To learn and
understand how research professionals work, you will conduct both primary
and secondary research on a social, political, or ethical issue. You will
summarize and synthesize the arguments and ideas of the research sources
alongside the data you collect. Then you will design a project and engage in the
research process. The end result will be a 5-7 page literature review and
primary research report based on a combination of the primary research data and
the secondary sources.
A literature
review/primary research report is more than a simple summary of sources. It has
an organizational pattern that combines summary and synthesis. A summary is a
recap of the important information of the source, but a synthesis is a
re-organization, or a reshuffling, of that information so that it helps you
address your specific research questions. This document also evaluates the
sources in terms of which are most relevant to the research questions and which
are the most credible. Although you designed your primary research specifically
to answer your questions, you’ll also want to address your own data’s relevance
and its credibility.
Compose:
There are hundreds or even thousands of articles and books on most areas of
study. The narrower your research questions, the easier it will be to limit the
number of sources you need to answer those questions. You will not be expected
to read everything available on the topic, but you’ll make your job easier if
you first limit your scope with a good set of research questions (see pages
147-149 in Compose, Design, Advocate textbook). Your instructor may
require that your research questions are approved before you begin your
research.
·
As you read
widely but selectively in your topic area, consider what themes or issues
connect your sources together—which ones are most relevant to the questions you
are asking?
·
Also
consider if there is an involved debate on your issue? If so, this might provide
you with the focus you need.
·
How is the
subject discussed? How do different genres discuss the issue differently (or
similarly)?
·
Have you
located one solution or multiple solutions? What are their differences?
·
Is there an
aspect of the issue that is missing or not discussed?
Design:
As you begin, read Chapters 5 and 6, pages 109-175 in your textbook: Compose,
Design, Advocate. As you are formulating your research questions, do some
preliminary library research to see what other researchers have to say about
your question. Good databases to check are ASC, JSTOR, Science
Direct, PsychInfo, LexisNexis, Newspaper Source. Also
check The Statistical Abstract of the United States and US Almanac
for statistics. (See pages 151-155 & 159 in Compose, Design, Advocate
textbook). Avoid sources that you randomly found through the Web. You will need
7-10 sources for your paper. Your instructor will give you guidelines about
number and kind of sources permitted.
You will
also need to conduct primary research, which is the collection of data or
information that does not already exist in a library or website. This is
original research that you design yourself by proposing a hypothesis and
collecting data through questionnaires, surveys, and/or interviews that tests
the hypothesis. The more data points (answers) you have, the more robust are
your findings. The easier it is for respondents to answer, the better your
results will be. You can enrich survey and statistical research by including
some longer interview-type questions (see pages 150-154 and 161 in Compose,
Design, Advocate textbook). Your instructor will give you specific
instructions about finding and analyzing sources, working together in research
teams, and how to handle your data.
Design Plan:
The genre norm for this paper is formal academic writing. The final report will
be completed using APA manuscript formatting. See the model for more details.
You must
maintain third person voice throughout, and the sections of your
literature review/primary research report should include:
1.
Abstract
·
A short, one
or two-paragraph summary of your research and your findings
2.
Introduction
·
General
background information that prompted the research
·
A clear
statement of purpose
·
Stated
research questions (3-4). Remember that more specific questions allow for more
specific answers, and this improves the focus immensely.
·
A thesis
statement
3.
Review of
literature (the bulk of your paper). Blend a discussion of your primary research
findings into the Literature Review. Base this blend on a discussion of ideas
rather than the individual sources.
Include:
·
A discussion
of each research question
·
Your own
research as one of the sources
o
Name your
research and cite it as you would any other source.
o
Provide a
discussion of your respondents, sample, and data collection.
o
Provide a
discussion of your results and conclusions.
·
At least one
graphic image embedded in the text, including but not limited to, a table,
graph, or chart (any type). These can be from your own research or from the
literature.
Product
Testing:
You will receive comments on drafts through peer review, the Writing Center, the
evaluators, and/or your instructor. If necessary, plan enough time to organize
and test the survey, and you might even practice surveying/interviewing each
other.
Format:
The entire
project should follow APA format. Pay special attention to the following:
·
Standard APA
title page requirements
·
References
in alpha order, strict APA format
·
Times New
Roman, Arial, or Georgia style, 12 pt. font, one inch margins all around
·
Write in
third person, present, and past tense.
·
Every
graphic should be labeled as a Figure or a Table and given a consecutive number:
Table 1, Table 2, Figure 1, Figure 2, etc. Caption every graphic image.
|
CATEGORY |
A |
B |
C |
D |
F |
|
Research Questions:
Quality and answerability
30
pts. |
Questions have the potential to significant-ly further knowledge and are
answerable (not too broad, not too narrow). |
Questions have the potential to effectively further knowledge and are
answerable (not too broad, not too narrow).
|
Questions may further knowledge and are answerable (not too broad, not
too narrow). |
Questions do not have the potential to further knowledge and/or cannot
be answered in this project (too narrow or too broad). |
No
stated research questions. |
|
Relevance of Information:
Does it answer the research question(s)?
20
pts. |
Informa-tion from research clearly and thoroughly relates to the
research question(s). It is well-developed and includes several
supporting details and/or examples. |
Informa-tion from research
generally relates to the research question(s). It is somewhat developed
and provides sufficient supporting details and/or examples.
|
Information from research
sometimes
relates to the research question(s). It is under-developed; a few
details and/or examples are given.
|
Information from research generally does not relate to the research
question(s). It is underdevel-oped; no details and/or examples are
given.
|
Informa-tion is irrelevant to the research question(s). |
|
Use
of sources:
good
quality, woven, fair use
30
pts.
|
Excellent quality sources that are used fairly and demon-strate a
variety of perspec-tives. Quotes are skillfully woven in the writer’s
own words. |
Good
quality sources that are fairly used and demon-strate more than one
perspective. Most quotes are woven into writer’s words. |
Quality of some sources is question-able. Only one perspective is
presented. Sources may be over-used. One or more floating quotes. |
Quality of sources is poor. Only one perspective is presented. Sources
not used properly. Quotes overtake the writer’s language. |
Quality of sources is poor. Only one perspective is presented. Sources
not used properly. Quotes are strung together with little explana-tion. |
|
Required number and variety of sources
20
pts.
|
Amount required or exceeded.
Variety of sources used. |
Required amount.
Some
variety of sources used. |
Required amount not met and/or insufficient variety of types of sources
used.
|
Limited use of sources and/or poor variety of types of sources used. |
No
sources used. |
|
Incorpora-tion of primary research data
(Diagrams, illustrations, graphs, interviews, survey information)
40
pts. |
Primary research is well explained, is appropriate, and adds to the
literature review. |
Primary research is generally explained, is basically appropriate, and
adds to adds to the literature review.
|
Primary research is somewhat explained, sometimes appropriate, and adds
somewhat to the literature review.
|
Primary research is minimally explained, inappropriate, and doesn’t add
to add to the literature review.
|
Primary research is missing from the document. |
|
CATEGORY |
A |
B |
C |
D |
F |
|
Writing Fluency:
Academic voice, third person, present/past tense, clarity
40
pts. |
Academic voice, third person, present/
past
tense consistent. Almost no grammar or mechanical errors. Writing is
clear. |
Academic voice, third person, present/
past
tense mostly consistent. Few grammar or mechanical errors. Writing is
clear.
|
Academic voice, third person, present/past tense somewhat consistent.
Several grammar or mechanical errors. Writing could be clearer. |
Academic voice, third person, present/past tense inconsistent. Many
grammar or mechanical errors. Writing is unclear in significant areas.
|
Lacking academic voice, third person, present/past tense. Grammar or
mechanical errors distract from content. Writing is unclear. |
|
General APA format and assignment guidelines
20
pts. |
Meets all page format, font, and citation format criteria from
assignment guidelines and APA manual. |
Assignment guidelines met, a few minor format errors.
|
One
or more guidelines or major format criteria not met.
|
Many
major guideline or format errors.
|
Format is incorrect. |
