NOTE 4 pages paper should have abstract, introduction, discussio.docx

NOTE: 4 pages paper should have abstract, introduction,
discussion (Discussion QUESTIONS 1, 2,3), conclusion with no
grammatical errors, good sentence formation, APA Format, in
text citations, references related to Operational excellence areas
only
Discussion QUESTIONS
1 What are the most significant events in the story of how the
plant survived because of its adoption of quality-based
principles?
2 The plant’s processes eventually were brought under control.
What were the main benefits of this?
3 SPC is an operational-level technique of ensuring quality
conformance. How many of the benefits of bringing the plant
under control would you class as strategic?
Below is the topic:
CASE STUDY: Turnaround at the Preston plant.
Introduction:
‘ Before the crisis, production monitoring was done to please
the client, not for problem solving. Data readouts were brought
to Production meetings, we would all look at it, but none of us
were looking behind it .’ (Chief operating officer (COO),
Preston Plant). The Preston plant was located in Preston,
Vancouver. Precision-coated papers for specialist printing uses
accounted for the majority of the plant’s output. The plant used
state-of-the-art coating machines that allowed very precise
coatings to be applied to bought-in rolls of paper. After coating,
the coated rolls were cut into standard sizes.
The curl problem
In the spring of 2008 Hewlett Packard (the plant’s main
customer) informed the plant of problems it had encountered
with paper curling under conditions of low humidity. There had
been no customer complaints. HP’s own personnel had noticed
the problem, but they took the problem seriously. Over the next
eight months the plant’s production staff worked to isolate the

cause of the problem and improve systems that monitored
processing metrics. By January 2009 the process was producing
acceptable product, yet it had not been a good year for the
plant. Although volumes were buoyant the plant was making a
loss of around C$10 million a year. In October 2008, Tom
Branton was appointed as COO.
Slipping out of control
Although the curl project was solved, productivity, scrap and
rework levels were poor. In response to this, operations
managers increased the speed of the line in order to raise
productivity . ‘ Looking back, changes were made without any
proper discipline, there was no real concept of control and the
process was allowed to drift. Our culture said, “If it’s within
specification then it’s OK”, and we were very diligent in
making sure that the product which was shipped was in
specification. However, Hewlett Packard gets “process data”
which enables them to see exactly what is happening right
inside your operation. We were also getting all the data but
none of it was being internalized. By contrast, HP has a
“capability mentality”. They say, “You might be capable of
making this product but we are thinking two or three product
generations forward and asking ourselves, do we want to invest
in this relationship for the future?” (Tom Branton) The spring
of 2009 was eventful. First, HP asked the plant to carry out
preliminary work for a new paper to supply its next generation
of printers, known as the Viper project. Second, the plant was
acquired by the Rendall Group, which was not impressed by
what it found. The plant had been making a loss for two years
and had incurred HP’s disapproval over the curl issue. The
group made it clear that, if the plant did not get the Viper
contract, its future looked bleak. Meanwhile, in the plant, the
chief concern was plant productivity, but also HP was starting
to make complaints about quality levels. Yet HP’s attitude
caused bewilderment in the production team. ‘ When HP asked
questions about our process the operations guys would say,
“Look we’re making roll after roll of paper, it’s within

specification and we’ve got 97 per cent up-time. What’s the
problem?” ’ (COO, Preston Plant). But it was not until summer
that the full extent of HP’s disquiet was made clear. ‘ I will
never forget that day in June of 2009. I was with HP in Chicago
and during the meeting one of their engineers handed me some
of the process data that we had to supply with every batch of
product, and said “Here’s your latest data. We think you’re out
of control and you don’t know that you’re out of control and we
think that HP is looking at this data more than you are.” He was
absolutely right. ’ (Tom Branton)
The crisis
Tom immediately set about the task of bringing the plant back
under control. The plant first of all decided to go back to the
conditions which the monitoring system indicated had prevailed
in January, when the curl problem had been solved and before
productivity pressures had caused the process to be adjusted. At
the same time, Production worked on ways of implementing
unambiguous ‘shut-down rules’ which would indicate to
operators when a line should be halted if they were in doubt
about operating quality. ‘At one point in May of 2009 we had to
throw away 64 jumbo rolls of out-of-specification product.
That’s over $400,000 of product scrapped in one run. That was
because operators had been afraid to shut the line down. Either
that or they had tried to tweak the line while it was running to
get rid of the defect. The shut-down system says, “We are not
going to operate when we are not in a state of control.” Prior to
that, our operators just couldn’t win. If they failed to keep the
process running we would say, “You’ve got to keep productivity
up.” If they kept the machines running but had quality problems
as a result, we criticized them for making garbage. Now you get
into far more trouble for violating process procedures than for
not meeting productivity targets. We did two further things.
First each production team started holding daily reviews of
processing data and some “first pass” analysis of the data.
Second, one day a month we brought all three shifts together,
looked at the processing data and debated the implications of

production data. Some people got nervous because we were not
producing anything. But for the first time you got operators
from the three shifts, together with the Production team talking
about operating issues. We also invited HP up to attend these
meetings. Remember these weren’t staged meetings, it was the
first time these guys had met together and there was plenty of
heated discussion, all of which the Hewlett Packard
representatives witnessed.’ (Engineer, Preston Plant) In spite of
the changes, morale on the shop floor was good. At last
something positive was happening. By September 2009 the
process was coming under control, the efficiency of the plant
was improving, as was its outgoing quality level, its on-time
delivery, its responsiveness to customer orders and its inventory
levels. Yet the Preston team did not have time to enjoy its
emerging success. In September of 2009 HP announced that the
plant would not get the Viper project because of its discomfort
about quality levels, and Rendall formally made the decision on
the future of the plant. ‘We lost ten million dollars in 2009. We
had also lost the Viper project. It was no surprise when they
made the decision to shut the plant down. I told the senior
management team that we would announce it, in April of 2010.
The irony was that we knew that we had already turned the
corner. It would take perhaps three or four months, but we were
convinced that we would become profitable.’ (Tom Branton)
Convincing the rest of the world
Notwithstanding the closure decision, the management team in
Preston set about the task of convincing both HP and Rendall
that the plant could be viable. The team figured it would take
three things. First, it was vital that the plant continue to
improve quality. Second, costs had to be brought down further.
Third, the plant had to create a portfolio of new product ideas.
Improving quality further involved establishing full statistical
process analysis in the process monitoring system. It also meant
establishing quality-consciousness and problem-solving tools
throughout the plant. ‘We had people out there, technologists
and managers, who saw themselves as concerned with

investment projects rather than the processes that were affected.
But taking time out and discussing process performance and
improvement, we got used to discussing the basic capabilities
that we needed to improve.’ (Tom Branton) Working on cost
reduction was inevitably going to be painful. The first task was
to get an understanding of what should be an appropriate level
of operating costs. ‘We went through a zero-based assessment to
decide what ideal processes would look like. By the way, in
hindsight, cutting numbers had a greater impact on cost than the
payroll saving figures seems to suggest. If you really
understand your process, when you cut people it cuts
complexity and makes things clearer to understand. Although
most staff had not been told about the closure decision, they
were left in no doubt that the plant had its back to the wall. We
were careful to be very transparent. We made sure that everyone
knew whether they would be affected or not. I did lots of
walking around explaining the company’s position. There were
tensions and some negative reactions from the people who had
to leave. Yet most accepted the business logic of what we were
doing.’ (Tom Branton) By December of 2009 there were 40 per
cent fewer people in the plant than two months earlier. All
departments were affected. Surprisingly the quality department
shrank more than most, moving from 22 people down to 9.
‘When the plant was considering down-sizing they asked me,
“How can we run a lab with six technicians?” Remember that at
this time we had 22 technicians. I said, “Easy. We get
production to make good product in the first place, and then we
don’t have to control all the garbage.’ (Quality Manager,
Preston Plant) Several new product ideas were investigated,
including some that were only possible because of the plant’s
enhanced capability. The most important of these became known
as ‘Ecowrap’, a recyclable protective wrap, aimed at the
Japanese market. It was technically difficult, but the plant’s
new capabilities allowed it to develop appropriate coatings at a
cost that made the product attractive.
Out of the crisis

In spite of the trauma in the fall, the plant’s management team
faced Christmas of 2009 with increasing satisfaction, if not
optimism for the plant’s future. In December it made an
operational profit for the first time for over two years. By
spring of 2010 even HP, at a corporate level, was starting to
look more favourably on the Preston plant. More significantly,
HP had asked the plant to start work on trials for a new product
– ‘heavyweight’ paper. April 2010 was a good month for the
plant. It had chalked up three months of profitability and HP
formally gave the heavyweight inkjet paper contract to Preston,
and was generally more upbeat about the future. At the end of
April, Rendall reversed its decision to close the plant.
The future
The year of 2010 was a profitable year for the plant, by the end
of which it had captured 75 per cent of HP’s US printing paper
business and was being asked to work on several other large
projects . ‘ Hewlett Packard now seems very keen to work with
us. It has helped us with our own suppliers also. We have
already given considerable assistance to our main paper supplier
to improve their own internal process control procedures.
Recently we were in a meeting with people from all different
parts of HP. There were all kinds of confidential information
going around. But you could never tell that there was an
outsider (us) in the room. They were having arguments amongst
themselves about certain issues and no one could have been
there without feeling that basically we were a part of that
company. In the past they’ve always been very close with some
information. Basically the change is all down to their new found
trust in our capabilities .’ (Tom Branton)
11/26/2019 Research Project: PAPER: SS3A - 70110 - Fall 2019
https://canvas.eee.uci.edu/courses/19770/pages/research-

project-paper 1/6
Research Project: PAPER
Overview
HOME
(https://canvas.eee.uci.edu/courses/19770/pages/at-
a-glance-ss3a-on-one-page)
PAPER: APA Format Research Report
In this final paper stage, I would like you to complete your
current cycle through the research process by
expanding your annotated outline into a reasonably polished
research paper that complies with the form
requirements of an APA-style research paper and demonstrates
the standards of scholarship and
effective argumentation that are practiced throughout the social
sciences (the content).This should be an
original research paper that aims to answer the research
question that you outlined or a closely related
question if you have continued to revise and refine.
Grading Summary
Task Description Point Value Links
Submit a complete APA-format research report using the
Google Doc provided 100
Complete the "paper information cover sheet" at the start of
your document

and indicate your agreement with the Integrity Code Pledge
-- (*)
TOTAL 100 (of 200)
Notes: We will not grade a paper if the author has not attested
to its originality and provenance, so
please be sure to complete the cover sheet and integrity pledge.
Here at UCI we are a community of
peers and we each bear personal responsibility for ensuring that
the highest standards of integrity are
observed where work is concerned.
Submission Details
I. DEADLINE
The deadline for this paper is listed on the course calendar only
No Extensions will be granted. Please do not request deadline
extensions or waiver of the above
requirements before or after the deadline. I could not
accommodate such requests even if wanted to
https://canvas.eee.uci.edu/courses/19770/pages/at-a-glance-
ss3a-on-one-page
project-paper 2/6
do so due to the very short time frame we will have to evaluate
and grade these papers for all

students in the class. It is your responsibility alone to ensure
that you read, understand, and follow
the submission procedures well in advance.
Please leave at least 15 minutes to complete the required paper
information cover when you are
done
II. DELIVERABLES
#1 = Submit Paper. Submit your properly formatted paper by
editing the Google document
named: LAST NAME, FIRST NAME – Lab Section – Paper
(Note: filenames may vary slightly
each quarter - don't worry about making the filename match -
just be certain that you edit the
document that we created and shared with you)
If you have difficulty locating this document, it is your
responsibility to speak with your TA or email
the course account well in advance of the deadline so that we
can double-check all sharing is
correct
I will not accept papers submitted in any other way, so please:
Do not submit to TurnItIn.com or any other location.
Do not create your own paper document in Google Docs and
share it with us
Do not email your final paper to us
#2 = Complete Paper Information Cover Sheet that is included
as the first page of your
document. In addition to providing important information for
graders, you will sign an integrity pledge
as part of the cover sheet.

Assignment Details
I. Length
There is no minimum. Most papers should be approximately
1500-3000 words. Very concisely written
papers may be shorter than this if they include the required
elements. I encourage you to write a
paper that is exactly as long as is necessary in order to discuss
the required elements and no longer.
Some students write in a verbose style and others write tersely.
Whatever the case, padding a paper
to reach an arbitrary word count will not be beneficial to your
overall grade on the paper, and could
actually lead to a poorer paper and loss of points.
II. Content
All students are encouraged, in addition to reviewing prior
research project instructions, to download and
read this one page summary of the major goals and elements of
a typical SS3A research paper.
Understanding not just what needs to be where, but why, is a
major element in writing a successful
research report. Read it here: My 8 Recommendations for a
High Quality SS3A Paper
(https://canvas.eee.uci.edu/courses/19770/files/7210622/downlo
ad?wrap=1)
(https://canvas.eee.uci.edu/courses/19770/files/7210622/downlo
ad?wrap=1)
https://canvas.eee.uci.edu/courses/19770/files/7210622/downloa
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https://canvas.eee.uci.edu/courses/19770/files/7210622/downloa
d?wrap=1

project-paper 3/6
III. General APA Formatting
The intended audience of any piece of writing places many
requirements on the author. Minor
variations from the established APA style will not cause trouble
(and therefore will not lose you
points), but moderate to major deviations from the expected
format make reading difficult and will
cost you points.
For this paper, you are to follow the form and content
guidelines set forth in the APA style guide, a
common and flexible research-paper format that should be
understood and easily read by most
branches of social science
Please consult with one of the following references and read
carefully to learn what is expected:
Our Optional Course Text: American Psychological
Association. 2010. Publication Manual of the
American Psychological Association. Washington DC:
American Psychological Association. ISBN-
10: 1-4338-0561-8 ISBN-13: 978-1-4338-0561-5 (specifically
chapters 2, 3, and 6; chapter 4 is
also very useful)
The American Psychological Association. (2014). “The Basics
of APA Style.” [Online Tutorial].
Retrieved from: http://www.apastyle.org/learn/tutorials/basics-
tutorial.aspx
(http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx)
Angeli, E., Wagner, J., Lawrick, E., Moore, K., Anderson, M.,

Soderlund, L., & Brizee, A. (2010,
May 5). General format. Retrieved from
http://owl.english.purdue.edu/owl/resource/560/01/
(http://owl.english.purdue.edu/owl/resource/560/01/)
The Google Document provided for you also contains the basic
formatting that is expected. If you
copy and paste your paper into this document and remove the
original formatting, then it is your
responsibility to ensure that proper formatting is retained or
restored
Please heed these few general formatting expectations:
Font: Standard (examples: Arial, Helvetica, Lucida, Times New
Roman, Verdana, or Palatino)
Font Size: 11-12 point
Margins: 1 inch
Line-Spacing: 1.5 (MS Word Standard) or 2.0 (Double)
Page Numbers: number all pages (leaving title page un-
numbered is fine)
Headers: Pages should have headers (note that the inclusion of
the cover page will make it
difficult to perfectly observe the APA guidance on how the
header should look on your first page.
Just be sure to include a basic header that resembles the APA
formatting guidelines and you'll be
fine).
IV. Grammar, Spelling, Punctuation
If errors in grammar, punctuation, usage, or style detract or
negatively impact our ability to read and
understand your central points and ideas, points must be
deducted. Please consult with the chart on
the last page for details and sample penalties. It is not our intent
to focus on these aspects. If the

paper is mostly error-free and easily readable, the mechanics
will have very little impact on your
grade. But, if your paper contains a large number of errors,
misspellings, grammatically incorrect
sentences, or other problems, we will deduct points. The
standard for the paper is well-written
academic or conversational English prose. The choice depends
on your voice and style, but in either
case, careful attention should be paid to such mechanics.
http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx
http://owl.english.purdue.edu/owl/resource/560/01/
project-paper 4/6
There is no stated preference for the first person active voice
(e.g. In this paper I demonstrate that
cherries are tasty) or the third person passive voice (e.g. In this
paper it is shown that cherries are
tasty). This is largely a matter of disciplinary custom and
opinion. We will happily grade a paper
written in either style, though you should take care to select one
or the other and use it consistently,
or to mix and match only sparingly.
V. Required Sections
ALL papers should ata minimum have the following four parts:
A Title Page
Please adhere to the guidelines in the above APA style guides.
At a minimum, should include:

Title
Your Name
Your affiliations (e.g. UCI)
ADDITIONALLY: Your SS3A HWID number should be
included somewhere on this page
An Abstract
150-250 words summarizing the paper. It is ideal to summarize
the following:
The research question
The major claim/hypothesis
A Description of the major reasons and summary of the
evidence presented
The major conclusion(s) of the paper
Any other points that feature prominently in your paper
A list of the keywords that you feel best describe your paper
topic and question
Main Body
This section may be divided into any number of subsections,
possibly including:
Introduction
Background and Significance
Literature Review
(Methods)
(Results)
(Discussion)
Conclusion
Others
The bold section headings above will be used in nearly all
papers for this course
Please see the pages that follow for details about the main body
of your paper

Main Parts of this section should be identified using the Header
1 style
Subparts should be identified using Header 2, 3, etc.
You should ensure that these header levels conform to the APA
style guidelines
References
All references should include complete bibliographic
information as required by the APA
citation system and should be formatted accordingly. All online
references and
electronically accessible journal articles should have a stable
URL or DOI for easy
verification if a reader has questions
project-paper 5/6
Begin on a separate page at the end of the paper
Include “References” OR “Works Cited” at the top, centered
List all references alphabetically, and then from most recent to
least recent (if you have
multiple references by the same author)
Reverse-indent all references
OPTIONAL: Tables and Figures are a powerful tool for
communicating evidence. There is no
requirement that any student *must* include tables or figures.
Any Tables or Figures that are
included should be placed at the end of the paper, after the
reference section. They should be
numbered and formatted in a manner consistent with the APA

style recommendations
VI. APA Style In-Text Citations
As discussed all quarter, correctly formatted APA-style in-text
citations should be used wherever
appropriate to provide full attribution of the work and ideas of
others. All in-text citations must have a
corresponding entry in a reference list at the end of the paper.
Failure to include both will be a serious
issue. If you are more comfortable with an alternative citation
system, it may be used as long as you
speak with us in advance and indicate this on your cover page.
For detailed guidance, please review the lists of resources
included in the course notes and labs on
scholarly attribution (Modules 2.1 and 2.2)
VII. Paraphrasing vs. Direct quotes
Uncommon cases, information, figures, and ideas from other
sources must be either a.) adequately
paraphrased and cited or b.) directly quoted and cited.
Do not rely too heavily on direct quotes. A paper that is
composed of multiple long quotes without
extensive interpretation and original synthesis or analysis of
what has been quoted will result in a
very poor score.
VIII. Originality
Lastly, even with good paraphrasing and minimal direct quotes,
you should ensure that your paper
contains a substantial quantity of your own original thought,
and is not a mere recycling in different
language of others’ work. For more guidance, check out the link
to the “Plagiarism Spectrum” in the

class notes on proper attribution (cn_2.2) and read about the
“Aggregator” type in particular. To sum
up: it’s fine to cite other’s work extensively, as long as that’s
not the only thing you do throughout the
entire paper.
Please be extra careful to avoid submitting a paper that spends a
large volume of space summarizing
and discussing only one or two other research reports without
contributing much original thought or
writing. I call such papers “copies of copies” and I think you
would agree that nobody wants to read a
rehashing of somebody else’s paper when we could just read
that paper. Your paper should reflect
some original ideas or syntheses.
IX. TurnItIn and Plagiarism
Software will be used to detect papers that may contain large
quantities of directly quoted or
unquoted material with or without proper attribution. A high
match percentage will not by itself be
grounds for penalty, but will flag a paper for closer inspection.
Avoiding such scrutiny by writing your
project-paper 6/6
own original paper is the simple route. Please remember – we
will handle all TurnItIn transactions.
You simply edit the shared Google Doc.
Papers that are found to include even small acts of plagiarism –
whether intentional or "accidental" –

will be penalized up to the full point total for this assignment.
Anything other than a minor slip up
(example: a single in-text citation that is out of place) will also
be grounds for a charge of academic
dishonesty. Please review the information at
https://aisc.uci.edu/ (https://aisc.uci.edu/) along with
the extensive course materials on attribution. Claiming the work
of others as your own, or taking
credit for it, is dishonest and undermines the values of the
entire community at this University. For
your own benefit and that of all scholars, plagiarism will not be
tolerated.
https://aisc.uci.edu/
COVER PAGE ~ COVER PAGE ~ COVER PAGE ~ COVER
PAGE ~ COVER PAGE
Replace all red text and leave the cover page at the front of your
paper
Please keep Cover page to a single sheet (shrink font if
necessary).
Running Head: SHORTENED TITLE UP TO 50 CHARACTERS
1. Describe the intended audience for this paper (for whom did
you write the paper?)
[Describe Audience Here]
2. Which system of citation is used in your paper?
[Specify APA style or another pre-approved style]
3. Is there anything else you'd like the graders to be aware of
when reading your paper?
Any modifications, alternative formats, special concerns? Note
that these should have been discussed in advance - this is just a
place to remind us.
[Other Info for Graders]
4. Okay to share?
I would like my paper to potentially be made available for

future students in Dr. Hull's 3A class to read and study (without
my name).
[Yes - Share / No Do Not Share]
5. Detailed Comments?
Do you want to receive more detailed written comments in
addition to a regular grade for your final paper? By default,
only basic comments will be provided. If you do not plan to
develop your ideas or paper further in the future, please select
"no".
[Yes - Detailed Comments / No Grade and Basic Comments]
6. Please read and reaffirm the following integrity statement:
In accordance with the UCI Academic Senate Policy on
Academic Integrity (https://aisc.uci.edu/index), I certify that the
paper that I have submitted for completion of the "final paper"
requirement of this SS3A course is the result of my own
original effort this quarter and that I neither gave nor received
any unauthorized assistance in the completion of this work. I
also understand that my paper will be evaluated to ensure that
proper standards of academic attribution have been observed
and that a failure to acknowledge the sources of specific words
or uncommon ideas of others (plagiarism) may result in a formal
report of academic dishonesty on my record.
[Enter your Name Here]
ALL RED TEXT SHOULD BE DELETED OR REPLACED.
Make sure that all of your final paper text is black.
Title Here, up to 12 Words, on One to Two Lines
Author Name, First M. Last (Omit Honorary Titles and Degrees)
University of California, Irvine
SS3A (Hull) Fall 2019

Author Note
Include your Full Name, School or University, and UCI email
address.
Abstract
[The abstract should be one paragraph of not more than 250
words (120 words is great). It is not indented. Section titles,
such as the word Abstract above, are not considered headings so
they don’t use bold format or Heading styles (use the subtitle
style instead).]
Keywords: [Add keywords here.]
[Title Here, up to 12 Words, on One to Two Lines]
The body of your paper uses a half-inch first line indent and is
double-spaced. APA style provides for up to five heading
levels, shown in the paragraphs that follow. Note that in Google
Documents, as in APA style, you must use each lower-numbered
heading style before a higher-numbered style will be permitted
(ex. use headings 1-3 before heading 4 is useable). Note also
that the word Introduction should not be used as an initial
heading, as it’s assumed that your paper begins with an

introduction which will replace this text. Level 1 Heading
A typical Heading 1 would be the Literature Review,
Background and Significance, Methods, Discussion,
Conclusion, or Possibly a Main Idea in the Literature Review or
Body. The first two heading levels get their own paragraph and
line, as shown here. Heading 1 is 12pt, bold, centered. Heading
2 is 12 pt, bold, left flush. Heading 3 is 12 pt, bold, indented.
Heading 4 is 12pt, bold, italic, indented. Heading 5 is 12 pt,
italic, indented. Headings 3, 4, and 5 are run-in headings
(indented) used at the beginning of the paragraph, however the
text that follows should start on its own line in this Google Doc
due to a technology requirement (Google Docs does not mix
styles within a single line).Level 2 Heading [1]
A typical Heading 2 would be a sub-section under a main
Heading 1. Notice that this sample Heading 2 has a sample
footnote included.
Level 3 Heading.
Heading 2. Include a period at the end of a run-in heading. Note
that you can include consecutive paragraphs with their own
headings, where appropriate.Level 4 Heading.
Heading 3. When using headings, don’t skip levels. If you need
a heading 3, 4, or 5 with no text following it before the next
heading, just add a period at the end of the heading and then
start a new paragraph for the subheading and its text.Level 5
Heading.
Heading 4. Like all sections of your paper, references start on
their own page. The references page that follows can be
completed through manually copying and pasting references
into it, or by copyingdirectly from Zotero. Remember to format
all references in a manner consistent withAPA 6th Edition. Your
in-text citations do not need to be hyperlinked to the references
at the end, but there should be perfect correspondence (if you

include a citation, there must be a reference at the end, and
vice-versa). The general format for all in-text citations is: (Last
Name, Year: Page Number for Direct Quotes).Another Heading
1
And a paragraph of regular text here. Lorem ipsum dolor
sit amet, consectetur adipiscing elit. Donec volutpat sit amet
urna laoreet pulvinar. Nullam ac massa placerat, rhoncus ante
vitae, pretium metus. Morbi ac nisl urna. Quisque imperdiet
lacus non nulla rhoncus, eu consectetur lacus gravida. Another
Level 2 Heading.
lacus non nulla rhoncus, eu consectetur lacus gravida.
[SAMPLE NOTIFICATION: FIGURE 1 GOES ABOUT HERE,
FIGURE ITSELF GOES AT END]
Another Level 3 Heading.
And a paragraph of regular text here. Lorem ipsum
dolor sit amet, consectetur adipiscing elit. Donec volutpat sit
amet urna laoreet pulvinar. Nullam ac massa placerat, rhoncus
ante vitae, pretium metus. Morbi ac nisl urna. Quisque
imperdiet lacus non nulla rhoncus, eu consectetur lacus gravida.
[SAMPLE NOTIFICATION: TABLE 1 GOES ABOUT HERE,
TABLE ITSELF GOES AT END]Another Level 2 Heading

Level 4 Heading.
Level 4 Heading.
Level 5 Heading.
Level 5 Heading.
Heading 1

ReferencesLast Name, F. M. (Year). Article Title. Journal Title,
Pages From - To. DOI if needed. There is extra text here just to
show you that the reverse indenting is all set up.Last Name, F.
M. (Year). Book Title. City Name: Publisher Name.DOI if
needed. If you add references and the reverse indenting goes
away, click here for instructions.Note that the references
section uses “Heading Six” in Google Documents as a cheat.
Since none of you will be using it, I’ve converted it to a
properly reverse-indented style for your references.
Tables [Optional]
Table 1
[Table Title]
Column Head
Column Head
Column Head
Column Head
Column Head
Row Head
123
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456
Row Head
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Note: [Place any tables for your paper in a tables section at the
end, following references. Start a new page for each table,
include a table number and table title for each, as shown on this
page. All explanatory text appears in a table note that follows
the table, such as this one. Tables in APA format can use single
or 1.5 line spacing. Include a heading for every row and
column, even if the content seems obvious. A default table style
has been setup for this template that fits APA guidelines. To
insert another or a different table, on the Table tab, click “Insert
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caption where this text is found for each figure.]
For more information about all elements of APA formatting,
please consult theAPA Style Manual, 6th Edition.
[1] Add footnotes containing additional explanation as needed
throughout your document. For APA formatting requirements,
endnotes (a single section at the end) would be requested, but
this is not possible in Google Docs, so just use footnotes (listed
at the bottom of each page). The body of a footnote, such as
this example, uses the Normal text style. (Note: If you delete
this sample footnote, don’t forget to delete its in-text reference
as well. That’s at the end of the sample Heading 2 paragraph on
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SS3A Research Project: OUTLINE (Annotated Outline)
Tsun Yuen Wong - 70118Working Title of Your Research
Report/Project: The Relationship between Online learning and
Students’ Achievement (Online Learning and its Effect on
Students Achievement) Comment by Ashlee Thao Vo: Maybe
distinguish its a positive relationship Comment by Ashlee
Thao Vo: This is a really interesting topic! Concerning the
phrase "students' achievement" I think it would sound better to
be more specific by what you mean as achievement, such as
"academic achievement"
Introduction
The computer and the internet have become a significant part of
our daily life. People share ideas using the internet, and this has
changed a lot in the way people study, work, and spend free
time. Most academic institutions are making essential strides
towards improving the overall performance of their students.
Online learning helps to enhance easy access to efficient

learning and teaching, and enhancing learner’s academic
efficiency. The research explores the effect of online learning
and students’ achievement. Comment by Chenbo Xi: Great! I
can see here is your major claim and it is clearly identified. You
claim that online learning provide easy access to efficient
learning that enhance learner's academic efficiency as a result.
But this is just a hypothesis, so make sure to conclude your
final result in your final paper because the result might come
out differently. And I can see your purpose of the research here:
explore the effect of online learning and student's achievement.
Although you might forgot to indicate your research question, I
can still figure your research question: How does online
learning help students with their academic performance? It is
answerable.
Well done. Comment by Ashlee Thao Vo: I think this is
your main claim? The rest of your subheadings are technically
your reasons :)Literature Review
· Major Claim 1: Improves Technical Skills of Students
Comment by Chenbo Xi: I can see here is one of your
claim to explain how online learning might benefit student's
academic performance. But I think you are missing your reason
based on it.
Evidence: Computer Assisted Learning (CAL) system in the last
few decades has become popular due to the increasing use of
multimedia technology, email, internet, intelligent tutoring
system, and email (B2B, 2019). Even the primary online courses
in tertiary education require a student to have computer skills.
Colleges have devoted resources to develop e-learning progress
to increase student’s skills and save time. The majority of
university professors use email to communicate with their
learners. Also, the instructors use different preferences and
teaching style that has demonstrated to have a positive effect on
student’s academic performance. Comment by Chenbo Xi:
Evidence is well indicated, but remember you supposed to use
the evidence to support and explain the reason of the claim.
· Reason 1: The technical skills help students to navigate

diverse programs and learning management systems. The
knowledge gained in online education is helpful in the
workplace. Certain roles require that require exceptional digital
skills in business, marketing, and IT. Students become more
confident and competent in different skills needed to succeed in
today’s world. For example, social media has changed the way
people communicate and how customer service is enhanced.
Thus, with online education, the learners will learn how to use
various platforms to drive staff engagement. Comment by
Chenbo Xi: make sure the reason is always before the evidence.
So make sure you rearrange the order or use relevant evidence
to support your reason in your final paper. Comment by
Chenbo Xi: True example! Advanced technology actually
change the way how people communicate and interact.
Comment by Ashlee Thao Vo: I kind of feel like reason 1
and 2 are really similar and maybe you can combine them and
solidify your argument even more!
· Reason 2: It improves the career prospects for faculty and
students. Online learning increases the employability of the
students that have successfully obtained online qualifications.
Comment by Chenbo Xi: Another reason here is clearly
identified and well explained.
Evidence: Research from the University showed that 44% of
students undertaking online studies had better employment
standing as they got full-time job in less than a year after
graduation (Luaran, Samsuri, Nadzri, & Rom, 2014). Further,
45% of this student received a surge in their salary attributed to
the new computer skills achieved in their studies. Additionally,
there is an improvement in technical professions among faculty
members as they work to incorporate audio and video materials
in their courses. Comment by Chenbo Xi: Great! Your
evidence is clearly stated to support your claim!
· Major claim 2: Decrease Workload Increasing Efficiency
Reason 1:The online learning utilizes instructional design to
device materials that maximizes the chances of students to
understand their course. The method is straightforward for

learners as it has an effective outcome. Comment by Chenbo
Xi: Reason is well addressed and it is clearly explained.
Comment by Ashlee Thao Vo: Maybe elaborate more on
what instructional design these programs, like saying they
provide step by step instructions or video guides
Evidence 1: According to Xu & Jaggars (2013), the
straightforward approach ensures that the complexity of the
course minimized. The effectiveness of the outcome help to
make the program in a way that students can use the knowledge
gained to solve future challenges correctly and with minimal
effort. Comment by Chenbo Xi: Evidence is also presented
to support your reason. Just make sure to elaborate more based
on the evidence.
Reason 2: The instructors need to improve course delivery and
reduce workload. The tutors do offer timely feedback to
learner’s assignments. The researchers believe that timely
feedback is necessary for the learning process of students and
often has an impact on the performance of the learners. Online
tutors offer comprehensive feedback that highlights their
weaknesses, strength, and how a particular student can improve.
The instructors help to enhance performance through cognitive,
diagnostic, and prescriptive feedback. Therefore, even with the
decreased workload, the tutors are able to highlight the
important aspects of learning. Comment by Ashlee Thao Vo:
Maybe this shouldn't be an entire reason/evidence, but you can
use this point to further your first reason. ex: online learning
helps improve course delivery and reduce workload and thus
should be a reason that online learning is beneficial for students
Comment by Chenbo Xi: This reason applies to your claim
very well. But make sure you also use credible evidence to
support this reason and enhance your claim.
Methodology (in progress) Comment by Ashlee Thao Vo: I
think the format of your outline is a little bit confusing, the
methodology, results, etc. I think those should be elements to
take into consideration within a subheading/reason
· A mixed-method research technique was developed to

ascertain the significant aspect that influences the academic
performance of tertiary learners (Kemp & Grieve, 2014).
Quantitative data gathered in the form of interviews and
questionnaires. The qualitative data gathered through online
focus group discussion.
Results (not yet collected my own survey data) Comment by
Chenbo Xi: You can actually do in-person interviews to ask
students around you, and discover answers by your own.
Such as questions: do you prefer an online class than in class
lecture? And how do you think online class help with your
academic performance. Do you score higher? etc...
· In the questionnaires, learners were asked to identify the
essential factors that influenced academic performance in E-
learning. The major aspects identified entail tuition and school
expenditure, poor lecturer, family duties, work responsibilities,
poor learning environment, peer pressure, and family feuds. The
significant benefits of the learning entailed enhanced technical
skills of learners and decrease workload efficiency. The
respondent in the interview ranked the factors on low and high
efficiency.
· The questionnaires on online learning showed that a majority
of respondents (46.5%) preferred Blackboard Collaborate,
17.8% discussion forum, 12.5% e-tutor presentation forum,
3.5% online quizzes forum, and tutor-exchange forum 7.2%
Discussion
· The results of the study show that e-learning affects various
factors. The online learning enhances the technical skills of
learners and decreases workload. From the survey, e-learning
can save time, reduce workload, and improves the technical
capabilities of workers. It can help to lessen the burden of work
and ensure that student learn what is essential (Arkorful and
Abaidoo, 2014). Also, online learning reduces complexity
generally associated with traditional knowledge. Comment by
Chenbo Xi: students Comment by Chenbo Xi: make sure to
elaborate more with this claim. And possibly add contradictions
to make further arguments in your paper. For example: studies

also show that e-learning also causes negative effects such as
students might not truly learn things from the lecture because
they could somehow cheat on some online quizzes...
· The recommendation for the instructors is that they should
enhance the presence of academic advisors through feedback.
They should continuously review the quality of materials used
in the course to match industrial demand. The content will
establish a reader-friendly atmosphere for learning to stimulate
a higher level of critical thinking. The knowledge should help in
developing a competent workforce. Also, they should access and
monitor the pace of courses and deadlines offered for
completion of assignments. It will assist learners in having
adequate time to cover readings, assignments, and research vital
for their educational development and enhanced academic
performance. Comment by Ashlee Thao Vo: This is an
interesting point, I agree that integrating online learning with
traditional school settings can go hand in hand in benefiting
each other
Conclusion Comment by Chenbo Xi: The structure of the
conclusion is well established which you highlighted most of
the important claims you want to demonstrate in your paper.
In general, your outline is well-organized and easy to read and
follow because you explained your points in detailed. Although
there are few grammatical errors and typos, it is easy to
understand what you are trying to say.
Just make sure your writing order is correct (always the reason
first, then show the evidence to enhance your claim).
Also, I recommend you to provide some contradiction points in
your paper to make your arguments more interesting and
attracted to the reader. So that the readers understand what are
the major content you want to deliver to them as your main
purpose of this research.
Overall, you did an excellent job!
The study has explored the effect of online learning on higher
education. The literature review discussed how e-learning

improved technical skills and reduced workload. The paper
shows that people share ideas using the internet, and this has
changed a lot in the way people study, work, and spend free
time. Most academic institutions have made essential strides
towards improving the overall performance of their students.
The methodology of the study is both qualitative and
quantitative. In the discussion, online learning helps to enhance
easy access to efficient learning and teaching enhancing,
learner’s academic efficiency. Comment by Chenbo Xi: in
higher Comment by Ashlee Thao Vo: I would suggest maybe
cutting this part out in explicitly saying "the methodology" or
"in the discussion" and simply go over what the references you
used showed as a summary of your research paper
References Comment by Chenbo Xi: Reference should be
center aligned in APA format.
Arkorful, V. and Abaidoo, N. (2014). The Role of e-Learning,
the Advantages and Disadvantages of Its Adoption in Higher
Education. International Journal of Education and Research, 2,
397-410.
B2B, C. (2019, May 28). How Online Learning Can Improve
Academic Performance. Retrieved from
https://digitalmarketinginstitute.com/en-us/blog/how-online-
learning-can-improve-acade mic-performance.
Kemp, N., & Grieve, R. (2014). Face-to-face or face-to-screen?
Undergraduates opinions and test performance in classroom vs.
online learning. Frontiers in Psychology, 5. doi:
10.3389/fpsyg.2014.01278
Luaran, J. @ E., Samsuri, N. N., Nadzri, F. A., & Rom, K. B.
M. (2014, May 22). A Study on the Student's Perspective on the
Effectiveness of Using e-learning. Retrieved from
https://www.sciencedirect.com/science/article/pii/S1877042814
014451.
Xu, D., & Jaggars, S. S. (2013). The impact of online learning
on students’ course outcomes: Evidence from a large community

and technical college system. Economics of Education Review,
37, 46–57. doi: 10.1016/j.econedurev.2013.08.001

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