Unit I: Theoretical Framework (backup)
Stage 1 - Desired Results
Established Goals
Draft a theoretical framework in support of a recent research project to be published in English to a peer reviewed journal.
Transfer
- Learners will be able to independently use their knowledge of writing in Spanish when comparing and contrasting their writing of an academic text in English.
Meaning
Understandings:
Learners will understand that…
- Writing an article depends on personal motivations as well as a target audience and journal guidelines.
Essential Questions:
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Where should I publish my work?
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How is publishing my work in English similar and different from publishing in Spanish?
Acquisition
Learners will know…
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What the guidelines are for their chosen journal
- what the problem, purpose, target audience, and thesis statement are
Students will be able to…
- Write an academic (formal) text using standard English that is coherent, cohesive, and on topic.
Stage 2 - Assessment Evidence
Performance Tasks:
- Write a 1,200 word theoretical framework that is coherent, cohesive, and that supports a single thesis statement - AWUAA: Theoretical framework task.
Other Evidence:
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Decide where to publish - .
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Grammar tasks and revising prose
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Informal reviews, discussions, and observations
Stage 3 - Learning Sequence
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Review course objectives, technologies, and personal expectations
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Equipment: I would recommend bringing a laptop computer, tablet, or iPad to class, making sure you have access to the internet.
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Review educational technologies: tour of virtual classroom, 99 Course Archive/Academic Writing UAA Instructors/index, and Microsoft Teams.
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Review syllabus found in the virtual classroom.
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Confirm that you have access to your personal Word document in Microsoft Teams and are able to edit the Word document. The expectation is that all revisions made throughout the course will be made to this shared Word document that only you and I have access.
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When you want to receive personal feedback outside of class on an excerpt of your text, select the text and mention me (i.e., “@BENJAMIN LEE STEWART”) as a comment in Word. Mentioning me in this way triggers a notification in my email inbox, which makes it easier for me to respond more promptly to your comments.
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What are my expectations for this course?
- Complete Expectations form. As we get started, it’s important for me to understand a bit more about you in terms of your goals and any challenges you may face while completing the objectives of this course.
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To get started, review the following:
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Originality score: Review Embracing one’s originality and process in academic writing: A guide for English language learners and ELT Cast 126: How to increase one’s originality score when writing an academic text to see my stance on self-expression and human-generated text. I always come from a place of support when assisting you find your original voice when it comes to self-expression through the written word.
- Explain originality scores: Originality score example
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Writing error code list: I often use codes when giving feedback on your writing and will often use these codes to refer to common errors made when writing an academic text: Writing error code list.
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Optional Ámbito Académico UAA app.
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How do my individual research pursuits align with the readership and objectives of my chosen academic journal?
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Complete .
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Review sections 1 and 2 of Unit I: Crafting a Research Article for Academic Journals.
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Complete .
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Introduce Problem Statement.
Go ahead and begin adding text to your shared Word online document in Teams related to your article.
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Complete tasks completed yesterday in class if you have not done so already.
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Determine the type of article you want to write based on the guidelines of your chosen journal: 1) argument of discovery (theoretical article or based on basic research) or 2) argument of advocacy (i.e., applied research that involves reporting findings - answering research questions and/or hypothesis). Clarify “reflective” articles.
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A writing strategies for reflective-types of text (no research necessary): write out ideas first, then edit. Avoid mixing the editing process while writing new text.
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Review the rest of Unit I: Crafting a Research Article for Academic Journals.
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What problem does my research address?
- Considering the question above, complete .
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How will I organize my theoretical framework?
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Review Organizing an effective argument: Methods and examples
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Complete .
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Links
💡 Review the links below before drafting your first body paragraph.
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💡 Use signposting sparingly if at all: This article will discuss… This study will determine… etc. When writing an article, usually signposting is not ncessary. Signposting is usually used in longer pieces (i.e., doctoral dissertation, book, etc.) and may appear in the results and discussion section and/or conclusion section of the article.
How do I write a theoretical framework coherently and cohesively?
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Based on your thesis statement and skeleton outline (based on your thesis statement), begin .
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Review organizational patterns as you begin drafting your body paragraphs. Plan organizational patterns at the section and/or paragraph level as needed.
Links
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Complete matrix in Teams
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Revising prose (examples)
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It was determined that a majority of teachers experience burnout (Smith, 2022).
- A majority of teachers experience burnout.
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It is essential that teachers find extracurricular activities they enjoy to help alleviate stress.
- Teachers find extracurricular activities…
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There are many extracurricular activities teachers can do to alleviate stress.
- Teachers can do many extra curriculum activities to alleviate stress…
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The intention of the teacher was to help students with their writing. A lesson plan was also designed to differentiate the types of writing activities students performed. - 27 words
- The teacher helps students with their writing by designing a lesson plan that differentiates the types of writing activities students performed.
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Work on
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Review Plagiarism: The copycat crime in academia and beyond (APA)
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Writing checklist of Dos and Don’ts
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Avoid phrases like, “it is important”, “it is essential”, “it is vital”, etc.
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Active voice is preferred.
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Avoid phrases with the nonreferential “it” in the passive voice: “it is known”, “it has been determined”, etc. - Note: Anytime you begin a sentence with the subject pronoun, “it”, consider rewording as to avoid the subject pronoun in the main clause.
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As you add citations to your text, add respective references (our endnotes) at the end of your document.
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Try to avoid mixing your original ideas with ideas that come from an outside source within the same sentence.
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Begin each body paragraph with a topic sentence that captures the main idea or the main point of your paragraph. In the topic sentence, try to avoid linking verbs (e.g., verb “to be”) and instead try to use more dynamic verbs that show action. See Linking Verbs: The Hidden Connectors of English & Differences between a topic sentence and thesis statement.
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When developing each body paragraph consider Organizing an effective argument: Methods and examples. The Toulmin Method uses grounds (i.e., evidence) to support claims (e.g., topic sentences that are the main ideas of each body paragraph). Thus, consider the role of each sentence and paragraph as you layout your original ideas that are supported by evidence that comes from outside sources. See also (MEAL) Plan - Body Paragraph Development.
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Add indentations, spacing, and font size and styles to your draft in Word according to the publication guidelines.
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For the most part, avoid signposting that refers to language you use to refer to your study (e.g., this study seeks to…, etc.) and that refers to what you plan to do as the writer (e.g., I will discuss this, this, and this.). Signposting that references your study is more likely in the method and/or results and discussion sections of your article.
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Submit any prior assignments that are missing.
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Complete (in class).
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Discuss Types of transitions and placement of transitions.
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Discuss using Demonstratives sparingly.
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Discuss formatting references (APA, etc.): raw/sources/web/Formatting Word According to APA.
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Work on
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- Work on
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- Complete .