Description
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. APA format
1
Adding Structure and Transitions
Rosalyn Moore
Walden University
2
Critical Reading and Researching Main Ideas
Class size affects the performance and achievements of the student in various ways.
According to Qiu, Hewitt, and Brett, class size has a significant impact on the accomplishments
of students regarding instructional contexts. However, the gap remains that there is lack of
information about the effects of class size on students’ achievements (2012). Concerning the
effects of class size and notes reading, Qiu, Hewitt, and Brett research show that students read
significantly more notes when the class size increases (2012). It means that students’ performance
in reading depends on their number in the same class. Also, when class size is larger, students
tend to write fewer notes. In a bigger class, it means that there is more information discussed by
students. Qiu, Hewitt, and Brett further explain that students have less time in using more
academic words and writing many notes (2012). Class size also affects how students and the
instructors collaborate in discourse. Students respond to their instructors more than to their
colleagues in larger classes. Thus, effective collaborative discourse can be achieved by adjusting
class sizes. In spite of lack of information about the effects of class size on students’
achievements, the impacts of class size on notes reading, writing, and cooperative discourse is
documented.
3
Reference:
Mingzhu Qiu, Jim Hewitt, and Clare Brett (2012). “Online Class Size, Note Reading, Note
Writing and Collaborative Discourse.” Computer-Supported Collaborative Learning, vol
7, pp. 425-434, Accessed 19 June 2018.
.
4
1
Adding Structure and Transitions
Rosalyn Moore
Walden University
2
Critical Reading and Researching Main Ideas
Class size affects the performance and achievements of the student in various ways.
According to Qiu, Hewitt, and Brett, class size has a significant impact on the accomplishments
of students regarding instructional contexts. However, the gap remains that there is lack of
information about the effects of class size on students’ achievements (2012). Concerning the
effects of class size and notes reading, Qiu, Hewitt, and Brett research show that students read
significantly more notes when the class size increases (2012). It means that students’ performance
in reading depends on their number in the same class. Also, when class size is larger, students
tend to write fewer notes. In a bigger class, it means that there is more information discussed by
students. Qiu, Hewitt, and Brett further explain that students have less time in using more
academic words and writing many notes (2012). Class size also affects how students and the
instructors collaborate in discourse. Students respond to their instructors more than to their
colleagues in larger classes. Thus, effective collaborative discourse can be achieved by adjusting
class sizes. In spite of lack of information about the effects of class size on students’
achievements, the impacts of class size on notes reading, writing, and cooperative discourse is
documented.
3
Reference:
Mingzhu Qiu, Jim Hewitt, and Clare Brett (2012). “Online Class Size, Note Reading, Note
Writing and Collaborative Discourse.” Computer-Supported Collaborative Learning, vol
7, pp. 425-434, Accessed 19 June 2018.
.
4
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Adding Structure and Transitions
Rosalyn Moore
Walden University
2
Critical Reading and Researching Main Ideas
Class size affects the performance and achievements of the student in various ways.
According to Qiu, Hewitt, and Brett, class size has a significant impact on the accomplishments
of students regarding instructional contexts. However, the gap remains that there is lack of
information about the effects of class size on students’ achievements (2012). Concerning the
effects of class size and notes reading, Qiu, Hewitt, and Brett research show that students read
significantly more notes when the class size increases (2012). It means that students’ performance
in reading depends on their number in the same class. Also, when class size is larger, students
tend to write fewer notes. In a bigger class, it means that there is more information discussed by
students. Qiu, Hewitt, and Brett further explain that students have less time in using more
academic words and writing many notes (2012). Class size also affects how students and the
instructors collaborate in discourse. Students respond to their instructors more than to their
colleagues in larger classes. Thus, effective collaborative discourse can be achieved by adjusting
class sizes. In spite of lack of information about the effects of class size on students’
achievements, the impacts of class size on notes reading, writing, and cooperative discourse is
documented.
3
Reference:
Mingzhu Qiu, Jim Hewitt, and Clare Brett (2012). “Online Class Size, Note Reading, Note
Writing and Collaborative Discourse.” Computer-Supported Collaborative Learning, vol
7, pp. 425-434, Accessed 19 June 2018.
.
4
1
Adding Structure and Transitions
Rosalyn Moore
Walden University
2
Critical Reading and Researching Main Ideas
Class size affects the performance and achievements of the student in various ways.
According to Qiu, Hewitt, and Brett, class size has a significant impact on the accomplishments
of students regarding instructional contexts. However, the gap remains that there is lack of
information about the effects of class size on students’ achievements (2012). Concerning the
effects of class size and notes reading, Qiu, Hewitt, and Brett research show that students read
significantly more notes when the class size increases (2012). It means that students’ performance
in reading depends on their number in the same class. Also, when class size is larger, students
tend to write fewer notes. In a bigger class, it means that there is more information discussed by
students. Qiu, Hewitt, and Brett further explain that students have less time in using more
academic words and writing many notes (2012). Class size also affects how students and the
instructors collaborate in discourse. Students respond to their instructors more than to their
colleagues in larger classes. Thus, effective collaborative discourse can be achieved by adjusting
class sizes. In spite of lack of information about the effects of class size on students’
achievements, the impacts of class size on notes reading, writing, and cooperative discourse is
documented.
3
Reference:
Mingzhu Qiu, Jim Hewitt, and Clare Brett (2012). “Online Class Size, Note Reading, Note
Writing and Collaborative Discourse.” Computer-Supported Collaborative Learning, vol
7, pp. 425-434, Accessed 19 June 2018.
.
4
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