Grad writting disc 2
Description
EFFECTIVE ELEMENTS OF AN ARTICLE SUMMARY
For this Discussion, letænbsp;think critically about these elements. More specifically, letænbsp;identify the aspects that form an effective summary paragraph and share examples of these aspects.
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
To prepare for this Discussion:
First, review the Learning Resources on summarizing scholarly research.
Next, apply what you have learned to the summaries from the Example Article Summaries document.
Post your initial 2 paragraph response to the following:
What are two elements of an effective scholarly article summary?
Use specific examples from the Example Article Summaries document found in the Learning Resources.
In paragraph 1, be sure to:
Discuss the article summaries from our week 2 readings
Describe 2 effective elements
In paragraph 2, be sure to:
Reflect on the methods of effective summarizing
Utilize examples from the reading
Unformatted Attachment Preview
mixed-methods study comparing nursing students2eflections in written assignments and
online discussions following an international service-learning experience. The authors sought to
determine if one type of reflection was more effective than the other. A sample size of 39
students was divided into two groups during a 10-day trip to Honduras. All students
participated in individual journal reflections and discussions during the trip; however, upon
their return, one group completed an individual written reflection and the other group
participated in an online discussion format to share reflections. The authors evaluated the
reflections using a scale developed by Kember et al. that assigned reflective statements to one
of the following categories, ranked respectively from 1 to 4: nonreflection, understanding,
reflection, and critical reflection. The researchers also coded and counted the number of
themes that developed in the reflective statements for each group. Overall, Smit and
Tremethick reported that the students who participated in online discussions had higher
reflection scores that were statistically significant and a greater number of identified themes
than those students who did not.
Reference
Smit, E. M., & Tremethick, M. J. (2017). Value of online group reflection after international
service-learning experiences: I never thought of that. Nurse Educator, 42(6), 286-289.
https://doi.org/10.1097/NNE.0000000000000381
2 Summary #2 In this article, Stevens (2014) described the Community Grant Writing Program
(CGWP), a flexible framework for incorporating service-learning into writing-intensive 1st-year
college courses. The framework included hands-on service, targeted skill development, and
opportunities for meaningful reflection. Using this framework, teachers and students partnered
with community organizations to practice and apply reading, writing, and research skills in an
authentic context by assisting the organizations in writing grants for program funding. Fourteen
students enrolled in a required 1st-year seminar and participated in the service-learning
project. Stevens collected quantitative and qualitative program evaluation assessment data to
evaluate the perceptions of students and community organization participants following 2
semesters of implementation at Willamette University in Salem, Oregon. Program evaluation
was measured using a standard college course evaluation form and a supplemental evaluation
specific to the service-learning experience. Student responses indicated a highly favorable
evaluation in the ability of the course to help students see connections between coursework
and real-world skills. Responses indicated a favorable but more neutral evaluation of the
courseàability to improve writing and argumentations skills.
Reference
Stevens, C. (2014). The community grant writing project: A flexible service-learning model for
writing-intensive courses. Journal of Higher Education Outreach and Engagement, 18(2), 261280
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