Description
APA Format, MEAL Plan, Article used
Assignment: Adding Your Evaluation
How does your voice fit in the scholarly conversation? How can you revise and align your opinions to participate with the intellectual discussion of your fellow scholar-practitioners?
With the principles outlined in the Learning Resources in mind, it is time to join the conversation by adding your own evaluation to the paragraphs you wrote in Week 4.
To prepare for this Assignment:
- Review the Learning Resources on audience, sentence structure, evaluation, and analysis.
- Review the content of your selected journal article.
The Assignment:
Revise the three paragraphs from the Week 4 Assignment, adding your own evaluation of the article’s main points. In the MEAL plan, this portion is referred to as the A section, or analysis, and is often the most difficult portion to include.
Add 1–2 sentences to each paragraph, detailing your evaluation of each main point.
RUNNING HEAD: CRITICAL READING AND RESEARCHING
Critical Reading and Researching Main Ideas
Michael Lowe
Walden University
1
CRITICAL READING AND RESEARCHING
Critical Reading and Researching Main Ideas
The authors show various ideas related to note reading, writing, and collaborative
discourse in the learning environment. In the research, the writers consider class size as a
significant factor that affects how students read, write, and collaborate with the instructors (Qiu,
Hewitt & Brett, 2012). According to the scholars, class size affects the performance and
achievements of students. However, the authors have an idea that the effects of class size on
students have not been documented. Therefore, the authors worked to document the impacts of
class size on student’s performance. Another idea of the authors is that the class size must have
some effects on students’ participation in reading and writing (Qiu, Hewitt & Brett, 2012). In the
result section, the researchers give information on how class size affects reading and writing.
Lastly, the authors have a suggestion that the relationship between class size and cooperative
consultations in online graduate-level courses should be established. Thus, the writers have a
goal of documenting the information on how class size affects the cooperation between students
and the instructors. The researchers have well recommended some various optimal sizes for
classes and the potential ways of reducing challenges relating to course sizes (Qiu, Hewitt &
Brett, 2012).
CRITICAL READING AND RESEARCHING
Reference
Mingzhu Qiu, Jim Hewitt, and Clare Brett. “Online Class Size, Note Reading, Note Writing and
Collaborative Discourse.”Computer-Supported Collaborative Learning, vol7, 2012, pp.
425-434, Accessed 9 June 2018.
RUNNING HEAD: CRITICAL READING AND RESEARCHING
Critical Reading and Researching Main Ideas
Walden University
Critical Reading and Researching Main Ideas
1
CRITICAL READING AND RESEARCHING
The authors show various ideas related to note reading, writing, and collaborative
discourse in the learning environment. In the research, the writers consider class size as a
significant factor that affects how students read, write, and collaborate with the instructors (Qiu,
Hewitt & Brett, 2012). According to the scholars, class size affects the performance and
achievements of students. However, the authors have an idea that the effects of class size on
students have not been documented. Therefore, the authors worked to document the impacts of
class size on student’s performance. Another idea of the authors is that the class size must have
some effects on students’ participation in reading and writing (Qiu, Hewitt & Brett, 2012). In the
result section, the researchers give information on how class size affects reading and writing.
Lastly, the authors have a suggestion that the relationship between class size and cooperative
consultations in online graduate-level courses should be established. Thus, the writers have a
goal of documenting the information on how class size affects the cooperation between students
and the instructors. The researchers have well recommended some various optimal sizes for
classes and the potential ways of reducing challenges relating to course sizes (Qiu, Hewitt &
Brett, 2012).
CRITICAL READING AND RESEARCHING
Reference
Mingzhu Qiu, Jim Hewitt, and Clare Brett. “Online Class Size, Note Reading, Note Writing and
Collaborative Discourse.”Computer-Supported Collaborative Learning, vol7, 2012, pp.
425-434, Accessed 9 June 2018.
Purchase answer to see full
attachment
Critical Reading and Researching Main Ideas
Michael Lowe
Walden University
1
CRITICAL READING AND RESEARCHING
Critical Reading and Researching Main Ideas
The authors show various ideas related to note reading, writing, and collaborative
discourse in the learning environment. In the research, the writers consider class size as a
significant factor that affects how students read, write, and collaborate with the instructors (Qiu,
Hewitt & Brett, 2012). According to the scholars, class size affects the performance and
achievements of students. However, the authors have an idea that the effects of class size on
students have not been documented. Therefore, the authors worked to document the impacts of
class size on student’s performance. Another idea of the authors is that the class size must have
some effects on students’ participation in reading and writing (Qiu, Hewitt & Brett, 2012). In the
result section, the researchers give information on how class size affects reading and writing.
Lastly, the authors have a suggestion that the relationship between class size and cooperative
consultations in online graduate-level courses should be established. Thus, the writers have a
goal of documenting the information on how class size affects the cooperation between students
and the instructors. The researchers have well recommended some various optimal sizes for
classes and the potential ways of reducing challenges relating to course sizes (Qiu, Hewitt &
Brett, 2012).
CRITICAL READING AND RESEARCHING
Reference
Mingzhu Qiu, Jim Hewitt, and Clare Brett. “Online Class Size, Note Reading, Note Writing and
Collaborative Discourse.”Computer-Supported Collaborative Learning, vol7, 2012, pp.
425-434, Accessed 9 June 2018.
RUNNING HEAD: CRITICAL READING AND RESEARCHING
Critical Reading and Researching Main Ideas
Walden University
Critical Reading and Researching Main Ideas
1
CRITICAL READING AND RESEARCHING
The authors show various ideas related to note reading, writing, and collaborative
discourse in the learning environment. In the research, the writers consider class size as a
significant factor that affects how students read, write, and collaborate with the instructors (Qiu,
Hewitt & Brett, 2012). According to the scholars, class size affects the performance and
achievements of students. However, the authors have an idea that the effects of class size on
students have not been documented. Therefore, the authors worked to document the impacts of
class size on student’s performance. Another idea of the authors is that the class size must have
some effects on students’ participation in reading and writing (Qiu, Hewitt & Brett, 2012). In the
result section, the researchers give information on how class size affects reading and writing.
Lastly, the authors have a suggestion that the relationship between class size and cooperative
consultations in online graduate-level courses should be established. Thus, the writers have a
goal of documenting the information on how class size affects the cooperation between students
and the instructors. The researchers have well recommended some various optimal sizes for
classes and the potential ways of reducing challenges relating to course sizes (Qiu, Hewitt &
Brett, 2012).
CRITICAL READING AND RESEARCHING
Reference
Mingzhu Qiu, Jim Hewitt, and Clare Brett. “Online Class Size, Note Reading, Note Writing and
Collaborative Discourse.”Computer-Supported Collaborative Learning, vol7, 2012, pp.
425-434, Accessed 9 June 2018.
Purchase answer to see full
attachment
