week 3

Foundations. Week Three Assignment. Paraphrasing: Putting It Into Your Own Words

Paraphrasing is at the center of scholarly writing. One of the habits that many undergraduate students develop when discussing information from references is to quote that information. As graduate students, you are expected to advance your academic writing style to rely on paraphrasing—or putting what you read into your own words; however, the ideas and information are still always cited.

Required Resources

Readings

· Walden University. (2015h).  Online Writing CenterLinks to an external site. . Retrieved from  http://academicguides.waldenu.edu/writingcenter/homeLinks to an external site. This web page provides information about the resources available to you through the Writing Center.

 

· Walden University Student Affairs. (n.d.-b).  Academic integrity: SafeAssign & TurnitinLinks to an external site. . Retrieved from https://academicguides.waldenu.edu/studentaffairs/academicintegrity/safe-assign-turn-it-in

 

· Walden University Writing Center. (n.d.-c).  Using evidence: Effective paraphrasing strategiesLinks to an external site. . Retrieved from https://academicguides.waldenu.edu/writingcenter/evidence/paraphrase/effective#s-lg-box-2832443

 

· Walden University Writing Center. (n.d.-d).  Using evidence: Paraphrase Links to an external site. . https://academicguides.waldenu.edu/writingcenter/evidence/paraphrase

 

· Document:  Study Notes: Introduction to Scholarly Writing: Finding a Scholarly Voice (PDF) Download Study Notes: Introduction to Scholarly Writing: Finding a Scholarly Voice (PDF) These Study Notes will help reinforce the information presented in the media and enrich your understanding of how to find your scholarly voice.

· Document:  Study Notes: Introduction to Scholarly Writing: Purpose, Audience, and Evidence (PDF) Download Study Notes: Introduction to Scholarly Writing: Purpose, Audience, and Evidence (PDF) Purpose, audience, and evidence are three important topics a scholar-practitioner needs to keep in mind when writing. These Study Notes will help to reinforce the information presented in the media and enrich your understanding of scholarly writing.

Articles for Discussion

· Gallant, F., Thibault, V., Hebert, J., Gunnell, K. E., & Bélanger, M. (2020).  One size does not fit all: Identifying clusters of physical activity, screen time, and sleep behaviour co-development from childhood to adolescenceLinks to an external site. .  The International Journal of Behavioral Nutrition and Physical Activity, 17(58). https://doi.org/10.1186/s12966-020-00964-1 

· Stein, R., & Albritton, K. (2022).  Early childhood-focused training in school psychologyLinks to an external site. .  Training and Education in Professional Psychology,  16(1), 36–43. https://doi.org/10.1037/tep0000350

· Valsiner, J. (2019).  Culture & psychology: 25 constructive yearsLinks to an external site. .  Culture & Psychology, 25(4), 429–469. https://doi.org/10.1177/1354067X198723

Required Media

· Walden University, LLC. (Producer). (2012a).  Introduction to scholarly writing: Purpose, audience, and evidence Links to an external site.  [Video file]. Retrieved from  https://waldenu.instructure.com/

MEDIA TRANSCRIPT: We all have experience writing emails to family or

friends worth memos, perhaps even a fictional short story or sprint. As different as they may seem. All of these share something in common. They're written with a purpose and audience in mind. Scholarly writing is written with a purpose and audience in mind as well. But there is one great distinction. Scholarly writing must include evidence. Scholarly writing is material written for a specific purpose to specific audience. It's based on evidence, not assumptions or opinions. It's objective in tone, and the writing is clear, concise, and mechanically correct. Scholarly writing is a way to demonstrate to your academic audience what you've learned about a topic. At Walden University, your audience is comprised of informed readers with high expectations, eager to provide you with tools and feedback to help you learn. They are your faculty, staff and classmates, and all are members of the larger scholarly community. They are critical readers who expect writers to be objective with the words they use and the ideas they present. A challenge new students encounter is the ability to examine evidence objectively without making assumptions. Look at this example. What can we say about this image from an objective, evidence-based perspective? It's day time. The man is wearing a suit. The wedding ring suggests the woman is married. She looks approximately 30 years old. They're both looking at a computer screen. Now use your imagination. Can you make assumptions about the relationship between these two people are what they might be doing. Perhaps he's her boss and he's in charge, or he's teaching or something, or perhaps their colleagues. Now in this next image, does it seem that the woman could be his boss? Clearly, we need to know much more to accurately state what's happening in these photos. We need evidence. This is the important task of scholarly writing. Not to take anything for granted or to make assumptions, but to use evidence. It's not always easy. It's natural that bring experience and frame of reference to everything we do. But successful scholarly writing requires researching and presenting information objective lead to an academic audience. And the purpose of scholarly writing is to uncover and present evidence that will reveal a truth. So opinion doesn't have a place in scholarly writing. But what about extensive personal experience? Does that count toward producing evidence-based writing? Look at these statements. Experience can inform your viewpoint and fuel your passion toward a subject. But you must remember that experience can also filter your perspective. So even with years of professional experience, it's important as a scholar practitioner to remain unbiased and even to question your own assumptions. Use only evidence-based research and dialogue with other scholars to uncover the objective truth of your topic. Finally, scholarly writing requires practice. Remember to keep your academic audience in mind. Stay focused on the purpose of your writing and always use evidence-based research. Remember to utilize your Walden faculty and Writing Center staff as well. They are here to help you. Good luck in your degree program.

Note: The approximate length of this media is 4 minutes. Learning to be a scholarly writer will enhance your writing skills and increase your ability to succeed as an online learner as well as in your professional life. This media will introduce you to the key concepts of scholarly writing. Walden University Writing Center. (2020a).  Paraphrasing sources: Paraphrasing strategies video Links to an external site.  [Video file]. Retrieved from https://academicguides.waldenu.edu/writingcenter/evidence/paraphrase/effective#s-lg-box-10514308 Note: The approximate length of this media is 3 minutes.

To prepare for this Assignment:

· Review the Learning Resources for this week and pay close attention to good paraphrasing.

· Select a peer reviewed article from your previous search in Week 2 or based on a topic of interest and consider a paragraph you would like to paraphrase for your Assignment.

INSTRUCTIONS: Assignment (1 page):

· Copy a paragraph from the article you chose with a reference to your article.

· Next, using the Learning Resources related to good paraphrasing for guidance, paraphrase this paragraph and include this in your assignment.