Review the Final Paper instructions found within the Final Paper link. The Final Paper is due in Week 5. To help with the preparation of the paper, complete the following and submit it to your instructor for feedback:

 

Select 3 topics to choose from below

 

The paper must be one to two pages in length and formatted according to APA style. You must use at least five scholarly sources (at least three of which can be found in the University of Arizona Global Campus Library) in addition to the textbook to support your claims and subclaims. Cite your resources in text and on the reference page. For information regarding APA samples and tutorials, visit the Writing Center, within the Learning Resources tab on the left navigation toolbar.

 

 
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Summarizes key points;

2. Identifies key terms (using quotation marks, and

citing a page in parentheses);

3. Locates controversies or “problems” raised by the

articles;

4. States whether the student agrees or disagrees and

gives reasons;

5. Locates one or two quotations to be used in the

final research project; and

6. Evaluates the ways in which this article is important

and has helped the student to focus his/her

understanding.

USE THE TEMPLATE LOCATED IN FILES (WEEK 3 MATERIALS folder) TO COMPLETE THIS ASSIGNMENT.

Create a complete Annotated Bibliography for TWO academic scholarly sources, which include your introduction and thesis, publication details, and the annotation (see below for examples of each component). A total of 5 academic-scholarly sources are required for completion of your final research project.

Scholarship means that:

the author has a Ph.D. or other terminal degree,

the work appears in a multi-volumed, peer-reviewed journal,

and has ample references at the end.

Good annotations:

capture publication details,

offer a student introduction and thesis, and

a detailed reading of the source, covering the following:

Offers the student’s introduction and thesis to the best extent s/he knows it at this point in time,

Summarizes key points, and

identifies key terms (using quotation marks, and citing a page in parentheses);

Locates controversies or “problems” raised by the articles;

States whether the student agrees or disagrees and gives reasons;

Locates one or two quotations to be used in the final research project; and

Evaluates the ways in which this article is important and has helped the student to focus his/her understanding.

Example Introduction/Thesis to a Student Paper:

It never ceases to amaze me that we pay so little attention to the greatest bulk of our intelligence—that is, the quality of thinking that helps us adapt, deal with stress, love, and live lives of fulfillment. Aristotle argued that educating the mind and not the heart is no education at all. For decades, educators have focused on cognitive skills because they are testable and, therefore, metrics can be applied to them. This kind of education, testing, and then metrically interpreting results has governed American education for decades. And the results have been losses of creativity, imagination, courtesy, civic interest, and the ability to invent businesses that serve people and advance us as a society. Although measurable skills are important, they are not exclusively important, and in fact lose value when separated from an education in the heart, the spirit, and the abstract qualities that make students fully human and excellent participants in a healthy society.

Example Publication Detail Capture:

Mezirow, J. (2003). Transformative learning as discourse. Journal of Transformative Education, 1(1), 58-63.

Annotation Example:

In this article, Mezirow (2003) makes a distinction between “instrumental” and “communicative” learning. “Instrumental learning” refers to those processes which measure and gage learning, such as tests, grades, comments, quizzes, attendance records and the like. “Communicative learning,” on the other hand, refers to understanding created over time between individuals in what Mezirow calls “critical-dialectical-discourse,” (p. 59) which is a fancy way of saying, important conversation between 2 or more speakers. Another key idea Mezirow discusses is “transformative learning,” (p. 61) which changes the mind, the heart, the values and beliefs of people so that they may act better in the world. Mezirow argues that “hungry, desperate, homeless, sick, destitute, and intimidated people obviously cannot participate fully and freely in discourse” (p. 59). On the one hand, he is right: there are some people who cannot fully engage because their crisis is so long and deep, they are prevented. But, I don’t think Mezirow should make the blanket assumption that everyone in unfortunate circumstances is incapable of entering the discourse meaningfully. One thing is certain: if we gave as much attention to the non-instrumental forms of intelligence–like goodness, compassion, forgiveness, wonder, self-motivation, creativity, humor, love, and other non-measured forms of intelligence in our school curriculums, we’d see better people, actors in the world, and interested investigators than we currently have graduating high school

Annotated Bibliography Template

DIRECTIONS:

1.      Write an introductory paragraph that sets the context for your bibliography.

2.      Type the reference information in correct APA style.

3.      Write a one-paragraph summary paraphrasing the main points of the source.

4.      Write a one-paragraph assessment evaluating whether each source:

a.       supports the main ideas of your thesis

b.      presents more than one point of view (in agreement with and opposition to your thesis) 

c.       provides facts, examples, statistics, or pertinent anecdotes worthy of support for your

argument.

_____________________________________________________________________________________

SAMPLE
(template begins on next page)

_____________________________________________________________________________________

[Introductory paragraph]

[Reference Information in correct APA style for Source 1]

Onosko, J. (2011). Race to the top leaves children and future citizens behind. Democracy &

            Education, 19(2), 1–11.

[Summary]

Onosko’s article is about the Race to the Top (RTT) program and its negative effects regarding education in general and students in particular. Although it had good intentions—to increase accountability, raise standards, and reward improvement—it has only led to more problems. He explains eight weaknesses of RTT, including the argument that high-stakes tests endorsed by this initiative have not achieved the goal of raising students’ math and reading test scores. Also, this initiative created the conditions for the Atlanta teachers cheating scandal; moreover, it lowers teachers’ morale, provides a disincentive to enter the teaching profession, and limits the development of students’ full intellectual potential. Onosko, who is a professor of education at the University of New Hampshire and wrote this article for the peer-reviewed journal Democracy & Education, foresees further devastating consequences unless the course of RTT is changed.

[Assessment]

My assessment: This article about the Race to the Top (RTT) initiative will help to support several of the points in my paper. I will use the example of the Atlanta teachers cheating scandal that is identified in this article to support the idea that the environment of rewards and punishment created in many school detracts from this initiative. Also, ideas from this article will help me in detailing the history of the problem of RTT, as well as its effects on teachers and their profession.

Annotated Bibliography Template

Type your FULL introduction with thesis Here:

______________________________________________________________________________

SOURCE 1

Type Reference Information in correct APA style for Source 1 Here:

Type One-Paragraph Summary for Source 1 Here:

Type One-Paragraph Assessment for Source 1 Here:

_____________________________________________________________________________________

SOURCE 2

Type Reference Information in correct APA style for Source 2 Here:

Type One-Paragraph Summary for Source 2 Here:

Type One-Paragraph Assessment for Source 2 Here:

 
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