University of Calgary Faculty of Education Office of Graduate Programs in Education EDER 603.

23 Lecture 22 Writing Educational Research Spring 2013

Instructor: Sarah Elaine Eaton, Ph.D. Office: online Phone: (403) 244-9015 Email: seaton@ucalgary.ca / saraheaton2001@yahoo.ca / sarahelaineeaton@gmail.com Note: It is not unusual for e-mail from Hotmail and G-mail accounts to be rejected by the U of C e-mail server. Please avoid sending e-mails (and in particular, submitting your assignments) using these types of e-mail accounts. Instructor turnaround time for e-mails: Up to 48 hours. Allow up to 2 days for a response to your e-mail queries. If you do not hear from your instructor after 48 hours, please attempt to communicate using an alternate method. Skype: Sarah Elaine Eaton Office Hours: by appointment Term Dates: May 14 June 26, 2013 Note: No classes on Monday, May 20 (Victoria Day) Elluminate Sessions: Tuesday, May 14, 2013 - 5:30 to 6:30 p.m. Mountain Time Tuesday, June 4, 2013 - 5:30 to 6:30 p.m. Mountain Time Course Description: This course will focus on examining and developing the skills associated with crafting an academic paper. Topics will include genres and purposes of academic writing, and venues for presentation and publication. An academic paper is more than a compilation of a literature review, some relevant information, and a conclusion. An acceptable paper- whether intended for an academic or a professional audience, and whether a research report or a theoretical-philosophical argument takes a clearly defined topic or idea, situates it in the current literature, and supports it with a well-structured discussion. The principal intensions of this course are to introduce students to the various structures of

Writing Educational Research EDER 603.23 Spring 2013 Eaton seaton@ucalgary.ca

academic and professional papers and to provide support in their efforts to craft and publish their written work. A traditional approach to writing educational research involves first learning about writing, then learning to write. Learners first study sample texts, analyzing them and then dissecting them, examining their structure, argument and style. The next step often involves producing an original piece of writing that mimics the style, tone and structure of the sample text. The final step is to integrate elements of the students own voice and style with elements of the texts they have previously studied. The rationale behind this approach is that students must first learn what counts as excellent writing by learning about writing. Only then are they prepared to write themselves. This course takes a non-traditional approach to learning to write for scholarly or professional purposes. Students will focus on writing, revising, and incorporating feedback. That is to say, students will spend the majority of their time in this course focused on learning to write for research purposes, rather than learning about writing. Assumptions We take this non-traditional approach in part, because we assume that students have already learned about writing through their own professional journey and previous studies. Given that students have already taken previous research courses, we assume that they have learned how to read and dissect a research article. We expect that students enrolled in this course already have a solid grasp on concepts such as: General vs. specialized writing Reporting vs. interpreting Fact-based writing vs. speculation Professional journals vs. academic journals Empirical vs. interpretive research Peer-reviewed (open, blind, and double-blind) vs. Non-refereed Given this previous experience, we will focus on taking students to the next level. In other words, we will focus on supporting students as they produce their own original research writing and build writing skills as a researcher and as a professional. Likewise, Belcher (2009) contends revision and improving drafts is an essential component of scholarly writing with a focus on the macro aspects of writing, such as developing a succinct and logical argument with a clearly organized structure. The emphasis in the course will be on the micro aspects of academic and professional writing, peer revision and ultimately preparation for publishing or sharing your work to a broader academic or professional audience. Learner Outcomes: 1. Participate and contribute to online scholarly community of inquiry during synchronous sessions and asynchronous discussions Produce authentic, original academic or professional writing through assigned learning tasks 2. Provide constructive feedback to peers 3. Revise and re-submit writing based on feedback

Writing Educational Research EDER 603.23 Spring 2013 Eaton seaton@ucalgary.ca

Course Design and Delivery This is an online course. Students are expected to participate in the asynchronous learning tasks using the Blackboard learning environment and synchronous whole-class Elluminate sessions. We recognize the importance of working in collaboration with others and learning with others in a scholarly community of inquiry and have designed learning tasks accordingly. As part of learning task #1, ongoing contribution to the discussion forum is required regularly throughout each week of the course. Peers will depend on your participation and shared commitment to foster a collaborative knowledgebuilding environment. Learning task #2 will provide students with an opportunity to plan and organize a piece of academic writing and receive feedback during the planning stage. Finally, learning task #3 will support individuals in developing an in-depth manuscript with peerreview. The instructors role is to facilitate the course work and to support students as they engage in the learning tasks; to provide students with ongoing, timely and constructive feedback to further their learning and growth in writing educational research. Required Readings: Books Belcher, W. L. (2009). Writing your journal article in 12 weeks: A guide to academic publishing success. SAGE Publications, Inc. URL: http://www.sagepub.com/books/Book231055#tabview=title Publication Manual of the American Psychological Association. (2010). (Sixth ed.). Washington, D.C: American Psychological Association. Online readings (no cost): Basics of APA Style (Tutorial): http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx U of C Graduate Studies Calendar (Section on Academic Honesty and Plagiarism) http://www.ucalgary.ca/pubs/calendar/current/k-2-1.html University of Calgary Research Services: Ethics Support, Online: http://www.ucalgary.ca/research/ethics University of Calgary Conjoint Faculties Research Ethics Board (CFREB), Online: http://www.ucalgary.ca/research/compliance/cfreb TCPS 2 - CORE Tutorial http://www.ucalgary.ca/research/ethics/CORE_Tutorial

Writing Educational Research EDER 603.23 Spring 2013 Eaton seaton@ucalgary.ca

Suggested supplementary readings: Workbook Forms to accompany Belchers text http://www.wendybelcher.com/pages/WorkbookForms.htm Hartley. (2008). Academic writing and publishing: A practical handbook Available from http://gate.ac.uk/sale/dd/related-work/Academic+Writing+and+Publishing++A+Practical+Handbook.pdf Learning Tasks Overview: LEARNING TASK NUMBER PERCENT DESCRIPTION OF LEARNING TASK
OF FINAL GRADE

GROUPING FOR TASK Individual

Learning Task #1

Participation in and Contribution to Online Scholarly Community Foundational Writing Assignment: Outline of final project Major Writing Assignment: Journal Article/ Academic Conference Paper

35%

Learning Task #2 Learning Task #3

25% 40%

Individual

Individual

Weekly Course Schedule: A detailed, suggested daily schedule of Course Topics. This schedule may change to meet the emerging needs and dynamics of the participants in the course. Date Topic Readings and Tasks Required Readings & Activities; Important dates Basics of APA Style (Tutorial): http://www.apastyl e.org/learn/tutorials /basicstutorial.aspx Belcher Pages 160 163 Elluminate session

May Course Introduction & 14-19 APA Basics

Elluminate Session Course overview and expectations Discussion Forum Provide selfintroduction in the Blackboard Discussion forum. In your introduction, you may wish to share information about what you do professionally, your scholarly interests, your challenges and positive experiences with writing (see Belcher p.2-4 for ideas). You may also

Writing Educational Research EDER 603.23 Spring 2013 Eaton seaton@ucalgary.ca

add a photo or yourself. Discussion Forum Why we write educational research Professional standards - Basics of APA Avoiding plagiarism Discussion Forum Developing your research question or thesis statement Writing with the end in mind Selecting a journal

- Wednesday, May 15, 2013 6:00 to 7:00 p.m. Mountain Time

May Developing your research 21-26 question or thesis statement

APA manual: Introduction, Chapters 1, 3 and 4 Belcher: Introduction and Week 4 Due date: Learning Task 2: Final paper outline. E-mail to your instructor and post to Blackboard by Sunday, June 2 by 4:30 p.m. MST or earlier. Belcher: Week 1 Belcher: Week 8

May 27 June 2

The art of outlining

Discussion Forum Planning your writing Sharing your work with others

June 3-9

Reviewing others work and giving feedback

Discussion Forum Provide substantive and constructive feedback to at least two classmates on their posted outlines. Use Belchers guidelines on providing feedback to others. Discussion Forum The process of revision Elluminate Session discuss Learning Task #3 and any additional questions, concerns

June Strengthening structure, 10-16 opening, concluding Revising and refining your work. June Meeting professional 17-23 standards APA in depth

Belcher, Weeks 5, 6 and 7 Elluminate session - Wednesday, June 12, 2013 6:00 to 7:00 p.m. Mountain Time Due date: Learning Task 1 Portfolio. Email to your instructor by Friday, June 21 by 4:30 p.m. MST or earlier.

Writing Educational Research EDER 603.23 Spring 2013 Eaton seaton@ucalgary.ca

APA manual: Chapters 2, 5, 6 and 7

June Conclusion, next steps 24-26

Discussion Forum Culminating discussion to reflect on key course learnings.

TBD Due date: Learning Task #3 Final paper. E-mail to your instructor by June 26 by 4:30 p.m. MST or earlier.

Changes to Schedule: Please note that changes to the schedule may occur in response to student questions and conversations. Learning Tasks and Assessment There are three (3) required Learning Tasks for this course. 1. LEARNING TASK 1: Participation in and Contribution to Online Scholarly Community (35%) Due: ongoing, May 14 June 26, 2013 Portfolio of posts due by Friday, June 21 by 4:30 p.m. MST or earlier. The discussion board opens at 08:00 Mountain Time on the first day of the week (Monday) and closes at 20:00 (8:00 p.m.) Mountain Time on the last day of the week (Sunday). Students will be able to read but not add new posts after the discussion board has closed for the week. This will be the norm throughout our course. Number of posts per week: You are expected to post at least two key posts per week. You may post more frequently if you wish. Post length: Quality is more important than quantity for your posts. However, each of your key posts should be a minimum of 50 words in length, exclusive of references. The objective is to contribute substantive ideas, reflections and discourse that not only demonstrate your own understanding of the material, but also contributes to the overall level of understanding of all course participants. Scholarly writing is expected and all writing in the discussion forum should be in APA Style. Portfolio of posts

Writing Educational Research EDER 603.23 Spring 2013 Eaton seaton@ucalgary.ca

Your portfolio is your demonstration to your instructor that you have met the requirements for this learning task. It is incumbent up on the student to demonstrate unequivocally that he or she has met the requirements for this learning task. It is not the responsibility of the instructor to track down student posts. Students will demonstrate that they have met the obligations for this Learning Task by providing the instructor with a Portfolio of Posts, which is due by Friday, June 21 at 4:30 p.m. MST or earlier. The portfolio of discussion board posts includes all posts up to and including the week of June 17 to 21, 2013. This portfolio may include, for example, screen shots of all student posts, that provides evidence of postings the minimum word count for each post, along with a date and time stamp of each posting. The portfolio may also include a brief narrative to explain how the student has met the criteria for successfully completing this learning task. You are strongly encouraged to build your portfolio on a regular basis as you move through the course, rather than leaving it all to the last minute. Ensure your submission is formatted according to APA style, which includes, but is not limited to: 1-inch margins Serif font such as Times New Roman Regular kerning and characters spacing (i.e. Do not change the character spacing so you can cram more text onto your pages.) Header and page numbers (in the same font as the rest of your paper). Cover page formatted in APA style, including a running head. Your portfolio should be submitted in .pdf format via e-mail to: seaton@ucalgary.ca. You may also copy it to your instructors alternate e-mail address(es). You should receive confirmation of your submission within 48 hours of sending it. Note: It is incumbent upon the student to ensure that the instructor receives e-mailed material by the due date. If you have not received confirmation of receipt within 48 hours, contact your instructor as soon as possible. Criteria For Assessment of Learning Task 1
Criteria Does not meet requirements (B- to B) Meets Requirements for Scholarly Performance (B+ to A-) Exemplary Scholarly Performance: Meets All and Exceeds Some Requirements (A to A+)

Writing Educational Research EDER 603.23 Spring 2013 Eaton seaton@ucalgary.ca

Constructive Uses of Authoritative Sources

Readings are summarized with little or no critical analysis or thoughtful interpretation.

Information sources are critically evaluated and writing demonstrates recognition that even the best ideas are improvable.

You draw upon content from the readings and experiences, along with additional information sources, as data for ones own knowledge building and ideas-improving processes. You treat all participants as legitimate contributors to the shared goals of the community; all have a sense of ownership of knowledge advances achieved by the group. You mobilize personal strengths to set forth your ideas and to negotiate a fit between personal ideas and ideas of others, using contrasts to spark and sustain knowledge advancement rather than depending on others to chart that course for you. You play an active role in putting forward different ideas to create a dynamic environment in which contrasts, competition, and complementarity of ideas is evident, creating a rich environment for ideas to evolve into new and more refined forms. You treat all ideas as improvable by aiming to mirror the work of great thinkers in gathering and weighing evidence, and ensuring that explanations cohere with all available evidence.

Democratizing Knowledge

You add your contribution with little recognition of others in the group.

You recognize and praise everyones work and help others find needed information.

Epistemic Agency

You demonstrate a personal sense of direction, power, motivation, and responsibility.

You mobilize personal strengths to set forth your ideas and to negotiate a fit between personal ideas and ideas of others.

Idea Diversity

You participate in brainstorming different ideas.

You play an active role in putting forward different ideas to create a dynamic environment.

Improvable Ideas

You accept or reject ideas as truth on the basis of logical argument and evidence.

You treat all ideas as factual, informed by argument and evidence, and improvable.

Writing Educational Research EDER 603.23 Spring 2013 Eaton seaton@ucalgary.ca

Knowledge Building Discourse

Your contribution to discourse allows participants to express and gain feedback on their ideas, defend different points of view, arrive at conclusions. Non-scholarly writing is presented.

Your contribution to discourse serves to identify shared problems and gaps in understanding.

Your contribution to discourse serves to identify shared problems and gaps in understanding and to advance understanding beyond the level of the most knowledgeable individual. Clear scholarly writing in APA style.

Scholarly writing mostly using APA Style (i.e. citations for information sources) with some editing considerations to achieve clarity
You consistently cite sources using APA standards with very few errors.

Scholarly Writing

APAcitations

You tend not to cite sources using APA standards. Your citations do not include precise page numbers when appropriate. You do not contribute to the discussion board by the weekly deadlines.

You consistently cite sources using APA standards, paying particular attention to details, resulting in error-free citations.

Due dates for postings

You post to the discussion board on the day the weekly posts are due, or the day prior to the deadline.

You post to the discussion board at least two days in advance of when the weekly posts are due, giving others ample opportunity to engage with you in the online discussion. Your portfolio is submitted in advance of the due date, without any compromise to the quality of your final work. Your formatting demonstrates adherence to APA formatting standards, with exemplary attention to detail.

Ability to meet submission deadlines

Your portfolio is not submitted to your instructor by the deadline, or you request an extension. Your work does not follow APA standards for formatting or follows them poorly.

Your portfolio is submitted on the day it is due.

APA formatting standards

Your work follows APA standards in a basic or general way.

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2. LEARNING TASK 2: Foundational Writing Assignment - Develop a two-page outline (exclusive of references) for your final paper (25%) DUE: Sunday, June 2 by 4:30 p.m. MST or earlier. Objective: Demonstrate that you can organize and plan your writing in a professional manner. Employ pithiness and be concise in your writing. Provide a concise 1.5 to 2-page tiered outline (exclusive of references) that clearly outlines the main sections of your paper. You may want to include points such as: introduction key and supporting points preliminary recommendations / directions for future research conclusion Your outline may have different points than those listed above. The objective is to demonstrate that you can plan your writing from beginning to end. Use professional and scholarly language throughout. References: Include at least 5 scholarly references formatted precisely according to APA style. At least 3 of your references should be from peer-reviewed scholarly articles published since 2003 in reputable academic journals. Ensure your submission is formatted according to APA style, which includes, but is not limited to: 1-inch margins Serif font such as Times New Roman Regular kerning and characters spacing (i.e. Do not change the character spacing so you can cram more text onto your pages.) Header and page numbers (in the same font as the rest of your paper) Exception to APA style for this learning task only: Use single-spacing. For Learning Task 2 only, do not use double-spacing. Do not include a cover page of any kind for Learning Task 2.

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Criteria For Assessment of Learning Task 2

Criteria

Does not meet requirements (B- to B)

Meets Requirements for Scholarly Performance (B+ to A-) Your outline is 1.5 to 2 pages.

Exemplary Scholarly Performance: Meets All and Exceeds Some Requirements (A to A+) Your outline maximizes the allowable length of 1.5 to 2 pages.

Your outline is shorter than 1.5 pages or exceeds 2 pages (exclusive of references) Non-scholarly writing is presented.

Length

Scholarly writing mostly using APA Style (i.e. citations for information sources) with some editing considerations to achieve clarity Your work contains a clear research question or thesis statement. The main topic of your idea is articulate in one sentence.

Scholarly Writing

Clear scholarly writing in APA style.

Thesis statement

Your work does not contain a clearly articulated research question or thesis statement or your main ideas are difficult to identify.

Your work contains a clear research question or thesis statement articulated in a precise and concise manner. The main topic of your idea is articulate in one pithy sentence that allows the reader to understand your main point in as few words as possible. Your outline demonstrates exemplary use of the general formatting preferences of APA, including but not limited to: 1-inch margins, 12point serif font, but uses single spacing.

APA formatting

Your outline does not follow the general formatting preferences of APA.

Your outline follows the general formatting preferences of APA: 1inch margins, 12-point serif font, but uses single spacing.

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APA citations - general

Your work includes fewer than 5 references OR fewer than 3 of your references are articles published within the past ten years in peer-reviewed scholarly journals OR your references do not align with your paper topic.

Your work includes the minimum number of five references, at least three of which are articles published within the last ten years in peer-reviewed scholarly journals. Your references align with the topic of your paper. Your reference list is not padded with extra references that bear no relation to your topic.

Your work exceeds the minimum number of references and includes works by highly esteemed scholars in your chosen field and topic. Your references align precisely with your chosen topic.

APAcitations and references quality

You tend not to cite sources using APA standards. Your citations do not include precise page numbers when appropriate. Your portfolio is not submitted to your instructor by the deadline, or you request an extension.

You consistently cite sources using APA standards with very few errors.

You consistently cite sources using APA standards, paying particular attention to details, resulting in errorfree citations. Your portfolio is submitted in advance of the due date, without any compromise to the quality of your final work.

Ability to meet submission deadlines

Your portfolio is submitted on the day it is due.

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3. LEARNING TASK 3: Major Writing Assignment Article/Academic Conference Paper (40%) DUE: Friday, June 22, 2012 Using the content you have learned in this course as a foundation, develop an original article manuscript (in the form of a final paper for this course) that is suitable for submission to an academic journal for consideration for publication. You may write on any scholarly subject that interests you, but the topic must clearly address a problem of practice or a research question. As this assignment includes reviewing current journals in your field, your chosen topic should also align with the journal you have selected. Your intended audience for your final paper is not only your instructor, but also the journals editors, reviewers and readers. This final learning task is as much process-oriented, as it is product-oriented. You are to demonstrate that you have thoughtfully engaged in the writing process from concept through to final production, keeping in mind the objective of producing a paper that is worthy of submission to an academic, peerreviewed journal. Note: It is not a requirement of this course that you submit your final paper to the journal as a manuscript, although you may if you wish. One objective of your final paper is to begin to think differently about your scholarly writing, so that you are no longer simply writing a final paper for your courses for a grade, but also thinking about the larger context for your writing and sharing your written work beyond the context of a given course. By the end of this course, you should be able to demonstrate that you understand that writing a paper is not simply a way to earn a grade in a course, but also a method to share your professional passion and commitment to giving back to a community of peers in a purposeful way. As you are going through the process of selecting your journal, focus on peer-reviewed journals, rather than newsletters or journals that are not peer reviewed. You are strongly encouraged to consult with your instructor through this process. This learning task is comprised of two discrete, yet inter-related components, both of which have the same due date: 1. Final paper. 2. Rationale and reflection. Details of your learning task Part 1: Final paper One objective of your final paper is to begin to think differently about your scholarly writing, so that you are no longer simply writing a final paper for your courses for a grade, but also thinking about the larger context for your writing and sharing your written work beyond the context of a given course.

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Elements of your final paper include, but are not limited to: Length Ten (10) pages maximum, exclusive of title page, abstract, references and appendices. APA Style throughout. Consult your APA Publication Manual (6th Ed.) for guidance on writing style. APA formatting throughout including but not limited to: title page, running head, headers page numbers, double-spaced, 1-inch margins, 12 pt. serif font such as Times New Roman.

Style Format

Resource to help you: http://owl.english.purdue.edu/owl/resource/560/01/ Your paper should include: Title page formatted to APA standards (including a running head) Abstract Key words Introduction Main and supporting points Conclusion References Use APA headings to appropriately divide your paper into readable sections. See p. 62 (Section 3.03) of the APA manual on how to format various levels of headings in your academic writing. A paper of ten (10) pages in length should not require any more than three levels of headings. Note: The introduction does not require a heading. See p. 63 (Section 3.03) of the APA manual for further details. Your paper should include a minimum of eight (8) references that relate precisely to your topic. At least five (5) of those references should be articles published within the last ten years in a reputable peer-reviewed journal. Part 2: Rationale and reflection A two to three page document (exclusive of title page) submitted under a separate cover that includes reflections about the scholarly writing process, along with information about the journal you have selected as a potential target for your paper. Using what you have learned from Belchers text, select a journal that would be an appropriate target to submit your final paper to as a manuscript for consideration. Provide a rationale about why you have selected this journal. Include: The complete title of the journal. An active URL for the journals website. Information about the journals submission guidelines. Your rationale for choosing this journal.

Writing Educational Research EDER 603.23 Spring 2013 Eaton seaton@ucalgary.ca

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You are encouraged to dialogue with your instructor throughout the writing process. Post any questions to the instructor using the Q&A forum or via email.
Criteria For Assessment of Learning Task 3
Criteria Timely Submission Does not meet requirements Meets Requirements (B+ to (B- to B) A-) You do not submit your final paper by the deadline; or require an extension; OR you submit multiple versions or corrected revisions of your final paper. You submit your final paper by the deadline via e-mail to your instructor with no cover letter in the body of your email message. Meets all and exceeds some requirements (A to A+) You submit one final clean copy of your final paper by the deadline to your instructor via e-mail. You include a professional message in the body of your e-mail (not as a separate attachment) to present your paper to your instructor. Your email includes a professional salutation and closing. Your paper further develops the ideas presented in your 2-page outline, demonstrating that you have taken the feedback you received into consideration. You have made thoughtful and wise choices regarding any conflicting feedback you received. The result is a paper that incorporates peer and instructor feedback to produce a highly sophisticated final project. APA writing style Non-scholarly writing is Presents scholarly writing. presented or your writing does not adhere to APA style. Your writing is colloquial or employs a language register that is too casual or intimate for a scholarly paper. Presents exemplary scholarly writing that requires little to no editing and demonstrates adherence to APA standards.

Consideration of previous feedback

Your final paper does not carry forward the ideas presented in your 2-page outline.

Your paper further develops the ideas presented in your 2page outline, demonstrating that you have taken the feedback you received into consideration.

Language register

You employ a consultative You employ a consultative or language register that is formal register that strikes a balance mostly free of colloquialisms. between scholarly discourse and plain language, without using language that is of such a high register that it obfuscates your intended meaning.

Spelling, grammar and structure

Your paper contains many spelling, grammar or structural errors.

Your paper contains very few Your paper is free of spelling, spelling, grammar or grammar and structural errors. You structural errors. have employed consistent spelling throughout your paper, according to the preferences of the journal you have chosen and APA standards.

Writing Educational Research EDER 603.23 Spring 2013 Eaton seaton@ucalgary.ca Length Your final paper is shorter than 9 pages or exceeds the 10-page limit, exclusive of title page, abstract, references and appendices OR you have compromised APA standards to force your paper to meet these standards (e.g. line spacing or character spacing has been compromised.) Your final paper nine (9) to ten (10) in length, exclusive of title page, references and appendices. You have not compromised APA standards to meet the requirement length. Your final paper 9 to 10 pages in length, exclusive of title page, references and appendices. You maximize the allowable submission length to create a pithy, concise and compelling research paper. You have not compromised APA standards to meet the requirement length. Your title is direct, clear powerful invitation describing article, suggesting argument or implications; includes searchable keywords in title. Your title page stands as an exemplar of APA professional standards including, but not limited to, running head, title and general formatting. Your paper demonstrates mastery of APA professional formatting standards including, but not limited to page margins, font style and size, use of header (which differs from the running head on your title page), and the inclusion of appropriately placed page numbers. You provide a minimum of 5 to 10 precise keywords in your abstract.

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Title

The title of your final paper is A clear title to your final vague or non-descriptive. paper is provided.

Title page

Your title page does not conform to APA standards OR fails to include a running head OR your running head is excessively long. Your paper does not conform to APA standards.

Your title page conforms to APA standards, including a running head of a maximum of 50 characters. Your paper generally follows APA standards in a basic way.

Paper formatting

Abstract keywords

You do not provide keywords You provide a minimum of 3 in your abstract precise keywords in your abstract. Your abstract is missing, poorly written or disorganized. No discernible introduction, or the introduction is poorly written. You provide a clear, wellorganized abstract for your paper. The paper starts with a clear introduction that clearly identifies the point of your paper. Your research question or thesis statement is clearly identifiable.

Abstract content

You provide a clear, well-organized, pithy and compelling abstract for your paper. Your paper starts with a gripping first sentence. The introduction clearly establishes the value of your paper. You articulate your research question or thesis statement in one clear, concise and pithy sentence. The introduction serves as a road map to the reader; articulates originality, the topics novelty, appeal, timely interest, whats new about the work and draws upon relevant literature.

Introduction

Writing Educational Research EDER 603.23 Spring 2013 Eaton seaton@ucalgary.ca Organization & Your writing is not clearly structure organized. No clear structure is discernible. Main ideas are difficult to identify. Your article is clearly organized. Ideas are clearly expressed. Your work provides a compelling opening (anecdotal, subject, critical, significance, historical or argumentative) and conclusion that summarizes in a powerful way pointing beyond the article. Your article is clearly organized with explicit APA headings for structure. You use a maximum of three levels of headings, as appropriate for a paper of this length. Your introduction does not carry a heading of any kind. Context No clear context for the research is provided. Your research is clearly situated within the current and historical research or professional context, relating it to previous work conducted in the field. Clearly describes the context for the problem of practice (i.e. may be related to previously completed literature review, your own classroom problem, an innovation you would like to design or try out, an action-research project, capstone project idea, etc.). Your research is clearly situated within the current and historical research or professional context, relating it to previous work conducted in the field. Your work adds an original and fresh perspective to the ongoing conversation and debate on your chosen topic.

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Use of APA headings

Your work does not contain explicit headings, formatted according to APA standards.

Your article is clearly organized with explicit APA headings for structure.

Argument

No clear argument is evident, or the argument is weak. Argument is illogical.

Your work develops and delivers a coherent, clear and logical argument, supported by pertinent examples and data.

Your work develops and delivers a coherent, clear and logical argument, supported by pertinent examples and data. Expresses a coherent point of view intended to influence and persuade; directed to a broad academic audience. Your work demonstrates a sophisticated development of your argument following scholarly writing techniques.

Writing Educational Research EDER 603.23 Spring 2013 Eaton seaton@ucalgary.ca Provision of evidence and data Your argument is editorial in nature, based largely on opinion or anecdotes OR the language used in your work is inflammatory or journalistic in nature OR you make generalized claims without providing sufficient evidence to back up your assertions. Your paper presents no clear rationale or does not clearly demonstrate the significance of your work. You attempt to persuade the reader using an objective approach, providing evidence to support your assertions. Your work is deeply persuasive because you have provided specific, authentic evidence grounded in published and reliable research, to back up every claim you make. Your paper is free of inflammatory and journalistic language. Your style is objective and scientific. Clearly describes the rationale for the work, linking it to other relevant and current works in the field. Clearly describes the rationale for the work, explicitly situating your research in the current context of research in your field. You articulate the difference this work is intended to make for other professionals or scholars and demonstrates why readers should care about it. Summarizes argument and restates the articles relevance to literature. The conclusion points beyond the article to the larger context, highlighting its significance and provides direction for future research. Your paper contains a minimum of eight (8) scholarly references, at least five (5) of which are articles published within the past ten (10) years in a reputable peer-reviewed scholarly journal. You include works by the most highly esteemed authors in your field. Your reference list is comprehensive without being padded with irrelevant or excessive works. Contains cited references with Contains a complete list of few APA errors. references, accurately cited using APA format.

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Significance

Conclusions

A clearly articulated conclusion is not provided or the conclusion is poorly constructed.

The conclusion clearly and succinctly summarizes the argument.

References quantity and quality

Your paper contains fewer than 8 scholarly references (at least 5 of which are journal articles published within the past ten years) OR your references are incomplete or missing. Your paper contains references that you have not cited in the body of your paper.

Your paper contains a minimum of eight (8) scholarly references, at least five (5) of which are articles published within the past ten (10) years in a reputable peerreviewed scholarly journal.

References You pay little attention to APA formatting APA standards. Your references have many APA errors.

Writing Educational Research EDER 603.23 Spring 2013 Eaton seaton@ucalgary.ca Rationale and Reflection You have not provided an additional reflective document containing your rationale and reflections about your final paper; or you have included it as part of your final research paper instead of submitting it as a separate document. You provide a separate document containing your rationale for selecting a particular journal as a potential publication to which you might submit your final paper as a manuscript. You provide a separate document containing your rationale for selecting a particular journal as a potential publication to which you might submit your final paper as a manuscript, linking your research topic to the journal with precision and thoughtfulness.

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Rationale and Reflection Journal selection

You have not targeted your final paper towards a particular journal or no active journal URL has been provided.

You provide an active URL for the selected conference or journal. Includes expectations and considerations for submissions

Provides a clear rationale for selecting a current and authentic conference/journal. Provides an active URL for the selected conference or journal. Includes expectations and considerations for submissions. You have provided a copy of your selected journals writing and submission guidelines with a description of how your final paper adheres to these guidelines. (Note: If there are differences between the journal submission guidelines, and APA standards, for the purposes of this course, APA standards take precedence.)

Rationale and Reflection Journal submission guidelines

You have not provided your You have provided a copy of selected journals writing and your selected journals guidelines. writing and submission guidelines.

---------------------------Students are advised to become familiar with the Faculty of Graduate Studies policies and the University of Calgary support services in these areas: intellectual property, academic integrity, plagiarism, research ethics, effective writing, and English language proficiency. Information about these topics is available through the following web addresses: http://www.grad.ucalgary.ca/Policies%20and%20Procedures.aspx http://www.ucalgary.ca/honesty/ http://www.ucalgary.ca/research/compliance/ethics/

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Grading Scale Note that a grade of B+ or A- indicates that you have met the requirements of this course. Students should not presume they would automatically receive an A in the course simply for meeting the basic requirements. A grade of A indicates you have demonstrated truly superior performance. Distribution of Grades Graduate Description Outstanding Excellent - superior performance showing comprehensive understanding of the subject matter Very good performance Good performance Satisfactory performance Note: The grade point value (3.0) associated with this grade is the minimum acceptable average that a graduate student must maintain throughout the program as computed at the end of each year of the program. BC+ C CD+ D F 2.7 2.3 2.0 1.7 1.3 1.0 0.0 Minimum pass for students in the Faculty of Graduate Studies

Grade A+ A AB+ B

GP Value 4.0 4.0 3.7 3.3 3.0

All grades below B- are indicative of failure at the graduate level and cannot be counted toward Faculty of Graduate Studies course requirements.

*Based upon Faculty of Graduate Studies 2009/2010 Calendar, Distribution of Grades All material used in the course is for the sole use of the individual and should not be recopied in either print or digital format. For copyright guidelines, including those relating to photocopying and electronic copies, please refer to the Association of Universities and Colleges of Canada (AUCC) fair dealing guidelines: https://library.ucalgary.ca/sites/library.ucalgary.ca/files/Fair_dealing_policy_final_revised_March_201 1-2.pdf Academic Accommodation: Students with a disability, who require academic accommodation, need to register with the Disability Resource Centre http://www.ucalgary.ca/UofC/Others/DRC MC 295, telephone 220-8237. Academic accommodation letters need to be provided to course instructors no later than fourteen (14) days after the first day of class. It is a student's responsibility to register with the Disability Resource Centre and to request academic accommodation, if required.

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Campus Security provides a range of services intended to promote and facilitate a safe and secure learning and living environment, e.g. the SafeWalk program for students attending classes on campus. For more information please visit http://www.ucalgary.ca/security/ or telephone (403) 220-5333. The Freedom of Information Protection of Privacy Act prevents instructors from placing assignments or examinations in a public place for pickup and prevents students from access to exams or assignments other than their own. Therefore, students and instructors may use one of the following options: return/collect assignments during class time or during instructors' office hours, students provide instructors with a self-addressed stamped envelope, or submit assignments, or submit/return assignments as electronic files attached to private e-mail message.