Unit IV Literature Review Draft Of Introduction And Literatu

Unit Iv Literature Reviewdraft Of Introduction And Literature Reviewfo

The assignment requires writing a draft of the introduction and literature review for an academic argumentative research paper. The introduction should be approximately 350 words, consisting of 9-12 well-developed sentences, following a specific structure: starting with a general introduction to the topic, presenting opposing views, narrowing the focus with examples, stating a specific controversy, and concluding with a thesis statement. The literature review should include a preface guiding the reader, three to four body paragraphs discussing the history, terminology, and pro and con sides of the controversy, and a conclusion that restates the thesis and sets up the main argument of the paper. The entire draft must be formatted according to APA guidelines.

Paper For Above instruction

The development of an effective research paper begins with a comprehensive understanding of the topic and a clear articulation of the existing scholarship surrounding it. In this context, the literature review serves as a foundational element that maps out the current state of knowledge, highlights gaps or controversies, and provides a critical analysis of various perspectives. Following this, the introduction lays the groundwork by presenting the general issue, contrasting viewpoints, narrowing the scope to a specific controversy, and culminating in a lucid thesis statement that guides the reader into the ensuing argumentation.

For instance, a pertinent example could be the debate over the efficacy of online education. On one hand, proponents argue that digital learning offers flexibility, accessibility, and cost-effectiveness, transforming traditional education paradigms (Allen & Seaman, 2014). Conversely, critics contend that online education diminishes interpersonal interactions, undermines student engagement, and compromises educational quality (Johnson et al., 2018). To narrow the scope, the discussion could focus on the impact of online learning on college students’ academic performance, particularly during the COVID-19 pandemic, which heightened its relevance and immediacy. This focus introduces a specific controversy: does online education improve or hinder academic success among college learners?

The pro side might emphasize research indicating that online courses can enhance self-regulation, technological skills, and access to diverse resources, thereby promoting academic achievement (Kuh et al., 2016). In contrast, the con side might highlight studies revealing higher dropout rates, feelings of isolation, and reduced motivation associated with virtual learning environments (Xu & Jaggars, 2015). This divergence underscores the importance of thoroughly reviewing historical developments, terminological distinctions, and empirical findings related to online education’s effectiveness. The literature review, therefore, prepares the foundation for the research by synthesizing these perspectives, analyzing the evidence, and identifying areas requiring further investigation.

In conclusion, this literature review aims to provide a critical overview of the scholarly debate surrounding online education's impact on college students’ academic performance. By exploring the historical evolution, key terminologies, and contrasting viewpoints, the review will serve as a prelude to the research argument. Restating the importance of this controversy, the review will emphasize the necessity for further research to address the conflicting findings and inform educational practices and policies effectively.

References

• Allen, I. E., & Seaman, J. (2014). Grade Level: Tracking Online Education in the United States. Babson Survey Research Group.
• Johnson, N., Adams Becker, S., Estrada, V., & Freeman, A. (2018). The NMC Horizon Report: 2018 Higher Education Edition. The New Media Consortium.
• Kuh, G. D., Jankowski, N., Ikenberry, S. O., & Kinzie, J. (2016). Knowing what students know and can do: The role of assessment in supporting student success. Association of American Colleges & Universities.
• Xu, D., & Jaggars, S. S. (2015). Performance gaps between online and face-to-face courses: Differences across states, institutions, and student characteristics. Journal of Higher Education, 86(5), 633-659.