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In-text references are put in parenthesis (round brackets) within the sentence. Thus the standard in-text reference in center APA style will have the following format (Author, year) or (Author, year, page) . But there may be variations: 1. If you are referring to an idea from another work, summarize it findings, or tell about the authors viewpoint you are referring to university medical school seattle, the whole book and should use (Author, year) format. Example : T. E. Lawrence, a British intelligence officer, became regarded as the man who was in charge of the Arab revolt (Thomas, 1924). 2. If you are quoting the source or bring in figures provided in center it, you need to include the page number in your in-text reference. Like: (Author, year, page). Example : Lawrence was compared to #8220;a caliph who had stepped out from the pages of of washington medical #8216;The Arabian nights'#8221; (Thomas, 1924, 16) 3. Lane! If the author or the year of publication is university medical, already mentioned in the sentence there is no need to repeat this information in the in-text citation again. Examples: With Lawrence in Arabia was published in 1924 (Thomas). Lawrence of Arabia became famous due to the book of Lowell Thomas (1924). 4. Lane J Santos University Of Pennsylvania! Multiple authors reference . If the source is written by multiple authors, then you should state last names of all of them, at least in university of washington medical the first reference within the essay. Later in university the essay, one can use the name of the first author with et al for others. Example: (Morris, Raskin, 1993) first in-text reference. (Morris et al., 1993) subsequent in-text reference.

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Mar 23, 2018 University of washington medical school seattle, write my paper -

Intrinsic Motivation and the Five-Paragraph Essay: Lessons Learned on Practitioner Research, the Role of Academic Research in the Classroom, and Assessing Changes in Student Motivation. Dan LaSalle, Temple University. As a first year inner-city teacher, I navigated classroom challenges that were previously inconceivable to me. Diverse student behaviors and needs mixed tumultuously with my burgeoning understanding of pedagogy as practice, not just theory, and as someone stepping into his own classroom for the first time. One reoccurring phenomenon in particular stood out and emerged as my most perplexing observation: My students appeared to be unmotivated.

Was such a phenomenon the result of my students’ cognitive ability, metacognitive ability, or personality? Or maybe this was something completely natural given my limited proficiencies as a new teacher. Low student motivation occurred less as the year progressed, and my instructional abilities improved. However, anytime a class did not take to a lesson, the immediate nose-dive of university of washington medical school student motivation seemed no less drastic. Even after several consecutive days of meaningful, challenging, and university football 2011, engaging instruction, when I would botch a lesson, my students would immediately return to a hostile and unruly disposition for the remainder of class, a state that had dominated my classroom in the early months of my first year teaching. By December, I thought I had gained the trust and faith of my students as an educator effective enough to university medical seattle, warrant some patience and leniency. I remember a few days before winter break one student throwing a book, pushing her binder onto the floor, and shouting at me, “Be quiet!” as I fumbled through explaining a convoluted writing assignment.

It appeared I had neither the credibility nor the leeway to provide a heartfelt yet apparently poorly implemented lesson and rely on athletic address, the capital I had previously built with my students. Student motivation seemed to be highly reliant on my abilities as a clear, engaging, and competent instructor. When my abilities fell short, so too did student motivation. The phenomenon of unmotivated classes appeared even when a class functioned as I hoped. University Of Washington Medical School Seattle. I would set a higher bar for boston university theatre for ipad, the next class or assignment and university of washington school, find myself disappointed with the results. University Of Pennsylvania. Was student motivation a legitimate problem in my classroom, or did my passion for the zeitgeist of rigor compel me to ask too much of my students while unfairly placing the of washington medical school seattle onus on boston university theatre mainstage for ipad, them to demonstrate more grit?

Whatever actually explained the disconnect between my instructional intentions and student behaviors—low self-efficacy, prior experience with novice teachers, a lack of student-teacher trust, or perhaps the quality of my pedagogy—I (fairly or unfairly) reduced it to a problem of student motivation. My students often did not seem to care about their assignments or grades. I wanted to know why. This article details the evolution of my inquiry-based practitioner research on cultivating intrinsic motivation through five–paragraph essays. Motivation refers to university medical seattle, the impetus to act. Psychologists designate both level of motivation (low to high) and orientation (type) of motivation (Ryan Deci, 2001).

Researchers also recognize a motivational orientation that places extrinsic and j santos, intrinsic motivation at opposite ends of a spectrum (Ryan Deci, 2009). The use of external rewards or punishments that compel action characterizes extrinsic motivation; the inherent joy and satisfaction from a task that invite autonomous action characterize intrinsic motivation (Ryan Deci, 2000). My inquiry could have targeted another phenomenon associated with motivation, but as a second–year teacher with a rudimentary understanding of educational psychology, intrinsic motivation was the best lens I had to university seattle, study student actions. Without the instruments psychologists use to assess intrinsic motivation (reaction time in laboratory controlled settings, student self-reporting measures, or others) (Gay, Mills Airasian, 2012), my inquiry examined the university medical center relationship between my actions as a teacher and medical seattle, a variety of ever-changing data on my students, such as choices in essay topic and medical center, the presence of student voice in writing assignments. University Medical Seattle. As this self-study demonstrates, my inability to isolate evidence of intrinsic motivation prevents me from making a strong claim as to why or how much my students were “motivated” or “unmotivated.” This paradox—that an educator with the ability to influence student motivation cannot conclusively explain the impact of his instructional methods or actions—is a central theme in this inquiry. Intrinsic motivation for writing has been linked to brown university athletic, greater levels of student self-efficacy, self-regulation, and self-scaffolding among some age groups (Lipstein Renninger, 2006). Medical School. However, the research on intrinsic motivation and university of south honors, writing is underdeveloped (Csikszentmihalyi, 1990). The five-paragraph essay, in particular, faces criticism for its often unquestioned position at the center of a writing class or unit (Brannon et al., 2008; Miller, 2010).

I was well positioned to raise some of these questions in my own classroom. The greening of the teacher workforce over the last thirty years has meant that first-year teachers have become the most common educator (Ingersoll, Merrill, Stuckey, 2014). University School Seattle. Thus, my perspective as a novice teacher provides an important lens for those concerned with increasing student intrinsic motivation, teaching writing, and university of miami visual, public education. Practitioner research harnesses a teacher’s unique perspective as someone situated “inside” a classroom who tries to navigate, understand, and negotiate the phenomena and factors that impact learning, motivation, and student development (Cochran-Smith Lytle, 1992). Of Washington School Seattle. While teachers may not be able to scientifically evaluate educational and classroom-related phenomena, the ability to generate local knowledge about practices that best support student needs could very well help illuminate problems and directions for such research (Cochran-Smith Lytle, 2009).

S. Ravitch (2014) extolled the virtues of mainstage practitioner-research in the most recent issue of Perspectives on Urban Education : Such systematic examination is designed to increase awareness of the contexts that shape professional actions, decisions, and university medical school seattle, judgments, enabling practitioners to see our practices anew, to recognize and articulate the complexities of our work, and the values and theatre mainstage for ipad, choices at the core of university of washington medical seattle professional practice. (p. Carolina Honors Notifications. 6) This article hopes to offer such an university medical school examination by detailing my experiences as a practitioner negotiating factors that impact student motivation and crafting my professional decisions accordingly. Kaplan, Katz, and Flum (2012) offer similar sentiments to center, S. Ravitch’s when they evaluate the current state of motivation research: Motivation theory and research of the university medical past decades have contributed tremendously to scientific knowledge concerning mechanisms and processes of human motivation and engagement.

However, in matters of application to medical, educational practice, motivational theory—indeed, educational psychology more generally—is in a rather dismal state. (p. Of Washington Medical Seattle. 168) Due to the dominance, and limitations, of the control-experimental psychological paradigm in educational psychology, Kaplan, Katz, and Flum (2012) advocate for motivational phenomena to be studied in educational practice and context. While some may criticize student motivation as too narrow a lens to of texas, interpret and evaluate student actions given the influence of university of washington medical other psychological factors on student behavior (e.g., interest development, self-efficacy, and self-regulation), student motivation represents a construct that incorporates and university college notifications, often welcomes these other phenomena when describing student behaviors (Eccles Wigfield, 2002; Silvia, 2006). Struck by university school, my students’ often hostile and apathetic responses to boston theatre, assignments and instruction and university, hoping to contribute to the knowledge of motivation, I began to take an j santos inquiry stance on my own practice. I studied my practice on university medical, three fronts with the help of an boston university for ipad off-site teacher research group: (a) how my inquiry question changes as a developing urban educator who attempts to university of washington medical seattle, incorporate findings and suggestions from motivational psychology without being a student in the academy, (b) the effectiveness of classroom strategies to boston university theatre for ipad, increase student motivation as a second year teacher, and (c) the student outcomes I observed. Each of these fronts influences the others and my practice as the school year continues. I report on these influences throughout the academic year and conclude this article by university of washington medical school seattle, discussing the implications of my narrative for practitioner research, the assessment of student motivation, the role of academic research on student motivation for educators, and the potential contributions of novice educators’ voices in education.

This article does not attempt to offer definitive or proven strategies to lane j santos, improve student motivation or a more detailed account of the psychology of motivation; it represents a teacher’s efforts to university of washington medical, synthesize academic research and pedagogical strategies with a developing competence as an educator for brown center address, impoverished, under-motivated, and academically behind students. The backdrop to my inquiry: The end of my first year of teaching. After my first year of teaching, I spent the university of washington school seattle summer recovering from and university, reflecting on a host of challenges that contributed to my feelings of frustration and inadequacy as a first-year teacher in a ninth-grade inner city Philadelphia classroom. Of Washington School Seattle. In July, I had dinner with a friend who just finished his third year of teaching at the same school. We discussed the discomfort of identity watching the majority of our students remain reluctant to study, go above and beyond on assignments, and pursue academic interests outside of school walls. Although my colleague reassured me that time in the classroom would build my competencies as a teacher, I was not as convinced that simply being a better teacher would provide any concrete answers to my concerns about student motivation. The conversation with my colleague was not the only one that suggested I should adopt an inquiry stance to better understand student motivation within my own classroom. I remember dozens of university seattle conversations and comments about dwindling student motivation that dominated department, grade level, and school wide meetings during my first year of teaching. Even experienced teachers, who could make serious gains among low-performing students, complained of low student motivation. My colleagues wondered if academic achievement could improve with student motivation remaining at disappointing levels. Or, perhaps the problem was that teachers continued to set the bar higher and boston theatre mainstage for ipad, higher and became frustrated when they capable students did not meet them.

Several studies support my colleagues’ concerns about student effort. American schools, especially within low-income communities, suffer from a deficit of student engagement and motivation, including intrinsic motivation (Shernof, 2012). The 2009 High School Survey of Student Engagement reports that nationally 20% of students considered dropping out of high school in 2006, increasing to 26% in 2009. The top three reasons students cited for wanting to drop out of school included not enjoying school, not liking school, and not seeing schoolwork as meaningful. Twenty-six percent of students reported they were bored because the material was too difficult, 42% found the material irrelevant to their life, and school, 66% were bored every day in school (Yazzie-Mintz, 2007). Over 30% of brown athletic center address ninth graders fail to graduate high school across the nation (Alliance for Excellent Education, 2009), and in university seattle, urban areas the figure is closer to of texas schedule ford, 50%. In Philadelphia, the percentage of dropouts is 55% (Toppo, 2010). My experienced coworkers may have made a more astute observation than I had initially thought: student motivation and teacher instruction may be related, but they are two separate phenomena. While our school embraced the school challenge to boston theatre for ipad, advance student academic achievement, we did our mission a disservice when we viewed the problem strictly in terms of a deficiency in university medical school seattle, skills and content knowledge. Enlivening student motivation represented a separate but possibly connected phenomenon among our students.

How much of which could be influenced by a teacher or school remained a question in my mind Perhaps bolstering student motivation and engagement represents a prerequisite to closing the of miami visual identity manual pdf achievement gap, and university of washington school seattle, other variables (e.g., a culturally relevant curriculum or a disbelief in American meritocracy) that may have better explained our frustration with both student motivation and j santos of pennsylvania, achievement were outside our awareness as practitioners. While comments from my colleagues, the above research on student engagement, and my own classroom struggles guided my perspective on student motivation, other scholarship offered different explanations. Medical School. Research on boston university theatre for ipad, resiliency and unstable communities led me to question whether I may be placing an extra and thus unfair burden on students in low-income and of washington seattle, violent communities to discard the university theatre mainstage milieu of their struggling communities when they enter school. Is it fair for school seattle, me, a college graduate raised to value education in a community full of educated role models, to expect my students to football ford, manifest the same priorities? Is it too presumptuous to university, assume my students suffer from a motivational deficit when they, their families, and their community prioritize loyalty, trust, skepticism toward authority, and, above all, survival? A motivational deficit may constitute a poor explanation when my students divert their efforts toward enacting values that are necessary in a high-poverty, high-crime, and violent community (Bottrell, 2009; Foster Spencer, 2011). I asked my colleagues, friends, members of university center address my teacher research group, and previous professors for suggestions to of washington medical, promote motivation within a classroom setting.

I wanted something that was grounded in scientific research but offered specific suggestions for educators. I was quickly introduced to self-determination theory. According to Ryan and Deci (2000, 2009), motivation exists on a spectrum where a person can fall at of texas, or between extrinsic motivation on one end and intrinsic motivation on the other. A person who engages in a task or activity specifically for the ends it will produce (e.g., money, recognition, prizes) is extrinsically motivated, or motivated by something operating outside himself. However, someone motivated specifically by a sense of university of washington medical school seattle joy that an activity elicits is considered to be motivated by something within or “intrinsic.” Intrinsic motivation yields less anxiety, great well-being, academic success, and self-regulation. Given my limited experience navigating the complex academic literature on self-determination theory and other achievement motivation theories, I needed to take a step back and familiarize myself with the literature for more general audiences. Although a teacher, the decades of academic terminology and theory on student motivation quickly became overwhelming.

A professor recommended Kohn’s (1993) Punished by Rewards . Kohn, a lecturer and author, synthesized psychological research on how the of south carolina college notifications use of rewards and punishments (extrinsic motivation) would unavoidably and necessarily decrease the person’s interest and enjoyment in a task (intrinsic motivation). Kohn’s analysis provided an account very congruent with my experiences. Some of university of washington medical school seattle my students seemed highly motivated to engage with the content of lane j santos university a class’s lesson while other students would only entertain school work with the accompaniment of baked goods and positive phone calls to parents or threats of detention and failing grades. Before my second year of teaching began, the first iteration of my inquiry question became clear. I needed to frame my practitioner research as something that would help guide my practice and challenge top-down educational mandates insensitive to the range of classroom contexts I observed (S. Ravitch, 2014), such as the lack of attention schools gave to promoting intrinsic motivation. I also wanted my inquiry to illuminate the complexity of identifying, describing, and medical, explaining motivational processes outside controlled-laboratory conditions (Kaplan, Katz Flum, 2012). I also needed to make sure my inquiry did not assume a motivational deficit. Thus the first version of my inquiry topic emerged: What happens when I incorporate instructional strategies to promote intrinsic motivation in my students? In the of south carolina honors following sections, I trace the evolution of my inquiry topic and how I adjusted my classroom practices based on the literature I read, my experiences, and the student data I collected.

I break down my research temporally and then divide it even further into three subparts: inquiry question, conceptual framework and classroom strategies, and student outcomes. I group conceptual framework and of washington medical, classroom strategies into one section because of the natural and almost necessary need to allow new experiences and university of texas medical, theories to of washington medical school, guide and university college, influence interventions (Maxwell, 2013). The Beginning of My Practitioner Research: September-October. Second teacher journal entry: Inquiry question: How do I measure intrinsic motivation?” [emphasis added] When I initially framed my inquiry question, it began with “What happens when,” which I reasoned would be better changed to university medical, “How do I measure.” The word “measure” may immediately unnerve those familiar with practitioner research because measuring and making claims about a specific construct (i.e., intrinsic motivation) falls in of texas medical, the realm of basic research rather than the highly localized and action-guided domain of practitioner-research (Gay, Mills, Airasian, 2012).

Although I wanted to of washington medical school seattle, cultivate intrinsic motivation within my students, I felt the best way to do so was parsing, identifying, and then measuring variant behaviors and lane j santos university of pennsylvania, thought processes within my students. My undergraduate background in university school seattle, the social sciences often required me to measure relationships, and that was the only framework I had to approach my study. I reasoned that an increase in measurable tendencies would determine if I were successful at cultivating intrinsic motivation, and a decrease or stable relationship with such variables meant I failed. My limited knowledge in qualitative research and practitioner methodology would prove problematic when I began to collect data for my inquiry. Conceptual Framework and Classroom Strategies. Research on intrinsic and extrinsic motivation found the former to be a much better predictor of high school achievement than the latter (Guthrie Coddington, 2009).

With my nascent understanding of student motivation at the time (Kohn, 1993, 2006), I developed the following four strategies for fostering intrinsic motivation in my classroom for the upcoming year: no class competitions; no individual student rewards; a behavior management system that focuses on the importance of maintained effort, diligence, and cooperation in the classroom, rather than a fear of punishment; and explicit instruction in carolina, the phenomenon and importance of intrinsic motivation. The first three suggestions came directly from Kohn’s writings, but the fourth idea was something I added: I figured students would need to know why my classroom would operate so differently than many of the others on the ninth grade floor. During my first year of instruction, my class competition pitted students in each class against university medical seattle, the students from my other classes. Each student earned one poker chip for every 10 minutes they were on-task (determined by my judgment) and one poker chip every time they participated. Students could not earn a second poker chip until everyone earned their first. Chips were totaled at lane j santos, the end of of washington seattle each class. University Of Texas Football 2011 Ford. Whichever class earned the highest total of chips by the end of the week earned a prize. This competition saved me as a first year teacher, by developing my class culture from unruly and medical school, defiant to cooperative and on-task.

I also frequently rewarded students for individual accomplishments, such as sharing their grades with the class, making positive phone calls home after a day of exceptionally hard work and diligence, and raffle prizes. Although these strategies proved immensely successful to motivate my students to engage with their coursework, I could not help but worry that I was promoting the wrong kind of motivation. All of university Kohn’s (1996) predictions had come true: I had to university of washington seattle, keep increasing the lane university rewards for the competition to medical school seattle, have appeal, students often became hostile and untrusting if they lost the competition or did not find their work praised in front of the class, and any day I tried to suspend the class competition or other incentives, my classroom immediately reverted back to university, the fractious culture that dominated the first few months of year. I abandoned both class competition and individual student rewards for university of washington medical seattle, my second year of athletic center address teaching based on my understanding of Kohn. He asserts that motivation is not singular. University Of Washington. Extrinsic and intrinsic motivations represent two very different forces with different long-term effects on students. Extrinsic motivation occurs when a person strives to accomplish a task for a reward or the avoidance of a negative repercussion from failing to succeed. Intrinsic motivation occurs when a person strives to accomplish a task because of the enjoyment and pleasure of engaging in j santos of pennsylvania, the task itself.

Kohn also showed that motivation is not additive; using reinforcements to encourage or discourage particular behaviors in students decreases curiosity, academic risk-taking, creativity, and intrinsic motivation. It became clear that my first step toward fostering intrinsic motivation was to university medical, eliminate my explicit attempts to boost extrinsic motivation. I also planned to reform my behavior management system. I would explain to my students the university of texas center rationale behind both assignments and the class discipline system (such as why students could not speak during independent reading), and even explain my sympathy when such directions were undesirable. I would also decrease my reliance on detentions and medical school, reflect with a student when he/she earned one (see Kohn, 2006). At this time, I was only a weekend away from students entering my classroom for the first day of my second school year as a teacher. I hoped my repertoire of tools to enhance intrinsic motivation would work. Given my quantitative inquiry question, I created a variety of metrics to measure the intrinsic motivation in my students—metrics that I now see as misguided. The metrics were not only cumbersome and brown university athletic address, unhelpful, but did not meet the university seattle standards of of south honors quantitative methodology to withstand evaluation. University Medical Seattle. My metrics are outlined below: I recorded any time I attempted to motivate a student, whether through extrinsic or intrinsic means.

This meant recording any time I administered a threat or a piece of academic feedback that could impact motivation. After several lessons on university athletic, how to annotate a text, I administered a rather dull short story during the of washington school fifth week of school and told the students: This assignment is completely optional. Read this short story and annotate it as many times as you want using any of the four annotation symbols we learned. If you do not do it or finish early, I have crossword puzzles for you. If you don’t finish early, put an X next to where you stopped reading. During and after students read and annotated the story, I recorded who participated, how much of the story each student read, how long they read, how many annotations they made, and the quality of each annotation. I compared these figures across students to determine a baseline level of of texas medical center intrinsic motivation and administered a similar exam at the middle and end of the year. Administering both metrics was challenging. For the first metric, besides the sheer difficulty of recording what I communicated to each student over of washington medical seattle the course of a class, I could not easily distinguish between what might constitute a prompt for intrinsic or extrinsic motivation. Medical. If I said, “It looks like you are enjoying this assignment.

Keep up the good work,” I was both encouraging intrinsic motivation by recognizing a student’s interest in university of washington medical school, an assignment as well as reinforcing extrinsic motivation by offering verbal praise. Even worse, I was not focusing on my students’ behavior (were they deeply immersed in a writing assignment and losing track of time?) but instead focusing on university theatre mainstage for ipad, quantifying what I, the university medical school teacher, was doing. Such misguidance in my inquiry could be attributed to my quantitative lens indicated by the word “measure” in my inquiry question. For the second metric, I hardly made it through analyzing data from the first test before I realized how misguided my method was. I had all of boston theatre mainstage for ipad these numbers, but I could not say they reflected any inherent mental qualities of my students, let alone that they were a fair measure of intrinsic motivation (since, of course, intrinsic motivation is not a singular phenomenon that is invariant across all contexts and situations). For example, the content of the seattle story naturally appealed to some students more than others. Information on my student’s reading levels were not yet available, so the difficulty of the reading passage was a barrier for university of south carolina honors college notifications, some but not for others. Medical School. Even the very idea of thinking I could teach annotation and use it as a proxy for such a dynamic and multifaceted phenomenon as intrinsic motivation became an university center obvious error in my framework: Could the frequency and quality of a student’s annotations, even if a base-rate were established (Gay, Mils, Airasian, 2012) say anything about university medical, a student’s motivation while literacy, previous exposure to college, annotation strategies, and a host of other factors influenced such data? . I designed my inquiry stance to embrace S. Of Washington School Seattle. Ravitch’s (2014) call for practitioner research to explore new dimensions of educational practice, namely greater attention to motivation in the classroom. I also wanted to brown university center, respond to Kaplan, Katz, and Flum’s (2012) call for a better bridge between academic research on achievement motivation and classroom practices. My inquiry was doing neither. My misguided idea came from a groundbreaking 1971 study by the psychologist Edward Deci, who discovered that subjects would play with a puzzle longer if they were not tempted with extrinsic motivators (e.g., monetary compensation).

Iterations of this experiment with different variables (e.g., higher pay, competition, different age of subjects) yielded similar results (Deci, 1997; Kohn, 1993; Wilson, 2011). Inspired by this study, I developed an inquiry that attempted to medical school seattle, remove extrinsic motivations from my classroom. It is not that I thought a teacher could do the job of a psychologist, nor that I had the skills to create a perfectly controlled environment to assess intrinsic motivation in my students. I just could not think of how else I could study intrinsic motivation or make conclusions that would better my practice without the use of number crunching, coding of behaviors, and quantitative data analysis. Psychologists, not teachers or administrators, discovered the importance of intrinsic motivation, I reasoned. I cannot recall a time I saw intrinsic motivation discussed in professional development, printed on a poster in a classroom, or accounted for in a lesson plan. So I did the only thing I thought I could. I did as the psychologists did and quantified. I shared this quantitative data with my teacher research group and quickly became embarrassed by their struggle to understand the numbers and codes I provided in carefully colored and coded Excel spreadsheets.

At that point it became blindingly clear that my methodology was fundamentally confusing, unfocused, and inappropriate for lane, a practitioner. I could not speak to a single student outcome, observed classroom phenomenon, or way my classroom benefited from my inquiry. My inquiry was failing at every level. The study struggled to provide an of washington seattle account of classroom dynamics justified by lane university of pennsylvania, a teacher’s unique and quasi-anthropological perspective being an observer and agent “inside” a classroom (Cochran-Smith Lytle, 1992). Medical School. The study also struggled to generate local knowledge to improve classroom instruction about student motivation (Cochran-Smith Lytle, 2009).

I may very well have been fostering intrinsic motivation in my classroom, but my quantitative and inappropriate lens prevented me from knowing so. I needed to of pennsylvania, readjust my inquiry question. A needed development in my inquiry came from the of washington medical school teacher research group when one of the facilitators commented: “Why not get rid of the word ‘measure,’ from university center address, your inquiry question and return to the first form of your inquiry question that begins with, ‘What happens when…?’” This was the direction I needed. I was back to my initial inquiry question: What happens when I incorporate instructional strategies to promote intrinsic motivation in my students? I needed to seattle, stop parsing student behavior into components to code, track, and analyze. Instead, I needed to embrace my unique perspective and role as a teacher, develop the best strategies I thought appropriate to improve my instruction given my inquiry, and take an approach from university of texas medical center, within my classroom to observe and record any classroom occurrences relevant to my inquiry (Cochran-Smith Lytle, 1992). This point represents the transition in my approach from quantitative to of washington medical school, qualitative, the latter constituting a much more appropriate option given my perspective and experience as a practitioner. Of Texas Schedule Ford. Maxwell (2013) delineates these two types of seattle research based on the worldview each method implies. Quantitative research sees and schedule ford, studies the world in of washington school seattle, terms of variables. Such scientists believe that a phenomenon can be understood best by analyzing how much influence each constituent variable exercises. For example, if I wanted to understand the visual identity pdf phenomenon of my immune system, I would go to school seattle, a doctor to anatomize this entity into a white blood cell count, vitamin levels, and honors notifications, my history of illnesses.

Qualitative research, on the other hand, sees a phenomenon as something that needs to of washington medical school, be studied holistically. If an entity can indeed be broken into different variables, their integration into the subject of study may take on extra dimensions that cannot be understood by simply understanding its parts. With my change to a qualitative approach came a shift in priorities. My new directive became: Develop and implement instructional strategies to cultivate intrinsic motivation within my students first; make sense of the data later. Conceptual Framework and Classroom Strategies. At this point, several months into the school year, I developed and of miami visual manual pdf, implemented strategies to foster intrinsic motivation in my students. I offered more choice in seattle, assignments and how I presented information to the class (Cordova Lepper, 1996); provided more academic feedback to promote self-regulated learning (Zimmerman, 2008); differentiated reading, writing, and other curricular assignments based on student interests (Guthrie Coddinton, 2009; Hidi Renninger, 2006; Schiefele, 2009); and I allowed students time to identify their own strengths and weaknesses and set goals accordingly (Zimmerman Cleary, 2009).

Some students opted for independent reading assignments to engage with particular topics they found most interesting in university medical, the unit. Other students requested projects that allowed them more creativity to interpret and diagram the reading skills we practiced. However, one tendency reoccurred with alarming frequency: No one was opting for writing assignments. One day in October I asked my ninth graders, “How many of university school seattle you have written a five-paragraph essay?” I was shocked to learn that only about a dozen students across all five of my classes had ever written one. Carolina Honors. Most of the students shared that they had never been asked to write more than a paragraph at of washington medical school seattle, a time. Although five-paragraph essays have been criticized as overly formulaic by lane, prioritizing structure over content (Johnson, Smagorinsky, Thompson, Fry, 2003), they were the only tool I was aware of that could bridge the gap between paragraph writing and longer analytic writing assignments. I quickly shared my students’ comments with my colleagues in the English department and the social studies teachers on the ninth grade floor. University Medical Seattle. To my amazement, most social studies and English teachers were well aware of the little attention lengthy writing assignments were given in Philadelphia public schools. Perhaps more alarming, my school’s English and social studies curricula included few writing assignments that required more than a page. The only university of texas football schedule, consistent writing requirements were occasional constructed response questions (CRQ) to university school seattle, prepare for football ford, Keystone Exams, standardized tests required for graduation in Pennsylvania.

CRQ responses are typically one to school, two paragraph responses to a prompt that follows a reading passage. According to the Commonwealth of Pennsylvania (2014), a standardized test for lane j santos, composition has not yet been developed for high school students. Although the benefits of lengthy writing assignments, from personal narratives to research papers, have been well argued (Fitzhugh, 2006; McConachie et al., 2006), I felt compelled to help cultivate an interest and value in longer writing assignments. Philadelphia has some of the highest poverty rates of all major US cities (The Pew Charitable Trusts, 2013), with 4th and 8th grade scores on the National Assessment of of washington medical school Educational Progress (NAEP) well below the national average (Mezzacappa, 2013). With school funding tied to performance on state standardized tests, and lengthy writing assignments not covered on any of them, a lack of attention to writing is certainly understandable. With an university visual identity manual interest in requiring lengthy writing assignments of students, my inquiry into intrinsic motivation was infused with an of washington medical extra sentiment: I wanted my students to engage in longer writing assignments, but also to find some joy and value in the process.

If my students were not intrinsically motivated to university center, develop their formal writing, how else could I expect my students to seek improvement for their writing once they left my classroom? At this point in my inquiry, my research question proved to be very broad, focusing on how I could adopt strategies to promote intrinsic motivation without any attention to a particular context. Now I had found a great reason to narrow it down: I wanted to focus my inquiry on the intersection of intrinsic motivation and five-paragraph essays. S. Ravitch (2014) and Cochran-Smith and Lytle (2009) position teacher research as something that not only has the ability to generate local knowledge and advocate for new directions in research, but also to criticize top-down educational best practices. In an era of high-stakes testing, in which test scores determine school funding, longer analytic writing assignments have not yet found their place in Pennsylvania’s high school state-administered exams. Yet, as a practitioner fervently committed to university seattle, the proven connection between college-readiness and writing proficiency (see Conley, 2007), I adjusted my inquiry accordingly.

I hoped to provide an university address environment for university medical, intrinsic motivation for j santos university of pennsylvania, five-paragraph essays to emerge (and ideally flourish). Five-paragraph essays do not constitute the lengthy analytic writing assignments I often envision, such as research papers. However, with classes in which the majority of students had never written more than a paragraph for an assignment before ninth grade, I reasoned that the five-paragraph essay should be my focus. My inquiry question evolved to: What happens when I incorporate instructional strategies to promote intrinsic motivation for university medical, five-paragraph essays? Conceptual Framework and Classroom Strategies. With my inquiry aligned to qualitative methodologies and refocused on formal writing, I was ready to theatre mainstage, give some much-needed attention to the nexus of intrinsic motivation and university medical school, five-paragraph essays. I wanted my students to be able to write a research paper by the end of the year, and I would use five-paragraph essay assignments to prepare my students for of miami visual identity manual pdf, that assignment. From November to university of washington medical school seattle, January, I assigned three five-paragraph essays with more intentional strategies to foster intrinsic motivation. Conflicts naturally arise when educators negotiate classroom structure and consistency while also promoting autonomy and choice to boston university, further intrinsic motivation (Ames, 1992; Blumenfeld, 1992; Deci Faste, 1995; Reeve, 2009).

However, research has shown that specific strategies can facilitate intrinsic motivation within a structured classroom (Urdan Turner, 2005). Table 1 outlines each assignment and the strategies implemented that have been shown to promote intrinsic motivation in other studies. University. While no specific set of practices has proven to reliably produce intrinsic motivation, key strategies have been linked to the emergence of intrinsic motivation in some students. Devised Strategies to Promote Intrinsic Motivation in Five-Paragraph Essays Title. Five-Paragraph Essay Assignment Date. Prerequisites for Essay Assignment. Intrinsic Motivation Strategies. Academic Origins of center Intrinsic Motivation Strategies. How is the novel The Hunger Games similar to the real world? Completion of out-loud and of washington medical school seattle, independent reading assignments, culminating in the completion of the novel.

Completion of all nonfiction articles and university mainstage for ipad, class exercises detailing current and past historical events similar to The Hunger Games. Knowledge of grammar and writing skills (attention-grabbing line, thesis statement, etc.) that would be applied to the five-paragraph essay. 1. Complete freedom in choice of thesis statement. 2. School Seattle. Some choice in university schedule 2011, supporting evidence (students could choose three nonfiction articles from the six we read in medical, class to argue if the real world and carolina, The Hunger Games were similar) 3. Teacher explanations, class activities, and class discussions about the importance of strong writing skills for high school, college, and medical school, professional success.

4. Checklist for the components of persuasive and analytic writing (thesis statement, topic sentence, embedded quotation, etc.) to provide both self-regulation and structure. 12. Carolina Honors College Notifications. Provide students choices in assignments and medical seattle, content to brown university center address, promote student autonomy and university of washington school, interest development (Kohn 1993, 2006; Deci, 1997; Hidi Renninger, 2006; Reese, 2009) 3. Sympathize with students when they express apathy or hostility toward an assignment and university of pennsylvania, explain the importance of the task for college, jobs, and applications outside the classroom (Deci Ryan, 2009) 4. Provide structure to encourage self-regulation (Deci Ryan, 2000; Zimmermann Schunk, 2008; Zimmermann, Cleary, 2009;) What is the cause of violence? Completion of university of washington reading and brown university center, writing assignments on university of washington medical school seattle, theories of violence.

Mastery of all writing and honors college, grammar skills that would be applied to the five-paragraph essay. 1. Class-generated essay topic (violence) 2. Medical School. Choice in thesis statement. 3. Choice in supporting evidence (Students could choose any of the nonfiction articles we read in class) 4. Teacher explanations, class activities, and class discussions about the importance of strong writing skills for brown university athletic, high school, college, and professional success.

5. Checklist for the components of persuasive and analytic writing. 6. Class brainstorming activities for medical school seattle, essay topics. 7. Personal discussions with each student about their growth in formal writing to promote a sense of competence. 1-3. Provide students choice in content and assignments to promote autonomy and interest development. 3. Provide choice in student reading materials so students can find the reading material personally meaningful (Guthrie Coddington, 2009) 4. University Of Miami. Sympathize and explain the importance of unappealing tasks. 5. Provide structure to university medical seattle, encourage self-regulation. 6. Allow students to generate topics for assignments with class discussions (Kohn, 2006) 7. A student’s sense of competence strongly correlates with intrinsic motivation (Deci Ryan, 2000)

Should Mr. Smith teach this short story next year? Complete reading for at of miami, least one of the three short stories. Mastery of all literary terms (tone, theme, symbolism, etc.), writing and grammar skills that would be applied to the five-paragraph essay. 1. Choice in thesis statement. 2. Choice in supporting evidence (Students could provide a literary analysis of the story based on any of the 7 literary terms learned in school seattle, class.) 3. Choice in short story to write about (three story options)

4. Ability to change short story if desired. 5. Teacher explanations, class activities, and class discussions about the importance of strong writing skills for high school, college, and professional success. 6. Students can use peers for advice, editing, and suggestions when gathering evidence and of texas, constructing outlines and seattle, rough drafts. 12. Address. Provide students choice in content and assignments to promote autonomy and interest development. 3. Provide choice in reading materials to increase the likelihood a student will find the of washington school seattle text meaningful (Guthrie Coddington, 2009) 4. Provide students with the opportunity and supports for academic risk-taking (Ryan Deci, 2009) 5. Sympathize and explain the importance of unappealing tasks. 6. Collaborating with classmates fosters “relatedness,” the ability to feel valued, safe, and connected in a community, a prerequisite for intrinsic motivation (Deci Ryan, 2000)

Note. The number assigned to brown university athletic, the Intrinsic Motivation Strategies category corresponds to the number for the Academic Origins of Intrinsic Motivation Strategies category. Below, I closely analyze three of my students’ essays to get a better sense of how their writing developed given the of washington seattle strategies I used to university of texas medical, promote intrinsic motivation. An artifact analysis of the three five-paragraph essays written by my students did demonstrated a deeper understanding of the material, more passion and interest in both the writing topic and writing itself, and more time and effort committed to the activity. It may be too bold to argue that such strategies increased students’ intrinsic motivation in a semi-autonomous classroom, but certain characteristics in each student’s essays suggest greater competency, interest, and effort, all of university of washington medical which are necessary conditions for intrinsic motivation (Deci, 1995; Deci Ryan 2000; Ryan Deci, 2000). For the first essay, I asked the following question: “How is the novel The Hunger Games similar to the real world?” Students were required to have a central thesis, and the introduction, body paragraphs, and conclusion were graded on brown, criteria taught in the previous weeks. Of Washington Medical School. The Hunger Games (Collins, 2008) describes Katniss, an impoverished citizen in a futuristic dystopian world who is university of texas center forced to battle other “tributes” to the death as entertainment for the country’s population. The government plans this annual competition to keep its people obedient out of fear.

For the university of washington second essay, I asked, “What is the cause of boston university theatre mainstage violence?” and in the third essay, I asked, “Should Mr. Smith teach this short story next year?” The details of university seattle each assignment are listed in Table 1. Again, although I used strategies to promote autonomy, choice, and appropriate scaffolding and guidance for each student, my classroom has unavoidable structures that can be seen as extrinsically motivating. Students must complete essays to pass the quarter, all assignments are graded, and classroom disturbances are addressed promptly, with consequences if necessary. However, as stated earlier, classroom structures do not preclude the use of university of south notifications certain strategies to promote intrinsic motivation (Ames, 1992; Blumenfeld, 1992). I chose to analyze Student A’s progression through the writing assignments because of her explicit interest in becoming a better writer. Of Washington Seattle. She, like the vast majority of the students who attend the charter school where I teach, performs at a lower grade level in j santos, math, reading, and writing according to the most recent results of the of washington school Pennsylvania State Standardized Assessment (PSSAs), a state-administered standardized test. Before my class, the most she could remember writing was a creative short story and the occasional paragraph. While her grammar, fluency, and ability to incorporate evidence improved across her assignments, another phenomenon began to of texas 2011, emerge that also suggested greater intrinsic motivation.

She connected with the medical text and began to formulate and defend ideas passionately. University Pdf. She also began to weave in her experiences and opinions to back up her arguments. Excerpt from Student A’s five-paragraph essay #1. The real world and medical seattle, The Hunger Games are similar because they both have people who murder each other. For example, in The Hunger Games people murder each other in the arena to stay alive in order to be the person who wins and visual pdf, goes home to their beloved home. In the university school real world people murder each other because they are crazy and need help or prefer revenge over university a past time.

Furthermore the real world people get murdered by other people and go to jail or is to be slaughtered [ sic ] it depends on the case. In The Hunger Games they kill tributes in the arena for entertainment. A quotation that proves this is, “Haymitch tells Katniss and Peeta to forget getting weapons and run and university of washington school, find water.”[1] This quotation proves that running and getting a weapon will get you killed easily and it’s better to run and find water than to risk your life for the weapons and food that is out there for the tributes to fight over. This is how The Hunger Games and university of texas, real world are similar. Excerpt from Student A’s five-paragraph essay #2. Although many people are criminal acts [ sic ], it’s not their fault people introduced them to drugs and alcohol as a child. This makes them do more serious crimes. My first piece of evidence that can show this is university when you are young and introduced to alcohol it messes with your head and doesn’t make you think clearly as you normally do.

Furthermore in a child’s childhood they shouldn’t be introduced to alcohol anyway so who ever introduced it to university, them should be in seattle, the slammer. Of Texas Center. My second piece of evidence is drugs shouldn’t be introduced to kids in young stage of university of washington medical school seattle life. That will simply damage a lot of body parts in a young person. Later in university, life they will most likely commit crimes from how messed up their brain is. University Of Washington Medical. A quotation that supports this is,” About one-third of visual identity manual pdf all violent offenders are alcoholic, and university of washington medical, the earlier an adolescent starts to drink, the university identity pdf more likely that teen will be violent as an adult”. Seattle. This quotation clearly explains being introduced to alcohol is very bad and makes the university college notifications person capable of being more violent. In conclusion, all drugs and alcohol is bad for a child and also when their [ sic ] older it makes them want to be more violent.

Because the person drank alcohol when they were younger, now as an university medical adult they are capable of being more violent due to less intelligence in the brain. A lot of people drink, but people who are violent already will most likely become more violent. Although the of texas 2011 excerpt from Student A’s first essay cites more credible sources, she relies heavily on university of washington medical school, the class readings we unpacked as a class. Boston University Mainstage. In the second essay, she relies much more on her own opinions and university of washington medical school, experiences. In fact, I chose to analyze Student A’s work in large part due to her avid participation in the class discussion of an essay on violence, which was unusual given her usually reserved and quiet disposition. Her second essay excerpt is filled with more passion, indicated by the use of words like “should” and “bad.” She makes more evaluative statements, with comments like “not their fault” and “this quotation clearly explains being introduced to alcohol is very bad and center, makes the person capable of being more violent” [emphasis added].

Student A’s first writing essay only medical school, includes analyses and details explored in class discussions, while her second essay becomes much richer with her own opinions and quotations she found herself. Of Pennsylvania. Perhaps these data suggest an increase in her competence and interest in argumentative writing, two prerequisites for intrinsic motivation (Deci, 1995; Deci Ryan, 2000; Ryan Deci, 2000). I also cannot help but question if my observations can translate to a meaningful understanding of intrinsic motivation. Student A demonstrates a stronger voice and a willingness to incorporate evidence not provided by the teacher in her second essay. But statements like “My first piece of evidence” and “My second piece of evidence” speak to the artificial audience created by the instruction I provided. University School Seattle. Such phrases were on a list of common sentence starters I provided to university medical, students. Could I make any meaningful claims about Student A’s intrinsic motivation given the context of university medical a semi-structured writing assignment whereby she may be also motivated by the extrinsic factors of grading and lane university of pennsylvania, discipline? Although my inquiry provided a context-specific examination of education-related complexities (S.

Ravitch, 2014), I did not feel my examination allowed me to university medical seattle, make any specific claim about the interaction of intrinsic motivation, writing, and my practice. I felt stumped anytime I tried to university of texas football schedule ford, articulate any thought specifically about a change in Student A’s motivation or the worthwhileness of my instructional strategies. Excerpt from Student A’s five-paragraph essay #3. I will tell you that if a story has many settings you would stay interested in the story. University Medical. This will, “suck you into the words of the lane j santos of pennsylvania story”, which means keep your attention. For example, “The Sound Of Thunder[2],” only university medical seattle, has one setting which is the jungle. They also have to university of south carolina notifications, go through the university of washington medical school seattle time machine, but that doesn’t really count as a setting. Furthermore one setting is boring and won’t really grab your attention as many settings would. Although some stories can be interesting with one setting, I believe many settings will make a story more interesting to read. Visual Manual Pdf. Reading helps your brain mature into of washington medical school seattle being smarter when you have many settings, but not all authors want many settings to work with when writing a story.

That is understandable. My second piece of evidence is that when you only have one setting the story ends very shortly. When the university of texas story ends very shortly, you understand the story and of washington, won’t be excited reading it. The quotation that supports this is, “TIME SAFARI, INC., SAFARIS TO ANY YEAR IN THE PAST.” This quotation means that the setting only focuses on settings such as safaris. In conclusion, that’s why we need more settings and why Mr.

X shouldn’t teach this next year. Student A’s emerging voice and rhetoric as a passionate writer continued to develop in her third essay. She offers a more challenging and bold premise for this body paragraph. I, the teacher, should not teach this short story next year because the singular setting of the story makes the narrative boring. She routinely elaborates on her ideas. Until this assignment, Student A’s writing did not contain as many deliberate attempts to express her own opinion, cite evidence she read herself, or form original arguments that I or other students had not already expressed.

Student A may be an example of of texas football schedule a student taking greater academic risks. Additionally, about university medical school, a month after this assignment, Student A expressed to me that she wants to become a writer. Center. Considering her developing voice as an opinionated essayist and recently revealed career goal, the classroom strategies may certainly have boosted intrinsic motivation. While I studied Student A’s essays for evidence of greater intrinsic motivation because of her explicit desire to improve as a writer and argumentative essayist, I approached Student B’s essays with a different lens. Seattle. Many of Student B’s teachers described him as curious, creative, and overflowing with academic potential. However, his classroom behavior would often land him in detention or the dean’s office.

Student B and university of miami identity manual, I (luckily) had a strong relationship. Of Washington Seattle. He committed himself passionately to reading and writing, and he consequently excelled. Honors Notifications. I think such success resulted because Student B would readily seek out university trouble when lessons were easy and boring to him, so I made sure he felt adequately challenged. For each of Student B’s essays, I provided him with more challenging readings and j santos of pennsylvania, essay guidelines. I also required him to explain his essay outline to of washington seattle, me in greater detail than his classmates so that I could give him feedback solely on how to enhance the rigor and university of texas medical, scholarship of school his work. Below are excerpts from three of university athletic center his five-paragraph essays. Excerpt from Student B’s five-paragraph essay #1. The real world and The Hunger Games are similar because they both have poor and rich sides. The poor people don’t have medicine and food. University Seattle. The same for the real world.

Furthermore the center rich people they have everything. University School. They don’t understand how people are suffering on the poor sides. “In [West] Berlin there is happiness. There are good jobs, plentiful amounts of food, and the streets are clean”. University Carolina. The poor don’t have that but they should. The Real World [ sic ] and The Hunger games are similar because they both have poor and rich sides. Excerpt from Student B’s five-paragraph essay #2. While beatings form parents create violent teenagers, they still have the choice of doing it or not. My first piece of medical seattle evidence is that there are 2 basic conditions; one is that the person has been hurt.

Therefore, that is why they do violent things. My second piece of evidence is the second condition is if the person has not been allow to let emotions out then it will hurt them more. A quotation that explains this is “be the victim of violence creates violence in the child only when the emotions out [ sic ] are blocked or repressed.” This quotation is try to say that if a child has not been able to express their self then the stuff they think about is violence. So that means everybody should have someone to talk to. If you don’t listen they will commit a crime, but then they still have a choice.

Although it not your problem you should still listen because everyone needs somebody, included [ sic ] yourself. From the first to the second essay, Student B takes many more risks with his writing. In his first writing assignment he tries to select appropriate pieces of evidence to university, compare the disparity in wealth between East and West Berlin, Germany to the communities or “districts” in The Hunger Games . His argument stems from school, a class reading and discussion comparing the income and resource disparity in the city of lane of pennsylvania Panem in medical seattle, The Hunger Games to East and West Berlin, Germany. In the second writing assignment Student B uses evidence to defend his own causal theory of violence in teenagers. He makes intentional efforts to heighten his diction and how he explains the nexus between his opinion and boston university theatre, his evidence.

Just like with Student A, I am again hesitant to university medical, attribute the changes in Student B’s writing to a change in lane, intrinsic motivation. The strategies outlined in university of washington seattle, Table 1 may very well have helped Student B find his writing more important and enjoyable resulting in greater effort. However, the very structure of the second essay prompt could be said to elicit more emotive writing from the author. In Student B’s third essay, his thesis asserts that I should teach the short story “The Sniper” by lane university, Liam O’Flaherty (1923) to my students next year. “The Sniper” describes a soldier in school seattle, the Irish Civil War who tricks an university of texas football 2011 enemy by placing a hat on his gun. Once his hat is fired upon, the soldier pretends to die.

When the enemy approaches, the medical school seattle soldier successfully fires a pistol only to university schedule 2011, discover his enemy is also his brother. I offered “The Sniper” to Student B and a few other students as a more challenging story. Although the following excerpt demonstrates atypically confusing writing from university of washington seattle, Student B, he attempts to unpack the of miami symbolism present in the story. Of Washington Medical School Seattle. Student B refused help with his analysis. While his analysis of the symbolism in the story may be underdeveloped, his pursuit to understand the author’s use of a challenging literary device in boston university, a challenging story, without any teacher aid, could represent greater intrinsic motivation. The symbolism is good, and it stands out in the story. My first piece of evidence is that in university school seattle, the story, the center hat means that the hat is him but then it is not. Therefore that why [ sic ] he got to kill his enemy. University Medical School. My second piece of j santos evidence is university of washington school that the smoke means where the guy is. A quotation that provides [ sic ] this is, “When the smoke cleared out I fire back.” This quotation is trying to say that the smoke showed him where the university of texas schedule guy was. There is of washington school seattle a lot of symbolism in the story.

Since the of south notifications story is so good, then teach it next year. He kills his brother, but he did not know it was him. A boy, in war, killed his brother. Out of all my students, Student B was one of the few who tackled symbolism in his essay, something I described to university medical school seattle, the class as one of the trickiest things I would ever teach them. Brown Address. I find myself struggling to negotiate two very opposing observations. On one hand, Student B’s continued attempts to delve into increasingly challenging topics suggest greater effort and engagement with writing. On the other hand, Student B’s knowledge of university medical seattle sentence starters and the formulaic components of five-paragraph essays stymie his ability to clearly articulate a more holistic textual analysis (Wesley, 2000). I am left to wonder if my assignments both facilitated and impeded intrinsic motivation, obfuscating any relationship between my writing strategies and intrinsic motivation. Conclusion: Implications for Practitioner Research, Assessing Student Motivation, and the Role of Academic Research for Teachers. Research has continuously demonstrated a strong relationship between intrinsic motivation and student achievement (Ryan Deci, 2009).

In low-income schools, struggling students need to work especially hard to graduate high school and college, perform at carolina honors college, competitive levels in the work force, and excel wherever their academic interests and pursuits take them given the additional risk-factors that poverty begets (Bottrell, 2009). Yet, a huge problem remains. The bridge between academic motivation research and implementation of strategies to promote motivation remains partially constructed and rarely traveled. This article detailed my attempt to help build this bridge. I researched intrinsic motivation, including both theories and recommended strategies to university school, develop this quality in students. I implemented and university carolina honors college notifications, altered the suggested practices based on both the context of my school and my continued study of existing research. Scholars often identify the importance of medical school seattle practitioner research as its ability to describe problems, inquiries, and classroom occurrences for further study by researchers (Berliner, 2006; Kaplan, Katz, Flum, 2012). J Santos Of Pennsylvania. I can only hope this article does this in some small way. In more specific terms, this article raises several important considerations: A paradox in practitioner research . University School Seattle. As D. University Athletic. Ravitch (2013) points out, many teachers enter the medical work force with a desire not just to instruct, but also to university center, inspire. Of Washington Medical School Seattle. It is challenging to speak precisely about an inquiry topic as amorphous and complex as intrinsic motivation outside of a controlled environment and within the dynamics of a classroom.

Table 2 below summarizes the different iterations of my inquiry question. Changes in inquiry questions represent a natural element of practitioner research (Hubbard Power, 2003). The Evolution of Inquiry Question over the Academic Year. What happens when I incorporate instructional strategies to promote intrinsic motivation in my students? How do I measure intrinsic motivation? What happens when I incorporate instructional strategies to promote intrinsic motivation in my students?

What happens when I incorporate instructional strategies to promote intrinsic motivation for five-paragraph essays? The challenges of this inquiry speak not only to the difficulties of a practitioner contributing to the academic literature on psychological phenomena, but also to the greater challenge of accurately commenting on such topics within a classroom setting. Since schools represent a dynamic environment whereby factors that influence academic motivation (peer-influence, interest-development, relevance, and lane university of pennsylvania, more) share complex and possibly non-linear interactions with each other (Kaplan, Katz, and university, Flum’s, 2012), the very people positioned to influence these factors (teachers) remain uncertain how to university identity manual, accurately understand, intervene, and even comment on these factors. This challenge is school worth recognizing. Although researchers have the tools and boston university, skills to university of washington medical seattle, generate general knowledge on such phenomena like motivation, practitioners have the local knowledge of navigating and responding to such phenomena alongside students, even if they are not aware of precisely how they are doing it. I find myself very sympathetic to university, Kaplan, Katz, and Flum’s (2012) call for of washington medical school seattle, practitioners and carolina honors college notifications, researchers to collaborate. As a teacher, I am part of the university of washington seattle environment that can positively or negatively effect intrinsic motivation in students on a daily basis, but I struggle to interpret, describe, and university college notifications, explain the data I encounter. The role of academic research in the classroom . Educators’ ability to of washington school, effectively incorporate strategies to cultivate intrinsic motivation is an additional challenge.

While the research I outline in university carolina, Table 1 is of washington medical very clear on what teachers can do to increase intrinsic motivation, knowing how to accurately execute their suggestions is an center address entirely different matter. Many researchers advocate providing students with choices (Deci, 1997; Hidi Renninger, 2006; Kohn 1993, 2006; Reese, 2009). Of Washington Medical School Seattle. In a classroom with a predetermined discipline philosophy, a nonnegotiable grading system, and a unique, ever-evolving culture, how many and what kind of choices can I offer my students to university pdf, claim I’ve met the threshold of promoting intrinsic motivation? Researchers also advocate for opportunities for students to practice self-regulation (Deci Ryan, 2000; Zimmermann Schunk, 2008; Zimmermann Cleary, 2009). In a school that uses grades to motivate truant students and consequences for disciplinary infractions, how can I separate self-regulation strategies from the school’s student regulation strategies?

The research on what teachers can do to nurture intrinsic motivation may be clear, but the knowledge that a teacher has implemented the intervention represents a very different challenge. Seattle. Assessing student motivation in a complex environment . While I cannot argue that my research helped provide a more rigorous or even accurate picture of university identity manual pdf intrinsic motivation, I have demonstrated the challenge of recognizing if and university, when a teacher can nurture or even identify intrinsic motivation in a classroom. Psychologists and university of south carolina honors notifications, educational researchers can argue when and how intrinsic motivation has changed based on data from surveys and of washington medical school seattle, controlled laboratory conditions. As a teacher inside a classroom, I struggle to make any such claim without training in university of south carolina college, a research methodology that accounts for both a specific context and of washington, student motivational forces. If educators should be concerned about fostering passion, curiosity, and intrinsic motivation (and I believe they should), the ability to accurately explain changes in university of texas football schedule 2011 ford, student outcomes can be a very challenging enterprise. While I saw Student A and Student B demonstrate greater risk-taking, a stronger voice, and of washington school seattle, more effort toward their writing, I felt incapable of using the medical center proper terminology from educational psychology to explain their behavior.

I could not see the university medical world through the lens of a psychologist. Was this because I am not a psychologist, I am not studying a controlled environment, or a little of honors both? A likely common narrative across early educators . According to the National Commission on Teaching and America’s Future (2010), teachers with less than five years of experience have continued to comprise a greater proportion of the teacher workforce over the last 20 years. Additionally, the of washington seattle most common teachers in American public schools are in their first year of teaching (Ingersoll, Merrill, Stuckey, 2014). While my self-study and inquiry proved to be riddled with the challenge of accurately defining, intervening, and even speaking about motivation in a classroom, such a narrative may not be uncommon among the current teacher workforce and the growing national interest in non-cognitive skills and student motivation (Rosen, Glennie, Dalton, Lennon Bozick, 2010). Of South Carolina College Notifications. My narrative speaks to an unavoidable cognitive dissonance when attempting to interpret and act on the knowledge of my practice, pedagogy, and academic motivational forces. University School Seattle. Perhaps this voice represents a common one across the nation. S. University Theatre Mainstage. Ravitch (2014) argues: Practitioner research enables practitioners to engage in structured inquiries that are directed towards knowledge generation; it helps practitioners to gain formative insights into what concerns or confuses us, what aspects of practice are most challenging and rewarding, about our roles as supporters, advocates, collaborators and change agents, about the parameters, possibilities, and constraints of medical school seattle our work settings. Address. (p.

6) In this article I have explored the evolution of my inquiry into university medical cultivating intrinsic motivation for five-paragraph essays. Responding to S. Of Texas Medical Center. Ravitch’s (2014) invitation to gain insight into school a matter that concerns, confuses, challenges, and rewards me, I attempted to generate knowledge about the results of university medical a teacher adopting strategies to promote intrinsic motivation in five-paragraph essay instruction. Of Washington Medical School. My concluding considerations reflect on practitioner research, the role of educational academic literature, assessing student motivation, and the possible congruence between my perspective and other early educators. I may not speak to athletic address, a successful increase in intrinsic motivation, but the narrative of my shifting inquiry question, framework, and medical school, data collection offers challenges and insights for others trying to understand and promote student motivation within the classroom. [1] This is not actually a quote from The Hunger Games . Student A struggled with embedding quotations at this point in the year. [2] “The Sound of of miami manual Thunder” by Ray Bradbury (1952) DAN LASALLE is a Teach for America alumnus and graduate student at Temple University. He runs the blog www.teachtoimpassion.com and currently teaches 8th grade composition in university medical school seattle, a low-income public charter school in Philadelphia. Ames, C. (1992).

Goals, structures, and student motivation. Journal of Educational Psychology , 84 (3), 261-271. Alliance for for ipad, Excellent Education. Of Washington Seattle. (2009). Fact sheet: High school dropouts in America. Retrieved from http://www.all4ed.org/files/GraduationRates_FactSheet.pdf. Berliner, D. C. (2006). Brown University Center Address. Educational psychology: Searching for essence through a century of influence. In P. A. Alexander P .H. University Medical Seattle. Winne (Eds.), Handbook of educational psychology (2nd ed., pp.

3-27). Mahwah, NJ: Erlbaum. Blumenfeld, P. C. (1992). Center. Classroom learning and university seattle, motivation: Clarifying and expanding goal theory. For Ipad. Journal of Educational Psychology, 84 (3), 272-281. Bottrell, D. (2009). Understanding ‘marginal’ perspectives: Towards a social theory of of washington medical seattle Resilience. Qualitative Social Work, 8 (3), 321-339. Brannon, L., Courtney, J. P., Urbanski, C. P., Woodward, S. College Notifications. V., Reynolds, J. M., Lannone, A. E., Haag, K. D., Mach, K., Manship, L. University Of Washington Medical Seattle. A., Kendrik, M. (2008). The five-paragraph essay and the deficit model of education. The English Journal, 98 (2), 16-21.

Cochran-Smith, M., Lytle, S. L. (1992). Inside/outside: Teacher research and knowledge . New York, NY: Teachers College Press. Cochran-Smith, M., Lytle, S. University Of Texas Football 2011. L. (2009). Inquiry as stance: Practitioner research for university of washington seattle, the next generation . New York, NY: Teachers College Press. Conley, D. T. (2007). The challenge of college readiness. Educational Leadership, 64 (7), 23-29.

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Journal of Personality and Social Psychology, 18 , 105-115. Deci, E. L., Flaste, R. (1995). Why we do what we do: Understanding self-motivation . New York, NY: Penguin Books. Eccles, J. S., Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53 (1), 109-132. Fitzhugh, W. (2006). Where’s the content? Educational Leadership, 64 (2), 42-46. Foster, K. Of Washington Medical Seattle. R., Spencer, D. (2011).

At risk for university of south carolina notifications, what? Possibilities over school probabilities in the study of young lives. Journal of Youth Studies, 14 (1), 125-143. Gay, L. R., Mills, G.E., Airasian, P.W. (2012). Educational research: Competencies for university of south carolina, analysis and applications.

Upper Saddle River, NJ: Pearson. Guthrie, J. T., Coddington, C. S. (2009). Reading motivation. In K. R. Medical School. Wentzel A. University. Wigfield (Eds.), Handbook of Motivation at School (pp. 503-526). New York, NY: Routledge. Hidi, S., Renninger, K. A. (2006).

The four-phase model of university medical interest development. Educational Psychologist, 421 , 111-127. Hubbard, R. S., Power, B. M. (2003). The art of classroom inquiry: A handbook for teacher researchers . Porstmouth, NH: Heineman. Johnson, T. S., Smagorinsky, P., Thompson, L., Fry, P. G. (2003). Learning to teach the five-paragraph theme. Research in the Teaching of English, 38 (2), 136-176. Ingersoll, R., Merrill, L., Stuckey, D. (2014). Seven trends: The transformation of the university of texas medical teaching force. Research report published by university of washington medical school seattle, the Consortium for university of pennsylvania, Policy Research in Education (CPRE). Kaplan, A., Katz, I., Flum, H. (2012).

Motivation theory in university medical school, educational practice: Knowledge claims, challenges, and future directions. In K. Notifications. R. Harris, S. Medical School Seattle. G. Graham, T. Urdan (Eds.), APA educational psychology handbook, Vol. 2: Individual differences, cultural considerations, and contextual factors in educational psychology (pp. Lane Of Pennsylvania. 165-194). Washington, DC: American Psychological Association. Kohn, A. (1993).

Punished by rewards: The trouble with gold stars, incentive plans, A’s, praise, and other bribe s. University Of Washington Seattle. New York, NY: Houston Mifflin Company. Kohn, A. (2006). J Santos. Beyond discipline: From compliance to community . Alexandria, VA: Association for Supervision and Curriculum Development. Lipstein, R., Renninger, K. A. (2006). Putting things into words: 12-15 year-old students’ interest for writing.

In P. Boscolo S. Hidi (Eds.), Motivation and writing: Research and school practice . New York, NY: Kluwer Academic/Plenum. Maxwell, J. A. (2013 ). Qualitative research design . Thousand Oaks, CA: SAGE Publications, Inc. McConachie, S., Hall, M., Resnick, L., Ravi, A. K., Bill, V. L., Bintz, J., Taylor, J. A. (2006). Task, text, and talk: Literacy for all subjects. Educational Leadership, 64 (2): 8014. Meece, J. L, Anderman, E. M., and university medical seattle, Anderman, L. H. (2006). Classroom goal structure, student motivation, and academic achievement.

Annual Review of Psychology, 57 , 487-503. Mezzacappa, D. (2013, Dec 18). Philadelphia’s NAEP scores are below average for big-city districts. The Philadelphia Public School Notebook , p. 1. Miller, J. (2010). Persistence of the five-paragraph essay. The English Journal, 99 (3), 99-100.

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172-195). New York, NY: Routledge. Schiefele, U. (2009). Situational and individual interest. In K. R. Wentzel A. Medical School Seattle. Wigfield (Eds.), Handbook of motivation at school (pp. Of South College. 198-245). New York, NY: Routledge. Shernoff, D. Of Washington Medical School Seattle. J. (2012). Carolina Honors Notifications. Engagement and positive youth development: Creating optimal learning environments.

In K. R. Harris, S. Of Washington. Graham, and of south carolina college, T. Urdan (Eds.), APA educational psychology handbook, Vol. University Seattle. 2: Individual differences and cultural and contextual factors (pp. 195-220). Washington, DC: American Psychological Association. Silvia, P. J. Honors College. (2006). Exploring the psychology of interest . New York, NY: Oxford University Press.

Toppo, G. (2010, May 20). In Philadelphia, a bold move against “dropout factories.” USA Today , pp. 1A-2A. Urban, T., Turner, J. C. (2005). University Of Washington School. Competence motivation in the classroom. In A. University Medical Center. Elliot C. W. Of Washington Medical School Seattle. Dweck (Eds.), Handbook of competence and motivation (pp.

287-317). New York, NY: Guilford Press. Wilson, T. (2011). Redirect: The surprising new science of psychological change . New York, NY: Penguin Books. Yazzie-Mintz, E. (2007). Voices of university of texas medical students on engagement: A report on the 2006 High School Survey of Student Engagement . Bloomington, IN: Center for Evaluation Education Policy. Zimmerman, B. J. (2008). Investigating self-regulation and of washington medical school, motivation: Historical background, methodological developments, and future prospects. University Of Miami Visual Identity Pdf. American Educational Research Journal, 45 , 166-183. Zimmerman, B. J., Cleary, T. J. Of Washington School Seattle. (2009).

Motives to university carolina college notifications, self-regulate learning: A social cognitive account. In K. R. Wentzel A. Wigfield (Eds.), Handbook of motivation at of washington school, school (pp. 247-264). New York, NY: Routledge. Zimmermann, B. J., Schunk, D. (2001). Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed.). Taylor Francis e-Library. [tid]: Editorial: Teacher Networks and the Drive for brown university, Equity. [tid]: A Love Supreme: Reflections on Why We Continue to university of washington medical seattle, Teach. [tid]: Teacher Networks in Philadelphia: Landscape, Engagement, and Value.

[tid]: Teacher Networks Companion Piece. [tid]: Reading for Change: Social Justice Unionism Book Groups as an Organizing Tool. [tid]: Much More Than It’s Cooked-Up To Be: Reflections on Doing Math and Teachers’ Professional Learning. [tid]: Teachers, Traditions, and Transformation: Keynote Address Delivered at the 9th Annual Master’s Capstone Conference for the Urban Teacher Master’s and Certification Program at the University of Pennsylvania on university of texas, 29 April 2014. [tid]: Intrinsic Motivation and the Five-Paragraph Essay: Lessons Learned on Practitioner Research, the Role of Academic Research in the Classroom, and Assessing Changes in Student Motivation. [tid]: Reimagining Reading: Creating a Classroom Culture that Embraces Independent Choice Reading. [tid]: Saturday School: Implementing Project-Based Learning in an Urban School.

[tid]: Inequities of Intervention Among Culturally and Linguistically Diverse Students. [tid]: Listening to school, Students from Refugee Backgrounds: Lessons for Education Professionals. [tid]: Educational Ecosystems: A Trend in Urban Educational Innovation. [tid]: Philadelphia’s Renaissance Schools Initiative after Four Years. [tid]: This is Not A Test: A New Narrative on Race, Class, and Education. Jose Vilson. Chicago, IL: Haymarket Books, 2014.

220 pp. [tid]: Marketing Schools, Marketing Cities: Who Wins and Who Loses When Schools Become Urban Amenities. Maia Bloomfield Cucchiara. University of Chicago Press, 2013. Brown University Athletic Address. 304 pp.

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Such shortcomings make you look bad. It is very difficult for an instructor (or, later on, your boss) to be dazzled by your intellectual acumen while being simultaneously appalled by your English usage. Also do not delude yourself with the common refrain, When I get on the job, I will do it right. It takes practice to notifications, do things well. That is true for rollerblading, shooting baskets, and playing the guitar. It is also true for university of washington medical school seattle, doing a research paper. Now, in college, is the of miami identity, time to practice and learn. Your instructor is likely to be more patient and helpful than your boss will ever be. Most successful efforts require some planning.

Here are two hints about what to do before you begin to do research on, much less write, your paper. Both hints are tritely obvious; both are regularly ignored to the student's disadvantage. 1. University Of Washington! Follow instructions. Your instructor will (or at least should) let you know what is expected. Lane University! Far too often, students write papers that do not fulfill the assigned task. If you do not understand the assignment, if you have any doubts at all, discuss it with your instructor. It is not uncommon in class or on the job for a person to get instructions, to not understand them, but to be reluctant to ask for clarification for fear of university of washington medical school, seeming dumb. This is a significant error. In the first place, your boss will probably not think less of you for asking for clarification.

In the second place, asking for supplementary instructions is far, far better than doing a report that does not meet the university schedule, needs of your boss and is not what he or she wanted. That really makes you look dumb. 2. Do not wait until the last minute. Last-minute efforts usually read like last-minute efforts! Plan backward from the date the university of washington school seattle, paper is due to allow plenty of time to get it done.

A good paper requires careful preparation, research, critical thinking, and writing. These steps take time. University Center! Also, allow time for the unexpected. Computers crash or files get erased; printer toner or ribbons run out and have to be replaced; personal crises arise. University Of Washington School Seattle! You need to be able to cope with these and still get the paper done on time. My hard disk crashed is one of the lane university of pennsylvania, modern excuses of choice; it is no more acceptable than the medical school, classic, My dog ate my paper. Being late with reports in class or on the job is a very, very bad idea. The next step in your progress toward an of texas medical center award-winning research paper is to of washington medical school seattle, choose your topic carefully.

If you are responsible for choosing your own topic, put some thought into this decision. First, as mentioned, make sure any topic you select fulfills the paper assignment. Second, if possible pick a topic that interests you. The more interested you are in a topic, the university honors, easier it will be for you to devote time and energy to of washington medical school seattle, studying it and to writing about it. Third, ensure that you select a topic that fits the length of the of south carolina honors college, paper that you intend to of washington school seattle, write, the research resources that are available to you, and university visual pdf your analytical tools. Length: If you attempt to write a 10-page paper entitled The President and Congress Struggle for Power: Two Centuries of Constitutional Conflict, then your paper is destined to be a mile wide and an inch deep, as they say. University School! It is better to do something more narrowly focused and to do it well than to university of south carolina, give a superficial treatment of a large subject. Research Resources: Trying to write a paper on Secret Military Operations in the Persian Gulf War would also be a mistake because the government has not released the university school seattle, relevant information.

You should take the holdings of your library into account. University Center! If you are at a major research university, you can probably find whatever you need. Even at large libraries, however, you may have trouble finding good sources to support a research paper on U.S.-Sri Lankan relations or U.S. policy regarding international cooperation in the development of mining technology. As your library holdings decrease, your ability to study unusual or narrow topics decreases as well. So be careful not to choose a topic that destines you to fail. Analytical Tools: If you are going to pick a topic such as The Use by the Federal Reserve of the Discount Rate to Influence Monetary Relations, then you had better be sure you have the university of washington medical school seattle, background to understand the complexities that you will encounter. Similarly, ensure that you have the proper statistical skills if you are going to analyze votes in j santos university of pennsylvania, Congress to see whether length of service, party affiliation, constituency interest, or the margin of victory is most closely associated with a senator's support of presidential proposals. For all of these issues, rule number 1 here and throughout this writing guide is check with the instructor if there is any doubt in your mind. Indeed, it is university of washington school a very good idea to write a paragraph on what you intend to analyze, show it to the professor, and university honors notifications get his or her reaction.

Now the project begins in earnest. University School Seattle! Good research is the foundation of your paper. It stands to reason that without a solid foundation, the paper you build will inevitably be weak. As a general rule, your paper will be stronger if you use a good variety of the most up-to-date, and the most specific and expert, resources. The Library: The place to do research is the library. Do not be intimidated if the library on your campus is big and unfamiliar. Even the brown university address, most experienced faculty member needs help sometimes, particularly when using such specialized sources as government documents. The good news is that assistance is readily available. This appendix will presently outline some of the main resources you may find in university of washington, your library.

The list can serve only as a very brief introduction, however, so it is important to make use of the library's staff. When you get lost, as we all do, ask the nearest librarian for help. Actually just standing around and looking confused will suffice sometimes to of south carolina college, summon aid. Research Strategies: When you are doing your research it is important to be creative. University Medical! Here are a few tips:

1. Start out by reading a general study or two on university center, your subject. This will give you a broad grasp of your topic and will help you identify what is important and on what you need to university medical seattle, focus your research. Simply jumping in and beginning to do research in specialized studies can often waste a considerable amount of j santos of pennsylvania, your time. Textbooks can also be helpful. For many topics, one starting point might be a U.S. diplomatic history text such as American Foreign Policy (Paterson, Clifford, Hagan, 1991a, b).

A general introduction to university medical school, international relations such as International Politics on the World Stage (Rourke, 1995) might also prove helpful to gain an overview of a topic. 2. Treat research like a detective story. University Theatre! Search under a variety of subject headings when looking for sources in medical school seattle, the physical or computerized card catalog, in an index, or any other finding aid. If, for example, you are doing a paper on Vietnam, do not limit yourself to looking under V for Vietnam. Other likely subject headings might be Asia, Southeast; Ho Chi Minh; Kissinger, Henry; Johnson, Lyndon B.; Nixon, Richard M.; U.S.-Foreign Relations; or U.S.-History. 3. Boston University Theatre Mainstage! Look at the most recent books and journal articles first. University Of Washington Medical School! These sources will usually contain a bibliography and notes that list earlier works on the subject.

This can be an invaluable as well as a time-saving step in locating supplementary source material. 4. Photocopy important material. If you can afford it, photocopying is much faster than taking notes and there is less chance for error. If you take written notes, use index cards. Larger cards are better than smaller ones. Use one card for each quote, statistic, or other piece of research that you collect. Cards work well because they can be arranged easily. For topics with distinct parts, you might even want to try a different color card for each part. Some people use portable computers to take notes. If you do, be sure to university of south notifications, make a backup copy on a floppy disk. 5. Make a careful and complete notation of the source of university medical school, your material.

Later on j santos university, we will cover why and how to cite material, but there is nothing more frustrating than having to of washington medical seattle, go back to the library to look up a citation that you should have noted clearly and completely in the first place. Your library contains many types of resources that you can utilize to do your research. The following list is a mere beginning. Of Texas Football Schedule 2011 Ford! Use it, but also go to university of washington medical school seattle, your library, wander about a bit looking at its various sections and the resources that each contains, and ask librarians about what is available. Identity Manual Pdf! You may be surprised at how many resources you discover. Reference Works: One of the most important places in your library is the reference room. We will mention some of the resources you will find there, but if you follow our advice about exploring this resource area, you may save yourself many hours later on. The materials in the reference room are valuable resources for beginning to structure the basic outline of your topic. Political science encyclopedias and dictionaries are one type of university of washington medical, resource. There are many. For an American foreign policy course you might wish to look at sources such as the Dictionary of American Diplomatic History (Findling, 1989) or, at the most general level of political science, you might wish to consult The Encyclopedic Dictionary of American Government (Dushkin, 1991).

There are similar works, such as The Oxford Companion to Politics of the World (Krieger, 1993), that are global in theatre, scope. Then there are resources such as Editorial Research Reports , the of washington medical school seattle, Political Handbook of the World , or the Index to International Public Opinion that deal with particular topics, give summaries of various governments, or take other specialized approaches. Such works are normally acceptable sources; general-purpose encyclopedias (such as the Encyclopaedia Britannica , the World Book , etc.) typically are not suitable, although the bibliographies they include with individual topics may prove helpful. In a U.S. foreign policy class, an often overlooked place to start is the series of works published by university of texas medical, Congressional Quarterly. Of Washington Medical School! Weekly updates come in the form of the Congressional Quarterly Weekly Reports . Information on an annual basis comes out in the Congressional Quarterly Almanac . Multiyear summaries called Congress and the Nation are available as well. These contain the basics of of texas, most U.S. foreign policy actions.

Besides coverage of congressional policy making, summaries of presidential or executive branch actions are included as well. The reference room also has bibliographies of works on various subjects. These are classified under Z. Check with the university of washington school seattle, reference librarians. University Of Miami Identity! They may save you time. Books: Use your library's computer access system or card catalog for of washington medical seattle, books on your subject. A good place to start is with the Library of Congress Subject Headings for ways to cross-reference your search for books. In the university medical, Library of Congress system, most U.S. history is under the letter E. For economics, look at H; for world history, consult books under D. Under H, the subsets of medical seattle, HC, HG, and HJ are particularly good for economics. J Santos Of Pennsylvania! The letter J encompasses most works on political science. As subsets, the letters JK focus on of washington medical, U.S. Honors! politics; JL, JN, and JQ cover other parts of the world; and JX covers international politics. University Medical School! Military affairs are under U. It is valuable to know these letters because sometimes it is worthwhile to brown center, simply go to of washington seattle, the stacks where those letters are shelved and browse a bit to honors college, uncover resources that you may have missed in your computer or card catalog search. The shelves in the reference room are partly arranged using the Library of medical school, Congress system.

Older books are also sometimes catalogued under the Dewey decimal system with the 300s and 900s of especial relevance to university medical center, political science and history. Scholarly Journal Articles: Some topics, like U.S. Medical School! diplomacy during the recent fighting in Bosnia-Herzegovina, may be so contemporary that there are few or no books yet available. In such cases, scholarly journals are more likely sources of information and analysis. You should consult journals even for noncontemporary topics because scholars may have found new information or conducted new analyses. University Theatre Mainstage For Ipad! The places to find journal articles are the Public Affairs Information Service , the Social Sciences Index , the S ocial Sciences Citation Index , and the ABC Pol Sci . You should be able to find most, if not all of medical school seattle, these, in your library's reference room. University Of South Honors! Just a few of the of washington medical school seattle, leading journals in foreign policy and international affairs are Foreign Affairs, Foreign Policy, International Affairs, International Organization, International Security, International Studies Quarterly, Journal of boston, Conflict Resolution, Journal of International Affairs, Orbis, and World Politics. There are also many journals such as the American Political Science Review that contain general political science research.

Government Publications: You may also find valuable information that has been published in a report of a governmental agency, in of washington medical school seattle, hearings or reports of a congressional committee, or in mainstage for ipad, the transcripts of the proceedings of university medical school seattle, Congress. The United Nations and a number of other international organizations also publish proceedings and reports. There are several indexes available. University Of South Carolina Honors! The Monthly Catalog of United States Government Publications provides a comprehensive list of of washington school seattle, sources. The CIS/Index by boston theatre, the Congressional Information Service abstracts and indexes congressional hearings and reports. Debates and other proceedings of Congress are found in the daily Congressional Record. At some schools, accessing government documents can be a challenge. See your reference librarians for help with government publications. Newsmagazines and Newspapers: If you are covering a current topic or need to university medical school seattle, have a day-by-day account of events and athletic cannot find one elsewhere, you may be forced to university seattle, turn to newsmagazines and newspapers. Of Texas Center! Be sure, however, to university medical school seattle, check with your instructor to boston university theatre, ensure that these are considered acceptable sources for your assignment.

Mostly they are useful for seattle, facts or for contemporary quotes and are usually not good sources of analysis. Your library may have a computerized access system such as InfoTrac to university of miami identity manual pdf, assist you. The Reader's Guide to Periodical Literature also helps access this material. Additionally, major newspapers like the New York Times, Washington Post, and Los Angeles Times are indexed. Some are now available on CD-ROM, allowing you to use the computer to search by subject and then print out the relevant stories. For instance, InfoTrac is one CD-ROM-based system that among other things indexes the New York Times, Washington Post, Christian Science Monitor, Wall Street Journal, and Los Angeles Times. School Seattle! The Lexis/Nexis computer database will not only provide you with indexed citations of journalistic articles, but also with the text of the article in most instances. See the reference librarians for help with such resources. There are sources such as Facts on File and Keesing's Contemporary Archives that are compilations of weekly news events and are indexed. World Wide Web (WWW) Electronic Resources: Over the past few years it has become increasingly easy to find research information by lane j santos university, using the Internet.

Until recently the Gopher system of data archives was the dominant form of Internet information access, but now most governmental and nongovernmental organizations, universities, and university of washington medical school even many businesses have developed access to their research resources over lane j santos the graphic environment on of washington medical school, the World Wide Web. The following are a number of Web sites that will get you started in searching for information you may need in writing your research paper. Although some of the Uniform Resource Locators (URL) listed below are for specific information sources, most provide you with hot-linked lists that will get you to where you might want to look for football schedule 2011 ford, information. It is important to note that URLs change frequently. Medical! If any of these do not work for medical center, you, double-check the university school, URL or contact the organization sponsoring the university of texas medical center, page. Miscellaneous Sources: Our listing here can only begin to cover what is in your library. There may be a map room.

There may also be an audio-visual section. Some libraries contain archives or a rare book collection. Talk to a librarian or your professor for added information. Also realize that no library has everything. Consequently, you may find references to sources that are not found in medical seattle, your library. You can usually order such sources from other libraries through the boston theatre, interlibrary loan program. Check with your reference librarians to learn how to university seattle, use this service. Be advised, however, that interlibrary loans take some time.

So order any needed sources as early as possible. External Sources: Knowledge is not confined to libraries or even campuses. A surprising number of students know someone who knows something about the specifics of address, some U.S. foreign policy issue. Even if you do not know someone personally, you might find it interesting and possible to conduct an interview with a decision maker or some other relevant person. Some students have been known to telephone the State Department for information successfully. Others have called the university of washington medical school, United Nations Missions or local consulates of other countries involved to get information from them.

For advice on unconventional sources, see your instructor. The keys to effective papers are good organization and presentation of ideas and error-free technical skills. There are a number of sources that you can access to help you both organize and write your paper. Some are: Writer's Guide: Political Science (Biddle Holland, 1987); The Chicago Manual of Style (1993); The Write Stuff (Cronin, 1986); Writing with Power (Elbow, 1981); The Elements of university visual identity manual, Style (Strunk White, 1979); and A Manual for Writers of Term Papers, Theses, and Dissertations (Turabian, 1987). University Seattle! Our comments on writing a paper that follow may prove helpful to university schedule 2011, you, but they are not substitutes for university school, the fuller discussions you will find in these writing guides. There are three organizational issues to consider.

They are the outline, the parts of the paper, and of pennsylvania the approach. Outline: No one would think of building a house, computer, or other important and complex project without a plan. University Medical! Students regularly write papers without a plan. Of Miami Identity Manual! As a result, poor organization is a common weakness of undergraduate term papers. The best way to construct your plan and to organize information for maximum effect is to university of washington school seattle, put together an university of miami visual identity outline. An outline serves to lay out your paper's structure, to ensure that it is complete and logical, and to prevent you from getting off the track.

Determine what you wish to accomplish in the paper; then prepare an outline specifying every step from Introduction to Conclusion. University School Seattle! Linear writing is crucial in professional papers and reports. A good outline also serves to help you later: It ensures that you stay on university theatre, track, write an accurate summary for your conclusions, and cover all of the of washington school seattle, relevant information and arguments. Parts: All papers should have three basic parts: an introduction, a main body, and a conclusion. The introduction is the key to letting your reader know where you are headed and what you will accomplish. Remember always that while the organization of carolina honors college, your paper may be clear to you, it is not clear to your reader. Therefore, the university medical, introduction is university something like a road map that acquaints the reader with the university medical seattle, journey ahead. This will make it easier for the reader to understand what follows and will improve the reader's evaluation of your work. Tell the reader in concise terms (1) what the subject of the paper is, (2) what it is that you hope to find out, and (3) how you will go about it. If you are writing an advanced, theoretical paper, your introduction might well also include a review of the university of miami identity manual pdf, existing scholarship on the subject, a section in which you identify how you collected your data and other information, and a discussion of the methodology you will use.

Wolfinger (1993) is a guide for such advanced papers. The main body is the largest part of the paper. It should have a logical organization. Especially if the paper is university of washington medical school seattle long, it is often a good idea to divide the main body into sections designated by headings and of texas medical center subheadings. Look at almost any text, including this one, and university of washington medical you will see that it uses headings to help keep the reader aware of the organizational structure. Also with regard to your main body, do not assume knowledge on the part of the reader. Include all important information, explain its significance, and detail your logic. Write your paper as though its reader will be a reasonably intelligent and informed person but not an pdf expert on your topic. Your instructor wants to know what you know and will not read into the paper information that is not there.

The conclusion should sum up what you have found and stress the evidence that supports your analysis. There is something very human about wanting to university medical, have things summed up, so do not leave your reader hanging without a conclusion. Approach: There are several ways to approach your paper. A common organizational approach is a chronological one. The advantage of this approach is that it uses the passage of time as its organizing mechanism. The disadvantage of a chronological approach is that it can easily become a laundry list of events, both important and unimportant.

Students often list everything they find, leaving it to the reader to determine which factors are most important. University Manual Pdf! Chronologies are also no substitute for analysis. There is seattle nothing wrong with a chronological approach if it is done well; just be sure to university of miami visual identity pdf, put more emphasis throughout on why things happened than on what happened. A more analytic approach would be organized around a set of factors, or variables, that are important to the subject of the university medical school, paper. Theoretical approaches can also be used to organize a paper. Manual! See Allison's (1971) Essence of Decision for an illustration of such an university school seattle analytic approach. Whatever approach you choose, bear in mind that a cardinal rule is, analyze, analyze, analyze! Summarizing your findings in the conclusion does not mean that this is the only place to put you in the paper.

Your analysis should appear throughout the paper. Of Pennsylvania! A big error that many novice writers make is to use the main body of the paper to create a heap of facts and to university of washington medical school, wait until the conclusion to say what they mean. This approach is boring and will not impress your readers with your analytical ability. Lane J Santos! The best papers by far are those that draw data, events, and other material together and interpret them throughout. Besides organization, the university of washington school, other hallmark of university athletic, a good paper is clarity in writing.

Remember that if a paper fails to communicate well, then its research-no matter how well done--will have little impact. There is an university of washington medical school seattle old piece of advice that says, write like you speak. This is terrible advice, at least for formal papers. Good written communication is j santos university somewhat different from good spoken communication. When you speak to someone, especially face to face, you can convey meaning through voice inflection, gestures, and other methods in addition to your words. These methods are not available in written communications. Therefore, choice of university of washington medical school seattle, words, punctuation, and other considerations are particularly vital when you write. Good writing can be divided into three parts: effort, style considerations, and technical matters. Effort: Thomas Alva Edison once supposedly commented that Genius is university one percent inspiration and 99 percent perspiration. University School Seattle! That is true whether one is inventing the lightbulb or creating an essay, a report, or a book. Writing and university of pennsylvania polishing drafts of a paper take time and effort.

They cannot be done the university medical school seattle, night before the paper is honors notifications due. University Seattle! If you sit down at your word processor the night before your report is due and write it into the wee hours of the football schedule 2011 ford, morning, you will almost certainly leave your reader as bleary-eyed when he or she reads the paper as you were when you wrote it. Two things to do are to write drafts and to get others to read your paper. 1. Write a draft, preferably more than one. No professional writer would dream of sending a manuscript out for review or to press without writing multiple drafts. Indeed, the more one writes, the more one feels the need to do drafts. Only undergraduates have the university of washington seattle, hubris to keyboard a paper into the computer, print a copy out, hand it in, and university of south wait confidently for that rave review and an A grade from the instructor. A better idea is to university of washington medical school, write a first draft. Note here that the adjective rough does not precede draft.

Your draft should be complete and carefully done. Once your smooth draft is done, put it aside for a few days so that you can gain perspective. Then reread it. You may be surprised at how many ways you find to improve what you have written when you look at it with fresh eyes. Of Miami Identity Manual! The same is true for your third and subsequent drafts. 2. Get help.

There are many people who can help you write a first-rate paper. One person is your instructor. Discuss your topic and your ideas with your professor. He or she may be able to help you refine your topic, avoid pitfalls, identify resources, or plan the paper's organization. Submit drafts to your professor far enough ahead of the deadline to give the instructor time to suggest revisions. University Of Washington Medical School! It may prove helpful also to ask a classmate, a family member, or someone else to read your paper.

Most people are not good judges of of texas medical center, their own writing. Medical School! We tend to read what we meant to say, not what we actually wrote. A fresh reader will be able to point out technical errors and lapses in your argument and organization. Writing centers are another source of help at many colleges and universities. University Of Miami! You may have already paid for such assistance with your tuition dollars; you might as well use it. Style Considerations: It may take innate talent to become a great literary figure, but achieving a reasonably pleasing literary style is possible for everyone who exercises a little care. A few suggestions should help you write a paper that has literary, as well as intellectual, merit. 1. Medical Seattle! Watch your sentence structure. Students and scholars too often seem to assume that long, complex sentences are symbolic of profundity. They are not; they are mostly just cumbersome.

Simple, subject-verb-object sentences are best. They are powerful. Still, if you do not vary them occasionally, numerous short sentences do not read well. Manual Pdf! So, after several simple sentences, add a longer one. But do not go too far the other way. Consider Rourke's Rule of 2s: Sentences more than two lines long or with more than two commas are probably too long to of washington medical school seattle, be understood easily, especially if there have been two in a row. 2. Rely on lane of pennsylvania, active tense, action verbs. Of Washington Medical School Seattle! Avoid the university visual identity manual pdf, passive tense (No: Politicians are disliked by university, many people. Yes: Many people dislike politicians.). Similarly, action verbs (made, jumped, went) are better than verbs of being (is, are, were). In general, active/action verbs generate more interest.

3. Use standard English. Colloquial English typically does not make a good impression unless you are writing fiction. Of Texas! Obscenities and other forms of gutter English are almost never acceptable. 4. Avoid starting too many sentences with adverbial or adjectival clauses or phrases. Of Washington Medical School! These are the short phrases (such as In the morning, we went. ) that are often followed by a comma.

Also shun beginning or ending sentences with words or phrases such as: however, though, for example, for instance. 5. Watch your paragraph length. Paragraphs over one page in length are usually too long. They may contain redundant statements or more than one major idea. Rework such paragraphs to lane j santos, delete unnecessary text or to university of washington medical seattle, separate ideas into additional paragraphs. At the other extreme, one-sentence paragraphs are not acceptable. Remember that each paragraph should have a topic sentence and several others that explain or develop that topic. 6. Rely on transitions between paragraphs. Conventions like On the other hand, Still, Also, Nevertheless, Thus, However, or As a result help the reader get from one thought to another. They smooth the reading process. 7. Avoid clichés.

They fought like cats and dogs over which policy to university mainstage, adopt. Ugh! 8. Get to the point. Do not beat around the bush; save a tree; avoid word pollution. Technical Matters: Your paper must be free of common writing mistakes. Cautions about some of these are: 1. Avoid sentence fragments. University School! Every sentence must have a subject and a verb.

2. Check your spelling. Misspelled words make you appear uneducated, careless, or both. Keep in mind that misspelled words and typographical errors cannot be distinguished from each other by a reader. Both are unacceptable. Some professional proofreaders read a manuscript backwards to check for spelling. Try it. Do not rely on just your own sense of lane, how words are spelled. Of Washington Medical! Use a dictionary, a spell check program if you have a computer, and a second reader to proofread your drafts. Beware of spell checkers, though! Consider this sentence: Its necessary to get there attention or we may loose the vote. These three mistakes (its for it's, there for their, and loose for brown athletic address, lose) are common ones that would not be caught by most spell check programs.

Thus it is crucial to have a human scan your words. 3. University Of Washington Seattle! Make sure subjects and verbs agree. Subject-verb disagreement is most likely to occur when the two are separated in the sentences by several other words. 4. University Center Address! Be careful of verb tense. Many poor writers use only present tense. Use past tense, future, and other tenses as appropriate. Medical School! Also be careful to keep verb tense consistent within paragraphs. 5. University Center! Make pronouns mean what they say. University Of Washington School! Misuse of pronouns is very common.

A pronoun refers to the last noun of the same person and gender. Consider the sentences, John F. Kennedy was shot by Lee Harvey Oswald, who was subsequently also shot and killed. Many Americans wept at lane of pennsylvania his death. University Medical School! What this means literally is that many Americans wept when they heard of theatre for ipad, Oswald's death because his refers to the closest prior singular masculine noun (Oswald). School Seattle! Also, do not normally use pronouns more than twice in schedule, a row to refer to the same noun. Use the of washington seattle, noun or a variation thereof again for clarity. While we are on the subject of pronouns, it is university of south carolina honors notifications seldom correct to use a gender-specific pronoun (he, she, him, her) to refer to an inanimate object. The United States, for example, is an university of washington medical school it, not a she. 6. Do not split infinitives. Except when absolutely necessary to avoid misinterpretation, to and the verb should not be separated by an adverb. 7. Avoid the use of contractions.

Words like can't, won't, or don't are too informal for a formal writing assignment. 8. Be careful of abbreviations. Brown University Athletic Center Address! Do not start sentences with abbreviations or numbers (unless spelled out). For countries, avoid using the abbreviation as a noun (No: The U.S. did. ); but the abbreviation is acceptable as an adjective (Yes: Current U.S. foreign policy. ). The first time you name someone, give his or her full name and the title if appropriate. Also do not use an acronym unless it is very common without first spelling out the full name, as in, the of washington school, North Atlantic Treaty Organization (NATO). 9. Do not end sentences with prepositions. This rule is being relaxed, but repetitive use of prepositions at the end of sentences is indicative of university theatre for ipad, poor sentence structure.

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