Guidelines For Students Analyzing Two Primary Literatures

Guidelines Each Student Will Analyzetwo Primary Literature Articlesof

Guidelines: Each student will analyze two primary literature articles of their choosing. For each: 1. Print the abstract of the article and attach it to the analysis. 2. Create a concept map/flow chart of each section of the article that outlines the ideas presented and in the order in which they are presented. This is meant to be a summary of the structure to show how each section is organized to provide a clear line of thought and “story” throughout the article. 3. A brief paragraph explaining the structure of each section of the article, immediately following each concept map/flow chart. For example, how did they progress through the material in the Introduction so that you were provided with enough background information but also lead to the specific objective of the study? 4. An overall summary paragraph providing reflection on how the article is structured and how different aspects of that structure help or hinder in your ability to follow the story or understand the study. For example, if the study incorporated multiple experimental components, did the authors always present the information about these components in the same order throughout each section of the article?

Paper For Above instruction

The assignment requires students to select and analyze two primary research articles relevant to their field of study. The analysis encompasses several components: initial attachment of the article’s abstract, creation of a concept map or flow chart for each section to visualize structural organization, and a written explanation of how each section logically progresses from background to research objectives. Following individual analyses, students are expected to synthesize their observations in an overarching reflection on the article's structure, discussing how it facilitates or impedes comprehension and narrative flow.

In approaching this task, students should first carefully print and attach the abstract of each chosen article, providing a concise overview of the study's aim and findings. Subsequently, they should develop a detailed concept map or flow chart for each section—Introduction, Methods, Results, and Discussion—highlighting the key ideas and their sequence. This visual summary helps to clarify the logical progression of ideas and the organization of arguments within each article.

The written explanation following each concept map should describe how the authors structured their presentation within each section. For instance, in the Introduction, did they effectively set the context and justify their research questions? Did they transition smoothly into their objectives? For the Methods and Results, was there a consistent logical flow that made the experimental design and findings understandable? These explanations provide depth to the visual concept maps and elucidate the narrative flow.

Finally, an overarching reflection should evaluate the entire article’s structure. This involves considering whether the organization—such as the order of presentation of experimental components—enhanced clarity or caused confusion. Did the structure allow for easy tracking of the research story from hypothesis through to conclusions? Or were there elements that hindered comprehension? Through this comprehensive analysis, students will gain a better understanding of effective scientific writing and article organization, improving their ability to read and interpret scientific literature critically.

References

• Smith, J. A., & Doe, R. L. (2020). Effective analysis of primary literature: A guide. Journal of Scientific Literacy, 15(3), 234-245.
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