Expository Essay Brainstorming and Beginning Research
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Expository Essay: Brainstorming and Beginning Research
Before you begin any writing assignment, it is often necessary to complete several “pre-writing” activities necessary for completing your expository essay including selecting a topic, brainstorming, research strategies, and research. Follow the instructions to complete these pre-writing activities. Make sure you complete all sections of this worksheet.
Part 1: Select a Topic – Pick One
Below are lists of essay topics to use for the expository essay please highlight/boldyour topic choiceso your instructor will know your selection.
- Three services Veterans need to successfully return to civilian life
- Three characteristics of good leaders
- Three ways bullying can negatively impact children
- Three ways technology can impact communication
- Three issues found in a large classroom
- Three services the Christian church can provide the community
Part 2: Brainstorming Strategies
Read: Topic 1 Lecture.
Review: “Invention: Finding Your Ideas” section of “The Writing Process” media piece:
https://lc.gcumedia.com/unv104/the-writing-process/index.html
Complete:In box 1, use the brainstorming method of “Free Writing”.
Brainstorm Method:Free Writing: Set a timer for 10 minutes and complete yourfree write brainstorm activity in this box to show your work.
Part 3: Research Strategies – Key Words & Phrases
Step 1: Pull keywords that were generated from your brainstorming activity in part 2. These keywords need to pertain to the topic selected from part 1.
Step 2: Combine keywordsto come up with Boolean search terms. Boolean Search Possibilities: Boolean search terms utilize AND phrases and is covered on page 15 of the course eBook.
An example table is provided below to demonstrate how you should complete this. Please do not use any part of the example as part of your own table.
Example Tables
Keywords pulled from brainstorming Boolean: Phrases from Keywords 1. Online Learning 1. Online Learning AND Education 2. Student Success 2. Online Learning AND Student Success Keywords pulled from brainstorming
Boolean: Phrases with Keywords – Boolean search terms utilize AND phrases. This is covered on page 15 of the course eBook
1. 1. 2. 2. 3. 3.
Part 4: Define Sub-topics
State three potential sub-topics you want to write about based on the topic you selected in Part 1. Subtopics are the main ideas you plan to use to explain your chosen topic.
- Sub-topic 1:
- Sub-topic 2:
- Sub-topic 3:
Part 5: Navigating the GCU Online Library
Overview: The GCU Library will be a vital resource for you during your academic career. The Library contains a wealth of resources that will help you find, research, and broaden your understanding on any given topic. Learning to correctly use resources to support your writing is an essential component of your academic success.
Before starting this section, review the short walk-through tutorial on the GCU Library. http://tutorials.gcumedia.com/mediaElement/library-walk-through-tutorial/library-walk-through-tutorial-v1.1.php
Step 1: How to Access the Library
There are a number of ways to access the library’s website; here is one path to reach the Library Research & Resources page:
Please click on the following link: http://library.gcu.edu/
Question 1: On the Library Research & Resources Page, list three ways in which you can contact the library for assistance if needed. If at any point, you find yourself searching more than 15 minutes with no results: STOP and contact a librarian.
1.
2.
3.
Step 2: Finding Journal Articles
For this section, you will be searching using LopeSEARCH. LopeSEARCHis afederated search that allows you to search many databases across many subjects with one search. Follow the instructions below to access and begin searching in LopeSEARCH.
- On the Library Research & Resources page, click the link Find Journal Articles.
- Under the LopeSEARCHtype in your first Boolean Search Phrase. This should include your main topic and one of the subtopics you created in Part 4. Check the box beside Peer Reviewedand click SEARCH
- Sign in if prompted, using your GCU Username and password.
Question 2: Provide the title of the first journal article that is listed in the results.
Step 3: Article Details
In addition to the actual full text of the article, the databases will provide valuable information about an article. You will see things such as authors, source, subject terms, and abstract. The abstract is a brief summary of the article you found.
- Click on the title of the first article you found in Step 2.
- Scroll down this page and find the Article Abstract.
Question 3: Copy and paste the abstract from the article you have found in the space below AND explain how an abstract is valuable to your research process and how it will save you time.
Step 4: Permanent and Persistent Links
Databases are designed as powerful searching tools; unfortunately, this means the website link located at the top of any page in a database is temporary and is based on your search at the time. Should you try to save that link as a bookmark or copy and paste it to use at a later time, it will not work. However, the databases have links that are tied directly to the articles you find. Follow the steps below to find the permalink (persistent, durable link, or document URL) to the article you accessed in Step 2.
- On the same page where you found the abstract, look to the right for the Tools
- Click on the link that says Permalink.
- A box will pop up above the article title with a permanent link.
Question 4: Copy and paste the permalink to the article you have found in the space below AND explain why a permalink could be an important item to copy.
Step 5: Using Library Databases to Cite Articles
Another important option under the tool bar is the Cite button. In academic writing, citing your sources is very important. It will tell your reader that the information that you are using is the property of someone else. It will also show your reader exactly where you found this information and how to access this information again. This is a necessary step in avoiding academic dishonesty issues like plagiarism.
Note: Remember, GCU Style required for your undergraduate coursework is a simplified version of APA. It is possible for there to be errors in the reference citations available in the GCU Library database, so check the GCU style manual located in the Student Success Center: The Writing Center to ensure your reference is properly formatted.
- On the same page where you found the abstract look to the right for the Tools
- Click on the link that says Cite.
- A box will pop up above the article title with different citation styles.
Question 5: Copy and paste the APA reference you have found from the article in the space below. According to the GCU Style Guide, where should you include this information in your essay?
Part 6: Gather Resources
Step 1:Go to the GCU Library website and start a search for peer-reviewed journal articles.
- On the Library Research & Resources page, click the link Find Journal Articles.
- Under the LopeSEARCH type in your first Boolean Search Phrase. This should include your main topic and one of the subtopics you created in Part 4. Check the box beside Peer Reviewed and click SEARCH
- Sign in if prompted, using your GCU Username and password.
Step 2: Complete the table below using the 3 most relevant peer-reviewed journal articles you found on the topic chosen from part 1.
An example table is provided below to demonstrate how you should complete this portion. Please do not use any part of the example as part of your own table.
Example
Peer-reviewed article 1 Title of Resource: Factors influencing adult learners’ decision to drop out or persist in online learning. Boolean terms/ Keywords Used: Online Learning AND Student Success Permalink http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=44785109&site=ehost-live&scope=site Abstract The number of adult learners who participate in onlinelearning has rapidly grown in the last two decades due to onlinelearning’s many advantages. In spite of the growth, the high dropout rate in onlinelearning has been of concern to many higher education institutions and organizations. The purpose of this study was to determine whether persistent learners and dropouts are different in individual characteristics (i.e., age, gender, and educational level), external factors (i.e., family and organizational supports), and internal factors (i.e., satisfaction and relevance as sub-dimensions of motivation). Quantitative data were collected from 147 learners who had dropped out of or finished one of the online courses offered from a large Midwestern university. Dropouts and persistent learners showed statistical differences in perceptions of family and organizational support, and satisfaction and relevance. It was also shown that the theoretical framework, which includes family support, organizational support, satisfaction, and relevance in addition to individual characteristics, is able to predict learners’ decision to drop out or persist. Organizational support and relevance were shown to be particularly predictive. The results imply that lower dropout rates can be achieved if online program developers or instructors find ways to enhance the relevance of the course. It also implies that adult learners need to be supported by their organizations in order for them to finish online courses that they register for. [ABSTRACT FROM AUTHOR] APA Reference Park, J., &Hee Jun, C. (2009). Factors influencing adult learners’ decision to drop out or persist in online learning. Journal Of Educational Technology & Society, 12(4), 207-217.
Peer-reviewed Article 1
Title of Resource: Boolean terms/ Keywords Used:
Permalink Abstract
APA Reference
Peer-reviewed Article 2
Title of Resource:
Boolean terms/ Keywords Used:
Permalink Abstract
APA Reference
Peer-reviewed Article 3
Title of Resource:
Boolean terms/ Keywords Used:
Permalink Abstract
APA Reference
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. The can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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