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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. · 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. Review the detailed grading rubric. Grading Criteria Maximum Points Description of the focal question or problem is clear and thorough. Explanation of the relevance of the topic to the field of psychology is clear. 36 Analysis 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). 40 Choice of articles is appropriate, both in quality and quantity: they directly address the thesis. 40 Provides well-supported conclusions. Suggestions for future research are appropriate and discuss how future research will contribute to the field. 40 Introduction has a clear opening, provides background information, and states the topic. 12 Writing follows conventions of spelling and grammar throughout. Errors are infrequent and do not interfere with readability or comprehension. 12 Using APA format, accurately paraphrased, quoted, and cited in many spots throughout when appropriate or called for. Errors present are somewhat minor. 16 Writing remains in third person throughout writing. Word choice is accurate, clear, and appropriate for the audience. 4 Total: 200 |
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Due Date |
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Feb 14, 2018 11:59 PM |
Hide Rubrics
Rubric Name: CJA499_M3A2_Grading_Rubric
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Criteria Maximum Points GR1 Description of the focal question or problem is clear and thorough. Explanation of the relevance of the topic to the field of psychology is clear. 36 points GR2 Analysis 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). 40 points GR3 Choice 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 40 points GR4 Provides well-supported conclusions. Suggestions for future research are appropriate and discuss how future research will contribute to the field. 40 points GR5 Introduction has a clear opening, provides background information, and states the topic. 12 points GR6 Writing follows conventions of spelling and grammar throughout. Errors are infrequent and do not interfere with readability or comprehension. 12 points GR7 Using APA format, accurately paraphrased, quoted, and cited in many spots throughout when appropriate or called for. Errors present are somewhat minor. 16 points GR8 Writing remains in third person throughout writing. Word choice is accurate, clear, and appropriate for the audience. 4 points Overall Score Total Score |
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
2
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
3
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
4
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
5
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
6
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
7
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
8
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.
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!
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