Assignment 82 Final Instructions Download The Didactic Templ

Assignment 82 Final Instructions Download The Didactic Template Fr

Make the first section of the paper your idea creation. For the following section (2 pages), use scholarly writing to synthesize and compare your initial idea with existing literature. Use a hard page break between sections. Write in third person, avoid personal pronouns, and include proper in-text and parenthetical citations. Create a reference page. The submission should be four pages total: one page for the idea creation, two pages of content comparing and contrasting, and one reference page. Use the provided didactic template from the DWRC for formatting. Points will be deducted for not following instructions, improper formatting, or incorrect APA style.

Paper For Above instruction

The development of a research idea is a critical initial step in the scholarly inquiry process. It involves generating a compelling research concept rooted in existing academic discourse and personal motivation. The first section of the paper must articulate this idea, clearly stating the research topic and its significance. It should outline the foundational reasons and conceptual underpinnings motivating the research, supported by relevant literature and contextual evidence.

To craft an effective idea creation, it is essential to understand why research is conducted. According to Greene and Lidinsky (2018), research is driven by four primary objectives: enhancing critical reading skills, developing research competencies, broadening inquiry scopes, and contributing to scholarly conversations. As doctoral students advance through the stages of understanding—naïve, novice, apprentice, and master—they progressively synthesize knowledge, recognize research patterns, and begin applying research methods to real-world problems (Mansilla et al., 2009). These stages underscore the importance of the initial idea, which should be focused, relevant, and substantiated with academic evidence.

The second section requires a scholarly synthesis, comparing and contrasting two works. This involves analyzing how these works relate academically and methodologically concerning the research idea. Critical analysis includes examining similarities and differences in research approaches, findings, theoretical frameworks, and implications. For example, comparing theoretical perspectives on job satisfaction by Locke (1976) and Spector (1985) reveals differing methodological approaches—qualitative vs. quantitative—and diverse insights into employee satisfaction. Emphasis should be placed on integrating these works into a cohesive argument that contextualizes the research topic within existing scholarship.

In this synthesis, it is vital to employ scholarly writing conventions, including proper citations, paraphrasing, and synthesis rather than mere summary. The comparison should demonstrate an understanding of each work’s contribution, limitations, and relevance. Such a synthesis helps to refine and narrow the research focus, ensuring its alignment with academic dialogue and identifying gaps or opportunities for further investigation. Use of credible sources such as Creswell (2018), Leedy & Ormrod (2019), and Yin (2018) will support this scholarly engagement.

Throughout both sections, the writing must adhere to APA formatting guidelines, including in-text citations and a reference list. The paper should be clear, concise, and scholarly in tone, meeting the four-page length requirement—one page for idea creation, two pages for synthesis, and one page for references. This structured approach ensures a comprehensive presentation of the research idea and its scholarly context, aligning with doctoral research standards.

References

• Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE.
• Greene, S., & Lidinsky, A. (2018). From inquiry to academic writing: A practical guide (4th ed.). Bedford/St. Martin's.
• Leedy, P. D., & Ormrod, J. E. (2019). Practical research: Planning and design (12th ed.). Pearson.
• Mansilla, V. B., Duraisingh, E. D., Wolfe, C. R., & Haynes, C. (2009). Targeted assessment rubric: An empirically grounded rubric for interdisciplinary writing. The Journal of Higher Education, 80(3), 334–353.
• Spector, P. E. (1985). Measurement of human service staff satisfaction: Development of the job satisfaction survey. American Journal of Community Psychology, 13(6), 693–713.
• Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE.
• Locke, E. A. (1976). The nature and causes of job satisfaction. In M. D. Dunnette (Ed.), Handbook of industrial and organizational psychology (pp. 1297–1343).
• Locke, E. A., & Whiting, R. J. (1974). Sources of satisfaction and dissatisfaction among solid waste management employees. Journal of Applied Psychology, 59(2), 145–156.
• Collis, J., & Hussey, R. (2009). Business research: A practical guide for undergraduate and postgraduate students (3rd ed.). Palgrave.
• Byrne, D. (2017). Project planner. SAGE.