M3_A2 Criminal Justice Capstone

Assignment 2: LASA # 1: Literature Review Paper

The purpose of this assignment is to provide you with the opportunity to select a topic in the particular area in which you have an occupational or research interest, and to complete a literature review of the topic, using a minimum of ten scholarly references. This will allow you to demonstrate mastery of the program outcomes for the B.S. criminal justice program at Argosy University.

You may want to review the following documents:

A sample literature review
A document illustrating how to set up your word processor for APA style
A “Guide for Writing a Literature Review”
A PowerPoint tips document

For additional resources, conduct an Internet search using these keywords: writing a literature review.

Based on your review of the most recent, relevant research findings on your chosen topic, submit a final version of your literature review paper, integrating feedback received from your instructor. Be sure to include a research/focal question, synthesis of the literature you reviewed, well-established conclusions, and points of discussion and/or future research.

Begin the review by defining the objective of the paper. Introduce the reader to your focal question. What is this question intended to address? You may state your “question” in the form of a problem if you like. Describe the topic for your literature review and why you chose this topic. Explain why you think it is important. It is also useful to tell the reader how the review is organized in your introduction section, before you transition into the body of the review.
Organize your literature review paper by themes/theories/concepts, rather than article by article. If there is one major theme you want to highlight, state the theme. If there are three major themes or streams of thought on the topic, briefly name them—and then organize the balance of your literature review around those three streams. Think of themes, theories, concepts, lines of thought, and ideas as organizing strategies for your literature review. Your creativity in this assignment is not the content or findings but the clarity with which you organize the review and create a context for understanding the focal question.
When you are done introducing the first line of thought, create a new paragraph to discuss studies which present another line of thought or opposing view.
Your literature review should hit the high points of each article. You should not discuss a single article, one by one, like a grocery list. Zero in on the main theme or finding and then move on to the next theme. Remember, this is a synthesis, an integration of all the things you have learned. You are creating a discussion on paper, which in turn gives the reader a context for understanding where the scholarship has been, where it is currently, and where it likely will be heading next. Provide enough details to help the reader understand the significance of the studies you cite without “rebuilding Rome.” Be sure to evaluate the studies and offer critical comments on any shortcomings you’ve observed or that have been reported by the authors.
Discuss the main findings and their implications. Given the results of your literature review, what is/are the prevailing argument(s)? What research question could you ask in order to further develop this area of study and contribute to the existing body of knowledge? Complete your review by drawing conclusions about your body of research and identifying gaps in the research which still remain to be explored, maybe even by you! Make an argument as to why your research question is important and relevant to the current work being done on your topic.

Requirements

Apply current APA standards for editorial style, expression of ideas, and formatting of the text, headings, citations, and references. Remember to use your own words to describe and evaluate the articles. Avoid quoting the material and also cite works when you are discussing someone else’s ideas. Be sure to integrate any and all feedback received from your instructor. Your paper should be double-spaced and in 12 point, Times New Roman font with normal one-inch margins, written in APA style, and free of typographical and grammatical errors. It should include a title page with a running head, an abstract, and a reference page. The body of the paper should be no less than 5–6 pages in length.

Submit your review paper to the Submissions Area by the due date assigned.

Grading CriteriaMaximum PointsDescription of the focal question or problem is clear and thorough. Explanation of the relevance of the topic to the field of psychology is clear.36Analysis of themes, theories, or concepts is clear and complete. Discussion of articles clearly relates to those themes, theories, or concepts (instead of discussing each article individually).40Choice of articles is appropriate, both in quality and quantity: they directly address the thesis.

Their evaluation is based on their relation to themes, theories, or concepts.

Evaluation includes discussion of the methodology, and a discussion of any obvious shortcomings.40Provides well-supported conclusions. Suggestions for future research are appropriate and discuss how future research will contribute to the field.40Introduction has a clear opening, provides background information, and states the topic.

The paper is organized around an arguable, clearly stated thesis statement.

Transitions are appropriate and help the flow of ideas.

Conclusion summarizes main argument and has a clear ending.

12Writing follows conventions of spelling and grammar throughout. Errors are infrequent and do not interfere with readability or comprehension.12Using APA format, accurately paraphrased, quoted, and cited in many spots throughout when appropriate or called for. Errors present are somewhat minor.16Writing remains in third person throughout writing. Word choice is accurate, clear, and appropriate for the audience.4Total:200

Varying Definitions of Online Communication and

Their Effects on Relationship Research

Elizabeth L. Angeli

State University

Author Note

Elizabeth L. Angeli, Department of Psychology, State University.

Elizabeth Angeli is now at Department of English, Purdue University.

This research was supported in part by a grant from the Sample Grant

Program.

Correspondence concerning this article should be addressed to Elizabeth

Angeli, Department of English, Purdue University, West Lafayette, IN 55555.

Contact: author@boiler.edu

The running
head cannot
exceed 50
characters,
including spaces
and
punctuation.
The running
head’s title
should be in
capital letters.
The running
head should be
flush left, and
page numbers
should be flush
right. On the
title page, the
running head
should include
the words
“Running head.”
For pages
following the
title page,
repeat the
running head in
all caps without
“Running head.”

The title
should be
centered on
the page,
typed in 12-
point Times
New Roman
Font. It
should not be
bolded,
underlined, or
italicized.

The author’s
name and
institution
should be
double-
spaced and
centered.

The running
head is a
shortened
version of the
paper’s full title,
and it is used to
help readers
identify the
titles for
published
articles (even if
your paper is
not intended for
publication, your
paper should
still have a
running head).

The title
should
summarize
the paper’s
main idea and
identify the
variables
under
discussion
and the
relationship
between
them.

Green text boxes
contain explanations
of APA style
guidelines.

Blue boxes contain
directions for writing
and citing in APA
style.

Running head: VARYING DEFINITIONS OF ONLINE COMMUNICATION 1

The author note should appear on printed articles and identifies each author’s
department and institution affiliation and any changes in affiliation, contains
acknowledgements and any financial support received, and provides contact
information. For more information, see the APA manual, 2.03, page 24-25.
Note: An author note is optional for students writing class papers, theses, and
dissertations..

An author note should appear as follows:
First paragraph: Complete departmental and institutional affiliation
Second paragraph: Changes in affiliation (if any)
Third paragraph: Acknowledgments, funding sources, special circumstances
Fourth paragraph: Contact information (mailing address and e-mail)

VARYING DEFINITIONS OF ONLINE COMMUNICATION

Abstract

This paper explores four published articles that report on results from research conducted

on online (Internet) and offline (non-Internet) relationships and their relationship to

computer-mediated communication (CMC). The articles, however, vary in their

definitions and uses of CMC. Butler and Kraut (2002) suggest that face-to-face (FtF)

interactions are more effective than CMC, defined and used as “email,” in creating

feelings of closeness or intimacy. Other articles define CMC differently and, therefore,

offer different results. This paper examines Cummings, Butler, and Kraut’s (2002)

research in relation to three other research articles to suggest that all forms of CMC

should be studied in order to fully understand how CMC influences online and offline

relationships.

Keywords: computer-mediated communication, face-to-face communication

The
abstract
should be
between
150-250
words.
Abbre-
viations
and
acronyms
used in the
paper
should be
defined in
the
abstract.

The
abstract is
a brief
summary of
the paper,
allowing
readers to
quickly
review the
main points
and
purpose of
the paper.

The word
“Abstract”
should be
centered
and typed
in 12 point
Times New
Roman. Do
not indent
the first
line of the
abstract
paragraph.
All other
paragraphs
in the
paper
should be
indented.

VARYING DEFINITIONS OF ONLINE COMMUNICATION

Varying Definitions of Online Communication and

Their Effects on Relationship Research

Numerous studies have been conducted on various facets of Internet relationships,

focusing on the levels of intimacy, closeness, different communication modalities, and

the frequency of use of computer-mediated communication (CMC). However,

contradictory results are suggested within this research mostly because only certain

aspects of CMC are investigated, for example, email only. Cummings, Butler, and Kraut

(2002) suggest that FtF interactions are more effective than CMC (read: email) in

creating feelings of closeness or intimacy, while other studies suggest the opposite. In

order to understand how both online (Internet) and offline (non-Internet) relationships are

affected by CMC, all forms of CMC should be studied. This paper examines Cummings

et al.’s research against other CMC research to propose that additional research be

conducted to better understand how online communication effects relationships.

In Cummings et al.’s (2002) summary article reviewing three empirical studies on

online social relationships, it was found that CMC, especially email, was less effective

than FtF contact in creating and maintaining close social relationships. Two of the three

reviewed studies focusing on communication in non-Internet and Internet relationships

mediated by FtF, phone, or email modalities found that the frequency of each modality’s

use was significantly linked to the strength of the particular relationship (Cummings et

al., 2002). The strength of the relationship was predicted best by FtF and phone

communication, as participants rated email as an inferior means of maintaining personal

relationships as compared to FtF and phone contacts (Cummings et al., 2002).

In-text
citations
that are
direct
quotes
should
include the
author’s/
authors’
name/s,
the
publication
year, and
page
number/s.
If you are
para-
phrasing a
source,
APA
encourages
you to
include
page
numbers:
(Smith,
2009, p.
76).

If an article
has three
to five
authors,
write out all
of the
authors’
names the
first time
they
appear.
Then use
the first
author’s
last name
followed by
“et al.”

APA
requires
you to
include the
publication
year
because
APA users
are
concerned
with the
date of the
article (the
more
current the
better).

The title of
the paper is
centered
and not
bolded.

The introduc-
tion presents
the problem
that the
paper
addresses.
See the OWL
resources on
introduc-
tions:
http://owl.en
glish.purdue.e
du/owl/resou
rce/724/01/

The title
should be
centered on
the page,
typed in 12-
point Times
New Roman
Font. It
should not be
bolded,
underlined, or
italicized.

VARYING DEFINITIONS OF ONLINE COMMUNICATION

Use two
spaces
after a
period
throughout
your paper.

Cummings et al. (2002) reviewed an additional study conducted in 1999 by the

HomeNet project. In this project, Kraut, Mukhopadhyay, Szczypula, Kiesler, and Scherlis

(1999) compared the value of using CMC and non-CMC to maintain relationships with

partners. They found that participants corresponded less frequently with their Internet

partner (5.2 times per month) than with their non-Internet partner (7.2 times per month)

(as cited in Cummings et al., 2002). This difference does not seem significant, as it is

only two times less per month. However, in additional self-report surveys, participants

responded feeling more distant, or less intimate, towards their Internet partner than their

non-Internet partner. This finding may be attributed to participants’ beliefs that email is

an inferior mode of personal relationship communication.

Intimacy is necessary in the creation and maintenance of relationships, as it is

defined as the sharing of a person’s innermost being with another person, i.e., self-

disclosure (Hu, Wood, Smith, & Westbrook, 2004). Relationships are facilitated by the

reciprocal self-disclosing between partners, regardless of non-CMC or CMC. Cummings

et al.’s (2002) reviewed results contradict other studies that research the connection

between intimacy and relationships through CMC.

Hu et al. (2004) studied the relationship between the frequency of Instant

Messenger (IM) use and the degree of perceived intimacy among friends. The use of IM

instead of email as a CMC modality was studied because IM supports a non-professional

environment favoring intimate exchanges (Hu et al., 2004). Their results suggest that a

positive relationship exists between the frequency of IM use and intimacy, demonstrating

VARYING DEFINITIONS OF ONLINE COMMUNICATION

that participants feel closer to their Internet partner as time progresses through this CMC

modality.

Similarly, Underwood and Findlay (2004) studied the effect of Internet

relationships on primary, specifically non-Internet relationships and the perceived

intimacy of both. In this study, self-disclosure, or intimacy, was measured in terms of

shared secrets through the discussion of personal problems. Participants reported a

significantly higher level of self-disclosure in their Internet relationship as compared to

their primary relationship. In contrast, the participants’ primary relationships were

reported as highly self-disclosed in the past, but the current level of disclosure was

perceived to be lower (Underwood & Findlay, 2004). This result suggests participants

turned to the Internet in order to fulfill the need for intimacy in their lives.

In further support of this finding, Tidwell and Walther (2002) hypothesized CMC

participants employ deeper self-disclosures than FtF participants in order to overcome the

limitations of CMC, e.g., the reliance on nonverbal cues. It was found that CMC partners

engaged in more frequent intimate questions and disclosures than FtF partners in order to

overcome the barriers of CMC. In their 2002 study, Tidwell and Walther measured the

perception of a relationship’s intimacy by the partner of each participant in both the CMC

and FtF conditions. The researchers found that the participants’ partners stated their CMC

partner was more effective in employing more intimate exchanges than their FtF partner,

and both participants and their partners rated their CMC relationship as more intimate

than their FtF relationship.

VARYING DEFINITIONS OF ONLINE COMMUNICATION

Discussion

In 2002, Cummings et al. stated that the evidence from their research conflicted

with other data examining the effectiveness of online social relationships. This statement

is supported by the aforementioned discussion of other research. There may be a few

possible theoretical explanations for these discrepancies. First, one reviewed study by

Cummings et al. (2002) examined only email correspondence for their CMC modality.

Therefore, the study is limited to only one mode of communication among other

alternatives, e.g., IM as studied by Hu et al. (2004). Because of its many personalized

features, IM provides more personal CMC. For example, it is in real time without delay,

voice-chat and video features are available for many IM programs, and text boxes can be

personalized with the user’s picture, favorite colors and text, and a wide variety of

emoticons, e.g., :). These options allow for both an increase in self-expression and the

ability to overcompensate for the barriers of CMC through customizable features, as

stated in Tidwell and Walther (2002). Self-disclosure and intimacy may result from IM’s

individualized features, which are not as personalized in email correspondence.

In addition to the limitations of email, Cummings et al. (2002) reviewed studies

that focused on international bank employees and college students. It is possible the

participants’ CMC through email was used primarily for business, professional, and

school matters and not for relationship creation or maintenance. In this case, personal

self-disclosure and intimacy levels are expected to be lower for non-relationship

interactions, as this communication is primarily between boss and employee or student

Because all
research
has its
limitations,
it is
important
to discuss
the
limitations
of articles
under
examina-
tion.

A Level 1
heading
should be
centered
and bolded.
If you use
more than
two levels
of
headings,
consult
section
3.02 of the
APA manual
(6th ed.) or
the OWL
resource on
APA
headings:
http://owl.
english.pur
due.edu/ow
l/resource/
560/16/

VARYING DEFINITIONS OF ONLINE COMMUNICATION

and professor. Intimacy is not required, or even desired, for these professional

relationships.

Instead of professional correspondence, however, Cummings et al.’s (2002)

review of the HomeNet project focused on already established relationships and CMC’s

effect on relationship maintenance. The HomeNet researchers’ sole dependence on email

communication as CMC may have contributed to the lower levels of intimacy and

closeness among Internet relationships as compared to non-Internet relationships (as cited

in Cummings et al., 2002). The barriers of non-personal communication in email could be

a factor in this project, and this could lead to less intimacy among these Internet partners.

If alternate modalities of CMC were studied in both already established and professional

relationships, perhaps these results would have resembled those of the previously

mentioned research.

In order to gain a complete understanding of CMC’s true effect on both online

and offline relationships, it is necessary to conduct a study that examines all aspects of

CMC. This includes, but is not limited to, email, IM, voice-chat, video-chat, online

journals and diaries, online social groups with message boards, and chat rooms. The

effects on relationships of each modality may be different, and this is demonstrated by

the discrepancies in intimacy between email and IM correspondence. As each mode of

communication becomes more prevalent in individual’s lives, it is important to examine

the impact of all modes of CMC on online and offline relationship formation,

maintenance, and even termination.

The
conclusion
restates
the
problem
the paper
addresses
and can
offer areas
for further
research.
See the
OWL
resource on
conclu-
sions:
http://owl.
english.pur
due.edu/ow
l/resource/
724/04/

VARYING DEFINITIONS OF ONLINE COMMUNICATION

References

Cummings, J. N., Butler, B., & Kraut, R. (2002). The quality of online social

relationships. Communications of the ACM, 45(7), 103-108.

Hu, Y., Wood, J. F., Smith, V., & Westbrook, N. (2004). Friendships through IM:

Examining the relationship between instant messaging and intimacy. Journal of

Computer-Mediated Communication, 10(1), 38-48.

Tidwell, L. C., & Walther, J. B. (2002). Computer-mediated communication effects on

disclosure, impressions, and interpersonal evaluations: Getting to know one

another a bit at a time. Human Communication Research, 28(3), 317-348.

Underwood, H., & Findlay, B. (2004). Internet relationships and their impact on primary

relationships. Behaviour Change, 21(2), 127-140.

Start the reference list on a new page, center the title “References,” and
alphabetize the entries. Do not underline or italicize the title. Double-space all
entries. Every source mentioned in the paper should have an entry.

Michelle Post, Ph.D. (mpost.phd@gmail.com)

APA 6th Edition Basic Formatting

Preparing for Two Headers

Set the Margins

Set the Font

Set the Line Spacing

Insert Title Page Header (Step 1 – 5)

Type the Title Page: Steps

Insert the 2nd Header for the Body of the
Paper

2© Michelle Post, Ph.D. March 22, 2011

Create the Abstract Page

Create the Body of the Paper

Create the Reference Page

Save it All

YouTube Video Training

3© Michelle Post, Ph.D. March 22, 2011

Basic Formatting – The Paper APA 6th Edition Location
Page Size: 8.5” x 11”

Margins: 1” on all sides Chapter 8: Section 8.03 – Margins (p. 229)

Line Spacing: Double spaced for whole document Chapter 8: Section 8.03 – Line spacing (p.
229)

Font Type: Times New Roman (serif typeface) Chapter 8: Section 8.03 – Typeface (p. 228)

Font Size: 12 pt Chapter 8: Section 8.03 – Typeface (p. 228)

Alignment: Flush-left style (right margin is uneven) Chapter 8: Section 8.03 – Line length and
alignment (p. 229)

Paragraph and indentation: Indent the first line of every paragraph
and footnote. Use the tab key, which should be set at five to seven
spaces or a ½”

Chapter 8: Section 8.03 – Paragraph and
indentation (p. 229)

Length: The optimal length to effectively communicate the primary
ideas.

RULE: “less is more”

Chapter 3: Section 3.01 – Length (p. 61)

Writing Style: Clear communication that uses continuity in
presentation of ideas, smoothness of expression, tone, economy of
expression, precision and clarity, and linguistic devices.

Chapter 3: Sections 3.05 – 3.10 (pp. 65 – 70)

Voice: Third person point of view and active voice Chapter 3: Section 3.09 – Precision and
Clarity: Attribution (pp. 69 -70)

Chapter 3: Section 3.18 – Verbs (p. 77)

March 22, 2011 4© Michelle Post, Ph.D.

Steps
1. Select from the menu bar

Page Layout
2. Select Page Setup
3. Select the Layout tab
4. Check Different first page

Steps
1. Select Page Layout

tab
2. Select Margins
3. Select 1” on all sides

7© Michelle Post, Ph.D. March 22, 2011

Steps
1. From the menu bar select Home
2. From the Font type drop down

select Times New Roman
3. From the Font size drop down,

select 12 pt.

Steps
1. From the Home tab
2. Select the Line Spacing

short cut tool
3. From the Line Spacing

drop down menu select
2.0

4. NOTE: Make sure there
are no spaces before or
after a paragraph

Steps
1. Select the Insert tab
2. Select Header button
3. Select Blank header

Steps
1. Remove the tab marker from the Right margin
2. To do this, select the tab with your right mouse

button and drag off the page

Steps
1. Select the decimal tab from the left tab selection

box
2. Insert the decimal tab near the 1”right margin (you

cannot place it directly on it)
3. Slide the decimal tab onto the 1” right margin

Steps
1. Type the words Running head: in mixed case
2. Type a short title of your paper in ALL CAPS one

space after the colon
3. NOTE: The title cannot exceed 50 characters

Steps
1. After you finish typing your title hit your tab key until you are at

the

right margin
2. Select Insert from the menu bar
3. Select Page Number from the button menu
4. Select Current Position from the drop down menu
5. Select Plain Number from the second drop down menu

6. NOTE: Do NOT manually enter a number on the right margin. If

you do, each page will have the same page number
7. Close the Header box

Steps
1. From the short cut menus select the Center Text Alignment (this

will center your cursor so that you can type your title page
information)

2. Hit the Enter Key three times to move the cursor to the right
place to start your title page information

3. Type the title of your paper in twelve words or less (Words that
are 4 characters or more are capitalized)

4. Hit the enter key to move to the next line, type Your Name
5. Hit the enter key to move to the next line, type the University

Name
6. After typing the University Name, hit the key combination Control

(Ctrl) plus Enter (This key combination will take you to the
beginning of the next page)

7. See the next slide for the finished product

Michelle Post, Ph.D. 19

Steps
1. You will create the 2nd header the same way you did the first, the only

difference is you do not use the words “Running head” in the 2nd header
2. Select the Insert tab
3. Select Header button
4. Select Blank header
5. Remove the tab marker from the Right margin

1. To do this, select the tab with your right mouse button and drag off
the page

6. Select the decimal tab from the left tab selection box
7. Insert the decimal tab near the 1”right margin (you cannot place it

directly on it)
8. Slide the decimal tab onto the 1” right margin
9. Type the same short title from Header 1

Michelle Post, Ph.D. 20

Steps, Cntd.
1. After you finish typing your title hit your tab key until you are at the

right margin
2. Select Insert from the menu bar
3. Select Page Number from the button menu
4. Select Current Position from the drop down menu
5. Select Plain Number from the second drop down menu

• NOTE: Do NOT manually enter a number on the right margin. If you
do, each page will have the same page number

6. Close the Header box
7. See the next slide for the finished product

Steps
1. From the current cursor position, type the title Abstract

• Note: The title is in mixed case and is not bold
2. Hit the enter key to advance to the next line
3. From the Text Alignment Tools, select the Left Align so that the text will be

flushed on the left and jagged on the right
4. Begin typing the Abstract

• NOTE: An abstract does not use a paragraph indentation
5. When you finish writing the Abstract, hit a Ctrl+Enter key combination and you

will be taken to the next page to begin the body of the paper

Steps
1. Select from the Text Alignment Tools, the Center Alignment Tool to

center your cursor on the page
2. Go to the Title Page and copy the Title of the Paper from that page by

highlighting the text and selecting the copy button from the button
menu or using the Ctrl+C key combination for Control Copy

3. Return to the Body of the Paper and with your cursor placed in the
center of the page select the Paste Button from the menu bar or using
the Ctrl+V key combination for Control Paste

4. Hit the Enter key to advance one line
5. Select from the Text Alignment Tools, the Left Alignment Tool to

place your cursor on the left-side of the page
6. Hit the Tab Key to indent the paragraph by 1/2” or you can use your

space key to space in 5-7 spaces
7. Begin typing your paper
8. See the next slide for the finished product

Steps
1. After you finish writing your paper, use the Ctrl+Enter key

combination to advance to the next page
2. Select from the Text Alignment Tools, the Center Alignment Tool to

center your cursor on the page
3. Type the title References if you have more than one reference, if you

only have one reference than the title is not plural.
• The title is not in bold and is in mixed case

4. After typing the title, hit the enter key to advance to the next line
5. Select from the Text Alignment Tools, the Left Alignment Tool to

place your cursor on the left-side of the page
6. Begin entering your references

• Arrange the entries of the reference list by alphabetical order by
last name, followed by initials.

• If the author has two or more listings, list by publication date
from earliest to latest.

7. See the next slide for the finished product

Steps
1. You have now complete an APA 6th Edition document that you

can save and use again and again
2. Select the Office button in the upper left corner
3. Select Save or Save As
4. Select the location where you want to save your new APA 6th

Edition Template (e.g., Your PC, Laptop or Flash Drive)
5. Name the file APA 6th Edition Template
6. When you need to write an APA 6th Edition Paper all you need to

do now is open your template and edit your header, title and
then type away

Setting up Word 2007 for APA –
http://www.youtube.com/watch?v=zwte1ntB
2gA
Setting up Word 2010 for APA –
http://www.youtube.com/watch?v=KUjhwGm
hDrI

Michelle Post, Ph.D. 28

APA and MS Word 2007: Creating an APA Template
Summary of Learning
Summary of Learning, Cntd.
Basic Formatting: The Paper

Preparing for Two Headers
Set the Margins
Set the Font
Set the Line Spacing

Insert Title Page Header (Step 1)
Insert Title Page Header (Step 2): Remove Right Margin Tab
Insert Title Page Header (Step 3): Set the Decimal Tab
Insert Title Page Header (Step 4): Entering the Text
Insert Title Page Header (Step 5): Entering the Page Number
Insert Title Page Header (Step 5): Entering the Page Number, Cntd.

Insert Title Page Header (Step 5): Entering the Page Number, Cntd.

Insert Title Page Header (Step 5):�Finished Product

Type the Title Page: Steps

Type the Title Page: � Finished Product
Insert the 2nd Header for the Body of the Paper
Insert the 2nd Header for the Body of the Paper, Cntd.

Insert the 2nd Header for the Body of the Paper, Cntd.

Create the Abstract Page: Steps

Create the Body of the Paper

Create the Body of the Paper: Finished Product

Create the Reference Page

Create the Reference Page: The Finished Product
Save It All

YouTube Video Training

Guidelines for Writing a Literature Review

· Your final literature review requires the selection of at least 10 credible articles from peer-reviewed journals. You may need to select and review a greater number of articles to arrive at 10 articles to address in your paper.

· The articles you have chosen should be those that offer the soundest empirical evidence, from which you will be drawing conclusions about your topic. The quality of your own paper rests on the quality of the published scholarship.

· The literature review should be between 5-6 pages in length, depending on how many sources you identified and how expansive the literature is on this topic. This does not include the title page, abstract, or references pages.

· The required format is double-spaced with 1-inch margins. Follow APA style guidelines in writing and citing references.

· Begin the review by introducing readers to your focal question. What is this question intended to address? You may state your “question” in the form of a problem if you like. This focal question will become part of your introduction.

· It is useful to tell the reader how the review is organized in your introduction section, somewhere between research question and the transition into the body of the review.

· If there is one major theme you want to highlight, state the theme. If there are three major themes or streams of thought on the topic, briefly name them—and then organize the balance of your literature review around those three streams. Think of themes, theories, concepts, lines of thought, and ideas as organizing strategies for your literature review.

· Once you state your focal question, write a transition sentence moving readers into the body of your literature review.

Example: Assume you are writing about the use of therapy dogs with children who have autism. Your focal question (problem statement) might be something along the lines of “Pilot studies suggest that children who have autism may benefit socially from having a therapy dog. However, one of the challenges in introducing a therapy dog to a child with autism is the child may not feel empathy toward the animal and therefore experience difficulty establishing a bond with the animal, let alone improving social functioning with other humans. Little has been explored about the use of therapy animals with children who have autism. This paper explores the use of therapy dogs with children who have autism to determine if the intervention helps these children develop social skills.” Next, you could transition into the body of the review with a sentence such as, “Scholars disagree about the effectiveness of therapy animals in treating children who have autism. One school of thought argues that . . . .”

· When you are done introducing the first line of thought, create a new paragraph to discuss studies which present another line of thought or opposing view.

· Don’t write a literature review where each paragraph discusses a single article, one by one, like a grocery list. Remember, the point is to synthesize information from the reading you have done, and you do that by organizing your literature review paper by themes/theories/concepts, rather than article by article.

· Within each paragraph, if you are truly engaging in the ideas you found in the literature, you will likely cite 3 to 5 articles that highlight that theme.

· Your literature review should hit the high points of each article. Zero in on the main theme or finding and then move on to the next theme.

· Don’t recreate each article. It’s fine to describe the study, including the purpose of the study, and the key findings or larger meanings of the research. But remember, this is a synthesis, an integration of all the things you have learned. You are creating a discussion on paper, which in turn gives the reader a context for understanding where the scholarship has been, where it is currently, and where it likely will be heading next. Provide enough details to help the reader understand the significance of the studies you cite without “rebuilding Rome.”

· Be sure to evaluate the studies and offer critical comments on any shortcomings you’ve observed or that have been reported by the authors.

· Remember to use your own words to describe and evaluate the articles. Avoid the temptation to paraphrase which easily slides into plagiarism if you are not careful. Avoid quoting the material and remember to cite works when you are discussing someone else’s ideas.

· Your creativity in this assignment is not the content or findings but the clarity with which you organize the review and create a context for understanding the focal question.

· Complete your review by drawing conclusions about your body of research and identifying gaps in the research which still remain to be explored, maybe even by you!

Making PowerPoint Slides
Best Practices

Adapted from: www.iasted.org/conferences/formatting/Presentations-Tips.ppt
*

Tips to be Covered
Title slide and outlines
Slide Structure
Fonts
Color
Background
Graphs
Spelling and Grammar
Conclusions
Questions
References

Title and Outline
Include a title slide with the title of your presentation, your full name and affiliation.
Make your second slide an outline of your presentation
Ex: previous slide
Follow the order of your outline for the rest of the presentation
Only place main points on the outline slide
Ex: Use the titles of each slide as main points

Slide Structure
Use 1-2 slides per minute of your presentation
Write in point form, not complete sentences
Include 4-5 points per slide
Avoid wordiness: use key words and phrases only

Slide Structure
This page contains too many words for a presentation slide. It is not written in point form, making it difficult both for your audience to read and for you to present each point. Although there are exactly the same number of points on this slide as the previous slide, it looks much more complicated. In short, your audience will spend too much time trying to read this paragraph instead of listening to you.

Slide Structure
Show one point at a time:
Will help audience concentrate on what you are saying
Will prevent audience from reading ahead
Will help you keep your presentation focused

Slide Structure
Do not use distracting animation
Do not go overboard with the animation, if you decide to use any
Be consistent with the animation that you use

Fonts
Use at least an 18-point font
Use different size fonts for main points and secondary points
this font is 24-point, the main point font is 28-point, and the title font is 36-point
Use a standard font like Times New Roman or Arial

Fonts
If you use a small font, your audience won’t be able to read what you have written
CAPITALIZE ONLY WHEN NECESSARY. IT IS DIFFICULT TO READ
Don’t use a complicated font

Color
Use a color of font that contrasts sharply with the background
Ex: blue font on white background
Use color to reinforce the logic of your structure
Ex: light blue title and dark blue text
Use color to emphasize a point
But only use this occasionally

Color
Using a font color that does not contrast with the background color is hard to read
Using color for decoration is distracting and unprofessional.
So is using color to creative.
Using a different color for each point is unnecessary
Using a different color for secondary points is also unnecessary

Background
Use backgrounds such as this one that are attractive but simple

Use backgrounds which are light, with dark text
Use the same background consistently throughout your presentation

Background
Avoid backgrounds that are distracting or difficult to read from
Always be consistent with the background that you use

Graphs
Use graphs rather than just charts and words
Data in graphs is easier to comprehend & retain than is raw data
Trends are easier to visualize in graph form
Always title your graphs

Graphs
Compare this table to the graph on the next slide. Which is easier to read?

Good

January January

February February

March March

April April

Blue Balls
Red Balls
Items Sold in First Quarter of 2002
20.4
30.6
27.4
38.6
90
34.6
20.4
31.6

Bad

January January

February February

March March

April April

Blue Balls
Red Balls
20.4
30.6
27.4
38.6
90
34.6
20.4
31.6

Sheet1

January February March April

Blue Balls 20.4 27.4 90 20.4

Red Balls 30.6 38.6 34.6 31.6

Sheet2

Sheet3

Graphs

Good

January January

February February

March March

April April

Blue Balls
Red Balls
Items Sold in First Quarter of 2002
20.4
30.6
27.4
38.6
90
34.6
20.4
31.6

Sheet1

January February March April

Blue Balls 20.4 27.4 90 20.4

Red Balls 30.6 38.6 34.6 31.6

Sheet2

Sheet3

Graphs

Good

January January

February February

March March

April April

Blue Balls
Red Balls
Items Sold in First Quarter of 2002
20.4
30.6
27.4
38.6
90
34.6
20.4
31.6

Bad

January January

February February

March March

April April

Blue Balls
Red Balls
20.4
30.6
27.4
38.6
90
34.6
20.4
31.6

Sheet1

January February March April

Blue Balls 20.4 27.4 90 20.4

Red Balls 30.6 38.6 34.6 31.6

Sheet2

Sheet3

Graphs
Why is the graph on the previous page difficult to read?
Minor gridlines are unnecessary
Font is too small
Colors are illogical
Title is missing
Shading is distracting

Spelling and Grammar
Proof your slides for:
speling mistakes
the use of of repeated words
grammatical errors you might have make
If English is not your first language, have someone else check your presentation

Conclusion
Use an effective and strong closing
Your audience is likely to remember your last words
Use a conclusion slide to:
Summarize the main points of your presentation
Suggest future avenues of research

Questions
If appropriate, you can also end your presentation with a simple question slide to:
Invite your audience to ask questions
Provide a visual aid during question period
Avoid ending a presentation abruptly

References
If you used any external resources for the information presented, include a list of references, in APA style.

JanuaryFebruaryMarch April
Blue Balls20.427.49020.4
Red Balls30.638.634.631.6
0102030405060708090100JanuaryFebruaryMarch April
Items Sold in First Quarter of 2002
Blue BallsRed Balls
20.4
27.4
90
20.4
30.6
38.6
34.6
31.6
0
10
20
30
40
50
60
70
80
90
100
JanuaryFebruaryMarch April
Blue Balls
Red Balls

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