Term 1 Module Notes

MODULE 1 4 - SEARCHING + . Go to find Library . Volberto . Co - guide of top of the page -> locate health sciences guides > scroll down to - . Writing Resources Tob un will find Specific guides additional On the on use. of the bottom of the is APA to style+ how column on the left hand side. green apply to writing images that go overanatomy resources on how to right hand MODULE page for future : interactive 1 5 - . Components - Subject nursing ↳ bookmark this * USING PROFESSIONAL NURSING RESOURCES Evolute pordphrose + of citations that might be seen porograph side thereare resources for how to in reference lists. structure get started with writing (ex essay : structures) READING CRITICALLY Reading Critically Credibility Relevence of : + ↳ how does this study odd to how does the existing lit On . the ? subject # is the novel in some way? study groundbreaking, or O n the topic? Does it odd to on existing consensus obt study ADDNo EXISTING KNOWLEDGE ? certain hypotheses or propose a slightly diff Method to test on existing hypothesis Is the study more . ? Methodology More rigorous substancial than previous ones? ↳ who or ↳ are the subjects? generalized? Simply - was the Different populations? who funded the research , who will it beapplicable for within : a specific clinical setting IS THE STUDY REPLICABLE WITHIN A REGULAR CLINICAL SETTING ? 1 . ?# study design logical What specific intervention was proposed + what was it compared with ? 2 What outcome was . measured how? Credibility Longuage + : Be careful obt they used to describe their methods - Read with a purpose ↳ Why am I reading Opinions ona Identify ↳ Make - you what need to to o - do relevance for you descriptions of studies of file volue-poy attention to the kind of longuage they demonstrate any kind ofbios? our purpose trying to find evidence ofa phenomenon? Trying want out of for a poper to understand o process? Seeking will assist with what sections to read more corefully . unfamiliar concepts/ideas you already know how does this paper correlate with What ** already know? Froming. right questions about content-helps with taking good citable notes ↳ What do I them? Does already knowobt this it provideo new ↳ How does this reading specific theme? How SAY their knowledge ↳ How + subjects thisarticle/text? connections to things Ask the & content topic? Knowing ↳ Decide what ↳ : the + taking author's fit topic? What are my assumptions - does the poper challenge or affirm perspective? in with the other do the writer's readings ? position themselves Con I group the + others I have read under with other scholors in the field? How do the writers will odd to the field. is this article relevent? How is the poper relevent to poper your essay-odd to claims? MODULE 1 5 READING - . take citable notes - write down notes that easily cite can writing + + use to talk about your paper while writing your essay , don't go book to review all sources. overview ideas-research man you want to houe to stop : ↳ context-brood ↳ - CRITICALLY-CONT'D q /main . orgument ↳ methods ↳ ondly sis ↳ relevance distinguish btwn * - summarize Address direct quotes your own interpretation of the text effectively : ↳ what are the most important findings ↳ what info from the paper . ↳ What - + are the context is ↳ When ↳ reader implications is of the paper ? most relevant to redders/the oudience of our of this poper for the ! poper topic everything citing popers give , context might not know everything obt the poper-how much info would they need to understand the points? MODULE First : 1 6- THESIS STATEMENTS . what kind of poper are you Analytical examine - + writing? evaluate on issue or topic 3 Expository explain on ideal topic to your reader Argumentative moke specific claim dat the topic - o - ↳ IMPLICIT Ex the : ↳ ↳ often require directly stated you can rely on this kind HOWEVER If : - if , with evidence point as measured to use o implied point is that they will need not support your position the main indirectly gives : potient has much urine in their blodder - statements EXPLICIT thesis statement on THESIS STATEMENT possive + IMPLICIT thesis urinary you're writing by a blodder sconner and cannot urinote , on their own. catheter to on dudience with good knowledge of what you're talking obt of subtlety . you're convincing them towards your position , then you're going to have to be more specific + EXPLICIT ↓ EXPLICIT THESIS STATEMENT : Stoting intention clearly of the beginning so that your Ex the potient needsa unihory : ↳ catheter and then ... gives reasons why . beginning with moin point following with evidence that demonstrates volidity of claim allows you Types of explicit thesis statements + redder you are to be knows what orguing. persuasive . : ↳ CAUSE ↳ + EFFECT -X leads REBUTTAL- What ↳ Proposal ↳ > - position - - , - which specific or Your point strategies work best for intended THESIS STATEMENTS : "God" thesis of the convey the point be related to the topic Ex you're rebutting why , why works , it doesn't orgument outcome. statement> looks likea statement but does not actually - argued or proved or it cannot be provide position that the writer hos to "the potient has "Some * To o medications create d Criterid for urinary con a ↓ catheter o just lie Well it . might " Hr"-so what? Why are we saying this? miss relevant info strong thesis strong thesis . + statement , statement as a CONTEXT result , leaved lot of unanswered you need to give the right info : Specific-topic norrow enough? · it's defend. · · or contain : Psuedo thesis statements · better. propose something new EVALUATION PSEUDO to Y ARGUABLE-con you create o DEMONSTRABLE-con you find FOCUSED - is ? logical orgument obt your topic evidence to your argument focused on support your position? the topic? questions . + embed the cloim in your intro. MODULE 1 6: THESIS STATEMENTS Inserting the thesis statement -give your redder - - - introduce your Identify . 2 Determine your your 4 Make sure . of the topic specific ored - so what? if genre your thesis statement needs to be implicit or explicit thesis statement meet the criteria? . you give enough context MODULE 1 7 CONSTRUCTING AN INTRO - . of the intro . USING THE FUNNEL METHOD : Introduce the reader to the topic Let the redder - - - topic : ? Purpose : thesis statement explain the implications Conclusion - context for the norrow the focus down to the . Does 3 (CONT'D) . know the approach you take rel the topic. (May) include the thesis statement Bolance necessory context with conciseness. ? 7 FUNNEL APPROACH : 3 The funnelapproach allows Broder-more genera with you to begin general statement on the a more topic before norrowing it down to specific v norrower Helps youroudience orgument , OVERVIEW develop a brood OF THE . 2 Highlight one port is of this topic that ? your scope .Indicate yourapproach 3 + 4 Y") - What . Introduce is your the might you hope to cover . You end the pord With the thesis to . specify yourorgument . the context and then ease them into into with what your already know. they FUNNEL: Begin with a brodd statement obt the topic-what specific. understanding of also allows them to consolidate 1 . more + details that - are aim of What . The topic concept , issue that , will be you focusing on espect one you you challenging , in your poper addresses. your poper (ex gop . : in the literature > focusing on! What is the problem with questioning adding andlysing (ex , , . : contextualise this topic ) ? . "In this poper I will compare X ? your poper thesis statement > define . whetherargument has larger implications . any terms provide , additional context (if needed) outline structure , state , MODULE 1 - PRINCIPLES OF GOOD PARAGRAPH CONSTRUCTION . THE TOPICSENTENCE ↳ foundation of ↳ clear + pord. setting the stige for subsequent , guiding the redder roadmap , be specific · norrow + concise , Ex the topic sentence to , onxiety, Effective I offer specific provide depth - droid + moin + "this logical flow Recopitulate main logical nursing students in > - logical link to the for detailed for coherence with the rest of the con tod to potograph. demol health focus + of the wellbeing pord ! : enhance unrelated exploration. : explanations . understanding points. + , depressed mord nursing students in for the healthcare may have consequences Impactful concluding Drow o pordgraph with main ided to ensure coherence . , - allowing idea , - idea : : - particularaspect of the main depressed mord clority to Ex "Stress onxiety - o concise+ ensure smooth , , introducing stoy aligned - flow to the logical + porograph's focus. details evidence , examples , MAINTAIN FOCUS - essence of the supporting sentences EXPAND upon the - coherence : "Stress - ensuring : capturing the keep the topic sentence · + . Crofting & strong topic sentence · sentences. encapsulating the main ideal focus. statement concise ↳ creates a last pard a : con d to recipient , for su optimal health wellbeing + example it might lead to " " poor communication ... sentence : ideas summarize : conclusion Brodden the perspective : : key points offer a find , reinforce thought connect to the longer , morn reflect on idea , concise content , contextof the overview. encourage poper , further highlight inquiry. brodder implications , pose thought-provoking questions. Ex : "indeed , stress + communication , learning , anxiety clinical in nursing proctice , students con result in horm to and overall dodemic closure to the pord . " performance potients alt the adverse effects on Motivation... MODULE 1 - USING Why - - INTEGRATING SOURCES + . : PARAPHRASING we use sources : to build to support - to what others have done/ thought on + develop synthesize why our ideas ideas(ours + others) we cite sources : ↳ For the readers : Showsreddersyouhovedoneyour restorea - - ↳ directs readers For the sources - - gives : keep trock of where our keep - keeps trock of SUMMARIZING how ↳ ideas done : from developed. 3 ways : exact words "in possage > * - is primarily in Section "in O & our your your condense the material+ book) . support trock of whose ideas /words we have used QUOTING the author's ~ . wehave used . credit to those that deserve it - /PARAPHRASING further. subject oraspects : INTEGRATING SOURCES Y find out more/pursue the ocknowledges the sources ↳ For ourselves - - own own words" words" give 3 must all be the moin ideas (of a ALWAYS SHORTER THAN THE ORIGINAL to capture the full meaning : all details are the focus large section - - ocknowledged/cited , entire article , chopter , or understanding key espects of text . con be as long/longer than the original- understanding the material fully. * FOR ALL : accurately reflect the intent words, ideas , WHAT ↳ content + , tone of the original without misrepresenting or distorting the info. TO USE WHEN Consider ↳ or , : gooting when : few words you only requirea you want to maintain ensure exact meaning ↳ the original uses specialized particular, or ambiguous language , Consider ↳ you summorizing dre when : referring to or using more thano Consider paraphrasing when ↳ the desired material is poro. : longer + has content + ideas that need to be represented with specificity + details. MODULE 1 - USING INTEGRATION ↳ various 1 . In 3 ex verbal + that orgues "quotation" (p 44) . , ex In "How to Write pordphrose/"quotation" (p 44) that verbol + + . commotporophrose/quotation Better" : is not (summary/porophrose) summary/pordphrose/quotation Dr. Jones (2022) : PARAPHRASING it + + author home of text ↳ quotation commo + . + PARAPHRASING (CONT'D) : Dr. Jones (2026) states : .author 2 ↳ verbal + ↳ ex : : waysto do this author . INTEGRATING SOURCES + . , Dr Jones . suggests , + porophrose/quotation (p . 44) . : copying from a source , making small changes listingthe source on the , reference poge. Why porophrose? ↳ to change difficult worded possages. ↳ to moke ↳ things understandable to the reader you cannot do not I to add variety to ↳ to show your What do * read - carefully to ↳ ( know Fully . 2 pordphrose? 4 . : , context, must You original. odd/emphasize your could Cher , scholar. purpose + ideas why) you want to longuage broddly emphosize for your purposes. : differentiate btwn unique ↳ words to droid or ↳ What words ↳ What words + common words. quote can't con you / shouldn't : ↳ place the infor in new order ↳ change the emphosis ↳ put complex ideas into smaller units of ↳ use concrete direct , ↳ change vory ↳ Change the # + use ? you change you/ should you change? Porophrosing techniques synonyms. longuage sentence potterns. of sentences meaning (instead of : change some of the words You must change phrose Order (syntox/Sentencesure) you . must reference the 3 slowly + . meaning of words in context ↳ ↳ 1 your purpose in using the material ↳ what - KEY PARAPHRASING PRACTICES use to know to relationships btwn ↳ quotations understanding of material. original meaning ↳ your source you need understand ↳ want to use specialized words/jorgon) voice as a writer , resear- MODULE 1 11 . To do in the - - - - evaluate - - - conclusion judge : > essential other key espects research , - solutions , connect to BIG so what , policies + major/essential finding idea procedures + bosed on what your poper - supported /orgued. recommend worn/predict > to contextualize - - positives/negatives of frome - brings things ASPECTS - CONCLUSIONS summarize/restate important - - + connect to what the poperhos been about -> not full circle , doing or doing sense of something (ex completion for : if addressing the so what we do not do x , Y will , the why what hoppen). redder TO CONSIDER : topic focus oudience purpose length of document * conclusions should * think before : grow out of what you've written. repeating some words/material introducingnew material , , using cliches , using "in conclusion" . you have said is