powerpoint slide on discrimination against persons with disabilities using mezza, micro, macro in social work

profilegavbekay3
presentation.pptx

Scholar Practitioners: APA, Library Skills, Scholarly Writing

Topics

Scholarly and graduate-level writing

APA style

Paraphrasing

Plagiarism

What Is Scholarly and Graduate-Level Writing?

Process by which scholars communicate, share, and evaluate information

Tone of writing is serious, formal, neutral, professional, and informed

Claims are substantiated using information that is credible (e.g., from academic, peer-reviewed journals)

What Is a Scholarly Voice?

Scholarly Voice

Formality

Neutrality

Informed using evidence

Clear and direct statements

Formality: Word Choice

Formal and precise language

Avoid slang, colloquialisms, and clichés.

The kids said the test was a piece of cake.

The students said the test was easy.

Avoid metaphors and similes.

The patient was sick as a dog.

The patient was diagnosed with severe pneumonia.

Avoid contractions.

James hasn’t ever missed a day of school.

James has never missed a day of school.

Formality: Point of View

Avoid the second person (you/your).

You need to be aware of your treatment options. →

Patients need to be aware of their treatment options.

Avoid the general we (or us or our).

We are responsible for our children’s well-being. →

Parents are responsible for their children’s well-being.

Use the first person (I/me/my) only as appropriate.

This paper will discuss…→ In this paper, I will discuss…

The data will be collected.→ I will collect the data.

The scholar will argue… → I will argue…

Not appropriate: I found several studies that suggested…

Not appropriate: I think that all politicians are corrupt.

Neutrality

Avoid opinion statements.

I think/I feel/I believe

Avoid: I think childhood obesity is a major concern.

Better: Childhood obesity is a major concern.

Best: Childhood obesity is a major concern, as 17% of children in America are obese (CDC, 2012).

Neutrality

Avoid generalizations.

Avoid: Children do not get enough exercise.

Better: Many children do not get enough exercise.

Best: According to the CDC (2012), in 2011, only 29% of high school students received the recommended amount of exercise, defined as at least one hour per day.

Clear and Direct Statements

The simpler the better!

Avoid: There are 60 individuals who participated in the study and responded to the survey.

Better: Sixty participants responded to the survey.

Avoid: How to address the achievement gap in the most effective way has been argued and debated by scholars.

Better: Scholars have debated the most effective way to address the achievement gap.

Using Evidence

Supports your central argument throughout your paper

Demonstrates your scholarly credibility

Every sentence that uses information from a source must include a citation.

Cite credible sources

Quality of Evidence

Strong Weak
Articles from peer-reviewed journals Peer-reviewed or scholarly books Scholarly websites Wikis or blogs Newspapers Magazines Popular books General websites Encyclopedias

Walden Resources on Scholarly Writing

Walden University Writing Center. (2017c). Scholarly writing: Overview. Retrieved from http://academicguides.waldenu.edu/writingcenter/scholarly

Demonstration of Scholarly Communication at Walden University

Discussion postings

Assignments

We will begin to use an example of a Discussion Post for you to practice.

Example: Discussion Question Instructions

Review the Discussion Post Sample Handout

How Do You Begin?

Use the instructions for discussion question postings and assignments as a checklist for all that needs to be covered.

Draft an outline.

Make sure there is an introduction, a body, and a conclusion.

Introduction, Body and Conclusion

Writing Introductions Walden University Writing Center. (2017e). Writing a paper: Introductions. Retrieved from http://academicguides.waldenu.edu/writingcenter/writingprocess/introductions

Writing Conclusions Walden University Writing Center. (2017d). Writing a paper: Conclusions. Retrieved from http://academicguides.waldenu.edu/writingcenter/writingprocess/conclusions

Walden Resources on Outlining

Writing Outlines Walden University Writing Center. (2017f). Writing a paper: Outlining. Retrieved from http://academicguides.waldenu.edu/writingcenter/writingprocess/outlining

Practice, Practice, and More Practice

Using your research problem and the refined question you developed in Week 4, develop two sampling structures: probability and non-probability.

Explain who would be included in each sample and how each sample would be selected.

Be specific about the sampling structures you chose, evaluating both strengths and limitations of each.

What might your outline look like?

Example of an Outline

Introduction

A. Main premise

B. Goal of the posting

II. Probability sampling

A. Definition

B. Application to the proposed study

C. Advantages and disadvantages

III. Non-probability sampling

A. Definition

B. Application to the proposed study

C. Advantages and disadvantages

IV. Conclusion

Practice, Practice, and More Practice

Deconstruct the Discussion Post

Do you see the introduction? Of what does it consist?

Do you see the body? Of what does it consist?

Do you see the conclusion?

Does the outline match the instructions for the discussion question?

How formal is the language?

How neutral is the language?

What is the quality of the evidence?

APA Style Refresher

Citations

References

What Is This APA?

Think of it as a communication tool

“APA Style® originated in 1929, when a group of psychologists, anthropologists, and business managers convened and sought to establish a simple set of procedures, or style rules, that would codify the many components of scientific writing to increase the ease of reading comprehension” (APA, 2017).

References

America Psychological Association (2017). What is APA style? Retrieved from http://www.apastyle.org/learn/faqs/what-is-apa-style.aspx

Citations

Citations

In-text citations

Smith’s (2012) study showed that APA was students’ favorite citation style.

According to Zuckerman (2012), APA triggers more neurons in the brain than footnotes.

Parenthetical citations

APA makes the world a better place (Grammer, 2012).

NO: (Grammer, 2012) said that APA makes the world a better place.

Citation With Direct Quotation

Direct quotations

According to Oyler (2012), “Citations help one’s reader to better understand the origin of material” (p. 12).

To become a stronger writer, one must begin “by tackling the ominous stare of the blank computer screen” (Powet, 2012, para. 4).

Citation Variations

An organization: (US Bank, 2005)

No author: (“Without Identity,” 2002)

Secondary source: Cosby (as cited in Nash, 2007)

Walden University Resources on APA

Walden  University Writing Center. (2017a). APA style: Overview. Retrieved from http://academicguides.waldenu.edu/writingcenter/apa

Click on APA Style

Scroll down to “Getting Started with APA Style”

Templates

APA checklist

Webinars

APA Scavenger Hunt

Practice, Practice, and More Practice

Deconstruct the Discussion Post

What is the APA in-text citation error you see in the introduction? What should it look like?

What is the APA in-text citation error you see in the second paragraph? What should it look like?

What is the APA in-text citation error you see in the third paragraph? What should it look like?

References

Common References

Poe, E., & Lee, A. (1847). Good poetry and one-syllable surnames. Journal of Really Nothing, 4(2), 23–45. doi:107897830

Nadeau, N. (2012). Rapping with Seoul. Funtown, MN: Too Cool Press.

Common References

U.S. Department of Education. (2007). Reconstructing the educational system: Guidelines from trial and error. Retrieved from http://www.ed.gov/ficticioussite

Practice, Practice, and More Practice

Deconstruct the reference list in the Discussion Post Sample handout.

What APA errors do you see in the reference list of the discussion post?

How would you fix it?

Paraphrasing

Paraphrasing

Your Mind = Funnel

Terms

Ideas

Themes

PARAPHRASE

Consequences of Using Too Many Direct Quotes

Your voice gets lost

Cannot evaluate if you truly understand

Paraphrasing

Strategies

Reread until you relax.

Look up from the screen.

Be selective: Do you need to paraphrase the entire source?

Change the structure, then the words.

Practice, Practice, and More Practice

Deconstruct the Discussion Post

Would you use a direct quote? Why or why not?

How would you paraphrase and cite it?

Walden Resources on Paraphrasing

Walden University Writing Center. (2017g). Using evidence: Effective paraphrasing strategies. Retrieved from http://academicguides.waldenu.edu/writingcenter/evidence/paraphrase/effective

Plagiarism

What Is Plagiarism?

Using other people’s words, ideas, images, data, etc., without proper attribution

How to Avoid It

Do

Paraphrase

Restructure the entire sentence

Give credit to any ideas that are not your own

Use plagiarism detection software

Don’t

Just insert synonyms

Forget your citations

Plagiarism Software — Your Friend

Plagiarism tools are available in your online classroom, and you may be able to access others elsewhere

Walden Resources About Plagiarism

Walden University Writing Center. (2017b). Modules: Plagiarism prevention modules. Retrieved from http://academicguides.waldenu.edu/writingcenter/modules/plagiarism

Recap

Be sure to outline.

Keep your tone formal and neutral and your sentences simple.

Include APA citations in every sentence that includes information from your sources.

Cite all sources in your reference list.

Paraphrase

Plagiarism software is your friend.

Remember that writing is a process!

References

Amsberry, D. (2010). Deconstructing plagiarism: International students and textual borrowing practices. The Reference Librarian, 51(1), 31–44. doi:10.1080/02763870903362183

Duff, H. A., Rogers, D. P., & Harris, M. B. (2006). International engineering students—avoiding plagiarism through understanding the Western academic context of scholarship. European Journal of Engineering Education, 31(6), 673–681. doi:10.1080/03043790600911753

Hayes, N., & Introna, L. D. (2005). Cultural values, plagiarism, and fairness: When plagiarism gets in the way of learning. Ethics & Behavior, 15(3), 213–231. doi:10.1207/s15327019eb1503_2

Heitman, E., & Litewka, S. (2011). Seminar article: International perspectives on plagiarism and considerations for teaching international trainees. Urologic Oncology: Seminars and Original Investigations, 29(1), 104–108. doi:10.1016/j.urolonc.2010.09.014