Unit I writing Assignment 2

RCH 7302, Doctoral Writing and Inquiry Into Research 1

Course Learning Outcomes for Unit I Upon completion of this unit, students should be able to:

1. Examine the attributes of academic writing. 1.1 Research academic articles related to a selected topic.

1.2 Recognize the qualities necessary in academic writing.

2. Analyze the text of an academic document using a variety of methods

2.1 Select academic journal articles relating to a topical area. 2.2 Discuss the initial stages in developing an academic argument.

5. Develop research questions based on issues identified in academic literature.

5.1 Identify areas of interest to develop research questions based on a literature review.

Course/Unit

Learning Outcomes

Learning Activity

1.1

Unit Lesson

Chapter 1, pp. 1–19 Chapter 2, pp. 38–49

Document: Recordings for Doctoral Students

Article: “Journal article reporting standards for qualitative primary, qualitative

meta-analytic, and mixed methods research in psychology: The APA

Publications and Communications Board task force report”

Unit I Assignment 1

1.2

Unit Lesson Chapter 1, pp. 1–19

Chapter 2, pp. 38–49

Document: Recordings for Doctoral Students

Article: “Journal article reporting standards for quantitative research in

psychology: The APA Publications and Communications Board task

force report”

Unit I Assignment 1

2.1

Unit Lesson

Chapter 1, pp. 1–19

Chapter 2, pp. 38–49 Unit I Assignment 1

2.2

Unit Lesson

Chapter 1, pp. 1–19 Chapter 2, pp. 38–49

Document: Recordings for Doctoral Students

Article: “Journal article reporting standards for qualitative primary, qualitative

meta-analytic, and mixed methods research in psychology: The APA

Publications and Communications Board task force report”

Unit I Assignment 2

5.1

Unit Lesson Unit I Quiz

Unit I Assignment 1

Unit I Assignment 2

UNIT I STUDY GUIDE

Academic Writing: Reading to Write and Writing to Read

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Required Unit Resources

Chapter 1: Starting with Inquiry: Habits of Mind of Academic Writers, pp. 1–19

Chapter 2: From Reading as a Writer to Writing as a Reader, pp. 38–49

In order to access the following resource, click the link below.

Recordings for Doctoral Students provides links to multiple recordings provided by Dr. Babb, CEO of the

Babb Group, on study habits, literature reviews, locating and evaluating resources, exploring literature to being a research topic, and academic writing and tone. Transcripts for each recording are also provided.

In order to access the articles below, utilize the CSU Online Library to begin your research.

Appelbaum, M., Cooper, H., Kline, R. B., Mayo-Wilson, E., Nezu, A. M., & Rao, S. M. (2018). Journal article reporting standards for quantitative research in psychology: The APA Publications and

Communications Board task force report. American Psychologist, 73(1), 3–25.

http://dx.doi.org/10.1037/amp0000191

Levitt, H. M., Bamberg, M., Creswell, J. W., Frost, D. M., Josselson, R., & Suárez-Orozco, C. (2018). Journal article reporting standards for qualitative primary, qualitative meta -analytic, and mixed methods

research in psychology: The APA Publications and Communications Board task force report. American Psychologist, 73(1), 26–46. http://dx.doi.org/10.1037/amp0000151

Unit Lesson

Academic writing and research are very different from essays and literature of other kinds. In examining the basic principles of research and academic writing, hopefully, each future researcher begins to adopt a

different approach to both reading the research of others and anticipating the researcher’s active participation

in both research and writing about it. Dr. Dani Babb’s Recordings for Doctoral Students, are also available in the Dissertation Center; they briefly discuss some of these topics in the initial research for topics relevant for a

doctoral dissertation. To even get close to being a subject matter expert, extensive reading and research are required to simply acquaint one with the basic and seminal research in a topical area and apply critical

thinking skills to the material presented (Wright, 2019).

Reading Deeper

In critical reading, the first stage is active reading. Active reading begins by previewin g the material via

skimming. By skimming material, a reader can determine the salient facts in an article, such as author, abstract, section headings, graphs, or other visual materials (Barnet et al., 2020, p. 41). Next, possibly apply

the “first and last rule;” that is, read the abstract and the final paragraphs to gather the important points,

including the thesis, of the article. This will assist in determining if the entire article is appropriate in the examination of the topical area. The next stage would be “close” reading using annotations and notes, and

analyzing the text in every aspect, including language, and determine what is missing, or could be improved, and arriving at the conclusion (Barnet et al., 2020, p. 53). Both processes will be used in your initial

investigation of the current state of knowledge in a topical area.

Reading for research requires a greater depth to the process. While skimming and close reading are

important elements, being able to take in the information is a start. Critical thinking at higher levels necessitates assessment and analysis of the new information. What is being presented? As the reader, what

questions come about the study, the theories, the concepts, and the processes used to develop the research? Understanding and interpreting the information will advance thinking on the research. Ask the questions that

are generated from the reading. As a researcher, additional research and clarification of thoughts, questions,

and concepts may be necessary. By acquiring and assimilating this new knowledge into the thought process, the researcher can begin formulating their own ideas, concepts, and practices as they develop their research.

Through the process, bullet points will be developed that come from the reading. Reference where this information is located for easy access if further clarification is needed. The bullet points serve as the primary

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elements for developing the outline. Reading to understand and increase knowledge to further

comprehension, application, and analysis are foundations to the development of academic writing.

The initial search for appropriate topics can be quite extensive and involved, often leading in directions and towards topics that some may have never considered or even heard of before. The first challenge is to be

open to topics in journals with which one is not at all fam iliar. Reading blogs related to the topical area,

discussing issues with other students in this area, and attending conferences related to the topical area, along with reading extensively about the topical area, are methods to improve one’s knowledge of a domain or

discipline. Shore (2016) provides a quick look at doing academic research, and often there are journals and research publications that will provide insights that a researcher may never have considered because they

were unfamiliar with the research and the compendium of academic journals available such as Newton (2016)

or Akemu and Abdelnour (2018) or Ross and Onwuegbuzie (2014). Often, the first step is to reflect on interests, and then determine the keywords to start to look at the topic. With th at list, systematically applied, a

Google search, a Google Scholar search, then a general-libraries search (note the plural of a library) that might include a university library, a local public library, or even a private online library/database program is

next. Then, a search can be conducted in an individual academic journal that relates in some way to the topical area. Being open to discovering new sources of research and academic writing can be rewarding for

research but also can provide an expansion of research options and topical ideas. Of course, some system of

keeping track of every source and keyword search and retaining some record of possible sources for future research, whether in writing or a software-based library, will be necessary. Some databases are more

specialized, such as ERIC or JSTOR.

Often in these initial stages of topic searches, it is common to keep a database of articles/research of interest

and also to develop a personal schematic of the expansive topical area and eventually narro w to specific terms for searching the research that has already been done in a particular field or fields. Starting with too

narrow a topic or terms limits what might be possible or needs research to answer important questions related to the topical area.

The topic must at first be of interest to the prospective researcher. The topic must also be both relevant and

significant in the general topical area being considered. Think about these questions:

• What have other researchers found, both historically and recently?

• Have these researchers noted gaps in the research knowledge to date?

• Has someone researched an area of interest and the research results are different in a different

segment of the field, or a different country or culture?

• Has there been seminal research in the general topical area but just not specific research in a

subfield that could be of significance to be a contribution to the general knowledge on the topic?

• Has the review to date included the references used in the peer-reviewed articles?

Inquiry

As a review of the current literature continues, researchers become more critically aware. The goal of this course is to develop a critical approach to examining research, not only the topic, but the design,

methodology, and results. For each article, has the researcher/author accomplished what they set out to do? Why, or why not? The steps to inquiry include observe, ask questions, and examine alternatives (Greene &

Lidinski, 2018). Warner et al. (2018) look at something with which all are somewhat familiar, but the publication and the approaches are there to critically analyze the information available on the event or

process. Understanding how positions are presented, researched, supported, and defended is basic to all

kinds of research, not just rhetoric. This process of researching and establishing a position with evidence is at the heart of all research, whatever the methodology.

Searching, reading, understanding, and analyzing the dissertations and theses of others in the field can yie ld

additional references and research that may not have been noticed previously. Often suggestions for additional research can be found in the final chapter of a dissertation. The studies can be questionable, so a

critical approach must be maintained, but often those studies are a good source for a starting point. Although

not peer-reviewed, textbooks and other monographs can be a source of ideas and information as well. Association conference proceedings where others have presented ideas for research or pr esented panel

discussions can be useful also. The broader the reading and search at the beginning, the more successful the

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final research topic will be. Starting quickly with a very narrow topic is not only difficult but is neither accurate

nor successful in most research efforts.

Although researching the seminal writers in a particular field is both necessary and interesting, most research in a topical area should be within 5 years or more recent because there is the possibility that others have

already addressed the research question(s) in some way. So, research and reading in the topical area must

not only be comprehensive but timely. The first establishes the foundation on which the knowledge base is built in the topic area, and the latter ensures that the contribution to knowledge will be both significant,

worthwhile, and relevant to the field. The extensive resources on the internet make this challenging as so much is being researched but, in some ways, easier because so much is available to so many. Failure to “do

the homework,” so to speak, is a recipe for disaster. Often someone who has researched a particular topical

area has added to the research with more recent studies and analysis besides a topical search, a topical journal search, and a general database inquiry. Sometimes an author search for those who are experts

already in a particular field can be helpful and enlightening.

Developing the Initial Draft

An outline of main points to be addressed serves as a guide for academic writing. What are the important

points to be included? Developing the main points clarifies the writing. The researcher has the direction for filling in the key points to each main point. The key points, or sub points, provide the substance for the main

points. The researcher is not writing longhand at this phase. The main points and key points provide the basic outline of the writing. Refining the points at this phase focuses the rese archer to address only what needs to

be addressed. A researcher, through their close reading, can be "distracted by shiny objects" and wanting to

include information and substance beyond the immediate scope of the intended study. The distraction becomes an article that pulls the researcher away from their focus and intended study (Brookshire &

Brundage, 2016). Be intentional and focused as to the development of the writing in each phase.

As the concepts, processes, and previous research are clarified and enriched through continued focused reading, the minor points are filled in to bring substance to the key points, supporting the main points. Identify

where this information comes from and how it fits into the study. Does it support or refute the problem, the

research questions, or hypotheses? How does the information add value? Assessment of sources is part of the process for developing the writing. Continue to refine the points of the stud y. Reorganization or

reclassification of key points and sub points are the guidelines for continued development.

Consider the value of being able to review resources from a multitude of different information sources that include university libraries, public libraries, or a learning library that has been developed over the years in a

topic or area ventures. Consider the use of internet resources including Google, Google Scholar, university

online libraries, physical public university libraries that provide databases to journals and books. Professional associations in a given field will also have their own references and resources available possibly through their

own publishing company. The wealth of information available is staggering. However, as a researc her, there is value in creating multiple streams of information in order to achieve a greater comprehension and collective

perspective of the research (Buhler & Cataldo, 2016). The researcher may also look outside their area of

expertise to bring in new ideas, perspective, and innovations as to how this information can be assessed and assimilated into existing research to develop new concepts

Sarah, an Example of Application

Sarah is a doctoral student studying management. She wants to build upon her core knowledge of

management theory in management practice to develop its central framework best suited for application.

Sarah has chosen to research management theory and practice in different industries as well as industry on a global basis. What is the process that she will use to gain the necessary information in order to conduct

research and develop her study? Reading is a part of collecting information from additional sources.

Sarah logs into the university online library and begins conducting a search o f current relevant studies,

screening each study she has initially selected. She chooses 10 studies that were published in the last 5 years. Sarah skims each article, looking at the abstract. When the abstract provides enough information to

make a basic determination to proceed, Sarah skims the article to determine if this is a study where original research occurred, or is this a review of multiple studies on the topic (meta -analysis), or a conceptual

framework. Sarah reviews the article for headers and sub-headers, skimming for elements that are identified

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as important in the study or are frequently mentioned. Sarah assesses the research in the literature review

and what the supporting sources are for the development of the article. Are the sources current or seminal? Are the sources peer-reviewed or refereed? Are the sources international, predatory, or pay-for-publish?

What is the quality of the work? Does the analysis reflect what was being tested?

Sarah narrows the studies down to five and reads these studies with the intention to extract information,

sources, and analysis from each of these core articles. Sarah takes notes on each article. She notes terms with which she is unfamiliar to look up later and gain context. Sarah notes questions on the infor mation

provided and how the study was completed, under what circumstances, and what the results were (Greene & Lidinsky, 2018). Sarah’s questions will lead to more questions for her to acquire the necessary information to

write knowingly as a growing expert in the field.

Sarah will repeat the process through the five foundational articles, developing further notes and comparing

the information from the articles. Sarah may choose to read deeper by reviewing articles that are supporting the core articles and determining how the research in these sources has been developed to provide a history

and course of development in the field. This also provides greater context by reading from multiple points of view (Greene & Lidinsky, 2018).

Sarah, reviewing her notes from her reading, identifies the main points of her study. She is able to break down the main points into smaller key points that support the main points. Sarah develops sub points to

support the key points. Sarah is referencing her notes and notes within the notes that answer her questions, identify and define terms in context, and develop her problem statement based on the core studies.

Sarah reviews the bulleted outline of main points, key points, and sub points (3 tiers), plugging in sources that support these points. Sarah is now able to begin drafting her paper based on the comprehensive reading she

has done and begin developing her writing strategy for the study. The process provides background information, critical thinking of theory, concept, analysis, and synthesis. A clear outline deters scope creep

from adding information that is not immediately part of the study, for a clear, concise document. A concise outline provides a visual of where more material is needed, shows where greater review is r equired, and

considers possible arguments. Greene and Lidinsky (2018) address these elements for drafting the writing

assignment. Sarah is able to integrate sources and present her own analysis while being supported by the previous research.

The Value of Seminal Research and Evolution of Theory and Concepts

Whether developing a study or writing assignments at the doctoral level, the researcher should have a strong

understanding of the topic. While not addressing it directly in the writing assignment, understanding the

seminal research in the field, the evolution of the theory and concept, or the development of practice and application are important elements to developing a well-rounded and well-supported writing assignment.

Unless you are developing a research literature review, sources used in a writing assignment should be published in the past 5 years. Concepts and theories shift, and practices and applications change on a

recurring basis. Current research is necessary to continually advance the field. Studying current technology

practices of 1999 is not the same as studying current technology practices in 2020. The value in current research also keeps the researcher abreast of current trends, technologies, as well as sources of information

of where the field is continuing to grow and where there is a need for continuous advancement and study in the field.

References

Akemu, O., & Abdelnour, S. (2020). Confronting the digital: Doing ethnography in modern organizational

settings. Organizational Research Methods, 23(2), 296–321. https://doi.org/10.1177/1094428118791018

Barnet, S., Bedau, H., & O'Hara, J. (2020). From critical thinking to argument: A portable guide (6th ed.). Bedford/St. Martin’s.

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Brookshire, R. H., & Brundage, S. B. (2016). Writing scientific research in communication sciences and

disorders. Plural Publishing.

Buhler, A., & Cataldo, T. (2016). Identifying e-resources: An exploratory study of university students. Library Resources & Technical Services, 60(1), 23–37. https://doi.org/10.5860/lrts.60n1.23

Greene, S., & Lidinsky, A. (2018). From inquiry to academic writing: A practical guide (4th ed.). Bedford/St. Martin’s. https://online.vitalsource.com/#/books/9781319071677

Newton, P. E. (2016). Macro- and micro-validation: Beyond the ‘Five Sources’ framework for classifying

validation evidence and analysis. Practical Assessment, Research, and Evaluation, 21, Article 12.

https://doi.org/10.7275/f75k-1y75

Ross, A., & Onwuegbuzie, A. J. (2014). Complexity of quantitative analyses used in mixed research articles published in a flagship mathematics education journal. International Journal of Multiple Research

Approaches, 8(1), 63–73. https://doi.org/10.5172/mra.2014.8.1.63

Shore, Z. (2016). Grad school essentials: A crash course in scholarly skills. University of California Press.

Warner, B. R., Bramlett, J. C., Hoeun, S., Manik, D. I., & Bolton, J. P. (2018). Presidential primary debates

compared: Timing of debate and size of candidate field as moderators of debate affects. Argumentation and Advocacy, 54(1/2), 122–138. https://doi.org/10.1080/00028533.2018.1446868

Wright, S. E. W. (2019). On critical thinking: It takes habits of mind and patterns of inquiry. Air & Space Power Journal, 33(4), 63–71.