625 and 502

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Slide 1		Now that you have resources, a note taking system, and a narrowed topic, you are ready to develop an outline for your literature review. This outline will guide the writing of your paper. Read chapter 9 in the Galvan & Galvan (2017): “Synthesizing Trends and Patterns: Preparing to Write.” Develop a word document to list the posting answers and to develop your fleshed out outline. Use Arial font with size 11, and margins of top-1.3 in. , bottom – 1 in., left – 1 in., and right - 1 in. The header should be 1 in. and the footer should be 0. Posting 1: Based upon what you have read, what areas will you consider when writing your fleshed out outline.
Slide 2		Note that an outline will show your command of the subject. Focus on current research that has been written within the last 5 years and write formally in third person.
Slide 3		As shared on pages 99 and 107, it is appropriate to first develop a topic outline and then a fleshed-out outline. Slides 4 – 7 provide the basics of outlining.
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Slide 7		When fleshing out your outline, consider adding details as noted in slide 7. Also, consider how to code your notes so that you can easily access them when actually writing your paper. Be sure to check over your APA references to ensure they are correct. Your reference list for your paper will be your Annotated Bibliography without the notes and placed in alphabetic order. To check these over, use the APA text - Chapter 9, Purdue Owl, or the Quick Reference Guide- APA Style 7th Edition, which is attached in the resources for Class 8. It shares how to cite a journal, book, and a chapter in a book, which are the majority of the resources we saw, used in your annotated bibliography. Also, as you write your outline, be sure to cite correctly in your outline, which will be the same citing you will use in your paper. Refer to APA Text - Chapter 8 and check out this website from Purdue Owl, as it shares how to cite from one to several authors, direct quotes, and websites. We suggest running it off for quick access. Also note, it shares how to cite in narrative citing -- Alexander (2018) or in parenthetical citing -- (Alexander, 2018). https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/in_text_citations_author_authors.html If you take the time now to cite accurately as you enter items on your outline, it will become second nature.
Slide 8		Review the Education Example Outlines posted in Class 8 D2L. Posting 2: Based upon what you have learned about outlines, answer these questions. Review the provided Outline 1 Does it contain the needed parts? What are the strengths of the outline? What are the weaknesses of the outline? How would you change these?
Slide 9		You can create your outline in several ways: · In Microsoft Word, Go to View and then choose outline. · I have posted an outline template in the Class 8 in D2L that you can use if you choose. I downloaded it from the Microsoft Office site. Posting 3 · Draft a rough draft of your fleshed-out outline followed by a reference list (List the references used in your outline. They should be listed in alphabetical order based upon the last name of the first author in the resource. · Choose one subheading in a section of your fleshed-out Outline. Write one paragraph of your literature review from that subheading that shares findings from several research studies. Post in final fleshed-out outline in the Class 8 Discussion and in the Outline Assessment/Assignment folder by Sunday Posting. · The purpose of this paragraph is to give you practice in comparing and contrasting findings, which you will do throughout your paper. At the end of the page, see the example of a paragraph from a paper in education.
Slide 10		· It is highly recommended that you visit with your chair, once you have at least a topic outline developed. The chairs can provide valued guidance at this point. It is easier to revise an outline than a paper.

Example of writing a paragraph from a subheading in the fleshed-out outline.

The Effects of Motivation on Writing for Adolescent Writers

I. Assessing student motivation (part of the example outline.)

A. Self-efficacy and motivation are different but related concepts. Under the umbrella of motivation, self-efficacy is the most commonly assessed aspect (Camacho et al., 2021; Graham et al., 2018; Ng et al., 2022).

B. Tools for assessing motivation (Camacho et al., 2021; Graham et al., 2018; Ng et al., 2022; Wright et al., 2019) Example paragraph is from this subheading in the outline.

C. Limitations of gauging self-efficacy: Surveys of student perceptions are inexpert and can be skewed by many factors. (Butcher, 2022; Graham et al., 2018; Ng et al., 2022)

Example Paragraph from Literature Review

One reason that self-efficacy might be such a commonly studied motivational construct is because of its accessibility when it comes to gauging the motivation of a student. Students may have limited awareness of external factors affecting their motivation, but they can answer about their own beliefs about writing. Motivation can be difficult to measure, so many studies rely on surveys to collect data. Usually, this measure of motivation is combined with an assessment of a student’s writing performance (Camacho et al., 2021). The writing efficacy measure used by Graham et al. (2018) contained 11 items containing first person statements about students’ attitudes towards the writing process. A similar survey was used by Ng et al. (2022) but with the distinction mentioned earlier between basic skills and idea generation. This study also expanded beyond self-efficacy and used a cluster analysis to examine the impact of not only self-efficacy, but other motives such as curiosity, grades, relief from boredom, emotional regulation, and several other factors. Wright et al. (2021) also expanded on survey items for assessing student motivation by examining the validity of the Self-Beliefs, Writing-Beliefs, and Attitude Survey as it aims to identify multiple areas of impact on writing and writing motivation. It is clear that such surveys are useful in gathering data on what students identify as personally motivating, which can then be analyzed and compared with their actual performance on a writing task.

References (from example literature review)

Camacho, A., Alves, R. A., & Boscolo, P. (2021). Writing motivation in school: a systematic review of empirical research in the early twenty-first century. Educational Psychology Review, 33(1), 213–247. doi:10.1007/s10648-020-09530-4

Graham, S. (2018). A revised writer(s)-within-community model of writing. Educational Psychologist, 53(4), 258–279. doi:10.1080/00461520.2018.1481406

Ng, C., Graham, S., Liu, X., Lau, K.-L., & Tang, K.-Y. (2022). Relationships between writing motives, writing self-efficacy and time on writing among Chinese students: Path models and cluster analyses. Reading & Writing, 35(2), 427–455. doi: 10.1007/s11145-021-10190-1

Wright, K. L., Hodges, T. S., & McTigue, E. M. (2019). A validation program for the self-Beliefs, writing-beliefs, and attitude survey: A measure of adolescents’ motivation toward writing. Assessing Writing, 39, 64–78. doi:10.1016/j.asw.2018.12.004

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Determine Purpose: To show command of your subject

Include the most recent research to research done in the past 5 years. Can go back further if you need to.

Voice: Write in 3rd person, past tense, do not include your opinions/conclusions

Outlining (Ch. 9)

Note that an outline will show your command of the subject. Focus on current research that has been written within the last 5 years and write formally in third person.

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Create a topic outline that traces your argument (Look at Example 9.3.1 in Galvan). Do not just list a series of annotations of single research studies. Consider how to combine research studies to make your argument.

Outlining (Refer to Chapter 9 in Galvan & Galvan)

As shared on pages 74 and 75, it is appropriate to first develop a topic outline and then a fleshed-out outline. Slides 4 – 7 provide the basics of outlining.

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Write your narrowed topic statement.

Identify the main categories. What main points will you cover? Refer to your notes—what are the main points?

Write the main categories you will write about in your literature review.

Outlining Steps

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Create subcategories. After you have the main points, create points under it that provide support for the main point. The number of categories that you use depends on the amount of information that you are going to cover.

Outlining Steps

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By convention, each category consists of a minimum of two entries. If your first category is Roman numeral I, your outline should also have a category labeled roman numeral II; if you have a capital letter A under category I, you should also have a capital letter B. Whether you then go on to have capital letters C, D, E, etc., is up to you, depending on the amount of material you are going to cover.

Outlining Steps

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Read the articles in each category/subcategory at about the same time and add details and references to your outline (Look at Example 9.12.1 in Galvan & Galvan p. 107). This is called a fleshed-out outline.

Group research in the same area, methodology, and findings

Discuss how individual studies advance a theory

Discuss competing theories, findings, etc.

Point out areas that need more research

Summarize as needed

Add references for each subtopic to create a complete fleshed out outline as shown in Example 9.12.1.

Refer to page Chapter 8 in APA text on how to cite the reference within the outline. Can also refer to the Purdue site for how to cite authors in text at https :// owl.english.purdue.edu/owl/resource/560/03/

Outlining

When fleshing out your outline, consider adding details as noted in slide 7. Also, consider how to code your notes so that you can easily access them when actually writing your paper.

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Review the Education Example Outline posted on D2L.

Does it contain the needed parts?

What are the strengths of the outline?

What are the weaknesses of the outline? How would you change these?

Outline Review

Review the Education Example Outline posted on D2L.

Posting 2:

Based upon what you have learned about outlines, answer these questions.

Review the provided Outline 1

Does it contain the needed parts?

What are the strengths of the outline?

What are the weaknesses of the outline?

How would you change these?

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Draft a fleshed-out outline for your paper.

Your Outline

Note that you can create your outline in several ways:

In Microsoft Word, Go to View and then choose outline.

I have posted an outline template in the Class 8 in D2L that you can use if you choose. I downloaded it from the Microsoft Office site.

Posting 3

Draft a rough draft of your fleshed-out outline.

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Due: Post draft of annotated bibliography in annotated bibliography Assignment file by Saturday posting time.

Due: Post answers to postings in the Class Activity sheet, the rough draft of fleshed-out outline with reference list, and a paragraph written from one subsection that shares findings from several research studies. Post all in Class 8 Discussion and the Outline Assignment file by Saturday posting time. It is highly recommended that you visit with your chair, once you have at least a topic outline developed. The chairs can provide valued guidance at this point.

Due: Post Class 8 Self-Eval in Class 8 Assignment file by Saturday posting time.

Class 8 Responsibilities:

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This Week’s Goals

Outlining Discussion

Welcome to Class 8

Now that you have resources, a note taking system, and a narrowed topic, you are ready to develop an outline for your literature review. This outline will guide the writing of your paper.

Read chapter 8 in the Galvan (2014): “Synthesizing Literature Prior to Writing a Review.”

Develop a word document to list the posting answers and to develop your fleshed out outline. Use Times New Roman font with size 12, and margins of top-1.3, bottom – 1, left – 1.5, and right 1. The headers should be .5 and the footer should be 0.

Posting 1:

Based upon what you have read, what areas will you consider when writing your fleshed out outline.