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Please watch the video introducing the WA#1: The Summary of Research Findings and read the description of the WA#1 formal assignment. After watching the video a few times, please answer the following questions: 1. What aspect of the WA#1 assignment strikes you as the most challenging? Why? 2. What skills will a student have to employ to successfully complete WA#1? 3. How will those skills benefit a student when completing the rest of the formal writing assignments in WRTG 391: WA#2 Critical Annotated Bibliography, If not, please describe why you think there is not a logical progression between two or more assignments. Please write a paragraph of 5-10 sentences in responding.

Paper For Above instruction

The WA#1 assignment, which involves creating a summary of research findings, presents certain challenges primarily due to the demand for precise synthesis and clear articulation of complex ideas. One of the most difficult aspects is distilling extensive research into a concise, coherent summary that captures key points without oversimplifying. This task requires critical reading skills, the ability to identify salient information, and effective paraphrasing to avoid plagiarism. To successfully complete WA#1, students must employ analytical skills to evaluate research sources and organization skills to structure the summary logically. Additionally, strong writing skills, including clarity, conciseness, and proper citation, are essential. These skills foster better comprehension and synthesis of scholarly material, which are fundamental for subsequent assignments such as the WA#2 Critical Annotated Bibliography. Developing the ability to critically analyze research findings enhances students’ capacity to engage deeply with academic sources and construct well-supported arguments. Consequently, mastering these skills in WA#1 builds a solid foundation for more advanced academic writing tasks, promoting progressive skill development throughout the course. Moreover, practicing these skills improves students’ overall research literacy and prepares them for future academic and professional writing endeavors, ensuring a coherent progression between assignments in WRTG 391.

References

  1. Graff, G., & Birkenstein, C. (2018). They Say / I Say: The Moves That Matter in Academic Writing (4th ed.). W. W. Norton & Company.
  2. Lunsford, A. A., & Ruszkiewicz, J. J. (2016). Everything’s an Argument (7th ed.). Bedford/St. Martin’s.
  3. Neuburg, N., & Smith, J. (2020). Academic Writing Strategies for College Students. Journal of College Writing, 15(2), 45-60.
  4. Purdue Online Writing Lab (OWL). (2021). Writing a Summary. https://owl.purdue.edu/owl/subject_specific_writing/writing_in_literature/writing_a_summary.html
  5. Swales, J. M., & Feak, C. B. (2012). Academic Writing for Graduate Students (3rd ed.). University of Michigan Press.
  6. Wallace, M., & Wray, A. (2016). Critical Reading and Writing for Postgraduates. London: Sage.
  7. Williams, J. M. (2014). Style: Lessons in Clarity and Grace (11th ed.). Pearson.
  8. Zamel, V. (2019). Writing and Critical Thinking in Higher Education. Journal of Academic Language & Learning, 3(1), A17–A27.
  9. Booth, W. C., Colomb, G. G., & Williams, J. M. (2008). The Craft of Research (3rd ed.). University of Chicago Press.
  10. Harris, R. A. (2019). Writing with Sources: A Guide for College Students. Bedford/St. Martin’s.

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