module 3 discussion 2

| December 28, 2015

module 3 discussion 2
background:
As you complete the courses in your program of study, you will be reading numerous research articles and other scholarly documents. As you read, your role will be to critically analyze the articles. To prepare for your work in this module, consider what it means to be a critical analyst rather than a reader/consumer of research. Reading an article informs you. Being a critical analyst transforms how you view, read, and respond to research, and builds the skills you need as a professional scholar who contributes to positive change. As you move through your program, be cognizant to select quality scholarly documents and literature from reliable sources. Visit the Specialization Resources List in the Toolkit to see reputable resources for your field of study.

assignment:
For this Discussion, you will practice the skill of identifying and summarizing information from scholarly resources. To prepare for this Discussion, identify a minimum of four articles related to the case study. These articles should be in addition to those noted in the Further Reading List for the case study.

If you have not already done so, download the Research Article Organizer from the Toolkit to your computer. This tool will guide you in identifying key elements of research articles as well as key information.
Apply the tool to each of the four articles you found in order to identify key elements and key information in each article.

main work:
Post by 2- to 3-paragraph reflective evaluation of your experience with the tool. Evaluate the extent to which tool benefited you in organizing and summarizing information. Include what modifications you made (or could make) to the tool to make it more useful to you. Explain why these modifications are beneficial.

resources:
•Bridgewater College. (2012). How to read a scholarly article. Retrieved from http://libguides.bridgewater.edu/readingscholarlyarticles

•Kuther, T. (n.d.). Reading: Improve your comprehension and efficiency. Retrieved from http://gradschool.about.com/cs/reading/a/read.htm

•Libberton, B. (2012, March). 10 lessons I’ve learned writing about the literature review for 1 year. Literature Review Headquarters. Retrieved from http://www.literaturereviewhq.com/10-literature-review-lessons/

•Pasadena City College. (2008). How to read and take notes on a scholarly article. Retrieved from http://www.pasadena.edu/hstutoringlab/writing/writingscholarlyarticle.cfm

•Sweeney, M. E. (2012). How to read for grad school. Retrieved from http://miriamsweeney.net/2012/06/20/readforgradschool/

•Thompson, A. (1998). How scholarly writing makes readers work. Journal of Scholarly Publishing, 29(2), 87. Retrieved from the Walden Library databases.

•Walden University Library. (2013). Quick answers: What are primary and secondary sources? Retrieved from http://academicanswers.waldenu.edu/a.php?qid=217082

•Walden University Writing Center. (n.d.). Critical reading. Retrieved from http://academicguides.waldenu.edu/writingcenter/writingprocess/criticalreading

•Walden University Writing Center. (n.d.). Literature review. Retrieved from http://academicguides.waldenu.edu/writingcenter/assignments/literaturereview

•Walden University Writing Center. (n.d.). Scholarly writing. Retrieved from http://academicguides.waldenu.edu/writingcenter/scholarly

• Walden University Academic Skills Center. (n.d.). Strategies for thinking critically. Retrieved from http://academicguides.waldenu.edu/ASCsuccess/ASCstrategiesforthinkingcritically

•Wenk, L., & Tronsky, L. (2011). First-year students benefit from reading primary research articles. Journal of College Science Teaching, 40(4), 60–67. Retrieved from the Walden Library databases

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