Education assignment 1211

1

2

Title of the Paper

Your Name

Institution Name

Course Name

Faculty Member’s Name

Assignment Due Date

Title of the Paper

Begin the paper here. Double space the entire document. Indent the first line by 1 tab key (0.5 inches). University of Phoenix accepts 1 space after a period. The first paragraph is the introduction in every paper and does not contain a subheading. Provide a brief overview of the general topic and end with a preview of the topics discussed in the paper. Unless the paper is a self-assessment analysis or a reflection paper, never write using first-person point of view: I, me, my, mine, etc. Never write academic papers using second-person point of view: you, your, yours, etc. Using editorial “we” and “our” is not acceptable. For more information on writing style and grammar, review Ch. 4, “Writing Style and Grammar,” of Publication Manual of the American Psychological Association (7th ed.).

Provide an introductory paragraph to prepare the reader for the discussion, and the introductory paragraph does not have a level heading (subheading).

In-Text Citations

Formatting of in-text citations throughout the paper varies, with options to ensure readability and writing style. The following sections provide a brief overview of 2 types of in-text citations: narrative and parenthetical. Review Ch. 8, “Works Credited in the Text,” of Publication Manual of the American Psychological Association (7th ed.) for more information regarding the formatting of personal communications, block quotations, secondary sources, and citing several sources to support a single claim.

Narrative Citations

Narrative citations are citations in which the author or authors are listed as part of the sentence. For example, in the following phrase, “Alexander and Smith (2019) examined…,” notice that “and” is used between authors’ names in narrative citations. Also, always use past tense verbs when associated with a citation because the source was published prior to the date used in the paper. If 3 or more authors are being cited, for example a source written by Thomas, Dickinson, and Harrison, list the first author and then include “et al.” so that the structure is as follows: “Thomas et al. (2018) stated…”

Parenthetical Citations

A parenthetical citation is a citation in which the writer presents the statement followed by the citation. For example, in the following phrase, “The writing process requires… (Alexander & Smith, 2019),” notice an ampersand (&) is used between names in parenthetical citations. A parenthetical citation for 3 or more authors requires only the first author’s last name and the addition of et al. so that the structure is as follows: “Improvement strategies for writing include… (Thomas et al., 2018).”

The examples shown in the narrative and parenthetical citations sections are paraphrases. Paraphrases are the writer’s interpretation of an author’s statement. None of the exact words used by the author should appear in a paraphrase. Direct quotations occur when the writer copies the exact words used by an author. To properly acknowledge the sentence as a direct quotation, quotation marks must surround the quoted material and a page number or paragraph number (if pages are not marked) must appear in the citation. Examples of this format are: Alexander and Smith (2019) stated “Insert quotation” (p. 423) and “The guidelines for writing an academic paper require…” (Alexander & Smith, 2019, para. 6). The use of direct quotations in scholarly writing is discouraged, as the ability to paraphrase indicates critical-thinking skills.

Headings

Headings identify paragraph topics. The centered “Headings” shown above is classified as a Level 1 heading. Following the introduction, the body of the paper begins with a Level 1 heading. Level 2 headings are formatted flush left, as shown in the “Narrative Citations” section above and reflect subtopics of the Level 1 heading. Many papers use only Level 1 headings throughout, yet most papers use a combination of Level 1 and Level 2 headings. More complex topics may require additional headings. For guidance with headings, refer to Section 2.27, “Heading Levels” of Ch. 2, “Paper Elements and Format,” of Publication Manual of the American Psychological Association (7th ed.).

Conclusion

The final Level 1 heading in every paper is for the conclusion section and eliminates the need to add “in summary” or “in conclusion” as the start of the final paragraph. In the conclusion, the writer summarizes the key points made in the paper with no new information or analysis. The conclusion is simply a recap of the most notable information presented in the paper.

References

Note: The following provides examples for formatting different pieces of literature. According to APA guidelines, the reference page is not sub-divided by type of literature, but it has been provided in this format for ease of reference as you use this template. All references are in alphabetical order according to authors’ last names. All references listed in the reference list must have an in-text citation from that source in the body of the paper. For additional reference formatting examples, see Ch. 10, “Reference Examples,” of the Publication Manual of the American Psychological Association (7th ed.). For APA tutorials on formatting citations and references, please access the Doctoral Writing Resources page on MyPhoenix.

When using this “References” template page, replace these references with your own, and remove the content type headings and this paragraph.

Journal Article Example

Ainsworth, S., & Purss, A. (2009). Same time, next year? Personnel Review, 38(3), 217–235.

https://doi.org/10.1108/00483480910943304

Authored Book Example

Bateman, T. S., & Snell, S. A. (2007). Management: Leading and collaborating in a competitive world (7th ed.). McGraw-Hill/Irwin.

Chapter in an Edited Book Example

Eatough, V., & Smith, J. (2008). Interpretative phenomenological analysis. In C. Willig & W. Stainton-Rogers (Eds.), The Sage handbook of qualitative research in psychology (pp. 179–195). Sage Publications. https://doi.org/10.4135/9781848607927.n11

Appendix A

Locating DOI Numbers or Links for Journal Articles

Digital object identifiers (DOI) is a new system and articles have been, or are in the process, of being identified with a DOI number. As an author, one of your responsibilities is to see if an article has been assigned a DOI number, and if not, provide a direct link to the article, instead of providing “Retrieved from.(secured database).” Using a DOI and avoiding secured database URLs allows individuals interested in researching 1 of your references to have easier article access.

Sometimes finding a DOI number or a direct link can be challenging. When you see “Search ProQuest” in a link, then you know the link is to a secured database that most people will not have access to. There are 2 areas to search for DOI numbers. They usually lead to locating a DOI number.

Follow these instructions to locate a DOI number:

1. Access Crossref .

2. In the search bar, select the Search metadata tab.

3. Copy and paste or type in the article title into the search bar and select the Enter key.

4. Review the search results.

a. If your desired article has been assigned a DOI number, the article and DOI will usually be the first item listed in the results. Consider bookmarking this website to quickly look up DOI numbers for future articles.

b. If your article doesn't return a search result, the article has not been assigned a DOI number yet. Refer to the Publication Manual of the American Psychological Association (7th ed.) for alternate options. You must provide an easily accessible link for every journal article.

Appendix B

Paragraphing with the MEAL Plan

Refer to the MEAL Plan method.[footnoteRef:2] [2: Adapted from “Paragraphing: The MEAL Plan,” by Duke University, 2006 (https://twp.duke.edu/sites/twp.duke.edu/files/file-attachments/meal-plan.original.pdf).]

M: Main Idea

Every paragraph should have 1 main idea. If you find that your paragraphs have more than 1 main idea, separate your paragraphs so that each has only 1 main point. The idea behind a paragraph is to introduce an idea and expand upon it. If you veer off into a new topic, begin a new paragraph.

E: Evidence or Examples

Your main idea needs support, either in the form of evidence that buttresses your argument or examples that explain your idea. If you don’t have any evidence or examples to support your main idea, your idea may not be strong enough to warrant a complete paragraph. In this case, reevaluate your idea and see whether you even need to keep it in the paper.

A: Analysis

Analysis is the heart of academic writing. While your readers want to see evidence or examples of your idea, the critical part of your idea is your interpretation of your evidence or examples: how you break them apart, how you compare them to other ideas, how you use them to build a persuasive case, how you demonstrate their strengths or weaknesses, and so on. Analysis is especially important if your evidence (E) is a quotation from another author. Always follow a quotation with your analysis of the quotation, demonstrating how that quotation helps you to make your case. If you let a quotation stand on its own, the quotation’s author will have a stronger voice in your paragraph (and maybe even your paper) than you will.

L: Link

Links help your reader see how your paragraphs fit together. When you end a paragraph, try to link it to something else in your paper, such as your thesis or argument, the previous paragraph or main idea, or the following paragraph. Creating links will help your reader understand the logic and organization of your paper, as well as the logic and organization of your argument or main points.[footnoteRef:3] [3: Adapted from “Paragraphing: The MEAL Plan,” by Duke University, 2006 (https://twp.duke.edu/sites/twp.duke.edu/files/file-attachments/meal-plan.original.pdf).]

Example Using Each Letter of the MEAL Plan:

M: Supporters and opponents of the death penalty have justified their beliefs on a number of grounds.

E: Supporters, for instance, argue that the death penalty is the ultimate specific deterrent in that someone who is put to death will never be able to murder again (Pataki, 1997).

A: The threat of being put to death for an offense may also act as a general deterrent, promoting a safer community (van den Haag & Conrad, 1983).

Further, some argue that the death penalty provides retribution and answers individual and society needs to punish offenders (Fein, 1993) and that the death penalty is cheaper than life imprisonment.

L: Based on these arguments, supporters believe that the justice system has a duty to impose the death penalty on certain offenders (van den Haag & Conrad, 1983).

Sample Paragraph:

Supporters and opponents of the death penalty have justified their beliefs on a number of grounds. Supporters, for instance, argued the death penalty is the ultimate specific deterrent as someone who is put to death will never be able to murder again (Pataki, 1997). The threat of being put to death for an offense may also act as a general deterrent, promoting a safer community (van den Haag & Conrad, 1983). Further, Fein (1993) argued the death penalty provides retribution, answers individual and societal needs to punish offenders, and is cheaper than life imprisonment. Based on these arguments, supporters believe the justice system has a duty to impose the death penalty on certain offenders (van den Haag & Conrad, 1983).

Discussion 1

The initial stage of cognitive development, defined as dualism by Perry (1968/1999), is defined by Thoma (1993) as: “characterized by a view that objective and immutable answers exist for most questions and that authorities or experts know or can discover the eternal truths. The dualism, students hold a black or white, right or wrong, view of the world and have little tolerance for uncertainty and ambiguity. Knowledge is regarded as timeless and absolute. Learning is viewed as a process of the transmission of facts and truths from the teacher to the student” (p. 129).

Paul and Elder (2014) refer to habitual thinking as biased, distorted, partial, uninformed, and often downright prejudiced. Everyone is biased. A person’s view is always partial, partisan, and problematic (Eisenberg et al., 2014).

Write a 250- to 300-word response to the following:

· How can you retarget the mechanism you use to identify bias in others and to identify bias in yourself?

· What is the experience of switching perspectives like for you?

· How fully are you able to inhabit the perspective of another?

· What barriers prevent you from letting go of your own worldview?

Due Monday 

Review your classmates' posts and respond to at least 1 in a minimum of 150 words. Explain why you agree or disagree. Then, share an example from your professional experience to support your assertions.

References

· Eisenberg, E. M., Goodall, H. L., & Tretheway, A. (2014).  Organizational communication: Balancing creativity and constraint (7th ed.). Bedford/St. Martin’s.

· Paul, R., & Elder, L. (2014).  Critical thinking: Tools for taking charge of your professional and personal life (2nd ed.). Pearson FT Press.

· Perry, W. G., Jr. (1999).  Forms of intellectual and ethical development in the college years: A scheme. Holt, Rinehart, and Winston. (Original work published 1968)

· Thoma, G. (1993). The Perry framework and tactics for teaching critical thinking in economics.  Journal of Economic Education,  24(2), 128–136.

Discussion 2

Read “Critically Reflective Practice ” from the University Library.

Write a 250- to 300-word response to the following:

· Define and discuss Brookfield’s 4 lenses.

· Describe how viewing a situation through each of Brookfield’s 4 lenses affects your perspective on a topic you are passionate about.

Assignment 1

Refer to the article you read in Wk 1 Discussion 2 - Critically Reflective Practice, “Critically Reflective Practice,” located in the University Library.

Locate a minimum of 1 additional peer-reviewed article on perspective switching, differing perspectives, or another relevant topic.

Identify 1 of the following types of events of your choice and 1 example of the event to use for this assignment:

· An event that affected more than 1 person

· An event that has occurred in society to more than 1 person

· An event that has occurred in your professional field to more than 1 person

Use the Student Paper Template to write a 500- to 700-word synthesized discussion on the chosen event and describe how the event could be perceived from each of Brookfield’s 4 lenses. Consider using Level I headings for each of Brookfield’s 4 lenses to organize your discussion.

Format citations and references according to APA 7th edition guidelines.

To adhere to APA style, do not use first-person perspective.

Submit your assignment.

1

2

Title of the Paper

Your Name

Institution Name

Course Name

Faculty Member’s Name

Assignment Due Date

Title of the Paper

Begin the paper here. Double space the entire document. Indent the first line by 1 tab key (0.5 inches). University of Phoenix accepts 1 space after a period. The first paragraph is the introduction in every paper and does not contain a subheading. Provide a brief overview of the general topic and end with a preview of the topics discussed in the paper. Unless the paper is a self-assessment analysis or a reflection paper, never write using first-person point of view: I, me, my, mine, etc. Never write academic papers using second-person point of view: you, your, yours, etc. Using editorial “we” and “our” is not acceptable. For more information on writing style and grammar, review Ch. 4, “Writing Style and Grammar,” of Publication Manual of the American Psychological Association (7th ed.).

Provide an introductory paragraph to prepare the reader for the discussion, and the introductory paragraph does not have a level heading (subheading).

In-Text Citations

Formatting of in-text citations throughout the paper varies, with options to ensure readability and writing style. The following sections provide a brief overview of 2 types of in-text citations: narrative and parenthetical. Review Ch. 8, “Works Credited in the Text,” of Publication Manual of the American Psychological Association (7th ed.) for more information regarding the formatting of personal communications, block quotations, secondary sources, and citing several sources to support a single claim.

Narrative Citations

Narrative citations are citations in which the author or authors are listed as part of the sentence. For example, in the following phrase, “Alexander and Smith (2019) examined…,” notice that “and” is used between authors’ names in narrative citations. Also, always use past tense verbs when associated with a citation because the source was published prior to the date used in the paper. If 3 or more authors are being cited, for example a source written by Thomas, Dickinson, and Harrison, list the first author and then include “et al.” so that the structure is as follows: “Thomas et al. (2018) stated…”

Parenthetical Citations

A parenthetical citation is a citation in which the writer presents the statement followed by the citation. For example, in the following phrase, “The writing process requires… (Alexander & Smith, 2019),” notice an ampersand (&) is used between names in parenthetical citations. A parenthetical citation for 3 or more authors requires only the first author’s last name and the addition of et al. so that the structure is as follows: “Improvement strategies for writing include… (Thomas et al., 2018).”

The examples shown in the narrative and parenthetical citations sections are paraphrases. Paraphrases are the writer’s interpretation of an author’s statement. None of the exact words used by the author should appear in a paraphrase. Direct quotations occur when the writer copies the exact words used by an author. To properly acknowledge the sentence as a direct quotation, quotation marks must surround the quoted material and a page number or paragraph number (if pages are not marked) must appear in the citation. Examples of this format are: Alexander and Smith (2019) stated “Insert quotation” (p. 423) and “The guidelines for writing an academic paper require…” (Alexander & Smith, 2019, para. 6). The use of direct quotations in scholarly writing is discouraged, as the ability to paraphrase indicates critical-thinking skills.

Headings

Headings identify paragraph topics. The centered “Headings” shown above is classified as a Level 1 heading. Following the introduction, the body of the paper begins with a Level 1 heading. Level 2 headings are formatted flush left, as shown in the “Narrative Citations” section above and reflect subtopics of the Level 1 heading. Many papers use only Level 1 headings throughout, yet most papers use a combination of Level 1 and Level 2 headings. More complex topics may require additional headings. For guidance with headings, refer to Section 2.27, “Heading Levels” of Ch. 2, “Paper Elements and Format,” of Publication Manual of the American Psychological Association (7th ed.).

Conclusion

The final Level 1 heading in every paper is for the conclusion section and eliminates the need to add “in summary” or “in conclusion” as the start of the final paragraph. In the conclusion, the writer summarizes the key points made in the paper with no new information or analysis. The conclusion is simply a recap of the most notable information presented in the paper.

References

Note: The following provides examples for formatting different pieces of literature. According to APA guidelines, the reference page is not sub-divided by type of literature, but it has been provided in this format for ease of reference as you use this template. All references are in alphabetical order according to authors’ last names. All references listed in the reference list must have an in-text citation from that source in the body of the paper. For additional reference formatting examples, see Ch. 10, “Reference Examples,” of the Publication Manual of the American Psychological Association (7th ed.). For APA tutorials on formatting citations and references, please access the Doctoral Writing Resources page on MyPhoenix.

When using this “References” template page, replace these references with your own, and remove the content type headings and this paragraph.

Journal Article Example

Ainsworth, S., & Purss, A. (2009). Same time, next year? Personnel Review, 38(3), 217–235.

https://doi.org/10.1108/00483480910943304

Authored Book Example

Bateman, T. S., & Snell, S. A. (2007). Management: Leading and collaborating in a competitive world (7th ed.). McGraw-Hill/Irwin.

Chapter in an Edited Book Example

Eatough, V., & Smith, J. (2008). Interpretative phenomenological analysis. In C. Willig & W. Stainton-Rogers (Eds.), The Sage handbook of qualitative research in psychology (pp. 179–195). Sage Publications. https://doi.org/10.4135/9781848607927.n11

Appendix A

Locating DOI Numbers or Links for Journal Articles

Digital object identifiers (DOI) is a new system and articles have been, or are in the process, of being identified with a DOI number. As an author, one of your responsibilities is to see if an article has been assigned a DOI number, and if not, provide a direct link to the article, instead of providing “Retrieved from.(secured database).” Using a DOI and avoiding secured database URLs allows individuals interested in researching 1 of your references to have easier article access.

Sometimes finding a DOI number or a direct link can be challenging. When you see “Search ProQuest” in a link, then you know the link is to a secured database that most people will not have access to. There are 2 areas to search for DOI numbers. They usually lead to locating a DOI number.

Follow these instructions to locate a DOI number:

1. Access Crossref .

2. In the search bar, select the Search metadata tab.

3. Copy and paste or type in the article title into the search bar and select the Enter key.

4. Review the search results.

a. If your desired article has been assigned a DOI number, the article and DOI will usually be the first item listed in the results. Consider bookmarking this website to quickly look up DOI numbers for future articles.

b. If your article doesn't return a search result, the article has not been assigned a DOI number yet. Refer to the Publication Manual of the American Psychological Association (7th ed.) for alternate options. You must provide an easily accessible link for every journal article.

Appendix B

Paragraphing with the MEAL Plan

Refer to the MEAL Plan method.[footnoteRef:2] [2: Adapted from “Paragraphing: The MEAL Plan,” by Duke University, 2006 (https://twp.duke.edu/sites/twp.duke.edu/files/file-attachments/meal-plan.original.pdf).]

M: Main Idea

Every paragraph should have 1 main idea. If you find that your paragraphs have more than 1 main idea, separate your paragraphs so that each has only 1 main point. The idea behind a paragraph is to introduce an idea and expand upon it. If you veer off into a new topic, begin a new paragraph.

E: Evidence or Examples

Your main idea needs support, either in the form of evidence that buttresses your argument or examples that explain your idea. If you don’t have any evidence or examples to support your main idea, your idea may not be strong enough to warrant a complete paragraph. In this case, reevaluate your idea and see whether you even need to keep it in the paper.

A: Analysis

Analysis is the heart of academic writing. While your readers want to see evidence or examples of your idea, the critical part of your idea is your interpretation of your evidence or examples: how you break them apart, how you compare them to other ideas, how you use them to build a persuasive case, how you demonstrate their strengths or weaknesses, and so on. Analysis is especially important if your evidence (E) is a quotation from another author. Always follow a quotation with your analysis of the quotation, demonstrating how that quotation helps you to make your case. If you let a quotation stand on its own, the quotation’s author will have a stronger voice in your paragraph (and maybe even your paper) than you will.

L: Link

Links help your reader see how your paragraphs fit together. When you end a paragraph, try to link it to something else in your paper, such as your thesis or argument, the previous paragraph or main idea, or the following paragraph. Creating links will help your reader understand the logic and organization of your paper, as well as the logic and organization of your argument or main points.[footnoteRef:3] [3: Adapted from “Paragraphing: The MEAL Plan,” by Duke University, 2006 (https://twp.duke.edu/sites/twp.duke.edu/files/file-attachments/meal-plan.original.pdf).]

Example Using Each Letter of the MEAL Plan:

M: Supporters and opponents of the death penalty have justified their beliefs on a number of grounds.

E: Supporters, for instance, argue that the death penalty is the ultimate specific deterrent in that someone who is put to death will never be able to murder again (Pataki, 1997).

A: The threat of being put to death for an offense may also act as a general deterrent, promoting a safer community (van den Haag & Conrad, 1983).

Further, some argue that the death penalty provides retribution and answers individual and society needs to punish offenders (Fein, 1993) and that the death penalty is cheaper than life imprisonment.

L: Based on these arguments, supporters believe that the justice system has a duty to impose the death penalty on certain offenders (van den Haag & Conrad, 1983).

Sample Paragraph:

Supporters and opponents of the death penalty have justified their beliefs on a number of grounds. Supporters, for instance, argued the death penalty is the ultimate specific deterrent as someone who is put to death will never be able to murder again (Pataki, 1997). The threat of being put to death for an offense may also act as a general deterrent, promoting a safer community (van den Haag & Conrad, 1983). Further, Fein (1993) argued the death penalty provides retribution, answers individual and societal needs to punish offenders, and is cheaper than life imprisonment. Based on these arguments, supporters believe the justice system has a duty to impose the death penalty on certain offenders (van den Haag & Conrad, 1983).