What does it mean to call a sociological perspective “interactionism”?

Topic:
What does it mean to call a sociological perspective “interactionism”? How have different authors used the term
or approached social interactions? Compare how interactionists approach meaning in social life compared other
cultural theorists we have read. What do you see as a weakness in the interactionist perspective?

Description
For writing the paper, you can use quotations or quote the passages and compare and contrast the arguments. you
will also have to explain why you chose those quotes.
Please use the citations from the pdfs attached. These pdfs include:
Erving Goffman, “The Interaction Order,” American Sociological Review
Herbert Blumer, excerpts from Symbolic Interactionism chaps 1 (pp. 1-60) and 3 (pp. 78-89)
Randal Collins, excerpts from Interactive Ritual Chains

With reference to current legislation and policies, critically evaluate strategies which enable access to the curriculum for children and young people from diverse backgrounds/languages and analyse the impact on learning.

Description
With reference to current legislation and policies, critically evaluate strategies which enable access to the
curriculum for children and young people from diverse backgrounds/languages and analyse the impact on
learning.
INDICATIVE CONTENT
Inclusion legislation, policies and diversity within schools
Diverse groups: Travellers, asylum seekers, economic migrants, refugees, EU migrants, transgender
Poverty and deprivation
Social inclusion
Theories of English language acquisition, categories of English language acquisition
Support strategies and differentiation of curriculum
Role of the practitioner in supporting bilingual and EAL children and young people
Impact of first language on academic achievement
LEARNING OUTCOMES

1. Develop a critical understanding of contemporary research and practice concerning children and young
   people’s rights and inclusive practice.
2. Critically discuss the impact that support strategies have with children who are bilingual, have English as
   Additional Language or have a diverse background.

What inferential statistics were used to examine the data obtained from the subjects?

Question 1

What sampling method or plan was used by the authors in this study?

 
Simple random sampling

 
Convenience sampling

 
Quota sampling

 
Systematic sampling

Question 2

According to Grove & Gray (2019), what are the potential biases of convenience sampling?

 
This is a strong probability sampling method with very little potential for bias.

 
This method is used when an ordered list of all members of the population are available, and provides a random but not equal chance for inclusion in the study.

 
This method provides little opportunity to control for bias because subjects are included in the study merely because they happen to be in the right place at the right time.

 
This method is specific to the individuals who were recruited and the information gained cannot be generalized to others who don’t share these types of experiences.

 
None of the above biases best describe convenience sampling.

Question 3

What was the final sample size reported by the authors for this study?

 
364 participants

 
399 participants

 
1395 participants

 
Unknown/cannot be determined

Question 4

Was a power analysis conducted? If so, which statement best describes the results of the power analysis?

 
No. A power analysis was not conducted.

 
Yes. A power analysis was conducted which showed that a sample size of 1395 was required.

 
Yes. A power analysis was conducted which showed that a sample of 402 was required.

Question 5

Which of these statements would be considered to be specific inclusion criteria for the sample in the research article? (Select all that apply.)

 
English speaking

 
Enrolled in the final semester of nursing school

 
Over 18 years of age

 
Have a stress score of 19 or greater

Question 6

Which of these statements would be considered to be specific exclusion criteria for the sample in the research article? (Select all that apply.)

 
RN – BSN Students

 
Students with failing grade in pharmacology

Less than 18 years of age

 
Upper division prelicensure students

Freshmen students declaring nursing as a major

Question 7

What is the acceptance rate for this study? (Hint: see page 232 in your text)

 
35 out of 399 for a rate of 8.7%

364 out of 1395 for a rate of 26.09%

 
399 out of 1395 for a rate of 28.60%

 Unknown / cannot be calculated.

Question 8

According to Grove and Gray (2019) when is it appropriate to calculate an attrition rate?

When participants are reported to have withdrawn or stopped participating in a study.

When participants remain in and complete a study.

When participants decline to participate in a study and give reasons for not participating.

When participants who meet the sampling criteria consent to be in a study.

Question 9

Briefly describe the setting and indicate whether it was appropriate for conducting this study. (Note: the key factor here is how much control the RESEARCHER has over the setting).

The setting for this study was a natural or field setting and was appropriate for this study’s research design.

 
The setting for this study was a partially controlled setting and was appropriate for this study’s research design.

The setting for this study was a highly controlled setting and was appropriate for this study’s research design.

No mention of the study setting is provided by the authors.

Question 10

Which one of these questionnaires, scales, or physiologic measures were used in this research study?

 
SPSS 27

Blood Pressure

 
The Self-Compassion Scale

The Resilience Scale

Question 11

What do the authors mention concerning the reliability of the study’s questionnaires or scales?

 
They assessed test retest reliability in this longitudinal study.

They utilized convergent validity to assess stability reliability.

They offered information about the precision and accuracy of the scales.

They used Cronbach’s alpha to assess internal reliability of the scales.

Question 12

What evidence for validity was given by the authors for the Perceived Stress Scale (PSS-10)?

It has good internal consistency reliability.

 
It has acceptable or good construct validity.

 
It has acceptable criterion validity.

 
It has good divergent validity when compared to the PSOE-N.

Question 13

What types of data collection was done in this research study?
(Select all that apply.)

 
The authors obtained outcome and demographic data from the medical record.

 
The authors developed their own questions to ask about demographic information.

 
Interviews were reportedly used, but the authors do not explain what was included in them.

 
The authors used previously developed questionnaires or surveys.

The authors developed a resiliency intervention and delivered it during class time.

Question 14

Were any physiological measurements collected from the subjects for the purpose of this study?

 
Yes

 
No

Question 15

Which one of the following best describes the recruitment process used in this study?

 
Participants were recruited by phone calls.

Questionnaires / surveys were mailed to the prospective participants and returned in a self-addressed stamped envelope.

 
Participants were referred by prenursing instructors.

 
Participants were recruited using e-mails and asked to complete a web-based survey.

Question 16

Based on the study’s data collection methods, If there were more than one data collector, would an estimation of inter-rater reliability be an important concept for the authors to report on for this study?

 
yes, and the authors reported their efforts to achieve inter-rater reliability.

 
yes, but the authors do not discuss any efforts to achieve inter-rater reliability.

 
no, the issue of inter-rater reliability does not apply here.

Question 17

What descriptive statistics are used in this study?
(Select all that apply.)

 
mean

 
median

 
frequencies

 
standard deviation

 
z-scores

scatterplots

Question 18

What inferential statistics were used to examine the data obtained from the subjects?
(Select all that apply.)

 
Spearman’s correlations

 
Factor Analysis

 
t-Test

 
Chi-Square

ANOVA

Regression Analysis

Question 19

What is the level of significance (alpha) set at for this study?

 
.001 or 0.1%

 
.01 or 1%

 
.05 or 5%

 
an alpha level or level of significance chosen by the authors was not specifically mentioned in the text of the article and cannot be inferred.

Question 20

Which of these findings from the article reflect statistically significant results?
(Select all that apply.)

There were no significant differences on the PSOE-N subscale scores of social connectedness, self-motivation/determination, goal attachment, or time management.

On-campus intended (OC) students were more likely to be younger (t[361] = 15.21, P < .001) and Asian or Hispanic/Latino (χ2 = 38.41, P < .001).

On campus-intended (OC) students reported higher levels of stress than their accelerated online-intended (AO) counterparts (z = −2.98, P = .003).

There were no significant differences between AO and OC students on the PSOE-N total score (z = −1.65, P = .099)

Average or cut-off values have not yet been established for the PSOE-N, but it was assessed for normality by the Shapiro-Wilk test.

Question 21

Which of these statements from the article would be considered non-significant results?
(Select all that apply)

 
There were no significant differences on the PSOE-N subscale scores of social connectedness, self-motivation/determination, goal attachment, or time management.

On-campus intended (OC) students were more likely to be younger (t[361] = 15.21, P < .001) and Asian or Hispanic/Latino (χ2 = 38.41, P < .001).

On campus-intended (OC) students reported higher levels of stress than their accelerated online-intended (AO) counterparts (z = −2.98, P = .003).

There were no significant differences between AO and OC students on the PSOE-N total score (z = −1.65, P = .099)

Average or cut-off values have not yet been established for the PSOE-N, but it was assessed for normality by the Shapiro-Wilk test.

Question 22

Which one of these findings from the research study would be considered clinically important?

A total of 364 online prenursing students completed the study surveys. Of these, 89% were female, with an average age of 27.08 years.

OC and AO-intended students were different in their self-report of stress and resilience levels, but not in a measurement of academic persistence initially designed to be used in online nursing students.

Not all prelicensure programs are the same and neither should it be assumed that all prenursing students are alike.

Prenursing students are a vital and understudied component of the nursing student pipeline that is necessary to meet the ongoing demand for RNs in the United States.

Question 23

Which one of these statements below implied from the article would be considered a limitation of the study?

Prenursing students are a vital and understudied component of the nursing student pipeline that is necessary to meet the ongoing demand for RNs in the United States.

Data collection occurred when the participants of the study had been living with the COVID-19 pandemic for 6 to 9 months and may not realistically represent nonpandemic life.

Mann-Whitney U tests were computed to compare OC- and AO-intended students on continuous variables.

The PSOE-N seems to function similarly to describe student persistence in these 2 groups of prenursing students taking an online Introduction to Nursing course.

Question 24

Which one of these statements would be considered when evaluating generalization of these results?

 
Pearson χ2 tests and Fisher exact tests were computed to determine the differences between nominal variables, and independent-samples t tests were computed on continuous variables.

 
It is vital that future research targets the development of intentional program-specific interventions to assist prenursing students to recognize and manage stress and to support resilience.

In both OC- and AO-intended students, significant relationships were found between stress, resilience, and persistence.

This study used convenience sampling of prenursing students during a single semester from a single research site.

Question 25

Which one of these statements from the article is a recommendation for future studies?

Develop intentional program-specific interventions to assist prenursing students to recognize and manage stress and to support resilience.

Prenursing students are a vital and understudied component of the nursing student pipeline that is necessary to meet the ongoing demand for RNs in the United States.

Strengths of this study included an adequate sample size and a racially and ethnically diverse student population.

The PSOE-N may be a useful measure of persistence in prenursing students regardless of whether they are intending to apply to a traditional, face-to-face, campus-based, or an accelerated online nursing program.

With reference to the triple bottom line (and other appropriate theory), discuss the key dilemmas involved in being an ‘ethical’ company.

Instructions on Assessment:
The module assessment comprises of an INDIVIDUAL research-based assignment that
requires you to write a report that represents 100% of the module mark. You are required to
produce one word processed report covering all four parts of the assessment.
Assessment
Note: Fictitious scenario
In the clothing industry, there has been incredible turbulence in the industry value chain over
the last decade. For many firms in the industry, sustainability in supply chains, the fashion
cycle and the retail environment are key concerns. In a strategic review, the board of
directors of Patagonia (Patagonia.com) are considering strategic options.
Instructions on Assessment

1. You are required to produce a 3500-word essay based on the following tasks:
2. An introduction to the company and its current approach to corporate responsibility
   and sustainability (10%)
3. With reference to the triple bottom line (and other appropriate theory), discuss the key
   dilemmas involved in being an ‘ethical’ company. Ensure your answer is theoretically
   grounded and relates to the sector and organizational context outlined in the scenario
   (30%)
4. Drawing upon value chain and resource-based view, discuss the company’s
   source(s) of competitive advantage (30%)
5. With reference to your answer to part (1), (2) and (3), argue for a strategic proposal
   that can further enhance the company’s source(s) of competitive advantage, and
   supports one or more of the 17 UN SDG themes (30%)
   PLEASE READ THE FOLLOWING GUIDANCE NOTES CAREFULLY!
   Assignment Guidance Notes:
   Word Count
    The word limit for the overall assignment is 3500 words (+/- 10%).
    The word count is to be declared on the front page of your assignment.
    The word count does not include title page, contents page, glossary, tables, figures,
   illustrations, reference list, bibliography, and appendices.
   Page 1 of 5

Develop an algorithm in MATLAB with integrated custom functions to read a folder of ECG signals and calculate all the HRV variables and graphs printed in the HRV calculations list

Description
Develop an algorithm in MATLAB with integrated custom functions to read a folder of ECG signals and
calculate all the HRV variables and graphs printed in the HRV calculations list below.
I will also upload pictures of the handout and my code which hopefully it’s correct but if there’s mistakes please
fix it. I’ll also later upload the signals that we need to process.

Drawing upon value chain and resource-based view, discuss the company’s source(s) of competitive advantage

Further information about general assessment criteria, ARTA regulations, referencing and plagiarism can be found on the module’s site on the e-Learning Portal. Students are advised to read and follow this information.

Instructions on Assessment:
The module assessment comprises of an INDIVIDUAL research-based assignment that requires you to write a report that represents 100% of the module mark. You are required to produce one word processed report covering all four parts of the assessment.

Assessment

Note: Fictitious scenario

In the clothing industry, there has been incredible turbulence in the industry value chain over the last decade. For many firms in the industry, sustainability in supply chains, the fashion cycle and the retail environment are key concerns. In a strategic review, the board of directors of Patagonia (Patagonia.com) are considering strategic options.

Instructions on Assessment

You are required to produce a 3500-word essay based on the following tasks:

An introduction to the company and its current approach to corporate responsibility and sustainability (10%)
With reference to the triple bottom line (and other appropriate theory), discuss the key dilemmas involved in being an ‘ethical’ company. Ensure your answer is theoretically grounded and relates to the sector and organizational context outlined in the scenario (30%)
Drawing upon value chain and resource-based view, discuss the company’s source(s) of competitive advantage (30%)
With reference to your answer to part (1), (2) and (3), argue for a strategic proposal that can further enhance the company’s source(s) of competitive advantage, and supports one or more of the 17 UN SDG themes (30%)

PLEASE READ THE FOLLOWING GUIDANCE NOTES CAREFULLY!

Assignment Guidance Notes:
Word Count
The word limit for the overall assignment is 3500 words (+/- 10%).
The word count is to be declared on the front page of your assignment.
The word count does not include title page, contents page, glossary, tables, figures, illustrations, reference list, bibliography, and appendices.
This is a research-based assignment. Your analytical discussion must be supported by relevant sources of information, both academic and non-academic (using in-text citations).
Clarity and concision are encouraged and will be rewarded. You should be critical, evaluative, and detailed in your analysis.
Summarising and compressing the information in your assignment into the word limit is one of the skills that students are expected to acquire and demonstrate as part of the assignment process.
The reports should have the following structure: Cover page (with the module code, title, word count, your programme and student ID) Table of contents (with the page numbers) Part 1 Part 2 Part 3 Part 4 List of references Appendices (if any).

Word limits and penalties for assignments

If the assignment is within +10% of the stated word limit no penalty will apply. However, if the word limit exceeds the +10% limit, 10% of the mark provisionally awarded to the assignment will be deducted. For example: if the assignment is worth 70% but is above the word limit by more than 10%, a penalty of 7% will be imposed, giving a final mark of 63%.

Submission of Assessment:

You MUST submit ONLY an electronic copy of the assignment in PDF format through Turnitin FINAL assignment submission link on the module eLP before the deadline.
Hardcopy submissions will not be accepted.
You must retain an electronic copy of this assignment, and the Turnitin digital receipt.
You can submit draft assignments through the Turnitin DRAFT assignment submission link and you will receive a Turnitin similarity report that will compare your assignment to previously submitted or published work.
Marked assignments will be returned to students via the eLP and the marks will be available under Grade Mark on the eLP.
It is important that you retain a copy of your assignment for your own records.

Referencing your work

The APA method of referencing uses the author’s name and the date of the publication. In-text citations give brief details of the work you are referring to in your text. For example:

Coutu (2009) found that every team needs a deviant. There are many examples of where teams go wrong (Coutu, 2009)

References are listed at the end of the text in alphabetical order by the author’s name. The general format of an electronic journal reference in the APA style is shown below:

Coutu, D. (2009). Why Teams Don’t Work. Harvard Business Review, 87(5), 98-105. Retrieved from EBSCO http://searchebscohost.com

Author/s name and initials are listed first, followed by year of publication in brackets. Then there is the title of article and the journal where the article appears, which is in italics. Then state the volume and issue number (in brackets) along with the pages where article can be located. Finally add the name of the database, followed by the web address. Wherever possible use the homepage URL rather than the full and extended web address.

For further information on why it is important to reference accurately go to the Referencing and Plagiarism topic in Skills Plus available from the Library website:
www.northumbria.ac.uk/skillsplus

You will find other useful help guides on Skills Plus to help you with the skills involved in writing your assessments and preparing for exams.

Plagiarism and Cheating

Your attention is drawn to the University’s stated position on plagiarism. THE WORK OF OTHERS, WHICH IS INCLUDED IN THE ASSIGNMENT MUST BE ATTRIBUTED TO ITS SOURCE (a full bibliography and/or a list of references must be submitted as prescribed in the assessment brief).
For further information on the APA style of referencing see the Concise Rules of APA Style located in the Library at 808.06615/CON and the APA website http://www.apastyle.org/learn

Please note that this is intended to be an individual piece of work. Action will be taken where a student is suspected of having cheated or engaged in any dishonest practice. Students are referred to the University regulations on plagiarism and other forms of academic irregularity. Students must not copy or collude with one another or present any information that they themselves have not generated.

The Assessment Regulations for Taught Awards (ARTA) contain the Regulations and procedures applying to cheating, plagiarism, and other forms of academic misconduct. The full policy is available at: http://www.northumbria.ac.uk/sd/central/ar/qualitysupport/asspolicies/ You are reminded that plagiarism, collusion and other forms of academic misconduct as referred to in the Academic Misconduct procedure of the assessment regulations are taken very seriously by Newcastle Business School. Assignments in which evidence of plagiarism or other forms of academic misconduct is found may receive a mark of zero. Please, be guided.

address the reasons for investing in the stock market with an emphasis on stocks, mutual funds and bonds.

Description
paper should address the reasons for investing in the stock market with an emphasis on stocks, mutual funds and
bonds. Compare the advantages and disadvantages of each of these options (stocks, mutual funds and bonds).
Please conduct research using a minimum of seven sources. Sources cannot be blogs, Wikipedia, Investopedia,
or other similar sources. You should use reputable books, papers and magazines.

What is The Viability of Gold as an Inflation Hedge in times of Economic Downhill ?

6 pages + well-structured + cited references
Description
This is a quantitative research paper. Please complete by the deadline, so I can make any revisions or ask you questions.
In terms of title, I was thinking “The Viability of Gold as an Inflation Hedge in times of Economic Downhill but the title can also be the impact of inflation rates on gold
prices.
Country to pick: USA
It is very similar to ( https://pureadmin.qub.ac.uk/ws/portalfiles/portal/120196463/gold_inflation_s.pdf) in that it has an:
Title
Abstract
Introduction
Literature Review
Research Question/Hypothesis
Methodology
Data Description
Empirical Findings/Results
Conclusion/Implications/Recommendations
Bibliography
Appendix – Tables & Figures
The paper also is heavily reliant on the literature review and methodology section.
In the literature review section please make sure you critically review the current academic literature on the topic and in then give a reason why my paper is of importance
or how it can add to the literature – Hypothesis bit.

The number of sources should at least be 25 but please make sure they are reliable academic sources (google scholar /science direct etc) not google websites. Please
ensure correct Harvard references are used. The sources should not be any random ones, but ones that back up the point said!!
For the methodology section please try to explain the formula in detail and put the equations in using the Equation Form in Microsoft Word. You can use any type of
methodology, the sample paper from the link above can be used, but I do not really understand it, unless you can explain it to me better. Or you can use your own
methodology to prove the topic, like regression, coin-integration, or use ARMA/GARCH models etc.
I added a sample methodology from previous years’ work for a different topic.
Notice how there are dependent and independent variables etc.
In terms of data please try use site like EIKON/Reuters etc., or other sites where you can find data and then plug them into EViews 12 to calculate results easily. Unless
you prefer to do it manually on excel etc.
https://www.eviews.com/home.html
https://www.refinitiv.com/en/products/eikon-trading-software?utm_content=Product%20Name-U
Exact&utm_medium=cpc&utm_source=google&utm_campaign=596228_PaidSearchTradingandBankingBAU&elqCampaignId=16981&utm_term=eikon&gclid=Cj0KCQjwpImTBhCmARIsA
No Images! The result tables and graphs created can not be images but must be made within the document itself.
Other Samples Papers for Structure:
Rughoo, Aarti and You, Kefei (2015), Asian financial integration: Global or regional? Evidence from money and bond markets. International Review of Financial
Analysis, 48. pp. 419-434, ( https://doi.org/10.1016/j.irfa.2015.03.007).
Caporale, Guglielmo Maria , You, Kefei, Chen, Lei (2019), Global and regional stock market integration in Asia: a panel convergence approach. International Review of
Financial Analysis, 65. 101381, ( https://doi.org/10.1016/j.irfa.2019.101381).
Caporale, Guglielmo Maria , Gil-Alana, Luis A., You, Kefei (2017), Exchange rate linkages between the ASEAN currencies, the US dollar and the Chinese RMB.
Research in International Business and Finance, 44 . pp. 227-238, ( https://doi.org/10.1016/j.ribaf.2017.07.091).
Thank you, please try completing the work on time!!
Grade AIM – 70+ /1st Class

What is the lesson’s implicit view of the authority of the sacred text invoked?

Long paper # 2: Lesson Plan Paper

INSTRUCTIONS FOR WRITER
“Lesson Plan Analysis” paper. Write a 15-page paper. You can teach your lesson at any

1. Content and Goals: Describe the four
   approaches to religious education discussed in class (Religious Instruction, Personal
   Development, Socialization Approach, Process of Liberation), [Resources to use and to cite: Wimberly chapter 1,
   Groome introduction & ch. 1, Janssen 1& 5. class notes and handouts. Recommended: Tye
   chapter 1,].
2. Use of the Bible or other authoritative text: Describe guidelines when using biblical or other authoritative texts
   way, pay particular attention to how it is used.
   [Resources to use and to cite: The Use of
   the Bible handouts, Wimberly chapter 5]. Answer the following questions:
   a) Which of the following approaches to interpretation and application does the lesson
   take? 1. The teacher or lesson plan provides the proper interpretation and application of
   the passage for the students. 2. Individual students are encouraged and given time to
   arrive at their own interpretation and/or application of the passage, or 3. The group works
   together to arrive at interpretations and applications of the passage.
   b) What is the length of the passage read and discussed? How does this affect how well
   the passage is engaged and understood? Does engage the Bible as literary, engage in in
   depth analysis of just a few verses, or some other approach?
   c) Would you say the lesson plan or lesson as it was taught was 1) in danger of
   committing the “heresy of the paraphrase” or 2) did it respect the multivalency of biblical
   literature? 3) Does the lesson engage in prooftexting?
   d) What is the lesson’s implicit view of the authority of the sacred text invoked?
   NOTE- The following two sections on Theological Worlds and Multiple Intelligences will be
   lengthier ones. Your focus should be on the lesson plan itself rather than attempting to label or
   categorize individual participants in your class.
3. Gardner’s Multiple intelligences- Another relatively big section: Which intelligences does
   your lesson plan engage? How might you have tweaked the lesson plan in order to engage some
   of the other intelligences? Include ideas to engage at least three intelligences that your lesson
   plan did not/does not engage. Better papers will give specific examples. Do not just say, for
   example, that you would sing a song to engage musical intelligence, but tell me a specific song
   or activity that you might use. Do not simply say that you would do a craft or art project with
   children to engage spatial intelligences, but describe a particular project that you might use and
   how you might introduce it to students. [Resources to cite: Multiple Intelligences video and
   handouts]
   4.. Process and method- Review your lesson plan as written and as you taught it.
   a- Is it experiential? (Does the lesson go beyond sitting around and talking about the topic?) b- Is
   it reflective? (Does it inspire thoughtful reflection and are there many “no-brainers”?) c- Is it
   relational? (Does it allow for students to learn in relationship to each other and to the teacher).
   [Resource to cite for these three questions: Tye chapter 6 pdf posted under Process and Method
   content.] d. How would you evaluate the questions the lesson suggests that you ask? Would you
   change or reword some of the questions? Resource to cite: Tye, chapter 6 pdf. Two websites on
   asking questions:
   Asking effective questions:
   https://teaching.uchicago.edu/resources/teaching-strategies/asking-effective-questions/
   Questioning strategies:
   https://citl.illinois.edu/citl-101/teaching-learning/resources/teaching-strategies/questioning-
   strategies
   5.. Teaching for Vocation: Does the lesson plan encourage learners to apply what they have
   learned? Does it provide any training to apply what they have learned into action effectively? If
   you had chosen to take the step of application, how might you have added to your lesson?
   Conclusion- a) How was the lesson received by your students? b) How would you teach it
   differently if you had to do it again? c) What is your overall opinion of the lesson plan (whether
   you were the one who designed it or not)
   ALL THE INFORMATION AND REFERENCES ARE ATTACHED THAT YOU WILL NEED.
   EACH SECTION SHOULD BE ABOUT 3 PAGES, FOR A TOTAL OF 15 PAGES…DOUBLE SPACED….TIMES NEW ROMAN 12..

Assess the author’s review of the literature. How well does the author convey a systematic understanding of past scholarship?

Description
Peer Review: Workshop Response Letter
You should spend 45-60 minutes reading and responding to each draft. Please be expansive and thoughtful in
your comments, making points and raising questions that you think will help the writer revise.
Write a (1-2 page) letter to the paper’s author addressing the following questions:
▪ In your own words, what is the paper’s research question?
▪ Assess the author’s review of the literature. How well does the author convey a systematic understanding of
past scholarship? How does the author suggest an original or worthwhile contribution to the scholarly
conversation?
▪ Assess the author’s methodological design: How does the author plan to collect and analyze data? How
appropriate is the design for answering the research question? How effective is the design? How well has the
author addressed ethical considerations?
▪ Assess the author’s structure: How is the paper organized and how effective is the organization?
. Letters are evaluated based on thoughtfulness and completeness.
Attaching the two drafts that need responses aswell as the course textbook incase 2 pages needed per draft (hala
2, cara 2) total 4