Assignment 4: Research Paper (50 marks, 30%) Instructions In this assignment, you will produce a 1500-word research paper based on the research topic you chose below: The general topic for this...

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Research paper (Assignment 4) for English Course- University to University Writing. The Assignment 4 instructions are attached. Along with module notes for Unit 4 which may be of use for writing. A sample assignment written by previous student is also attached. My assignment 3 is attached (some elements from this may be useful for assignment 4).
Assignment 4: Research Paper (50 marks, 30%)InstructionsIn this assignment, you will produce a 1500-word research paper based on the research topic you chose below: The general topic for this assignment is:“The impact of digital technology on education.”Based on the specific topic you are expected to locate this topic in the existing knowledge, identify a knowledge deficit, and make a new claim which will be supported by reasoned argument.Please adhere to the following guidelines for the organization of your research paper.Introduction:Your introduction should sketch the typical rhetorical moves academic writers make as they find a position for themselves:· Describe the existing knowledge on a topic by way of summary and citations from other sources.· Identify the knowledge deficit, i.e., something missing, inadequate, or hidden in the view expressed in the existing knowledge, or something more complicated than that view.· Make a thesis claim that will address the gap (knowledge deficit) in the existing knowledge.You must draw on at least one of the articles in your annotated bibliography (my assignment 3 attached) to examine the existing knowledge, identify a knowledge deficit, and make a thesis claim.Refer to Unit 4, Topic 1 for features of introductions.Body Paragraphs:The body part of your research paper—the main components of your paper—should provide argument and reasoning that justify the thesis claim you have made in the introduction.Each paragraph of your body will need a guiding/topic sentence. A guiding/topic sentence functions as a way for the writer to signal to the reader that the paper is moving to the next section. Guiding/topic sentences should call up key words and phrases from the thesis claim and guide the reader’s interpretations of the details that follow.Body paragraphs are also where you cite sources to provide evidence for your argument. There are three general ways to incorporate sources into your paper: summary, paraphrase, and direct citation. Decisions about which to use when are decided by the emphasis you wish to make on certain points. Summary and paraphrase are used to make more generalized claims, while direct citation is used to discuss details. A balance of all three is typical.The number of body paragraphs for your research paper is best decided as you draft, consult sources again, determine what information you want to present, and decide what you want to emphasize.Refer to Unit 4, Topic 2 for the structure of body paragraphs.Conclusion:Students are often told to restate the thesis in the conclusion of their essay. The goal for the conclusion of a scholarly research paper, however, is not only to summarize the main points you have made in your paper, but also to provide avenues for other writers to create new knowledge from what you have said.You want to refer to your thesis, reminding readers of the main concepts the paper has addressed. But you want to go further than that. Some further gestures you can make in your conclusion include: a statement of the relevance or significance of your argument, an indication of the limitations of your argument, a suggestion of areas for further research, and a presentation of solutions to the problem or a call for action.Imagine your paper as part of a conversation undertaken by people who care about your topic. Your conclusion should include what you feel is most important—what you want your reader to remember most significantly.Refer to Unit 4, Topic 3 for features of conclusions.This assignment does not require you to conduct primary research (surveys, interviews, etc.). You are expected to work with secondary sources (books, articles, government and scholarly websites, etc.).To support your argument in the research paper, you can draw on articles in your annotated bibliography (my assignment 3), other articles on our course reading list that you did not include in your annotated bibliography, or new sources you have found (minimum four and maximum 10 sources). When you draw on new sources outside the course reading list, make sure they are credible scholarly sources.You are expected to construct a title and abstract for your research paper that reflect the focus of your discussionRefer to Unit 4, Topic 4 for help with titles and abstracts.Refer to the APA File Template for formatting.Unit 4: Rhetorical Moves in Scholarly WritingTopic 1: Employing Rhetorical Moves in Scholarly Introductions 2Introduction 2Topic 3How to Define Your Topic 3Tradition of Inquiry 3Scholarly Conversation 5Describing a Knowledge Deficit 6The Knowledge Deficit (Student Version) 8Stating a Thesis 10Features of Scholarly Introductions 12Topic 2: Incorporating Ideas from Multiple Sources to Support Your Thesis/Position 14Introduction 14Methods of Development 14Topic Statement 14Management of Voices 15Citing Sources 17Outlines for Core Paragraphs 18Topic 3: Concluding Your Research Paper 18Introduction 18Features of Scholarly Conclusions 21Topic 4: Constructing a Title and Abstract for Your Research Paper 23Introduction 23Why Do Titles Matter? 23Characteristics of a Good Research Title 24Constructing an Abstract for Your Research Paper 26Topic 1: Employing Rhetorical Moves in ScholarlyIntroductionsIntroductionOne of the biggest challenges that students face is how to write a scholarly introductionto their research paper. Introductions take time, and we want to give them the time theydeserve. At the outset of the discussion, let’s emphasize the distinction between thekind of attention-getting introductions that we encounter in five-paragraph essays, andthe more formal, knowledge-making introductions that we encounter in academicwriting.In five-paragraph essays, introductions are often determined by a number of elementsof the social situation in the high school context, including the need for students to dowell on standardized, system-wide essay-writing exams that can be quickly graded. Forexample, think of the advice high school students are routinely given for writingintroductions for five-paragraph essays: begin with a generalization or a quote, tell astory, or describe something interesting, so as to capture the attention of the reader,then narrow down the topic and end the paragraph with a thesis statement.On the other hand, introductions of academic papers are knowledge-making in thesense that they are concerned with the conditions under which knowledge is produced;in turn, scholarly introductions are more formal and less flamboyant than introductionsof five-paragraph essays. Since introductions serve quite different purposes in researchwriting in the scholarly context, it is particularly important to consider how the scholarlysituation shapes the beginnings of research essays.Now, let’s examine some important features in scholarly introductions.TopicWhen we say “topic” here, we refer to a specific angle on the general topic you havebeen given for Assignment 4.The general topic for this assignment is:“The impact of digital technology.”You will need to significantly narrow down the topic to a specific focus that interests you.For example, you can explore the impact of digital technology on education, on politicalparticipation, on interpersonal communication, or on business strategies. You could alsofocus on the impact of digital media on different aspects of our well-being, i.e., social,psychological, physical, occupational, etc.You should make your specific topic clear to your reader in the introduction. If your topicis vague or too general, you will lose your reader in the introduction and are unlikely toget them back. Finding a topic for your research paper is probably the most challengingstep you can come across while preparing for your paper. Even though your instructorhas assigned you a range of topics to choose from, you may still feel exhausted and“lost” by the breadth of choice. Your topic must be narrow and focused enough to bemeaningful, yet broad enough for you to find adequate information. For a scholarlyresearch paper, you also want to ask yourself whether your topic is relevant toacademic concerns and thus worthy of scholarly attention. So, as soon as you startthinking about your topic, you have initiated the process of research.How to Define Your TopicIn this part of Topic 1, we will work in depth with the process of coming up with a specificresearch topic. This approach can be used across the humanities and social sciences,in different courses.Use the steps that follow to guide you through the process of selecting a research topic.Tradition of InquiryNow that you have figured out a topic for your research paper, you want to explain theexisting knowledge on the topic. Recent research into academic writing has shown thatone of the moves writers typically make in the introduction is to confirm that they arecarrying on a tradition of inquiry. As researchers, academic writers are under anobligation to situate their own work in relation to other voices in the research community.Thus, early on in a paper, academics often refer to previous studies that bear somerelationship to the current investigation.That is, explain how your work and argument fits into the larger scholarly conversation.This is a feature in the scholarly introduction that most students are not familiar with,perhaps because students do not feel comfortable considering themselves part of theresearch community. However, it is important to describe the existing knowledge on thetopic in the introduction, because your work must be put into the context of the largerresearch conversation. You are not the first one discussing the topic. You are not theonly one discussing the topic. The introduction explains how your paper fits into thisconversation and contributes to scholarship on the topic.Assignment 4 asks you to draw on at least one of the articles in your annotatedbibliography to examine the tradition of inquiry or existing knowledge on your topic. So,your annotated bibliography would be a good starting place for you to consider whatinformation you want to include in your introduction to show your reader that previousresearch has been done on your topic.Presenting a tradition of inquiry or existing knowledge calls on the summary skills of thewriter. Citations from other sources show that a particular topic has been discussed inpublished research, which proves that it is relevant and important.Let’s look at some examples from the articles on our course reading list.Example 1HideCommentators on education are arguing that a new generation of learners is enteringour educational institutions, one which has grown up with information andcommunication technology (ICT) as an integral part of their everyday lives. It isclaimed these young people’s use of ICTs differentiates them from previousgenerations of students and from their teachers, and that the differences are sosignificant that the nature of education itself must fundamentally change toaccommodate the skills and interests of these ‘digital natives’ (Prensky, 2001a).(Bennett, Maton, & Kervin, 2008)Example 2HideResearchers are challenged to understand the radical shifts in how today’s collegestudents use information and communication technologies (ICTs) in
Answered 2 days AfterJun 20, 2022

Answer To: Assignment 4: Research Paper (50 marks, 30%) Instructions In this assignment, you will produce a...

Ayan answered on Jun 22 2022
13 Votes
Influence Of Digital Technology on Education/Learning of Students    8
Table of content
Introduction    3
Text and instant messaging in educational environments    3
Benefits of using text and instant messaging    4
Challenges in using text and instant messaging    6
Conclusion    7
References    9
For youngsters, mobile instant messaging (MIM) has turned into the most favored method of co
espondence. MIM applications frequently give different apparatuses that educators might use to assist understudies with learning all the more really. In any case, it is muddled how much and in what ways MIM can assist understudies with turning out to be more locked in. Utilizing a semi exploratory examination with a verifiable companion control bunch, we look at the effect of utilizing MIM and AOD on understudy online interest. Understanding which co
espondence channel could best empower understudy online support is particularly urgent now that web based learning is so
oadly utilized. We will investigate the effect of instant messaging on understudy schooling and learning in this task.
Text and instant messaging in educational environments
As per Eom, (2022), mobile gadgets are so famous and all around upheld among understudies that it would be rash to ignore them in any learning climate. Likewise, Erarslan and Arslan, 2020) found that understudies are energetic about using mobile gadgets in training and suggest that analysts investigate how mobile learning might be utilized most successfully in educating and learning. At last, Peter and Bijik, 2018), who prior pushed judiciousness in executing this, has altered his perspective. Most understudies, who use text and instant messaging fundamentally for social purposes, should change their thoughts regarding these stages to use them for academic targets. Text and instant messaging use by understudies for social objects is factual. In educational contexts, in any case, social contact in light of text and instant messaging can assist with making student faculty and student ties.
As per Rau, Peter and Bijik, 2018), when understudies get text messages from their educators, they feel nearer to them and have a better disposition toward the instructor and study hall exercises. What's more, Eom, (2022) found that utilizing instant messaging considered a nearer understudy educator connection. There is proof that understudies are anxious to use text and instant messaging for scholarly targets, for example, interfacing with mentors and posing inquiries about field a
angements. Employees should likewise send or potentially get text as well as instant messaging. This method of co
espondence, nonetheless, may not be as normal in the teacher's co
espondence collection, requiring extra time responsibilities.
Benefits of using text and instant messaging
· Quick – Peter and Bijik, (2018) found that understudies regularly check their telephones for text messages and consistently answer the appearance tone. Thus, one of the main highlights of text messaging is the instantaneous catch of the beneficiary's consideration. Such eye-catching might help understudies' concentration and inspiration,
inging about a superior growth opportunity. As per Eom, (2022), a teacher's quick response supported understudies' inspiration and mental comprehension of content.
· Text messaging is especially worthwhile on the grounds that most of understudies have mobile gadgets that are basically continually turned on and possessed. Instant messaging, then again, requires signing in (regularly on a PC as opposed to...

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