| Provide a 100-150 word summary of your article by answering the following questions:
· What was the main point/argument of this article?
· What did the author(s) conclude?
· How did this article support your subtopic?
· What questions or new ideas did this article leave you with?
Expository Essay: Brainstorming and Beginning Research
Before you begin any writing assignment, it is often necessary to complete several “pre-writing” activities necessary for completing your expository essay including selecting a topic, brainstorming, research strategies, and research. Follow the instructions to complete these pre-writing activities. Make sure you complete all sections of this worksheet.
Part 1: Select a Topic – Pick One
Below are lists of essay topics to use for the expository essay please highlight/bold your topic choice so your instructor will know your selection.
- Three services Veterans need to successfully return to civilian life
- Three characteristics of good leaders
- Three ways bullying can negatively impact children
- Three ways technology can impact communication
- Three issues found in a large classroom
- Three services the Christian church can provide the community
Part 2: Brainstorming Strategies
Read: Topic 1 Resource.
Review: “Invention: Finding Your Ideas” section of “The Writing Process” media piece:
https://lc.gcumedia.com/unv104/the-writing-process/index.php
Complete: In box 1, use the brainstorming method of “Free Writing”.
| Brainstorm Method: Free Writing:
Set a timer for 10 minutes and complete your free write brainstorm activity in this box to show your work.
Children might be bullied by people who are older than them, their fellow children or people who have ever interacted with them. According to me, the children may be bullied in different ways. Sometimes they may be subjected to hard supervised labor, denied food substances or denied their freedom. Sometimes, we have even heard of cyber bullying, which may also affect children. Bullying may lead to detrimental memories that will stick for quite some time in the minds of the child, however old the child gets, the memories will remain there for most part of the day. Something that really hurts the children is that the action is never taken against the bullies. The impact may be felt in the academic performance of the children, physical well-being and mental well-being. The effects may remain for years down the line. |
| |
Part 3: Research Strategies – Key Words & Phrases
Step 1: Pull keywords that were generated from your brainstorming activity in part 2. These keywords need to pertain to the topic selected from part 1.
Step 2: Combine keywords to come up with Boolean search terms. Boolean Search Possibilities: Boolean search terms utilize AND phrases and are covered on page 15 of the course eBook.
An example table is provided below to demonstrate how you should complete this. Please do not use any part of the example as part of your own table.
Example Tables
| Keywords pulled from brainstorming |
Boolean: Phrases from Keywords |
| 1. Online Learning |
1. Online Learning AND Education |
| 2. Student Success |
2. Online Learning AND Student Success |
|
Keywords pulled from brainstorming |
Boolean: Phrases with Keywords – Boolean search terms utilize AND phrases. This is covered on page 15 of the course eBook |
| 1. Bullying Children |
1. Bullying Children AND Impact |
| 2. Impact Mind |
2. Bullying Children AND Impact on Mind |
| 3. Three Ways |
3. Three Ways AND Bullying Children |
Part 4: Define Subtopics
State three potential sub-topics you want to write about based on the topic you selected in Part 1. Subtopics are the main ideas you plan to use to explain your chosen topic.
- Sub-topic 1: Types of Bullying: Highlight different types of bullying like Verbal bullying, Prejudicial Bullying, Sexual bullying, Relational aggression, physical bullying and cyber bullying.
- Sub-topic 2: Impact of Verbal Bullying on children
- Subtopic 3: Impact of Physical Bullying on Children
- Sub-topic 4: Impact of Relational Aggression Bullying
Part 5: Navigating the GCU Online Library
Overview: The GCU Library will be a vital resource for you during your academic career. The Library contains a wealth of resources that will help you find, research, and broaden your understanding on any given topic. Learning to correctly use resources to support your writing is an essential component of your academic success.
Before starting this section, review the short walk-through tutorial on the GCU Library. https://libguides.gcu.edu/tutorials
Step 1: How to Access the Library
There are a number of ways to access the library’s website; here is one path to reach the Library’s main website:
Please click on the following link: https://library.gcu.edu/
Question 1: On the Library’s website, list three ways in which you can contact the library for assistance if needed. If at any point, you find yourself searching more than 15 minutes with no results: STOP and contact a librarian.
- Toll Free 1.800.800.9776ext.6396641Local602.639. 6641
- visit library.gcu.edu
- 855-GCU-LOPE
Step 2: Finding Journal Articles
For this section, you will be searching using LopeSearch. LopeSearch is a search option that allows you to search many databases across many subjects with one search. Follow the instructions below to access and begin searching in LopeSearch.
- On the Library website, click the link Find Journal Articles.
- Under the LopeSearch type in your first Boolean Search Phrase. This should include your main topic and one of the subtopics you created in Part 4. Check the box beside Peer Reviewed and click SEARCH
- Sign in if prompted, using your GCU Username and password.
Question 2: Provide the title of the first journal article that is listed in the results.
Step 3: Article Details
In addition to the actual full text of the article, the databases will provide valuable information about an article. You will see things such as authors, source, subject terms, and abstract. The abstract is a brief summary of the article you found.
- Click on the title of the first article you found in Step 2.
- Scroll down this page and find the Article Abstract.
Question 3: Copy and paste the abstract from the article you have found in the space below AND explain how an abstract is valuable to your research process and how it will save you time.
Step 4: Permanent and Persistent Links
Databases are designed as powerful searching tools; unfortunately, this means the website link located at the top of any page in a database is temporary and is based on your search at the time. Should you try to save that link as a bookmark or copy and paste it to use at a later time, it will not work. However, the databases have links that are tied directly to the articles you find. Follow the steps below to find the permalink (persistent, durable link, or document URL) to the article you accessed in Step 2.
- On the same page where you found the abstract, look to the right for the Tools column.
- Click on the link that says Permalink.
- A box will pop up above the article title with a permanent link.
Question 4: Copy and paste the permalink to the article you have found in the space below AND explain why a permalink could be an important item to copy.
Step 5: Using Library Databases to Cite Articles
Another important option under the tool bar is the Cite button. In academic writing, citing your sources is very important. It will tell your reader that the information that you are using is the property of someone else. It will also show your reader exactly where you found this information and how to access this information again. This is a necessary step in avoiding academic dishonesty issues like plagiarism.
Note: Always review the appropriate style guides to make sure the reference from the database citation tool correctly follows the rules for the appropriate citation and style format that you are using. The Library database citation tool may use information from electronic resources that is not yet standardized, so it is important to review the citation information carefully and update as needed to reflect the proper format. Check the appropriate style guide located in the Student Success Center: The Writing Center to ensure your reference is properly formatted. https://www.gcumedia.com/lms-resources/student-success-center/v3.1/#/tools/writing-center
- On the same page where you found the abstract look to the right for the Tools column.
- Click on the link that says Cite.
- A box will pop up above the article title with different citation styles.
Question 5: Copy and paste the APA reference you have found from the article in the space below. According to the APA Style Guide, where should you include this information in your essay?
Step 6: Gather Resources
Go to the GCU Library website and start a search for peer-reviewed journal articles.
- On the Library’s website, https://library.gcu.edu, click on Find Journal Articles.
- Under the LopeSearch type in your first Boolean Search Phrase. This should include your main topic and one of the subtopics you created in Part 4. Check the box beside Peer Reviewed and click SEARCH
- Sign in if prompted, using your GCU Username and password.
Complete the table below using the three most relevant peer-reviewed journal articles you found on the topic chosen from part 1.
An example table is provided below to demonstrate how you should complete this portion. Please do not use any part of the example as part of your own table.
Example
| Peer-reviewed article 1 |
Title of Resource: Factors influencing adult learners’ decision to drop out or persist in online learning. |
Boolean terms/ Keywords Used: Online Learning AND Student Success |
|
| Permalink |
http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=44785109&site=ehost-live&scope=site |
| Abstract |
The number of adult learners who participate in online learning has rapidly grown in the last two decades due to online learning’s many advantages. In spite of the growth, the high dropout rate in online learning has been of concern to many higher education institutions and organizations. The purpose of this study was to determine whether persistent learners and dropouts are different in individual characteristics (i.e., age, gender, and educational level), external factors (i.e., family and organizational supports), and internal factors (i.e., satisfaction and relevance as sub-dimensions of motivation). Quantitative data were collected from 147 learners who had dropped out of or finished one of the online courses offered from a large Midwestern university. Dropouts and persistent learners showed statistical differences in perceptions of family and organizational support, and satisfaction and relevance. It was also shown that the theoretical framework, which includes family support, organizational support, satisfaction, and relevance in addition to individual characteristics, is able to predict learners’ decision to drop out or persist. Organizational support and relevance were shown to be particularly predictive. The results imply that lower dropout rates can be achieved if online program developers or instructors find ways to enhance the relevance of the course. It also implies that adult learners need to be supported by their organizations in order for them to finish online courses that they register for. [ABSTRACT FROM AUTHOR] |
| APA Reference |
Park, J., & Hee Jun, C. (2009). Factors influencing adult learners’ decision to drop out or persist in online learning. Journal of Educational Technology & Society, 12(4), 207-217. |
| Peer-reviewed Article 1
1 |
Title of Resource:
Bullying in school: An overview of types, effects, family characteristics, and intervention strategies. Children & Schools |
Boolean terms/ Keywords Used:
Bullying AND School, Types AND Effects Characteristics |
|
| Permalink |
https://academic.oup.com/cs/article-abstract/27/2/101/485292
This link is important since it directs me back to the content that I will be using for this research |
| Abstract |
Bullying represents a significant problem in U.S. schools, affecting approximately one in three children. The authors discuss the dynamics, types, characteristics, and consequences of school bullying. Risk factors for engaging in bullying, being bullied, and becoming both a bully and a victim are discussed. Research indicates that bullying has serious long-term negative effects on bullies, victims, and victims who turn to bullying as a coping strategy. Longitudinal relationships between childhood bullying and victimization and adult mental health outcomes such as anxiety, depression, substance use, and conduct disorders are outlined. Prevention programs, and their relative efficacy from empirical evaluations, are also presented. Finally, implications for school-based prevention services are provided.
This abstract is important to me because it gives me an overview of the types and effects of bullying that are expected.
|
| APA Reference |
Smokowski, P. R., & Kopasz, K. H. (2005). Bullying in school: An overview of types, effects, family characteristics, and intervention strategies. Children & Schools, 27(2), 101-110.
|
| |
|
| Peer-reviewed Article 2
|
Title of Resource:
Coping strategies for child bully-victims |
Boolean terms/ Keywords Used:
Coping AND strategies, Bullying AND Child- Bully |
|
| Permalink |
https://journals.healio.com/doi/abs/10.3928/00485713-20130306-04
This link is important to me because it directs me back to the content of the article |
| Abstract |
Bullying affects most children in some way, as victims, bystanders, or bullies, during childhood. Children exposed to bullying may present with physical as well as psychological symptoms, and experience negative effects lasting into adulthood. This article provides information regarding bullying screening and interventions with pediatric and adolescent patients. Taking into account a child’s developmental stage, age-appropriate tactics are provided to address bullying, victimization, bystanding, and system “rules” that tolerate or foster bullying.
This abstract is important to me because it shades light on the short-term and long-term effects of bullying in schools |
| APA Reference |
Buxton, D., Potter, M. P., & Bostic, J. Q. (2013). Coping strategies for child bully-victims. Psychiatric Annals, 43(3), 101-105. |
| Peer-reviewed Article 3
|
Title of Resource:
Bullying: Short-term and long-term effects, and the importance of defiance theory in explanation and prevention. |
Boolean terms/ Keywords Used:
Bully and Parent Bonding , fairness and Unacknowledged shame, defiance |
|
| Permalink |
https://www.tandfonline.com/doi/abs/10.1080/15564880802143397
This link is important since it directs me back to the content that I will be using for this research |
| Abstract |
Bullying is often followed by short-term and long-term undesirable psychosocial consequences. Both victims and perpetrators of bullying tend to have high numbers of physical and psychological symptoms. In order to prevent bullying and its aversive results, it is important to formulate and test theories of bullying. This article investigates the usefulness of defiance theory in the explanation of the bullying of siblings in families and peers in schools. Questionnaires were completed by 182 children aged 11 to 12 in ten primary schools in Nicosia, Cyprus. We followed a vignette-based methodology to investigate children’s defiant behavior. Children were given a hypothetical scenario—in which the perpetrator is sanctioned by the parents—and were then asked questions that aimed to investigate defiant or compliant reactions to the sanctions imposed. The type of child in the vignette was experimentally manipulated so that children could make inferences regarding his/her intentionality of wrongdoing. The results indicate that defiance theory is useful in explaining bullying behavior. The main implication from our research is that defiance theory can assist teachers and practitioners in implementing whole-school restorative justice approaches to reduce bullying in schools.
This abstract is important to me because it gives me an overview of the types and effects of bullying that are expected.
|
| APA Reference |
Ttofi, M. M., & Farrington, D. P. (2008). Bullying: Short-term and long-term effects, and the importance of defiance theory in explanation and prevention. Victims and offenders, 3(2-3), 289-312. |
|
