Revised Researcher Skills Paper
Insert your name here
College of Doctoral Studies, Grand Canyon University
RES820A: The Literature Landscape: Organizational Leadership
Assignment Due Date
This assignment requires a Reflection Section (250-300 words) addressing your revision process and how you incorporated your instructor’s feedback into the revised version. This section will receive its own page (similar to the format of an abstract). It will be located after the title page and before the Introduction. This is the ONLY section that you may write in 1st person.
Revised Researcher Skills Paper
Provide an introduction that starts with an interesting “hook” to capture the reader’s interest and support that “hook” and your introduction with academic support (in-text citations). Although the directions say to introduce the articles with a brief description and purpose I ask you to please not include such an introduction. The focus of this assignment is not the articles themselves but rather using the articles as a resource to support your writing. In fact, please do not even mention “the articles”. Consider the articles that you have read for this course and how they do not introduce the articles they are using in such a way. Identify the three themes that emerged from your reading and how they will be discussed in the paper. Conclude the introduction with your thesis statement.
Theme You Have Identified
DO NOT use Theme 1 as your header – use a 2-4 word header that identifies your theme. You will do the same thing with themes 2 and 3. The synthesis paper should include three common themes identified by a header and addressed within that particular section and a conclusion that will present overall message of the group of articles. Please note that section headings are centered, in bold face, and are in Title Case. The three body sections will be followed by your conclusion. Please remember that your conclusion should not discuss the conclusions of the studies but rather the overall message of the three articles if they are taken together as a single entity.
In this section, discuss the first theme that you have identified as common amongst the three articles. You must include evidence (in-text citations) from EACH of the articles to show that this theme was present in ALL THREE OF THE ARTICLES. While this is a shorter paragraph, your paragraphs should be between 90-150 words.
Your Second Theme Here
This section should include your second identified theme. Again, note that headings are centered, bold face, and are in Title Case as they are Level 1 headings. You must include evidence (in-text citations) from EACH of the articles to show that this theme was present in ALL THREE OF THE ARTICLES.
You will need to support your contention of the common theme by presenting evidence from the articles. This evidence from the text should be cited using the author’s name and year of publication rather than using the title of the article or referring to the articles as Article 1, Article 2, and Article 3. This is especially the case when we are presenting specific information e.g. research questions, sample, outcomes etc. from multiple sources. Imagine discussing 5, 10, 15 articles at once in a paper and referring to each by number. Further, situating the authors firmly within sentences and throughout your discussion addresses academic integrity.
Your Third Theme Here
This section should include your second identified theme. Again, note that headings are centered, bold face, and are in Title Case. Just as in the prior section, make sure that you introduce the contents of this section prior to jumping into your narrative. You must include evidence (in-text citations) from EACH of the articles to show that this theme was present in ALL THREE OF THE ARTICLES.
You need to develop these sections thoroughly. While in this template only includes one to two paragraphs for each of the sections, which would not necessarily constitute a thorough presentation within your paper. Remember, you need to assume your reader has not read this articles.
What are your conclusions after comparing these three articles? What commonalities or differences were most striking or meaningful? If you consider all three articles to be a single entity, what conclusions can you draw from their combined research? What is the overall message of the articles, and why is that important?
The conclusion should relate back to your introduction and provide your reader with a concise and reflective summary of your analysis. The conclusion should be at MINIMUM 2-3 paragraphs. While this assignment has a word count in the directions of 1,250-1,800 words, one must ask themselves if what has been present represents a thorough presentation of the articles. However, I would challenge you to keep your paper under 2,500 words. This is a great time to work on being more clear and concise.
Klocko, B. A., Marshal, S. M., & Davidson, J. F. (2015). Developing practioner-scholar doctoral candidates as critical writers. Journal of Higher Education Theory and Practice, 15(4). 21-31. http://www.na-businesspress.com/JHETP/KlockoBA_Web15_4_.pdf
Lee, H., Chang, H., & Bryan, L. (2020). Doctoral students’ learning success in online-based
leadership programs: Intersection with technological and relational factors. International
Review of Research in Open and Distributed Learning, 21(1), 61-81.
Lindsay, S. (2015). What works for doctoral students in completing their thesis? Teaching in Higher Education, 20(2). 183-196. http://doi.org/10.1080/13562517.2014.974025
NOTE – YOU WILL NEED TO MAKE SURE THAT YOU INCLUDE TWO ADDITIONAL ARTICLES FOR THIS ASSIGNMENT FROM THE LIST BELOW AND INCLUDE THEM PROPERLY WITHIN YOUR REFERENCE LIST AND DELETE THE WORKS NOT USED–
Barrett, T., & Hussey, J. (2015). Overcoming problems in doctoral writing through the use of visualizations: Telling our stories. Teaching in Higher Education, 20(1), 48-63. http://dx.doi.org/10.1080/13562517.2014.957266
Black, R. (2017). E-Mentoring the online doctoral student from the dissertation prospectus through dissertation completion. Journal of Learning in Higher Education, 13(1), 1-8.https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=1109&context=sm_pubs
Caskey, M. M., Stevens, D. D., & Yeo, M. (2020). Examining doctoral student development of a researcher identity: Using the draw a researcher test. Impacting Education: Journal on Transforming Professional Practice, 5(1), 16-26. http://impactinged.pitt.edu/ojs/index.php/ImpactingEd/article/view/92/107
Guerin, C., Aitchison, C., & Carter, S. (2020). Digital and distributed: Learning and teachingdoctoral writing through social media. Teaching in Higher Education, 25(2), 238-254 https://doi.org/10.1080/13562517.2018.1557138
Holmes, B., McAuley Brown, L. T., Parker, D. M., Mann, J. Woods, E. L., …Hall, D. (2016 Decoding the persistence and engagement patterns of doctoral students who finish. Education Doctorate Faculty Works, 11. https://openriver.winona.edu/cgi/viewcontent.cgi?article=1010&context=educationeddfacultyworks
Huerta, M., Goodson, P., Beigi, M., & Chlup, D. (2017). Graduate students as academic writers: Writing anxiety, self-efficacy and emotional intelligence. Higher Education Research & Development, 36(4), 716-729. https://doi.org/10.1080/07294360.2016.1238881
Hutchings, M. (2017). Improving doctoral support through group supervision: Analysing face-to-face and technology-mediated strategies for nurturing and sustaining scholarship. Studies in Higher Education, 42(3), 533-550. https://doi.org/10.1080/03075079.2015.1058352
Moate, R. M., Gnilka, P. B., West, E. M., & Rice, K. G. (2019). Doctoral student perfectionism and emotional well-being. Measurement and Evaluation in Counseling and Development, 52(3), 145-155. https://doi.org/10.1080/07481756.2018.1547619
Odena, O. & Burgess, H. (2017). How doctoral students and graduates describe facilitating experiences and strategies for their thesis writing learning process: A qualitative approach. Studies in Higher Education, 42(3), 572-590. https://doi.org/10.1080/03075079.2015.1063598