Synthesis Worksheet: Doctoral Identity

 

1. Synthesis Worksheet: Doctoral Identity

Synthesis is the act of creating something new from multiple existing entities. Synthesis of research, then, is creating a new idea from existing ideas. This assignment is designed to help you identify how themes can emerge from reading literature and how you can synthesize this information in a way that creates new knowledge. You will use your understandings of the Topic 2 readings to complete a synthesis worksheet.

General Requirements:

• This assignment will be used as a pre-writing activity for the synthesis paper in Topic 5.
• Locate and download “Synthesis Worksheet” from the Course Materials for this topic.
• Review the articles by Baker & Pifer (2011), Gardner (2009), and Smith & Hatmaker (2014) located in the Course Materials for this topic.
• This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
• Doctoral learners are required to use APA style for their writing assignments. Review the GCU APA Style Guide for Writing located in the Student Success Center.

Directions:

Complete the Synthesis Worksheet for the articles by Baker & Pifer (2011), Gardner (2009), and Smith & Hatmaker (2014). The completed worksheet will include the following sections:

1. An Introduction that introduces and provides context for the topic, presents three common themes that emerged from the readings, and provides organization for the paper with a thesis statement.
2. A description of the evidence to support three common themes that emerged from the articles. Since this is likely your first experience with this depth of synthesis, we have provided two of the themes found in the articles. Your task is to identify a third theme and to provide evidence from each article for all three common themes.  
3. A conclusion where you will return to your thesis and provide evidence showing you successfully addressed your thesis statement. Discuss the connections that you made from the evidence and how each theme emerged from the central topic of doctoral identity.

Please answer the following with 150-200 words and with reference

2.
  

While Caffarella and Barnett (2000) indicate that critique is the most influential element in helping learners produce a better writing product, critique can be an emotional event. Cameron, Nairn, and Higgins (2009) note that it proved helpful in their workshops to discuss the emotions that emerged as students prepared to give and receive feedback. What is the role of critique in the development of a researcher and scholar? In what ways can it positively contribute to a learner’s academic success? In what ways can it have a negative effect?

3.

 How do the voice and tone of doctoral writing differ from the voice and tone of writing at other academic levels? Explain your view. What are some ways that voice and tone can enhance the scholarly image of your writing? Explain. (This response does not require research support.) 

Rubic_Print_Format

Criteria

10.0%

10.0%

5.0%

Course Code	Class Code	Assignment Title	Total Points
RES-811	RES-811-O502	Synthesis Worksheet: Doctoral Identity	150.0
	Criteria	Percentage	Unsatisfactory (0.00%)	Less than Satisfactory (73.00%)	Satisfactory (82.00%)	Good (91.00%)	Excellent (100.00%)	Comments	Points Earned
100.0%
Introduction			10.0%	An introduction is either missing or not evident to the reader.	An introduction is present, but incomplete or illogical.	An introduction is presented, but does not contextualize the topic well.	An introduction is present and adequately contextualizes the topic.	An introduction is thoroughly presented and vividly contextualizes the topic.
Description of the Evidence to Support Common Themes	40.0%	A description of the evidence to support common themes is either inappropriate, missing, or not evident to the reader.	A description of the evidence to support common themes is present, but inaccurate or illogical.	A description of the evidence to support common themes is presented, but is cursory and lacking in depth.	A description of the evidence to support common themes is present and thorough.	A description of the evidence to support common themes is thoroughly presented with rich detail.
Conclusion	A conclusion is not presented.	A conclusion is presented, but incomplete or illogical.	A conclusion is presented, but it does not include an overall summary of themes found in the articles or does not connect well to the thesis statement.	A conclusion is presented and includes an overall summary of themes found in the articles and reasonably connects to the thesis statement.	A conclusion is thoroughly presented including an overall summary of themes found in the articles and is strongly connected to the thesis statement.
Synthesis and Argument	No synthesis of source information is evident. Statement of purpose is not followed to a justifiable conclusion. The conclusion does not support the claim made. Argument is incoherent and uses non-credible sources.	Synthesis of source information is attempted, but is not successful. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.	Synthesis of source information is present, but pedantic. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.	Synthesis of source information is present and meaningful. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.	Synthesis of source information is present and scholarly. Argument is clear and convincing presenting a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Thesis Development and Purpose	20.0%	Paper lacks any discernible overall purpose or organizing claim.	Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.	Thesis and/or main claim are apparent and appropriate to purpose.	Thesis and/or main claim are clear and forecast the development of the paper. They are descriptive and reflective of the arguments and appropriate to the purpose.	Thesis and/or main claim are clear and comprehensive; the essence of the paper is contained within the thesis.
Mechanics of Writing		5.0%	Mechanical errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.	Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.	Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.	Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.	Writer is clearly in command of standard, written, academic English.
APA Format	Required format is rarely followed correctly. No reference page is included. No in-text citations are used.	Required format elements are missing or incorrect. A lack of control with formatting is apparent. Reference page is present. However, in-text citations are inconsistently used.	Required format is generally correct. However, errors are present (e.g. font, cover page, margins, and in-text citations). Reference page is included and lists sources used in the paper. Sources are appropriately documented though some errors are present.	Required format is used, but minor errors are present (e.g. headings and direct quotes). Reference page is present and includes all cited sources. Documentation is appropriate and citation style is usually correct.	The document is correctly formatted. In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.
Total Weightage	100%

TITLE OF PAPER 2

Your Title Goes Here

Your Name Goes Here

Grand Canyon University

Running head: TITLE IN ALL CAPS 1

TITLE OF PAPER 3

Synthesis Worksheet

Baker and Pifer (2011):

Gardner (2009):

Smith and Hatmaker (2015):

Baker and Pifer (2011):

Gardner (2009):

Smith and Hatmaker (2015):

Introduction
Capture interest:
Context:
Statement of common themes:
Thesis statement:
Theme One:	Academic Success
		Baker and Pifer (2011):
		Gardner (2009):
		Smith and Hatmaker (2015):
Theme Two:	Relationships
Theme Three:	Select a third common theme that emerged from the articles.
Statement of Conclusion

References

Author, A., & Author, A. (2014). The article title is in sentence case. Journal of APA Style, 42, 74-89. doi: 48.1516.2342

Reynolds, M. D., & Tyree, A. (2008).  Teaching values in a materially rich but morally poor society.  The International Journal of Learning, 15(9), 117-122. Comment by Chuck Banaszewski: Last name Comment by Chuck Banaszewski: First name initial Comment by Chuck Banaszewski: Middle name initial Comment by Chuck Banaszewski: Only the first word is capitalized Comment by Chuck Banaszewski: Journal Publication is italicized Comment by Chuck Banaszewski: Volume number is italicized Comment by Chuck Banaszewski: Issue number is NOT italicized also issue number goes inside (#) Comment by Chuck Banaszewski: Page numbers Comment by Windows User: Delete all comments prior to submitting. You should not leave any of my instructions in your submission! Comment by Windows User: Notice there is not a GCU library permalink, as this is not part of the reference in APA style. Permalinks are used for student retrieval only.

DQ1 requires academic support (peer reviewed article or textbook) to receive full credit.

Be certain to provide a citation for items used as academic support in the text, as well as a completed reference

underneath the answer. Refer to APA formatting resources available for assistance. Also, please make sure answers are over 150 words and that spelling and grammar are correct

While Caffarella and Barnett (2000) indicate that critique is the most influential element in helping learners produce a better writing product, critique can be an emotional event. Cameron, Nairn, and Higgins (2009) note that it proved helpful in their workshops to discuss the emotions that emerged as students prepared to give and receive feedback. What is the role of critique in the development of a researcher and scholar? In what ways can it positively contribute to a learner’s academic success? In what ways can it have a negative effect?

This is the answer you gave me. Please refer to the above question to complete the following.

A research critique involves the analysis of the research, where its strengths and limitations are determined. Critique’s role is to develop the readers and, thus, make them better. For instance, after they have conducted a specific research process, another person analyzes it and points out the strengths and weaknesses. They congratulate the researcher on the strong side of the research and urge them to work on their research’s weak side. Therefore, the person becomes a better researcher and scholar. The Critique will contribute towards academic success positively since the scholar will read widely and get detailed information (Zimmerman et al., 2010). Thus, they will understand concepts better and gain the necessary knowledge and skills. However, Critique has a negative side where it can make a researcher become emotional and see as if they are being criticized with malice. As a result, their self-esteem will be affected, and their morale to read and research more might go down. In reality, there are also those people who criticize negatively, and they affect the performance of the researcher.

Reference

Zimmerman J, Stolterman E & Forlizzi J. (2010). An analysis and critique of research through design: Towards a formalization of a research approach. Retrieved from https://dl.acm.org/doi/abs/10.1145/1858171.1858228