Drawing from the Unit 1 readings and discussions, write a paper developing an argument or arguments about 1-3 foundational aspects of research and their importance to your own learning and practice. You may choose to focus your paper on one topic, which you would explore in depth, or up to three, which would mean exploring each less deeply. You must draw on the assigned Unit 1 readings and are encouraged to supplement with additional literature as needed. You are encouraged to consult with your instructor about your choices of additional literature if a question you are exploring is leading you to an overwhelming number of sources and you would like guidance on selecting between them.<\/p>\n\n\n\n
These are the kind of questions you might choose to explore, but please do not feel limited by this list:<\/p>\n\n\n\n
Your paper should do four things:<\/p>\n\n\n\n
Please include a brief introduction (one paragraph maximum), which provides a brief overview of the topic(s) and question(s) you will be exploring in the paper, without yet developing the argument itself. Please also include a brief conclusion, which reviews major points, so that your reader leaves the paper reminded of your argument, as a whole. <\/p>\n\n\n\n
Your paper will be assessed according to the rubric below, which addresses Course Learning Outcomes A, B, and D.<\/p>\n\n\n\n
Length: <\/strong>Maximum 1,500 words, not including title page or references.<\/p>\n\n\n\n Format: <\/strong>Double-spaced, APA 7th edition citations and references, 12-point Times New Roman, one-inch margins.<\/p>\n\n\n\n Value:<\/b> 20%<\/p>\n\n\n\n Submit:<\/b> to the Assignment 1<\/a> dropbox in Moodle.<\/p>\n\n\n\n If you would like to draw on the previous assignment guidelines, you can find them here. <\/p>\n\n\n\n Drawing from the Unit 1 readings and discussions, write a paper developing an argument or arguments about 1-3 foundational aspects of research and their importance to your own learning and practice. You may choose to focus your paper on one topic, which you would explore in depth, or up to three, which would mean exploring… Read More »Assignment 1 | Role and Importance of Research (Individual)<\/span><\/a><\/p>\n","protected":false},"author":9,"featured_media":0,"parent":75,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"neve_meta_sidebar":"","neve_meta_container":"","neve_meta_enable_content_width":"","neve_meta_content_width":0,"neve_meta_title_alignment":"","neve_meta_author_avatar":"","neve_post_elements_order":"","neve_meta_disable_header":"","neve_meta_disable_footer":"","neve_meta_disable_title":"","neve_meta_reading_time":"","_themeisle_gutenberg_block_has_review":false,"_ti_tpc_template_sync":false,"_ti_tpc_template_id":"","footnotes":""},"class_list":["post-89","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/malat-coursesite.royalroads.ca\/lrnt522\/wp-json\/wp\/v2\/pages\/89","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-coursesite.royalroads.ca\/lrnt522\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/malat-coursesite.royalroads.ca\/lrnt522\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/malat-coursesite.royalroads.ca\/lrnt522\/wp-json\/wp\/v2\/users\/9"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-coursesite.royalroads.ca\/lrnt522\/wp-json\/wp\/v2\/comments?post=89"}],"version-history":[{"count":15,"href":"https:\/\/malat-coursesite.royalroads.ca\/lrnt522\/wp-json\/wp\/v2\/pages\/89\/revisions"}],"predecessor-version":[{"id":4898,"href":"https:\/\/malat-coursesite.royalroads.ca\/lrnt522\/wp-json\/wp\/v2\/pages\/89\/revisions\/4898"}],"up":[{"embeddable":true,"href":"https:\/\/malat-coursesite.royalroads.ca\/lrnt522\/wp-json\/wp\/v2\/pages\/75"}],"wp:attachment":[{"href":"https:\/\/malat-coursesite.royalroads.ca\/lrnt522\/wp-json\/wp\/v2\/media?parent=89"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}\n\n
\n \nCourse Learning Outcome \/ Assessment Criteria<\/th>\n Excellent (A+ to A)<\/th>\n Proficient (A- to B+)<\/th>\n Satisfactory (B to B-)<\/th>\n Unsatisfactory (F)<\/th>\n<\/tr>\n<\/thead>\n \n Citation and APA format<\/td>\n All citations and APA format are correct.<\/td>\n Most citations and APA formatting are correct.<\/td>\n Some citations and APA formatting are correct.<\/td>\n Few citations and APA formatting are correct.<\/td>\n<\/tr>\n \n Style, Grammar, Spelling, and Organization. Includes sentence-level correctness as well as paragraphing and overall organizational flow.<\/td>\n All grammar and spelling are correct. Paragraphing is purposeful and ideas flow logically from one to the next.<\/td>\n Most grammar and spelling are correct. Paragraphing is mostly purposeful and ideas mostly flow logically, with minor disruptions.<\/td>\n Some grammar and spelling are correct. Paragraphing is inconsistent or ideas do not always flow logically from one to the next.<\/td>\n Significant spelling and grammar errors. Paragraphing is unclear or absent, and ideas do not flow logically.<\/td>\n<\/tr>\n \n Learning Outcome A – Describes the meaning and importance of research
Research interest and chosen question(s) are clearly explained, with enough context for a reader to understand the focus without unnecessary detail.<\/td>\nThe research interest and chosen question(s) are clearly explained and clearly relevant to each other. The reader understands why this focus was chosen, with no unnecessary detail.<\/td>\n The research interest and chosen question(s) are mostly clearly explained and relevant to each other. Some unnecessary detail or minor gaps in context.<\/td>\n The research interest and chosen question(s) are somewhat clearly explained. Their relevance to each other is not always evident.<\/td>\n The research interest and\/or chosen question(s) are unclear, or their relevance to each other is not established.<\/td>\n<\/tr>\n \n Learning Outcome A – Identifies terms and concepts important to research
Key terms are defined accurately and with enough depth to demonstrate understanding, while leaving adequate space in the paper for analysis.<\/td>\nAll key terms are accurately and precisely defined, with definitions proportionate to the paper’s length and purpose.<\/td>\n Most key terms are accurately defined, with minor imprecision or definitions that run slightly long relative to the analysis that follows.<\/td>\n Some key terms are accurately defined; definitions are thin, imprecise, or take up disproportionate space relative to the analysis.<\/td>\n Key terms are not defined or are defined inaccurately.<\/td>\n<\/tr>\n \n Learning Outcome B – Develops arguments backed with evidence
Claims about the relevance of the chosen question(s) to the student’s research interest are backed up with evidence from the assigned readings, woven into the argument rather than listed separately. Material is organized coherently, with the argument easy for the reader to follow.<\/td>\nClaims about relevance are consistently backed up with well-integrated evidence from the readings; the argument is coherent and easy to follow throughout.<\/td>\n Claims about relevance are mostly backed up with evidence from the readings, mostly well-integrated; the argument is mostly coherent and easy to follow.<\/td>\n Claims about relevance are somewhat backed up with evidence; evidence is present but not always well-integrated; the argument is sometimes difficult to follow.<\/td>\n Claims about relevance are not backed up with evidence from the readings, or evidence is listed without connection to the argument.<\/td>\n<\/tr>\n \n Learning Outcome D – Critically analyzes various forms of research and writing
Goes beyond explaining or describing the topic to critically analyze it — for example, by identifying strengths and weaknesses of an approach in relation to the student’s own research interest, or by identifying questions the readings raise and explaining why they matter and what the student would do next to explore them.<\/td>\nThe paper critically analyzes the topic throughout, going clearly beyond description; strengths, weaknesses, or open questions are identified and substantiated with reference to the student’s own research interest.<\/td>\n The paper mostly critically analyzes the topic; some sections lean toward description, but strengths, weaknesses, or open questions are mostly identified and substantiated.<\/td>\n The paper shows some critical analysis but relies substantially on description; strengths, weaknesses, or open questions are identified but not well substantiated.<\/td>\n The paper is primarily descriptive; no meaningful critical analysis of the topic is evident.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"