Synthesis Paper
The upload at the bottom is what you did for me that goes with this assignment Synthesis Paper: Doctoral Identity
Synthesis Paper: Doctoral Identity
In Topic 2, you were asked to read three articles on the topic of doctoral identity and to complete an annotated bibliography to demonstrate their understanding of the material. In Topic 3, you were asked to take this process a step further and identify themes found in the three articles and to complete a synthesis worksheet where the themes were supported by evidence from each article. In this assignment, you will build on your worksheet efforts and write a paper about the three themes. The narrative will not only present the evidence from the articles to support the identified themes, but also will provide an analysis for each theme by synthesizing the information collected.
General Requirements:
Locate the Synthesis Worksheet you completed in Topic 3.
Locate and download “Synthesis Paper Template” 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.
You are required to submit this assignment to LopesWrite. Refer to the directions in the Student Success Center.
Directions:
Using the Synthesis Worksheet you completed in Topic 3 and considering the themes you developed and the feedback provided by your instructor, write a paper (1,000-1,250 words) that synthesizes the three articles. Your paper should include the following:
An introduction that introduces and provides context for the topic. This includes giving a brief description of each article and its purpose, identifying the three themes that emerged from your reading, describing how they will be discussed in the paper, and presenting a clear thesis statement.
Support for your identified themes with evidence from each article. Provide analysis of these findings to strengthen your narrative.
A discussion of the conclusions that can be drawn when the articles are taken together as a single entity. What is the overall message of the group of articles?
Please answer the following question with 150-200 words and with a reference
1.
Critical thinking is one of many vital skills that learners must develop in order to successfully examine research, analyze data, and complete a dissertation. Consider the characteristics and practices associated with the skill of critical thinking. Which of these are more or less beneficial or important than others? How does synthesis integrate into your view of critical thinking? (This response does not require research support.)
2.
Saade, Morin, and Thomas (2012) describe critical thinking as the mental processes of discernment, analysis, and evaluation applied to information in order to achieve a logical final understanding and/or judgment. Describe your approach to breaking down information into component parts to better understand the characteristics of a statement, concept, or problem. How might outlining help to develop understanding? How do you know when to reach beyond previous experience and seek out other sources of information to enhance your understanding of the work in front of you? (This response does not require research support.)
Running head: SYNTHESIS PAPER 1
4
SYNTHESIS WORKSHEET
Synthesis Paper
Student A. Sample
Grand Canyon University: RES-811
Title
The title does not receive bold font, but the rest of the headings do. Provide an introduction that includes a brief description of each article and its purpose. Identify the three themes that emerged from your reading and how they will be discussed in the paper. Conclude the introduction with your thesis statement.
Theme One
Support your identified theme with evidence from each article and provide analysis of these findings to strengthen your narrative.
Theme Two
Support your identified theme with evidence from each article and provide analysis of these findings to strengthen your narrative.
Theme Three
Support your identified theme with evidence from each article and provide analysis of these findings to strengthen your narrative.
Conclusion
Provide a conclusions that can be drawn can be drawn when the articles are taken together as a single entity. What is the overall message of the group of articles?
The reference list should appear at the end of a paper (see the next page). It provides the information necessary for a reader to locate and retrieve any source you cite in the body of the paper. Each source you cite in the paper must appear in your reference list; likewise, each entry in the reference list must be cited in your text. A sample reference page is included below; this page includes examples of how to format different reference types (e.g., books, journal articles, information from a website). The examples on the following page include examples taken directly from the APA manual. The word Reference does not receive bold font.
References
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
Daresh, J. C. (2004). Beginning the assistant principalship: A practical guide for new school administrators. Thousand Oaks, CA: Corwin.
Herbst-Damm, K. L., & Kulik, J. A. (2005). Volunteer support, marital status, and the survival times of terminally ill patients. Health Psychology, 24, 225-229. doi:10.1037/0278-6133.24.2.225
U.S. Department of Health and Human Services, National Institutes of Health, National Heart, Lung, and Blood Institute. (2003). Managing asthma: A guide for schools (NIH Publication No. 02-2650). Retrieved from http://www.nhlbi.nih.gov/
health/prof/asthma/asth_sch.pdf SYNTHESIS WORKSHEET 2
Synthesis Worksheet
Rosaline Nixon
Grand Canyon University
Running head: SYNTHESIS WORKSHEET 1
SYNTHESIS WORKSHEET 4
Synthesis Worksheet
Introduction
Capture interest:
For doctoral students to develop ideas and implement them, they need to have the requisite research skills. Enhancement of research skills of the students is the focus of all the three articles. Also, the students will be competent and perform well in their careers if they grasp these research skills.
Context:
Baker and Pifer (2011), Gardener (2009), and Smith & Hatmaker (2014) are the authors of the articles. For Baker and Pifer, their focus has been on the skills diploma whose aim is to make students get equipped with personal, professional and transferable skills that they will now use while practicing their career. Through an SME project, students are challenged to develop solutions to problems. Smith and Hatmaker are concerned with the skills of doctoral students who are doing public affairs in various universities. A study done on these students was able to identify the kind of skills that they have and how they interact with the faculty.
Statement of common themes:
Academic success, relationship and self -drive are the similarities of the three articles and that is what they focus on.
Thesis statement:
Analysis of all the articles themes will be done. These themes include academic success, relationship and self -drive
Theme One:
Academic Success
Baker and Pifer (2011):
For doctoral students to conduct research as they should, they are equipped with the necessary skills. These students are supported in their studies through the use of both online and in-class tutorials.
Gardner (2009):
For students to have the knowledge that will enable them to complete the program, they need to be dedicated in their studies.
Smith and Hatmaker (2015):
There was a study that was done on students studying in European and American universities for assessment of their research skills. There were 27 students who participated in the study, and they showed excellent research skills.
Theme Two:
Relationships
Baker and Pifer (2011):
For doctoral students to communicate well, they are taught communication skills and how to create networks.
Gardner (2009):
Students are encouraged to consult their departments so that they can be guided on various issues. As a result, thy will complete the doctoral program successfully.
Smith and Hatmaker (2015):
Strategies are put in place to make sure that the relationship between the faculty and the students is enhanced. Hence, the students will be proactive.
Theme Three:
Self-drive
Baker and Pifer (2011):
Students urged to be reflective on their learning and be creative. They should read more depending on the additional training needs that they require and that is where self-drive is needed.
Gardner (2009):
Only the students who are focused finish the doctoral program successfully. A high level of organization, time management and motivation are needed for one to complete the program.
Smith and Hatmaker (2015):
Doctoral program students become productive scholars because they are always well-prepared.
Statement of Conclusion
Hard work and consistency are the ones that lead to academic success. For doctoral students to do well in their studies, they have to be imparted with the right skills. There should an establishment of a good relationship between the faculty and the doctoral students so that they can be helped to finish their studies. Self drive and dedication are necessary for the students to gain the required research skills. These articles have emphasized that it is essential for doctoral students to have research skills.
References
Baker, V. L., & Pifer, M. J. (2011). The role of relationships in the transition from doctor to independent scholar. Studies in Continuing Education, 33(1), 5-17.Doi:10.1080/0158037X.2010.515569
Gardner, S. K. (2009). Conceptualizing success in doctoral education: Perspectives of faculty in seven disciplines. The Review of Higher Education, 32(3), 383-406.Doi:10.1353/rhe.0.0075
Smith, A. E., & Hatmaker, D. M. (2014). Knowing, doing, and becoming: Professional identity construction among public affairs doctoral students. Journal of Public Affairs Education, 20(4), 545-564. Running head: SYNTHESIS PAPER 1
4
SYNTHESIS WORKSHEET
Synthesis Paper
Student A. Sample
Grand Canyon University: RES-811
Title
The title does not receive bold font, but the rest of the headings do. Provide an introduction that includes a brief description of each article and its purpose. Identify the three themes that emerged from your reading and how they will be discussed in the paper. Conclude the introduction with your thesis statement.
Theme One
Support your identified theme with evidence from each article and provide analysis of these findings to strengthen your narrative.
Theme Two
Support your identified theme with evidence from each article and provide analysis of these findings to strengthen your narrative.
Theme Three
Support your identified theme with evidence from each article and provide analysis of these findings to strengthen your narrative.
Conclusion
Provide a conclusions that can be drawn can be drawn when the articles are taken together as a single entity. What is the overall message of the group of articles?
The reference list should appear at the end of a paper (see the next page). It provides the information necessary for a reader to locate and retrieve any source you cite in the body of the paper. Each source you cite in the paper must appear in your reference list; likewise, each entry in the reference list must be cited in your text. A sample reference page is included below; this page includes examples of how to format different reference types (e.g., books, journal articles, information from a website). The examples on the following page include examples taken directly from the APA manual. The word Reference does not receive bold font.
References
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
Daresh, J. C. (2004). Beginning the assistant principalship: A practical guide for new school administrators. Thousand Oaks, CA: Corwin.
Herbst-Damm, K. L., & Kulik, J. A. (2005). Volunteer support, marital status, and the survival times of terminally ill patients. Health Psychology, 24, 225-229. doi:10.1037/0278-6133.24.2.225
U.S. Department of Health and Human Services, National Institutes of Health, National Heart, Lung, and Blood Institute. (2003). Managing asthma: A guide for schools (NIH Publication No. 02-2650). Retrieved from http://www.nhlbi.nih.gov/
health/prof/asthma/asth_sch.pdf
