your audience. Your readers will judge the strength of your arguments. Write your paper to convince them that your side makes the most sense.
2. Right in your introduction, establish credibility. Your readers need to know that you have studied the topic, that you are being open and fair-minded about it, and that you can understand their points of view. Here is a good place to address some of the points you have in common with the other side.
3. Include your thesis at the end of the introduction.
4. Support your thesis with the 3 strongest arguments you can find. These will be the outline of your paper.
5. Back your arguments up with very strong, specific evidence:
· Use .
DefinitionThe goal of a research proposal is to present and justif.docxpetehbailey729071
Definition
The goal of a research proposal is to present and justify the need to study a research problem and to present the practical ways in which the proposed study should be conducted. The design elements and procedures for conducting the research are governed by standards within the predominant discipline in which the problem resides, so guidelines for research proposals are more exacting and less formal than a general project proposal. Research proposals contain extensive literature reviews. They must provide persuasive evidence that a need exists for the proposed study. In addition to providing a rationale, a proposal describes detailed methodology for conducting the research consistent with requirements of the professional or academic field and a statement on anticipated outcomes and/or benefits derived from the study's completion.
Krathwohl, David R.
How to Prepare a Dissertation Proposal: Suggestions for Students in Education and the Social and Behavioral Sciences
. Syracuse, NY: Syracuse University Press, 2005.
How to Approach Writing a Research Proposal
Your professor may assign the task of writing a research proposal for the following reasons:
Develop your skills in thinking about and designing a comprehensive research study;
Learn how to conduct a comprehensive review of the literature to ensure a research problem has not already been answered [or you may determine the problem has been answered ineffectively] and, in so doing, become better at locating scholarship related to your topic;
Improve your general research and writing skills;
Practice identifying the logical steps that must be taken to accomplish one's research goals;
Critically review, examine, and consider the use of different methods for gathering and analyzing data related to the research problem; and,
Nurture a sense of inquisitiveness within yourself and to help see yourself as an active participant in
the process of
doing scholarly research.
A proposal should contain all the key elements involved in designing a completed research study, with sufficient information that allows readers to assess the validity and usefulness of your proposed study. The only elements missing from a research proposal are the findings of the study and your analysis of those results. Finally, an effective proposal is judged on the quality of your writing and, therefore, it is important that your writing is coherent, clear, and compelling.
Regardless of the research problem you are investigating and the methodology you choose, all research proposals must address the following questions:
What do you plan to accomplish?
Be clear and succinct in defining the research problem and what it is you are proposing to research.
Why do you want to do it?
In addition to detailing your research design, you also must conduct a thorough review of the literature and provide convincing evidence that it is a topic worthy of study. Be sure to answer the "So What?" question.
How are you going to do it?
.
Contents of Final Paper The final paper summarizing the s.docxbobbywlane695641
Contents of Final Paper: The final paper summarizing the service learning experience will contain the following elements:
• Identification
o Identification of the agency or organization for which service was performed
. o Description of the purpose or mission of the agency or organization. o Description of the work done by the learner.
o Description of the area or department of the organization observed by the learner.
• Organizational Behavior Concepts In this section, the learner will address organizational behavior aspects of the organization. The learner will select two organizational behavior topics from those we study in this course and apply the concepts and principles of those two (2) topics to the organization. Suggested areas for observation and evaluation may include, but are not limited to:
o Systems theory as applied to the organization
o Organizational culture
o How the culture is being sustained or changed
o Socialization of members
o The role of personality
o Perceptions
o Motivational theories
o Psychological contract
o Job design
o Use of evaluation, feedback and rewards
o Misbehavior
o Individual or organizational stress
o Group development
o Group behavior(s)
o Use of teams
o Management of conflict
o Power and politics
o Communication o Decision making
o Organizational structure
o Organizational leadership
o Organizational change
• Details: The following points should guide the learner in completion of this project. o The paper will contain 3,500 words of content. The cover sheet, abstract (not required but may be used), table of contents (if used) and references do not count toward the length of the paper. o The paper, including citations, references and general format will be APA compliant. o In addition to the text and the Bible, the paper will contain at least five additional references, two of which must be from peer-reviewed sources. References should be from high-quality sources such as peer-reviewed sources, trade journals and business journals. While sources such as Wikipedia, e-How, blogs or similar sites may occasionally be used, they will not count toward the minimum number of references. o The learner will obtain a letter from an officer or manager in the organization verifying that at least 8 hours of service were performed for the organization. The letter will state where the service was performed and the nature of the service. The letter will also contain the name and contact information of organization’s contact providing the letter. This letter will be submitted with the project. This letter does not count toward the page content of the paper. o In addressing the organizational behavior topics chosen, it is recommended that the analysis include the following aspects (you don’t have to use them all, but these are good places to start): A description of the topic (a must) The theoretical foundation of the topic (a must) How the topic manifested itself in the organization (eviden.
SOCI 403 Social ChangeAmerican Public University SystemWri.docxjensgosney
SOCI 403 Social Change
American Public University System
Written Assignment Four: Final Paper (Due Week 8)
IMPORTANT NOTE: This assignment is due in Week 8 to give you ample time to explore our class topics and create a thorough and informed paper. It must be turned in by 11:55 pm (EST) on Sunday of Week 8. Because this is the end of class, NO EXTENSIONS can be given for this paper. When class ends, all assignments must be in! Please plan your time carefully and turn this paper in early if at all possible.
In this assignment, you will construct a 10-12 page final research paper. Your paper should utilize sound critical thought and it should provide appropriate APA in-text citations and APA full-reference citations. The overall assignment is worth 20% of your final course grade. Be sure to read the directions for Submitting the Assignment.
Your paper will adhere to the general standards of the APA-formatting guidelines. It will include a title page, a short abstract, body of paper (Introduction/Thesis, Analysis, Application of Research, Summary and Conclusion) and a reference page. Comment by mothertao: Where the APA guidelines and the rules of this assignment diverge, stick to the rules of the assignment.
The Purdue Online Writing Lab offers information about APA guidelines and formatting:
http://owl.english.purdue.edu/owl/resource/560/01/
This site offers you answers to the most frequently asked questions on APA style as well as other useful APA information:
http://www.apastyle.org/learn/faqs/index.aspx
ALL Written assignments (i.e. Your Paper assignments) must be submitted TWICE: 1) Through the Sakai assignment submission link, and 2) Through www.turnitin.com. See Turnitin.com Directions
Format, Length and Content of Paper:
Title (First whole page of paper)
Abstract (Separate page)
Body of Paper: (10 -12 pages total) Clearly mark each part of the body of your paper with the following four section headings. Watch the page requirements carefully as you will be graded on them.
I. Introduction and Thesis Questions/Statement (1 page):
Introduce your topic and explain its relevance to you personally. Summarize the significance of this topic for others (e.g., the reader, groups, society). Describe the research questions that will guide your inquiry or the thesis statement that you will explore.
II. Analysis Using Concepts/Theories (2 – 3 pages):
Clearly and significantly apply at least five concepts/theories from our text to your research topic. While this sounds like what you did in Assignment One, this is no longer an exploration of how these might apply. Rather, these applications should be strong and well-supported in the final draft.
III. Application of Research (6 - 7 pages):
Clearly and significantly apply findings from at least 8 meaningful, up-to-date resources, 5 of which are from reputable academic journals. Your research in Assignment Two should help you with this, but remember that the final pape.
Scoring Guide for Rhetorical Analysis (10 of grade; 100 po.docxaryan532920
Scoring Guide for Rhetorical Analysis (10% of grade; 100 points)
The scoring guide helps you and your instructor see some of the specific ways your writing is matching expectations. No rubric can encompass everything a piece of writing can or
needs to accomplish, so your instructor will comment both about and beyond these categories to help you understand how this piece of writing is effective and how it (or future pieces)
could be more effective. Your grade will be determined by your instructor’s overall evaluation of this piece of writing and the revision process it enjoyed, with the top three categories
carrying more weight than the bottom three. Note: If for any category, the piece does not meet “Developing” standards, your instructor will assign no credit for that category.
KHO/16
Categories Excellent (A) Effective (B) Adequate (C) Developing (D)
Invention and
Purpose
Provides exceptional detail, depth,
and clarity about the effects of one or
two specific elements (e.g., patterns,
rhetorical strategies, audience,
purpose); interesting, sophisticated
argument develops through the paper
Provides solid detail, depth, and clarity
about the the effects of one or two
specific elements (e.g., patterns,
rhetorical strategies, audience,
purpose); solid argument develops as
the paper progresses
Provides some detail and clarity about
the effects of one or two specific
elements (e.g., patterns, rhetorical
strategies, audience, author, purpose);
consistent argument
Provides little detail, depth, or clarity
about the effects of specific elements,
may attempt to discuss many
elements without depth; may use
terms inaccurately; confusing, vague,
or inconsistent argument
Arrangement
and Audience
Awareness
Arrangement enhances the central
idea; intro intrigues readers, provides
helpful context, and prepares readers
well; sophisticated transitions guide
readers; conclusion refines thesis,
provides a satisfying resolution
Arrangement supports the central idea
and its development; intro provides
context and prepares readers well;
effective transitions guide readers;
conclusion recasts thesis and provides
a satisfying resolution
Arrangement mostly supports the
central idea; intro provides limited
context or reader preparation;
transitions formulaic or not always
effective; conclusion merely repeats
thesis or provides little resolution
Arrangement doesn’t consistently
support the central idea; intro provides
little context or reader preparation;
transitions missing or ineffective;
relationship among ideas unclear;
conclusion off-topic or underdeveloped
Ethos and
Evidence
Evidence and overall content easily
convince the reader that the author is
credible and that the analysis is valid;
evidence fully supports or enhances
writer’s claims
Evidence and overall content convince
the reader that the author is credible
and that the analysis is valid; evidence
supports writ ...
Your final project in this class will be a research paper and presen.docxtaishao1
Your final project in this class will be a research paper and presentation digging deeper into an aspect of interpersonal communication.
There will be parts to the paper (250 points total):
Research Storm — 20 points
Produce a list of 10 sources in APA or MLA style
(no summary or annotation required)
Paper Presentation — 70 points
5 minute presentation uploaded to Canvas
Final Paper — 110 points — due May 16th
Final Paper Requirements (110 points):
5-7 pages
Double spaced
1 inch margins
12 point font
5-7 sources
Including:
Scholarly journals and other academic sources
(Current) News articles
Think pieces from influential community members
The textbooks for this class, etc.
Sources must be listed on a separate page using MLA or APA formatting
Visit
https://owl.purdue.edu/index.html(Links to an external site.) (Links to an external site.)
for Style Guide specific questions
See attached Instructor Feedback Form for further grading questions
Presentation Requirements (70 points):
5 minutes per person
Deliver your information extemporaneously
Clear thoughtful presentation device linking individual speeches
This will most likely require communication & rehearsal among your group
Suggestions for Preparation:
Use your research skills to lead you in the direction of a thesis.
Once you have identified an exact topic, consider that you have 5 minutes to teach us the most important aspects of that topic.
Consider our critical thinking starter pack
Definitions
History
Examples in the world
Impacts, Significance, & Affects
Consider the balance of depth & breadth of the subject
Don’t forget to put your personal spin on it! Every single one of you would write a different paper about the exact same topic. Consider what specific strengths you bring to this research and let your instincts and interests lead.
The basic outline for a research paper and a good presentation are the same basic outline
See attached
There will be 2 parts to the final project:
Paper Presentation — 5 minute presentation uploaded to Canvas by May 18th @ 11:59pm
Final Paper — due May 18th @ 11:59pm
Your final project in this class will be a research paper and presentation digging deeper into an aspect of interpersonal communication. What you choose to research and write about can be any aspect of interpersonal communication. I would suggest considering issues like different intersections of identity and their relation to communication, conflict, workplace communication, family communication, etc. You could even cross multiply some of these topics to get super nuanced. Past examples have included: sibling communication, Latino machismo in family communication, communication and the LBGTQ+ community, a linguistic analysis of immigration issues, etc.
Your goal in this paper is to synthesize research about a given topic. It's more than a ...
Sociology 517 Graduate Seminar Professor Matsueda Deviance.docxrosemariebrayshaw
Sociology 517 Graduate Seminar: Professor Matsueda
Deviance and Social Control: Criminological Theory Spring 2015
WRITING A USEFUL PRÉCIS FOR A RESEARCH ARTICLE
An important skill that academic researchers inevitably acquire is a way of writing a brief synopsis, or
précis, summarizing a research article. This can be enormously useful for conducting research, as one
does not have to re-read the same key articles over and over again, but rather refresh one’s memory by
reading their synopsis. It is a crucial step when writing a review article, such as for the Annual Review of
Sociology, in which the objective is to summarize and critically evaluate the state of research on a given
topic. It is also a handy skill to have when serving as an anonymous reviewer for a journal.
There are a number of ways of writing a précis, and individuals typically develop their own style based on
what works for them. Nevertheless, there are a few features that are common among virtually all good
summaries. I’ll try to describe those commonalities and the way this works for one person—me. Note
that most of this is just commonsense. Note also that these recommendations suggest efficient ways of
reading articles, and are based on accepted normative models of how to write a research article.
I usually begin by reading the abstract, and the stated objectives of the paper. I may then flip to the
substantive conclusions to get a sense of where the paper is heading, and if it is an empirical paper, I’ll
check the data and methods quickly before returning to page one. I highlight as I read, and make quick
comments, like “yuck,” “good,” “great point,” “dumb,” “important claim,” etc. For an important paper I
personally highlight a lot—my goal is to highlight the key points, so the next time I want to read the
paper, all I have to do is read the highlighted passages. (I hate reading an article the second time with no
highlights—it’s just as much work as reading the first time.) In evaluating an article, I’ll often flip back
to the “objectives of the paper” section to determine if they are consistent with data, models, hypotheses,
conclusions, etc.
The first step in writing a précis is to summarize the main points of the paper. What is the paper about?
What is it trying to accomplish and why is this important? What are the key advances claimed by the
authors? How do they do this? Here is a quick skeleton of a summary:
A. Introductory paragraph:
What is the topic of the paper, why is it important (as argued by the authors), and how do they claim
to advance our knowledge?
What are the specific objectives of the paper that presumably advance our knowledge of this
important topic?
Usually there is a single key finding or theoretical argument that makes a contribution. What is this
finding or argument? I like to state this early, and then the rest of my summary shows how the
authors come up with the fi.
Essay #2 Proposing a SolutionIn ClassFor this essay, you.docxrusselldayna
Essay #2: Proposing a
Solution
In Class:
For this essay, your task is to propose a realistic, thoughtful solution to a problem that affects you or someone you know.
This could be a large scale problem (such as profound national frustration with our electoral system) or a smaller scale
problem (such as a general lack of exciting social life for students who live on campus). While you might need to provide
some “proof ” that your problem is really a problem, the bulk of your argument should aim to convince your reader that your solution is
a very good option for all parties involved.
As you begin drafting in class, your goal should be to produce 2-4 pages of thoughtful prose that:
• briefly introduces your chosen problem and the stakes (why the problem needs to be addressed)
• proposes a realistic and fair minded solution (it could actually work, and people would likely accept it)
• develops 1-3 supporting points for your argument (research sources optional for the first draft)
• pays close attention to the basic features as outlined in SMG
Feel free to use the following template for effective structure:
• an intro paragraph that describes your problem and solution and gives your reader a reason to care
• 1-3 body paragraphs that develop individual points of support
• a brief conclusion that wraps up your argument
First draft requirements:
• To receive full credit for this portion of essay #1, your in-class draft must be at least one full page.
• Our purpose is not to produce final draft quality writing at this phase. Just start by getting your ideas on paper, for
now.
Subsequent Drafts:
Now that you have a basic argument on paper, continue to develop and focus your argument. Feel free to bring this draft
to office hours. Be sure to improve your draft prior to the peer review workshop, to help you produce a solid final draft.
Peer Review Requirements:
Bring three copies for peer-review. This draft should preferably be a full draft, but must be at least 3-4 pages. If you’re
short of 4-5 full pages, include a well-developed outline for the rest of your argument.
Final Draft Requirements:
• 4-5 pages of cleanly written, well-organized, lucid, insightful prose
• 2-4 scholarly or credible sources, with ALL borrowed words and information appropriately cited.
• MLA format (double-spaced, 12 pt. Times New Roman font, etc.) incl. Works Cited page
• Submit via SafeAssign, and turn in all invention work and drafts with your final draft
Additional Tips:
• Most any problem you choose can provide options for effective use of research, though you might need to be
inventive in identifying relevant, useful research sources. I’m happy to provide suggestions for research, if you like.
• Remember that opposing viewpoints are not just bowling pins to knock down—your overall solution must account
for major potential objections, rather than ignoring them or hoping your reader won’t notice (for instance, if you
propose to solve climat.
Similar to General guidelines for writing reaction papers (Read this docume (17)
Hai,this is Anusha. am looking for a help with my research.docxJeanmarieColbert3
Hai,
this is Anusha. am looking for a help with my research papers. subject is homeland security and contemporary issues and the topics are
1.Border security is key to immigration reform??
2.walls won't keep us safe
may i get it done by Thursday evening. and also lemme know the amount for both the papers. am also attaching the paper rubric here
thank you.
.
Guys I need your help with my international law class, Its a course.docxJeanmarieColbert3
Guys I need your help with my international law class, It's a course on International Law but it's not in essence a law course but part of the concentration I'm in, which is International Relations (in the School of Humanities and Social Sciences) my essay question is the following:
Are the jurisdictions of states absolute and unlimited?
.
hare some memories of encounters with people who had very different .docxJeanmarieColbert3
hare some memories of encounters with people who had very different expectations of their children compared to your own (it doesn't matter if you have children or not, just think about what you would have expected in their place). We tend to think of these situations in terms of good parents and bad parents, but speculate about the possible role of culture. Are there ways to avoid problems when parents with different cultural standards mix?
.
Hacker or SupporterAnswer ONE of the following questionsQuestio.docxJeanmarieColbert3
Hacker or Supporter
Answer ONE of the following questions:
Question A
In a 2-4 page paper, critique the case of Julian Assange, who created the Web site Wikileaks. Is Assange a glorified hacker and threat to national and international security or is he a supporter for human rights and freedom of speech?
.
HA415 Unit 6Discussion TopicHealthcare systems are huge, compl.docxJeanmarieColbert3
HA415 Unit 6
Discussion Topic
Healthcare systems are huge, complex, and constantly changing as they respond to economic, technological, social, and historical factors. The availability of technology has a profound effect on the health care costs and the availability of medical care. Local, state and national policy makers have an impact on these systems. Explain what you would do to encourage and increase technological advances and availability and try to decrease costs for all the stakeholders involved.
Needs 250 -300 words paper, strictly on topic and original with a Scholar References. Please No Phagiarism!
.
HA410 Unit 7 AssignmentUnit outcomes addressed in this Assignment.docxJeanmarieColbert3
HA410 Unit 7 Assignment
Unit outcomes addressed in this Assignment:
● Identify significant standards for healthcare documentation.
● Understand important factors involved in regulations pertaining to paper and electronic health records.
Course outcomes addressed in this Assignment:
HS410-4: Compare standards and regulations for healthcare documentation.
Instructions:
Your boss is the Director of Medical Records at a large academic medical center. He is finding it difficult to monitor the ongoing legislative and policy changes related to Health Information Management. He has asked that you do the following:
1) Visit the AHIMA website (www.ahima,org) and visit the “Advocacy and Public Policy” tab.
2) From there, visit both the “Legislation” and “News and Alerts” menu options.
3) Prepare two pages report highlighting the two most important items your boss should be aware of.
4) Recommend a course of action for each.
Paper should be 600- 800 words length, strictly on topic, informative, and original with 2-3 scholar referencess. No repeatation of words. Please use and read the attached document and follow all the instructions and use the grading rubrics below to do this assignment.
NO PHARGIARIAM!!
Unit 7 Assignment Grading Rubrics:
Instructors: to complete the rubric, please enter the points the student earned in the green cells of column E. Then determine point deductions for writing, late policy, etc in the red cells to calculate the final grade.
Assignment Requirements
Points possible
Points earned by student
Student understands issues related to health information management.
0-40
Student can assess policy and news items impact health information management.
0-40
Student can make well supported recommendations to address current legislative and policy issues in health information management.
0-40
Student prepares a well-crafted report in APA format using the AHIMA website and other sources, as needed.
0-30
Total (Sum of all points)
150
0
*Writing Deductions (Maximum 30% from points earned):
Grammar/Punctuation/Spelling:
30%
Order of Ideas/Length requirement (if applicable):
30%
Format
10%
*Source citations
30%
Late Submission Deduction: (refer to Syllabus for late policy)
Adjusted total points
0
*If sources are not cited and work is plagiarized, grade is an automatic zero and further action may take place in accordance with the Academic Integrity Policy as described in the university catalog.
Final Percentage
0%
Feedback:
.
hacer oír salir suponer traer ver 1. para la clase a la.docxJeanmarieColbert3
hacer oír salir
suponer traer ver
1.
para la clase a las dos.
2.
Los fines de semana mi computadora a casa.
3.
que me gusta trabajar los sábados por la mañana.
4.
Por las mañanas, música en la radio.
5.
Cuando tengo hambre, un sándwich.
6.
Para descansar, películas en la televisión.
.
H07 Medical Coding IDirections Be sure to make an electronic c.docxJeanmarieColbert3
H07 Medical Coding I
Directions
: Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be two (2) to four (4) pages in length; refer to the "Assignment Format" page for specific format requirements.
Lesson 1, 2, 3, and 4 of this course has covered a wide variety of topics. Thus far, you have learned a great deal of information on health insurance, medical contracts, HIPAA, physician and hospital medical billing, and Medicare and Medicaid.
For this writing assignment, please explain why the following course objectives are important for medical billers and coder to understand:
1.
Understand the history and impact of health insurance on health care reimbursement process and recognize various types of health insurance coverage.
2.
Identify the key elements of a managed care contract and identify the role HIPAA plays in the health care industry.
3.
Recognize and explain the different components of physician and hospital billing and differentiate between the two types of services.
4.
Explain the difference between Medicare and Medicaid billing.
Please include at least 3 scholarly articles within your response. Overall response will be formatted according to APA style and the total assignment should be between 2-4 pages not including title page and reference page.
.
Guidelines1.Paper consisting of 2,000-2,250 words; however,.docxJeanmarieColbert3
Guidelines:
1.
Paper consisting of 2,000-2,250 words; however, the reference page isn’t included as any part of the word count.
2.
Provide a thesis and/or main claim that is clear and comprehensive. This is the essence of the paper.
3.
APA formatting: in-text citations, headings, correct sentence structure, paragraph transition.
4.
Please apply the attached (4) readings to this homework.
5.
Address the following in the paper:
a.
Briefly describe the company
REI
using the Baldrige Performance Excellence framework.
b.
Using the Baldrige framework, outline
REI
organization's leadership structure and practices (
innovation, communication, and diversity
) chosen to study.
c.
Describe the evidence you find to identify that organization's leadership style (
servant and authentic
) by using specific references from the research literature to support your description.
d.
As a researcher of organizational leadership, how does the Baldrige framework help assess organizational leadership?
e.
Identify any
gaps
in assessment the framework does not address, and describe them with references from other sources.
.
Guidelines12-point fontCambria fontSingle space50 words ma.docxJeanmarieColbert3
Guidelines
12-point font
Cambria font
Single space
50 words maximum per section summarized (Be concise. I would prefer less than 50 words)
Sections to summarize-
(50 words summary for each topic )
Genetics Versus Epigenetics
Defining Epigenetics
DNA methylation
RNAi and RNA-directed Gene Silencing
From Unicellular to Multicellular Systems
.
HA425 Unit 2 discussion- Organizational Behavior and Management in H.docxJeanmarieColbert3
HA425 Unit 2 discussion- Organizational Behavior and Management in Health Care - Discussion
Discussion Topics
1.
Discuss the role and importance of organizational culture in promoting organizational change, organizational learning, and quality of healthcare.
2. Explain how teamwork is used in the CQI process and its impact on the process.
NO PHARGIARISM!!! Paper must be 500 words, strictly on topic, well detailed and original with 2-3 scholar referencsea. No repeatation.
.
GuidelinesPaper is based on one novel , Frankenstein. We ha.docxJeanmarieColbert3
Guidelines
Paper is based on one novel ,
Frankenstein
. We have
learned that one element crucial to horror stories is a monster. After reading the
entire novel , you will write a two- to three-page paper analyzing whether Victor Frankenstein or the
creation is the true monster in the novel.
You must pick one. Then state three
reasons/actions why he is the monster.
DO NOT:
o
Claim they are both monsters
o
Claim that neither is
o
Claim that there is no monster because Victor is hallucinating, has
a split personality, is dreaming, etc.
o
Claim that the real monster is abstract/philosophical--narcissism,
society, nature vs. nurture, etc
These are all innovative and great and may make a great essay but that's not
the assignment.
You must make a claim that Victor is the true monster
OR his creation is the true monster and support your claim.
Even though it is your interpretation of who the monster is, when you write
academic essays, you are really asserting a claim and attempting to convince
readers to agree with your stance. To do this effectively, it’s best to create a
more objective tone, pulling back on personal statements and writing in terms of
what Shelley intended and how readers in general perceive/infer the information.
In other words, avoid statements like: “I think the monster is really Victor
Frankenstein.” And use statements like: “After careful analysis of Shelley’s
characters, readers agree that Victor is the true monster of the novel.” Also, a
major pitfall to avoid: Do not claim that the monster is Victor then focus on the
creation in the body of the essay and why the creation is not the monster.
Throughout the semester, I have been posing questions on the Discussion Board
that you have been responsible for. You were then required in some weeks to
respond to a peer’s answers. The purpose of this is to cultivate interaction among
peers as you are working in such solitude when in an online environment.
However, I know that it is hard to routinely read a lot of what your peers have to
say. So this second paper is the one opportunity for you to truly HEAR several
angles of a discussion, much like in a traditional classroom, and assimilate the
opinions of your classmates.
For the essay, after you first come to your own observation about who the true
monster is then read through a handful of each of the four
Frankenstein
discussion threads (Storyline Shift, Victor Frankenstein, The Creation, and
Frankenstein Finale). Find a few posts that support your observation. You do not
need to read through all of the posts for each thread but read through enough to
help inform your selection. Throughout your essay you will need to
include at
least three quotes from two different threads (one per body
paragraph/reason).
These quotes need to support your claim. In other words, if
you claim that Victor is the monster, don’t include a quote by a peer that focuses
on the monster’s compassion. Also, be.
Guidelines1.Paper word count should be 1,000-1,250. Refer.docxJeanmarieColbert3
Guidelines:
1.
Paper word count should be 1,000-1,250. Reference page should not be counted in the word count.
2.
Following issues to be addressed in the paper:
a.
Discuss the conceptual differences between Transformational-Transactional Leadership and the visions of future developments in leadership Warren Bennis was predicting.
b.
Using the guidance of both leadership theorists and applied behavioral scientists, compose your basic definition of organizational leadership that is functional in organizations you know.
c.
Drawing from tenets of the Christian worldview related to organizational leadership, compare the key points of that guidance with two key elements (leadership and integrity) of organizational leadership.
d.
Support your comparisons with substantive documentation for each of the two key elements of current theories.
3.
Due date: No later than Wednesday, October 12, 2016 at noon (EST)
.
Guided Response Respond to at least two of your classmates. Ch.docxJeanmarieColbert3
Guided Response:
Respond to at least two of your classmates. Choose posts that address a different developmental period than you chose. Determine if the selected activity and toy is appropriate to the age group and is tied to Piaget’s theory. Provide feedback and suggestions for improvement.
Melissa Pieringer
An activity for the adolescent room: hypothetical problem solving
According to Piaget’s theory children 12 and over are in the formal operations stage of cognitive development. This is the final stage of cognitive development that takes place prior to adulthood. Children at this stage are developing abstract reasoning, deductive reasoning, and hypothetical thinking skills. Children at this stage are able to use hypothetico-deductive reasoning which involves forming a hypothesis, predicting a possible or likely outcome for a given scenario, and taking into consideration various factors that may influence the outcome (Mossler, 2014). At the formal operations stage children also develop the ability to think abstractly and weigh multiple potential outcomes for a given situation (Mossler, 2014). According to the Jean Piaget Society (2016), one of the best ways to promote the development of abstract thinking skills is to explore hypothetical topics, global issues, political issues, or social issues and allow children to come up with potential creative solutions to the problem (The Jean Piaget Society, 2016). A suggested hypothetical scenario to explore could be how humans could live in outer space (The Jean Piaget Society, 2016). Other present day issues to explore could include global warming, pollution, limited resources, war, poverty, famine, etc.
A toy or object for the adolescent room: art and crafting supplies
It is suggested that educators working with children at this stage use visual models such as charts, illustrations, and diagrams to keep children engaged in learning (The Jean Piaget Society, 2016). Furthermore, children should be encouraged to work creatively with a variety of materials. Art and crafting supplies could be used to create illustrations, diagrams, or posters demonstrating the solutions that they come up with to the topic or issue being explored. Therefore, I would request that a variety of art and crafting supplies be given to the adolescent room. Some ideas for materials could include the following:
· Poster paper or boards
· Paint
· Markers
· Colored pencils
· Crayons
· Scissors
· Glue or glue sticks
· Construction paper
· Old magazines
· Stencils
· Rulers
· String
References
Mossler, R. (2014).
Child and Adolescent Development
(2
nd
ed.) [Electronic ed.]. Retrieved
from:
https://content.ashford.edu/
The Jean Piaget Society. (2016). Educational implications of Piaget’s theory. Retrieved from:
http://piaget.weebly.com/educational-implications--activities.html
Christina Gutierrez
Cognitive De.
Guided ResponseReview the philosophies of education that your.docxJeanmarieColbert3
Guided Response:
Review the philosophies of education that your classmates chose and write a minimum 150-word response to at least two of them. Comment on whether you agree or disagree with their philosophies of education and their rational for them. Suggest additional ways in which the theories they have chosen could be applied to educational environments.
By:
Melissa
I have been in the classroom for over 12 years, and every day I learn something new. Every day I encounter a new student or discover something new about a student in my class that has been there the whole year. Every encounter is different, every child is different, and not one child thinks the same or learns the same. I discovered this early on in my teaching career, but I am constantly reminded how we cannot take for granted streamlined teaching in the classroom.
Teachers are not the only ones who teach in the classroom, the students in your classroom teach each other and teach you the teacher how to explain something differently and view things differently and reach the same destination to answer the same question correctly. I believe that being an effective teacher one must get to know students on a personal level. Not by reading their folders at the beginning of the year, but by asking open ended questions, listening to how they respond and how they express themselves either verbally or written expression. Teachers need to listen to their students not just hear them and move on, but take the child as a whole and help them reach another level in their education journey.
Special education is more than just accommodations; it is accommodating children to their needs and finding what works for them. Some need verbal cues to know that they are doing well and motivate them to keep working towards success, while others need positive written expression to push them over the hump and work to accomplish their goals. Most children with learning disabilities suffer from low self esteem and act up or become the class clown are constantly in trouble. They become the trouble makers or the ones always in trouble for not completing homework assignments, and because teachers only see this on the surface they push them off to one side of the classroom. What most general education teachers don’t see is how much they are asking for help.
Education should be used to empower every student and every teacher. Being an educator is more than just teaching to a test, it is planting the seed of enjoying the love for learning. We need to remember that we are educating our future.
By:
Katrina
Children learn best in an environment where they feel safe, especially younger children in an early childhood program. For toddlers the progressivism philosophy is one that works best. Toddlers cannot sit still for long periods of time and they need things that are developmentally appropriate. They need activities that allow them to use all of their senses. As they are touching and seeing while list.
Guided Response When responding to your peers, suggest ways to.docxJeanmarieColbert3
Guided Response:
When responding to your peers, suggest ways to continue to strengthen the contribution listed, so that this influence remains strong in our education system today. Describe why you believe this contribution should continue to be a part of our current education system. Respond to at least two peers.
BY: Tiffany Futch
Improved teaching means teachers were taught to teach on more of a professional level by actual people qualified to teach. Normal schools broadened their curricula to the training of secondary school teachers, requirement of the completion of high school to be admitted to college for teacher training, teachers must have a bachelor’s degree. “High school completion was seldom required for admission, and the majority of instructors did not hold a college degree themselves.” (Diener, 2008). Society has come a long way when it comes to teaching, and who is qualified to teach. Higher education is required more than ever in today’s society, and all of these examples have helped with the success of the way teachers complete their degrees today.
When it comes to teaching in the 21
st
century, full time teachers are required to have a minimum of a four year bachelor’s degree. Technology helps play a role in the success of teachers and students in and out of the classroom. Like the rest of the class we are all completing our degree in an online program. When it comes to teaching in the classroom teachers can use computers and other devices to help children excel, and outside of the classroom, the students can utilize the internet to help them with projects, and even communicate with other students to help with projects.
Webb. L. D. (2014). History of American education: Voices and perspectives. San Diego, CA: Bridgepoint Education, Inc.
BY:Christine Rodriguez
Teacher training is very important for teachers because they should be able to teach multiple subjects and be qualified in what they are teaching. Strengthening of the normal school curriculum and standards was needed in order for the school system to get better. In the 1900's schools exploded from 50 to almost 350, but with the low academic levels, teacher and students were not able to teach or learn at a college level. Teachers did not have, at this point, a college degree themselves. As the population kept increases and there was a higher demand for education, everyone began to need a high school diploma to be admitted for a college degree.
University enter teacher training: "Teacher training at the college or university level, typically consisted of one or two courses in the "science and art" of teaching, had been offered at a limited number of institutions as early as the 1830s, and the universities had always been institutions for the education of those who taught in the Latin grammar schools, academies, and high schools" (Webb, 2014).
This did not qualify them as teachers when they took these courses, but it did make them becom.
Guided Response As you read the responses of your classmates, con.docxJeanmarieColbert3
Guided Response:
As you read the responses of your classmates, consider how their negative educational experience could have been changed to support student learning. Respond to at least two of your classmates’ posts. Provide additional suggestions for them in creating their own positive, stimulating learning environment. Be sure to respond to any queries or comments posted by your instructor.
Melissa Cagno
The biggest negative experience that I have had is with a previous employer, and it was my first day as a preschool teacher in a facility nearby. On my first day, I walked into a situation that made a huge impact on the way I viewed this facility. When I started that day, I was told that I would not be in “my classroom” that I would be filling in for a teacher that was out that day. I didn’t have an issue with that fact and was actually up for the challenge. But when I entered the classroom I noticed there were no rules, no structure, no lesson plans and the classroom was complete chaos. I managed to create some spur of the moment lessons and engaged in music as much as possible. Then when it was time for lunch, and I went to serve it, it was pure sugar and very unhealthy. I left for the day feeling defeated, tired, frustrated and stressed and nowhere to turn. I expressed my concerns throughout the day along with a lot of severe health issues to the owner and was brushed off. I care a lot about the children’s safety and their learning environment, and I felt like I was drowning. Needless to say, I ended up moving on from that position because I felt helpless and without a direction to improve anything.
I have had several positive experiences throughout my educational background. The classrooms were always welcoming, warm and inviting and it showed that the teachers cared about their classrooms and their students. Those classrooms made me excited about becoming a teacher and gave me something to work towards in the future.
“The foundation for successful learning and a safe and secure classroom climate is the relationship that teachers develop with their students (Sousa, Tomlinson, 2011)”. The teacher-student relationship is something that should be built on from day one. If the students do not trust or know you, they will feel uneasy and unsafe in the classroom environment. It is so important to form the relationship with your students to ensure communication and safety of your students. Another way to provide a positive learning environment is with your attitude. If you have a positive and fun attitude, it will show through your lessons and your students will enjoy being in your class every day which will affect how they learn. Lastly, the organization is a big key to a positive and stimulating learning environment. If your classroom is packed full of stuff or the students, do not know where materials are it can cause frustrations for you and your students.
I firmly believe there are no stupid questions! I want to ensure my stude.
Guided ResponseReview several of your classmates’ posts and res.docxJeanmarieColbert3
Guided Response:
Review several of your classmates’ posts and respond to at least two of your peers original posts. Please keep in mind that this assignment can be a sensitive subject and that people’s past experiences may have shaped their views. Choose one point from your peer’s post that made an impact on you and explain why this particular comment resonated with you. Share your thoughts on the disadvantages and advantages of segregation with your peers.
BY:
Tiffany
Bradley
When preparing for this week’s discussion post I was a little at awe, I personally had never heard of the little rock nine. And I’m not that far from Arkansas. The Little Rock Nine was a group of nine African American students that were enrolled in Little Rock Central High School in 1957. However, their enrollment was engaged by the Little Rock Crisis. Which the students were initially prevented from entering the racially segregated school by Orval Faubus, the Governor of Arkansas. When President Dwight D. Eisenhower done an intervention, the students were then allowed to attend the school. The nine students were Ernest Green, Elizabeth Eckford, Jefferson Thomas, Terrance Roberts, Thelma Mothershed, and Melba Pattillo Beals. (https://en.wikipedia.org/wiki/Little_Rock_Nine)
Personally, if I was in the situation that these nine students experienced I would have been lost, afraid, and felt like something was wrong with me. A child of any race should not have to be put in this situation to feel unwanted or that they are unwelcome because they are of a different color. Many times however that is not the case. And this was the case for these nine children. My reaction would have been a sense of sadness, and anger. I don’t believe I would not have made a seen, simply out of fear of being hurt. I would have wanted to stand up for myself as well as my peers of the same color. Nowadays, if the situation would arise that an African American child was not allowed into a while school, yes I would stand up. And voice my opinion. It should not matter the color of a child’s skin. They should be allowed to receive the proper education. Without first having to go through turmoil. This situation I’m sure was emotionally devastating for these nine children. Who simply just wanted to get an education. (Webb. L. D. (2014). History of American education: Voices and perspectives. San Diego, CA: Bridgepoint Education, Inc.)
De facto segregation, I believe does not have a detrimental effect on students nowadays. Some adults that were raised to racial, still are. But if children are taught not to be that way. Then most of the time children learn to except another student of a different minority. Where I live we have a lot of white and minority students. Which none are treated differently. They are all in school for the same reason to get an education. My own personal beliefs are we are all children of God, and just because we are different races, does not mean.
Guided ResponseYou must reply to at least one classmate. As y.docxJeanmarieColbert3
Guided Response:
You must reply to at least one classmate
. As you reply to your classmates, attempt to extend the conversation by examining their claims or arguments in more depth or by responding to the posts that they make to you. Keep the discussion on target and try to analyze things in as much detail as you can. For instance, you might consider sharing additional ways that information literacy skills can help them be critical consumers of information. Discuss similarities in how you and your classmates connected with the infographic or article
.
Guided ResponseRespond to at least one classmate that has been .docxJeanmarieColbert3
Guided Response:
Respond to at least one classmate that has been assigned a different position from you and offer a rebuttal. Be sure to provide evidence from the literature to support your opposition. Also, respond to your original post and provide your own opinion of inclusion based on the evidence from the research and the responses of your classmates. Did your thinking change after reading your classmates’ viewpoints? Share your concerns about working with students with special needs in the regular classroom.
BY:
Mallory Johnson
What is inclusion?
Inclusion is an educational environment in which all students are grouped together in the same classroom regardless of their intelligence level hence the phrase used, “Least Restrictive Environment”. This practice means that an increasing number of regular classroom teachers are called upon to teach exceptional children in regular classrooms, sometimes also termed inclusive classrooms (LeFrançois, G. 2011).
IDEA was established for children with learning disabilities and has been mandated as a part of every educational facility.
As defined by the American Psychological Association, “The Individuals with Disabilities Education Act (IDEA) ensures that all children with disabilities are entitled to a free appropriate public education to meet their unique needs and prepare them for further education, employment, and independent living.”
Not every student learns equally; however, every student should be given the equal opportunity to do so regardless of their learning abilities. With that, inclusion provides an environment where not only students will learn together, but regular students will respect and build friendships with students with learning disabilities. While I never had the change to experience this firsthand, this type of environment will enhance friendships and students helping one another. I think that when a child is included in something, their self confidence improves and they will strive to work harder.
Second, inclusion allows students to understand one another and learn from each other as far as customs and courtesies and attitudes. Students are vulnerable to imitate what they see whether it be good or bad. According to the text, one of the benefits of inclusion is the learning of socially appropriate behaviors by students with disabilities as a result of modeling the behavior of other students.
Lastly, inclusive classrooms provide students with learning disabilities access to general learning like the rest of their peers. They will learn the same information instead of the curriculum being adjusted which may omit valuable information. In this case, these students may be learning information that could be too easy depending on where they stand knowledge wise. For others, the adjustment may hinder learning more challenging information some could be ready for.
Individuals with Disabilities Education Act (IDEA). (n.d.). Retrieved July 17, 2016, from http://www.apa.org/about/.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
General guidelines for writing reaction papers (Read this docume
1. General guidelines for writing reaction papers
(Read this document fully! It’s 5 pages and contains important
information):
Reaction papers are thought papers where you critique an
article. As you read the assigned articles, point out 1) at least
one interesting fact that you learned from the introduction, 2)
study’s strengths, 3) the limitations of their research design (for
example, the way they defined or measured their variables, the
measures’ reliability/validity, their data collection technique
[e.g., self-report, lab visits, direct observation]), 4) implications
of their findings (so what do they findings mean in real world!.
In your implications section you must relate the study’s findings
to real life, and give it some context to make it relevant for lay
people), 5) future direction ideas (what would you want to test
next to build up on the findings of this research, and/or to
address its shortcomings).
These are some questions to have in mind as you read the
article:
· Did they account for confounding factors?
· What other factors could explain their findings?
· Were the findings substantial? Who will benefit from these?
· What were some of the considerations or little things that the
researchers took into account that strengthened their design?
· If you were to do subsequent investigations, what next steps
would you take?
· Also, if the article posed questions in your mind, mention the
questions and take a stab at giving answers too!
Show me that you’ve thought the article thorough. I evaluate
your reaction papers based on thedepth of your thoughts and
how sophisticated and well explained your arguments comments
are.
SUPER IMPORTANT NOTE regarding LIMITATIONS:
2. When pointing out the limitations, EXPLAIN how addressing
the limitation could mean getting different results. For example,
if the study’s participants are all socioeconomically advantaged
and you see this a limitation because it’s not nationally
representative, discuss how results of a mid/low SES sample
could be different. Simply saying that the results aren’t
“generalizable” IS NOT ENOUGH. You must justify your
argument for selecting a more diverse sample, otherwise there is
not enough evidence to suggest that the study’s findings are not
generalizable! Again, please realize that it is your explanations
and arguments that I evaluate, so don’t leave your comments
unexplained or unsupported.
SUPER IMPORTANT NOTE regarding STRENGHTS:
I have found that students are often confused as to what they
should consider a “strength” and what things are just “given
(must haves!)” in a work that is published in an academic
journal. Below are things that are NOT strengths, and rather
“given”, so please don’t include these as strengths of the
article! Violation of these can be considered a limitation:
· Random assignment
· Having conditions that differ on only one aspect
· Coders being blind to the study’s hypotheses
· Use of reliable and valid measures
· Citing relevant prior research
· High inter-rater reliability
· Having IRB approval
· Getting a baseline to compare post-intervention results with
To identify strengths, think about what steps the researchers
took into account for possible little things that could skew their
results. For instance, having “practice trials” before engaging
kids in a computer game, to account for differences in
familiarity with the game, device, etc. These are extra steps,
and thoughtful ones, that researchers take, and are considered
true strengths.
One more thing, in your reaction paper, refrain from statements
such as “the paper was great”, “I liked this finding”, “I thought
3. this finding was interesting”, without explaining why!! It’s okay
to like the study, but it’s important to reason why you found the
article interesting and important. Also, even if you really liked
the paper, you must still be able to able to play the role of a
sceptic and find few points to criticize the paper on. Your
comments must be deep and critical rather than superficial or
simply a reiteration of what was mentioned in the article.
Organization and Structure:
Start by summarizing the article in one very short paragraph
(NO more than 3-4 lines)! And then continue critiquing the
article. Reaction papers must be 2-3 pages. Note that most
students can’t write a thorough reaction paper in 2 pages, unless
they are true “concise writers”, so don’t stop at two pages,
unless you’ve touched on several key points about the article
(and don’t repeat the points you already mentioned, just to
cover a third page!). Be sure to cover the five main key parts
that were mentioned in the first paragraph, and know that your
focus should be on limitations.
Formatting:
· WORD DOC only! No PDFs please.
· Times New Roman font, 12 point, Double spaced, 1” margin
all sides.
· No cover page needed
· Citation of the assigned paper not needed. Any extra sources
must be cited
· APA style of writing
· Submit your paper on canvas by the due date
· I will accept reaction papers only if they’re submitted before
class time, AND if you are present in class to discuss your
paper. If you absolutely have to miss a class where we’re
discussing articles, you can make up the reaction paper by
choosing an article on the topic of the week and write a reaction
paper on the new article. Email me your reaction paper and the
article PDF. You may earn a maximum of 40 points (instead of
the typical 50 points) for this reaction paper. Only ONE
reaction paper can be made up this way. So if you miss more
4. than one article discussion day, I can’t give you the option to
make it up again.
· Note that on the week when you are the presenting group, you
will submit a single reaction paper collectively as a group. The
organizer should upload this reaction paper (under his/her
name) and the rest of group members don’t have to worry about
uploading anything.
REACTION PAPER GRADING RUBRIC
Performance category
Quality
Content (30 pts)
Organization(10 pts)
Grammar (10 pts); Correct choice of verb tenses, words,
avoidance of wordy phrases)
Exceeds expectations
Offers several high quality comments about the reading that
demonstrate a high level of understanding as well as
sophisticated analysis of the material. Embodies originality,
complexity, and depth, rather than just a presentation of the
obvious; shows evidence of effective inquiry and
argumentation. Clearly shows evidence of “Critical” thinking
Points: 25-30
Is stellar in construction, with compelling wording, smooth
transitions, and organizational clarity.
Points: 10
No errors whatsoever!
Points: 10
Meets expectations
Demonstrates a good level of understanding and raises many
points, but only one or none of the points demonstrate “deep”
analysis where KEY factors are discussed (i.e., sticks to
discussion of the obvious, like sample size and
generalizability). All or most of the points that are raised are
5. accurate
Points: 15-25
Language is generally appropriate to a professional audience
and organization is sound.
Points: 6-9
Between 1-4 grammatical or punctuation errors, or typos, but
they are minor and do not detract from the paper.
Points: 6-9
Needs improvement
Offers few comments, and they are superficial. Some comments
have accuracy issues (e.g., invalid criticisms, or discussion of a
limitation that was addressed in the paper by taking a specific
measure that resolved the issue completely).
Points: 5-15
Quality of writing may be inconsistent (i.e., quite good in some
sections of the paper and of lesser quality in other sections.
E.g., there are paragraphs containing critiquing points after
what seems to be a concluding paragraph); organization needs
improvement.
Points: 3-6
4-7 grammatical or punctuation errors, or typos.
Points: 3-6
Unsatisfactory
Sounds more like a summary than an analysis. Offers only one
or two comments which are on the superficial side.
Points: 0-5
Paper is incoherent, or unorganized with little agreement
between ideas.
Points: 0-3
More than 7 grammatical, punctuation errors or typos. Errors
impede understanding of content and require multiple readings
and guessing to figure out the message that’s being conveyed.
6. Points: 3-6
lable at ScienceDirect
Computers in Human Behavior 81 (2018) 378e389
Contents lists avai
Computers in Human Behavior
journal homepage: www.elsevier.com/locate/comphumbeh
Full length article
Learning through play: The impact of web-based games on early
literacy development
Kelly L. Schmitt a, *, Lisa B. Hurwitz b, Laura Sheridan Duel
a,
Deborah L. Nichols Linebarger c, 1
a KL Media Research, 2457 N. Halsted St., Chicago, IL 60614,
USA
b Center on Media and Human Development, School of
Communication, Northwestern University, Evanston, IL, USA
c Annenberg School for Communication, University of
Pennsylvania, Philadelphia, PA, USA
a r t i c l e i n f o
Article history:
Received 19 September 2017
Received in revised form
29 November 2017
Accepted 22 December 2017
Available online 26 December 2017
* Corresponding author. Current Address: Psychol
8. educational
game-based websites that potentially could widely disseminate
lessons about literacy in engaging ways, scholars and content
producers around the globe in countries such as Australia (e.g.,
Wolgemuth et al., 2013), Canada (e.g., Savage, Abrami, Hipps,
&
Deault, 2009; Savage et al., 2013), Finland (e.g., Saine,
Lerkkanen,
Ahonen, Tolvanen, & Lyytinen, 2011), France (e.g., Magnan &
Ecalle, 2006), Israel (e.g., Mioduser, Tur-Kaspa, & Leitner,
2000),
Italy (e.g., Giacomo Dina et al., 2016), and the Netherlands
(e.g.,
Segers & Verhoeven, 2003, 2005) created educational, literacy-
themed computer games and websites for young children. In the
U.S. where the present data were collected, the federal
government
has funded numerous initiatives aiming to utilize websites and
ogy Department, Keiser Uni-
dia Research, Chicago, IL USA
ern.edu (L.B. Hurwitz),
.
now at Human Development
, IN.
other technology for supporting academic development (e.g.,
U.S.
Department of Education, Office of Educational Technology,
2010).
For example, the U.S. Ready To Learn (RTL) initiative provides
$25
million annually for commercial screen media, including
computer
games, websites, and other new media, intended to promote
early
literacy among both general and low-income populations
(Hurwitz,
9. in press).
Currently, the evidence is mixed as to whether educational
computer games and websites can successfully promote early
lit-
eracy (Torgerson, 2007), especially if played by young children
at
home outside of a school setting (Garrity, Piotrowski,
McMenamin,
& Linebarger, 2010). The present study is unique in the focus
on
early childhood and the use of a controlled experimental design
(Tobias, Fletcher, Dai, & Wind, 2011; Torgerson, 2007) to
determine
whether a website with a leveled series of literacy-themed
games
could promote early literacy when played at home.
1.1. Early literacy skills
Children who enter kindergarten without foundational early
literacy skills remain at risk for reading difficulties throughout
their
schooling (Alexander, Entwisle, & Olson, 2007; Juel, 1988).
Expert
groups, including the National Reading Panel (2000) convened
by
the U.S. Congress have identified a number of foundational
early
mailto:[email protected]
mailto:[email protected]
http://crossmark.crossref.org/dialog/?doi=10.1016/j.chb.2017.12
.036&domain=pdf
www.sciencedirect.com/science/journal/074756 32
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10. https://doi.org/10.1016/j.chb.2017.12.036
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K.L. Schmitt et al. / Computers in Human Behavior 81 (2018)
378e389 379
literacy skills crucial to later literacy development; these skills
have
been promoted heavily in U.S. educational policy.
As young children begin to learn to read, they first develop
concepts of print or knowledge of print conventions (e.g., that
text in
English is read from left to right; Eunice Kennedy Shriver
National
Institute of Child Health and Human Development (NICHD),
2010),
alphabetic knowledge or mastery of the names and printing of
up-
percase and then lowercase letters of the alphabet (Grant et al.,
2012; Drouin, Horner, & Sondergeld, 2012; NICHD, 2010;
Pence
Turnbull, Bowles, Skibbe, Justice, & Wiggins, 2010), and
phonemic
awareness or an understanding of language sounds, which is
demonstrated through sub-skills such as rhyming and
alliteration
(Grant et al., 2012; National Reading Panel, 2000; Wagner et
al.,
1997). Children's ability to provide the sound(s) associated with
each letter allows them to move on to more complex skills, such
as
phonics, or the ability to map letters and sounds, and spelling
(Foulin, 2005; National Reading Panel, 2000). As children
master
11. these skills, they require fewer processing resources to name
letters
and sounds, which contributes to conventional reading success
(Burgess & Lonigan, 1988; Foulin, 2005). Over time, children
begin
to develop fluency or the ability to read accurately, quickly, and
expressively (National Reading Panel, 2000), and
comprehension
(National Reading Panel, 2000).
Unfortunately, these skills are often less developed among
lower-SES children than their same-age higher-SES peers
(Bradbury, Corak, Waldfogel, & Washbrook, 2015). All these
early
literacy skills are moderate to large predictors of conventional
lit-
eracy skills, including reading comprehension, spelling, and
writing, and have been demonstrated to be improved via inter-
vention (see NICHD, 2010; National Reading Panel, 2000).
Throughout childhood, the child also grows his/her vocabulary
(National Reading Panel, 2000). Vocabulary knowledge is
impor-
tant not only to the development of reading comprehension
(Beck,
McKeown, & Kucan, 2002; Stahl & Fairbanks, 1986) but also to
general reading ability (Stanovich, Cunningham, & Feeman,
1984).
It may be particularly important to identify interventions that
support the vocabulary skills of children from low -income com-
munities, given the findings from Hart & Risley's (2003)
seminal
study indicating that low-income children hear one-half to one-
third fewer spoken words on a daily basis than children in more
affluent households.
12. 1.2. Educational computer games supporting literacy
development
1.2.1. Concerns about learning from media
Critics have questioned whether it is the best use of children's
time to be using computers and other screen media (for reviews,
see McCarrick & Li, 2007; Plowman & Stephen, 2003).
Concerns
have centered around whether that time might displace the time
children have available to focus on reading, learning or other
developmentally enriching tasks (Neuman, 1995). Research with
older children found that computer use facilitated independent
reading time but inhibited study time and had mixed results on
children's academic achievement, partially substantiating time-
related concerns (Hofferth, 2010). Even if children only spend a
small amount of time on the computer, other concerned parties
worry that they might inadvertently be exposed to inappropriate
content, such as sexual or violent videos or advertisements
(Plowman & Stephen, 2003). Aligned with these concerns,
expert
groups such as the American Academy of Pediatrics and
National
Institute for Care and Health Excellence in the U.K. have
advocated
placing strict limitations on young children's screen time
(Blum-
Ross & Livingstone, 2016). Although educational software
exists
that is intended to ensure the time children spend on the
computer
is fruitful, critics further contend that preschool-age children
lack
the abstract and symbolic reasoning capabilities to learn from
in-
formation presented on a computer screen (McCarrick & Li,
13. 2007).
However, in light of a nearly fifty-year history underscoring
that
children ages 3 and above can learn from well-designed,
curricu-
lum-based television (Fisch, 2004), it logically follows that pre -
schoolers might benefit from thoughtfully designed, literacy-
themed computer games.
1.2.2. Theoretical background supporting learning from media
Contrasting the critics above, several theories, including
frameworks by Fisch and Vygotsky, suggest that educational
com-
puter games and websites should be able to promote learning in
literacy and other areas.
Fisch's (2000; 2004; 2016) Capacity Model, a theoretical model
originally intended to explicate learning from television, also
has
been applied to interactive media. The Capacity Model suggests
that children have a limited amount of working memory
resources
that they can dedicate to screen media. As such, all features in a
computer game or other media stimulus should work in tandem
to
promote the same learning goals and should be designed in a
way
to avoid distracting children from these goals (Fisch, 2000;
2004;
2016). To that end, the Capacity Model predicts learning from
interactive media will be strongest when game mechanics
reinforce
learning goals (Fisch, 2016). For instance, a literacy-themed
com-
puter game ideally would require a child to physically click
14. com-
binations of letters to blend words, as opposed to only allowing
him/her to click frivolous hotspots unrelated to the game's
educa-
tional lessons (Guernsey & Levine, 2015). In a similar vein, the
model specifies that a computer game will inhibit learning if
gaming mechanics or sequences are unintuitive (Fisch, 2016). In
other words, if it is challenging to click hotspots or unclear
which
hotspots to click, the child will focus on these technical issues
at the
expense of attending to educational lessons e a problem Fisch
(2016) refers to as gameplay dominance.
The model further posits that children require a certain level of
fine motor skills and familiarity with the computer and
computer
games in general to be able to benefit from educational
computer
programs (Fisch, 2016). It is not until between the ages of 3 and
4
that most children first begin using a mouse and computer inde-
pendently (Calvert, Rideout, Woolard, Barr, & Strouse, 2005).
Therefore, children younger than 4 might struggle with
educational
computer games, but those ages 4 and above might be capable
of
benefiting. Because young children are still developing self-
regulation and executive function skills, a computer game
should
allow children to jump straight to gameplay or to learn the rules
of
the game as they play; children become frustrated sitting
through
long tutorials in which they cannot click the screen (Fisch,
2016).
15. Further, for the strongest possible learning, the Capacity Model
suggests that educational lessons should be repeated across mul-
tiple contexts (e.g., multiple games that all promote phonemic
awareness; Fisch, 2004). The Capacity Model also posits that
games
must be engaging, motivating, and playful, with the educational
components embedded in the play e a notion shared by many
other scholars, including some drawing from Vygotsky's
Sociocul-
tural tradition (McManis & Gunnewig, 2012; Plowman &
Stephen,
2003; Yelland & Masters, 2007). Beyond the media content
itself,
the Capacity Model also suggests that parents can help mediate
and
support children's learning from media (Fisch, 2004), yet
another
tenet aligned with Sociocultural theory, as described below.
Vygotsky's (1930e1934/1978) Sociocultural theory explains that
humans use culturally meaningful tools to facilitate learning,
problem-solving, and other sophisticated behaviors. Recently,
scholars have argued that computer games serve as such a tool
in
the present-day (e.g., Plowman, McPake, & Stephen, 2008).
Much
like a caring teacher or caregiver, educational computer games
can
K.L. Schmitt et al. / Computers in Human Behavior 81 (2018)
378e389380
support children's education by guiding them through
increasingly
16. challenging learning experiences that extend their existing
knowledge, or, in Sociocultural terms, scaffold children through
their “zone of proximal development” (McCarrick & Li, 2007;
Wartella et al., 2016; Yelland & Masters, 2007). Ideally,
computer
games should begin the scaffolding process by presenting the
child
with content that is slightly more difficult than what he/she
could
do independently (Yelland & Masters, 2007) and become more
challenging or “level up” automatically (Grant et al., 2012;
McManis
& Gunnewig, 2012), as research suggests this makes games
more
enjoyable and encourages sustained play (Educational
Development Center & SRI International, 2012). Additionally,
the
computer program itself should provide corrective feedback,
hints,
and/or affective encouragement as additional means of
scaffolding
the child's performance (McManis & Gunnewig, 2012; Yelland
&
Masters, 2007). As a further means of scaffolding, it may be
necessary for the computer game to demonstrate or model ap-
proaches to solving problems if a child seems stuck or for the
program to allow the child to try to answer a question multiple
times if his/her first answer is incorrect (Yelland & Masters,
2007).
As the child becomes more competent at the skills targeted,
ideally
the game will decrease the level of scaffolding over time
(Yelland &
Masters, 2007).
Children have micro-interactions with computers within a
17. broader sociocultural context. By playing computer games
designed in the manner described above in a home environment,
children may receive explicit or discern implicit support from
their
caregivers that computers are an educational tool, which in turn
can further enhance learning (Plowman et al., 2008). At a still
higher level, a computer game can reinforce lessons children
receive from outside sources (Wartella et al., 2016). For
example, a
computer game that disseminates lessons about pre-literacy in a
manner aligned with national early learning standards may rein-
force lessons children may be receiving in preschool. When
made
publicly available as a form of mass media, a computer game
can
broadly disseminate similar lessons to many children across a
society.
Researchers at the Educational Development Center & SRI
International (2012), have proposed additional game
characteris-
tics that may facilitate learning, positing that interactive media
is
more engaging when it allows the child to accrue points and
ach-
ieve feelings of mastery (e.g., reaching the end of a leveled
game;
also see Ronimus & Lyytinen, 2015). Furthermore, McManis
and
Gunnewig (2012) recommended that games targeting young
chil-
dren refrain from the extensive use of written or complex verbal
instructions and be simple enough that children can play
relatively
independently (also see Grant et al., 2012; Plowman et al.,
2008).
18. 1.2.3. Extant game evaluations
Systematic reviews suggest that on average, literacy-themed
computer games and websites produced in the late ‘90's and
early 2000's only had small, arguably negligible effects on
literacy
development (Torgerson, 2007). Moreover, many prior
evaluations
relied on non-validated measures of learning (Hurwitz, in
press).
Nevertheless, recent individual evaluations of more modern
games
have demonstrated positive results using robust measures, at
least
for children in early elementary school (i.e., kindergarten e 2nd
grade). Prior research sugges ts such games can promote school-
age
children's alphabetic knowledge (e.g., Hintikka, Aro, &
Lyytinen,
2005), phonemic awareness (e.g., Segers & Verhoeven, 2005),
phonics (e.g., Saine et al., 2011; Savage et al., 2013),
vocabulary (e.g.,
Segers & Verhoeven, 2003), fluency (e.g., Giacomo Dina et al.,
2016;
Saine et al., 2011), and comprehension (e.g., Savage et al.,
2009).
However, it is difficult to say if these findings about computer
games' effectiveness would generalize to a slightly younger age
group who may have only just recently mastered basic computer
operational skills like using a mouse (Calvert et al., 2005).
Most research on literacy-themed websites and computer
games has been conducted in school settings with older children
(Hurwitz, in press). However, conducting an evaluation of an
educational computer game in a classroom setting may lack
19. ecological validity. During early childhood, computers are
primarily
used in the classroom as a free play learning activity with little
supervision or support (Chen & Chang, 2006; Plowman &
Stephen,
2003). Further, only about 1 in 5 of classroom teachers report
having one computer per child (PBS LearningMedia, 2013), and
oftentimes those computers do not have Internet access
(Llorente,
Pasnik, Penuel, & Martin, 2010). Of those with access to any
com-
puters, approximately half of early childcare educators never
use
them for structured learning and more than 2 in 5 never use
them
for personal instruction (Blackwell, Wartella, Lauricella, &
Robb,
2015). Thus, due to technology not being fully supported in
early
childhood classrooms, it was considered more valid to examine
the
impact of learning from computer games at home. After all,
about 9
out of 10 families of young children have home computers and
high-speed Internet, and in these households, children spend
over
an hour per week on the computer (Rideout, 2017). At home,
they
receive support in using the computer from a variety of relatives
(Plowman et al., 2008). Given the prevalence and popularity of
home computer play among youth in early childhood, it is
impor-
tant to examine the impact of this time use on young children's
learning.
1.3. Current study
20. This study aimed to evaluate whether an RTL-funded educa-
tional website could promote learning for a diverse sample of
young children when played in the home. The website used in
the
present study, PBS KIDS Island (hereafter referred to as
Island),
featured games based on the early childhood-targeted media
properties WordWorld, Super WHY!, Between the Lions,
Sesame Street
and Martha Speaks. The Island was designed to reflect many of
the
Capacity Model, Sociocultural, and other design principles
outlined
above, and to promote early literacy in a manner aligned with
National Reading Panel (2001) recommendations. Previous
research suggests that televised versions of these properties pro -
mote concepts of print, alphabetic knowledge, phonemic aware-
ness, phonics, vocabulary, and fluency among both general and
at-
risk youth in preschool and early elementary school (Ball &
Bogatz,
1970; Linebarger, 2015; Linebarger, Kosanic, Greenwood, &
Doku,
2004; Linebarger, Moses, & McMenamin, 2010; Michael Cohen
Group, 2009). Prior to this evaluation, a pilot study was
conduct-
ed with a sample of 14 children to explore the potential for
learning
from an earlier version of the Island. It appeared as if children
could
learn from the website, but some content was edited to better
support learning and engagement.
The purpose of this study was to formally determine whether
the final version website with games based on these five media
21. properties and played at home could meaningfully promote
literacy
development among low- and middle-SES preschool and kinder-
garten students. Children in this age range from low- to middle-
income households may need extra literacy support prior to
school entry (Alexander et al., 2007), possess the fine motor
skills
necessary to benefit from educational computer content (Calvert
et al., 2005), and potentially be receiving complementary
lessons
from their preschool and kindergarten educators, who might be
teaching towards the same learning goals (National Literacy
Panel,
2001). We therefore predicted (Hypothesis 1) that children
would
learn early literacy skills from playing the Island. Because of
the
Capacity Model tenet about the importance of repetition (Fisch,
K.L. Schmitt et al. / Computers in Human Behavior 81 (2018)
378e389 381
2004), we also predicted (Hypothesis 2) children who engaged
with
the website in general or games promoting specific skills most
frequently would demonstrate stronger learning outcomes.
Draw-
ing from both Capacity Model and Sociocultural research,
which
suggest that children learn more from computer games when
they
receive explicit parent support, we also predicted (Hypothesis
3)
that learning might be enhanced if parents used complementary
materials to further scaffold children's learning.
22. 2. Method
2.1. Research design
Researchers implemented a randomized control trial with
assignment on the individual level. After pre-testing, children
were
randomly assigned for 8 weeks to play literacy-focused games
on
the Island website (RTL Group 1, n ¼ 48), to play the Island
games
and engage with additional complementary books and activities
with their parents (RTL Group 2, n ¼ 45), or to play a
commercial
website with puzzles and arts-themed games that did not focus
on
literacy (Control, n ¼ 43). Because there were no significant
differ-
ences between the two RTL groups and parents reported low use
of
the literacy support materials, we collapsed these two subgroups
in
subsequent analyses (n ¼ 93). All research activities were
approved
by the university Institutional Review Board (IRB).
2.2. Participants
A total of 136 families participated in the study. Ninety-four
children attended preschool (mean age ¼ 4.86 years, SD ¼ 0.47;
51
female) and forty-two attended kindergarten (mean age ¼ 6.09
years, SD ¼ 0.32; 20 female). Ages of child participants ranged
from
4 to 6.83 years (mean age ¼ 5.24 years, SD ¼ 0.71). The sample
23. included a mix of races and ethnicities, with child participants
being Caucasian (27.9%), Hispanic (27.9%), African American
(19.9%),
Asian (7.4%), and Other or Mixed (16.9%). We recruited
families
from 15 schools in a large Midwestern U.S. city. Because, as
mentioned above, RTL aims in part to provide extra support to
children from low-income backgrounds (CPB & PBS, 2011) and
because of the dire need to better understand how to support
low-
income children's literacy development (Slavin, Lake,
Chambers,
Cheung, & Davis, 2009), we made an effort to recruit from com-
munity preschools primarily serving a low-income population or
from the local public schools, where on average 84.9% of
students
are considered low income. Across the sample, the mean family
income was $56,635 ($43,932 adjusted for cost of living in the
city
where the study took place). We calculated an income-to-needs
ratio for each family using reported income, cost of living in the
city (American Chamber of Commerce Research, 2007), and
family
size. This ratio reflects family income relative to the U.S.
federal
poverty threshold. The median and mode income-to-needs ratio
was 1.29. The U.S. federal government has determined that an
income-to-needs ratio below 1.85 qualifies children for free or
reduced lunch (Special Supplemental Nutrition Program for
Women, Infants, and Children (WIC), 2009); 61.8% of the
partici-
pants in our study fell below this threshold. Despite efforts to
target
low-income schools, there was variance across the sample with
the
middle 50% of income-to-needs ratio falling between 0.85 and
24. 3.18.
Parents were diverse in terms of educational attainment. Fifteen
percent of the mothers had post-college degrees, 32% had
college
degrees, 31% percent completed some training after high school
(some college, vocational school, or an associate's degree), 14%
percent had a high school degree, and 7% had less than a high
school degree. Most parents in the study were employed full -
time
(44.9% of mothers and 71.2% of fathers). The majority of
parents
were married (75%). On average, households consisted of 4.35
people with 2.38 children. Only one child from each family
participated in the study. In the rare case in which there was
more
than one child between the ages of four and six in the
household,
the oldest eligible child was enrolled in the study, in order to
in-
crease the number of kindergarten-aged participants. All of the
participants in the study had a working laptop or desktop
computer
with high-speed Internet access at home, as that was a
requirement
for participation. In addition, children had used a computer
before
and were able to use a mouse, said letters in English, and at
least
one parent was able to read English and complete online or
phone
surveys in English. Parents reported that the majority of
children
(86.7%) were able to navigate a website at least somewhat
easily.
We required families have a laptop or desktop to ensure that all
25. children were accessing the same version of the website; Island
was
originally designed in Flash and not all components were
compatible with all tablet computer operating systems. We also
required this mastery of English because the RTL website was
in
English, and pilot research suggested that children who knew
few
letters in English found the site too difficult and quickly lost in-
terest. Although parent support materials describing the Island
are
available on the site in Spanish, the actual environment and
games
are presented in written and spoken English.
We dropped an additional 24 families after the beginning of the
study. Reasons included: did not use the website or played a
few
games and then stopped (n ¼ 9), parents failed to complete
surveys
(n ¼ 7), computer no longer working (n ¼ 5), left school prior
to the
post-test phase (n ¼ 1), or did not want their child to use the
computer/withdrew use as a form of punishment (n ¼ 2).
Dropped
participants had fewer adults at home (t (156) ¼ -2.91, p < .01)
and
lower household incomes (t (155) ¼ �2.89, p < .01), but did not
differ from study families in terms of any other demographic
characteristics (i.e., gender, grade, ethnicity, employment
status,
parental education, and number of children).
2.3. Stimuli website
Children in the RTL group played PBS KIDS Island (Island), a
26. website embedded with games created by PBS with support
from
the U.S. Department of Education's RTL initiative. The website
and
its games are directed toward children four-to six-years-old and
aims to teach language and literacy skills aligned with recom-
mendations from the National Reading Panel (2000). As
mentioned
previously, the game characters are drawn from five PBS RTL-
funded properties targeting the same age group: WordWorld,
Su-
per WHY!, Between the Lions, Sesame Street, and Martha
Speaks.
The Island allows children to build their own island amusement
park by playing games that support literacy skills as well as
games
that support general cognitive skills. The games on the Island
work
on alphabetic knowledge (including letter identification and
letter
sequencing), phonemic awareness (including rhyming and
alliter-
ation), phonics, vocabulary, and reading.
There is a structured path through these games; children need
to complete four games on one skill level before four games of
the
next level with more advanced literacy content become
available in
the form of new “amusement park rides” (initially, unavailable
rides have "under construction" signs and are not clickable).
After
playing all four games on the first level and then each of the
four
games on the next level, children continue to earn rides, until
27. they
complete eight levels. Games in higher levels present
progressively
more challenging learning content, with some concepts repeated
across multiple levels. For example, on levels 1 and 2 children
can
practice identifying letters and enhancing alphabet knowledge
in a
bingo game. Levels 4 to 6 promote more advanced phonemic
awareness skills with different rhyming games, as well as games
Table 1
Pretest and posttest means and standard deviations by condition
for effects of website use on literacy outcomes.
N Control Intervention
Pre-Test Post-Test Pre-Test Post-Test
Uppercase letter knowledge 136 22.93 (5.6) 23.33 (5.29) 23.04
(6.01) 24.04 (4.52)
Uppercase letter naming fluency 134 3.27 (4.95) 1.70 (0.87)
3.19 (5.73) 1.53 (0.71)
Lowercase letter knowledge* 134 20.79 (6.70) 20.74 (7.77)
20.80 (7.68) 21.89 (6.68)
Lowercase letter naming fluency 123 3.69 (3.76) 3.30 (3.37)
3.43 (4.35) 2.55 (2.50)
Letter sound awareness* 128 12.72 (9.29) 14.28 (7.69) 14.69
(8.90) 17.70 (7.49)
Letter sound fluency** 108 7.35 (4.65) 5.98 (4.29) 6.13 (4.80)
4.02 (3.25)
Letter sequencing* 135 6.05 (1.93) 6.07 (2.10) 6.00 (1.90) 6.88
…