Writing Assignment Weight: 12.5%Learning Objectives: 1, 2, 3, 4, 5, 6 Please review the rubric for this assignment by clicking here. Please review the rubric for this assignment by clicking here. – Alternative Formats    Review the textbook readings papers and prompts associated with each one. Review the Major Paper Options here – Alternative FormatsDIRECTIONSThis week, you will construct a full outline for your paper. You may choose any of the outline formats from the Week 3 Discussion. Other outline formats may be acceptable, but consult with your instructor first.Your outline should include the following elements:An introductory hook (or a fully written introduction)A thesis that ends your introductionAt least three body paragraphsQuotations and citations from your textbook source, two academic journal sources (from Week 2), and possibly an additional reading (remember, your final paper requires a total of four sources to be used)Comments to be included in your conclusion (or a fully written conclusion)Three or more APA formatted references (your final paper will require your textbook source, two sources from Keiser’s e-Library, and one additional credible source)REQUIREMENTSFollow one of the examples from the Week 3 Discussion Board.Your outline should contain 500-700 words. Remember, your final paper due at the end of this course will require at least 1,000.Include APA formatted citations (Last name, YEAR, p. ___ or para. ___)Include APA formatted references in a clear reference list.No more than 20% of your outline should be outside sourcesSubmit your outline in the assignment area by Sunday, 11:59 PM
Writing Assignment Weight: 12.5%Learning Objectives: 1, 2, 3, 4, 5, 6 Please review the rubric for this assignment by clicking here. Please review the rubric for this assignment by clicking here. – Al
OUTLINE EXAMPLE #2 Thesis: Active reading should be a primary method of learning because it supports strong communication skills in the workplace, enhances EFL learner’s transition from the native language to the adopted one, and promotes a tangible experience not found in social media engagement. Introduction Research has revealed that reading regularly can incrementally enhance a person’s ability to communicate. The introduction of social media in the 21st century has reduced the numbers of young people who regularly read. Learners for whom English is a second or foreign language struggle with English but could benefit from reading even beginner texts as a way to enhance their language skills. Those who are opposed argue that reading is not what creates communication abilities but the active use of communication. Body Reading is beneficial. It supports strong communication skills, which is necessary for anyone seeking employment. “If the broader base of learners would be redirected back to reading as a primary communication lesson, more job seekers would find more viable employment options” (Wilson, 2013, p. 247). Readingcanprovidethenecessarytools. English language learners can learn how to transition to and effectively use the English language. “English language learners can benefit more from reading books in the adopted language and by mimicking the sentence structure rather than to follow conversations in English, which generally contains colloquialisms and idioms that cannot be easily translated” (Abrams, 2018, p. 24) Reading promotes a tangible experience. This experience is not found in social media because it requires active participation rather than a passive one of flipping through content. Jackson (2018) argues that hands-on learning is best for all learners regardless of learning style and should be adopted as a primary method for instilling language skills no matter the age (p. 348). Opponents believe that learners learn more readily in other ways. Readers learn better when they are reading the type of material they most connect with, such as comic books or graphic novels. Weathersby (2016) believes that all learners are better suited to learn if they are engaged by the method that most engages them, and it does not matter if that engagement includes methods that are considered elementary and non-sanctioned by established learning experts (p. 24).E. Opponents also stipulate that requiring too much reading is a bad practice. Required reading in elementary schools can actually reverse communication skills in the long term. “What results from over-extended reading requirements is a student who no longer has the ability to enjoy the reading, to gain any appreciation for the communication skills that can be gleaned from the practice, or the long-term ability to critically analyze” (Baker, 2019, p. 529). III. Conclusion In conclusion, it is clear that active reading is better as a primary method of learning. The research has revealed that communication skills are important to employers. Communication skills through reading can be developed early on and throughout one’s life to the extent that employment becomes easier to obtain. Additionally, EFL learners will have an easier time of understanding the various nuances of the English language if they are taught to use the strengths of various literary publications as learning experiences. Reading is a tangible experience that promotes engagement not found in social media spheres, and it promotes the retaining of information more readily because it becomes an active experience each time it is engaged. Despite the argument established by opponents, the research has revealed that more academic or literary reading can greatly enhance the reader’s experience, increase the ability to critically analyze, and establish strong reading and communication practices well into adulthood. Reading can be an enjoyable experience that results in a clear and continual method for expanding and enhancing communication skills. ***Note: The sources listed would have been previously identified in full in the proposal component of the research process.
Writing Assignment Weight: 12.5%Learning Objectives: 1, 2, 3, 4, 5, 6 Please review the rubric for this assignment by clicking here. Please review the rubric for this assignment by clicking here. – Al
OUTLINE EXAMPLE #1 I. Introduction • Research has revealed that reading regularly can incrementally enhance a person’s ability to communicate. • The introduction of social media in the 21 st century has reduced the numbers of young people who regularly read. • Learners for whom English is a second or foreign language struggle with English but could benefit from reading even beginner texts as a way to enhance their language skills. • Those wh o are opposed argue that reading is not what creates communication abilities but the active use of communication. • Thesis: Active reading should be a primary method of learning because it supports strong communication skills in the workplace, enhances EF L learner’s transition from the native language to the adopted one, and promotes a tangible experience not found in social media engagement. II. Body Paragraph 1 • Reading is beneficial because it supports strong communication skills, which is necessary for anyone s eeking employment. • “If the broader base of learners would be redirected back to reading as a primary communication lesson, more job seekers would find more viable employment options” (Wilson, 2013, p. 247). • Reading can also provide English language l earners with the necessary tools to transition to and effectively use the English language. III. Body Paragraph 2 • Reading promotes a tangible experience that is not found in social media because it requires active participation rather than a pass ive one of flipping through content. • “English language learners can benefit more from reading books in the adopted language and by mimicking the sentence structure rather than to follow conversation s in English, which generally contains colloquialisms and idioms that cannot be easily translated” (Abrams, 2018, p. 24) • Jackson (2018) argues that hands -on learning is best for all learners regardless of learning style and should be adopted as a primary method for instilling language skills no matter the age (p. 348). IV. Body Paragraph 3 • Opponents bel ieve that learners learn more readily when they are reading the type of material they most connect with, such as comic books or graphic novels. • Weathersby (2016) believes that all learners are better suited to learn if they are engaged by the method tha t most engages them, and it does not matter if that engagement includes methods that are considered elementary and non -sanctioned by established learning experts (p. 24). V. Body Paragraph 4 • Opponents also stipulate that requiring too much reading, such as the required reading in elementary schools, can actually reverse communication skills in the long term. “What results from over -extended reading requirements is a student who no longer has the ability to enjoy the reading, to gain any appreciation for the communication skills that can be gleaned from the practice, or the long -term ability to critically a nalyze” (Baker, 2019, p. 529). VI. Conclusion • It is clear that active reading is better as a primary method of learning. • The research has revealed that communication skills are important to employers. • Communication skills through reading can be developed early on and throughout one’s life to the extent that employment becomes easier to obtain. • Additionally, EFL learners will have an easier time of understanding the various nuances of the English language if they are taught to us e the strengths of various literary publications as learning experiences. • Reading is a tangible experience that promotes engagement not found in social media spheres, and it promotes the retaining of information more readily because it becomes an active experience each time it is engaged. • Despite the argument established by opponents, the research has revealed that more academic or literary reading can greatly enhance the reader’s experience, increase the ability to critically analyze, and establish s trong reading and communication practices well into adulthood. • Reading can be an enjoyable experience that results in a clear and continual method for expanding and enhancing communication skills. Note: The sources listed would have been previously identified in full in the proposal component of the research process , i.e. Week 2.
Writing Assignment Weight: 12.5%Learning Objectives: 1, 2, 3, 4, 5, 6 Please review the rubric for this assignment by clicking here. Please review the rubric for this assignment by clicking here. – Al
OUTLINE EXAMPLE # 3 TOPIC OUTLINE Thesis : Active reading should be a primary method of learning because it supports strong communication skills in the workplace, enhances EFL learner’ s transition from the native language to the adopted one, and promotes a tangible experience not found in social media engagement. 1. supports strong communication skills in the workplace 2. enhances EFL learner’ s transition from the native language to the adopted one 3. promotes a tangible experience not found in social media engagement. SENTENCE OU TLINE Thesis : Active reading should be a primary method of learning because it supports strong communication skills in the workplace, enhances EFL learner’ s transition from the native language to the adopted one, and promotes a tangible experience not found in social media engagement. 1. Reading is beneficial because i t supports strong communication skills, which is necessary for anyone seeking employment. 2. Reading can provide the necessary tools for English language learners to learn how to transition to and effectively use the English language. 3. Reading promotes a tangible experience that is not found in social media because it requires active participation rather than a passive one of flipping th rough content. PARAGRAPH OUTLINE Thesis : Active reading should be a primary method of learning because it supports strong communication skills in the workplace, enhances EFL learner’ s transition from the native language to the adopted one, and promotes a tangible experience not found in social media engagement. 1. Reading is beneficial because i t supports strong communication skills, which is necessary for anyone seeking employment. The research has revealed that communication skills are important to employers . Communication skills through reading can be developed earl y on and throughout one ’s life to the extent that employment becomes easier to obtain. “If the broader base of lea rners would be redirected back to reading as a primary communication lesson, more job seekers would find more viable employment options ” (Wilson, 2013, p. 247). Research has revealed that reading regularly can incrementa lly enhance a person ’s ability to co mmunicate. Those who are opposed argue that reading is not what creates communication abilities but the active use of communication. Likewise, o ppo ne nts believe that learners learn more readily in other ways. Read ers learn better when they are reading the type of material they most connect with, such as comic books or graphic novels. Weathersby (2016) believes that all learners are better suited to learn if they are engag ed by the method that most engages them , and it does not matter if that engagement includes methods that are considered elementary and non -san ctioned by estab lished learning experts (p. 24). 2. Reading can provide the necessary tools for English language learners to learn how to transition to and effectively use the English language. “English language learners can benefit more from reading books in the adop ted language and by mimicking the sentence structure rather than to follow conversations in English, which generally contains colloquialisms and idioms that cannot be easily translated ” (Abrams, 2018, p. 24) . Learners for whom English is a second or foreign language struggle with English but could benefit from reading even beginner texts as a way to enhance their language skills. Active reading is better as a primary method of learning. Additionally, EFL learners will have an easier time of understanding the various nuances of the English language if they are taug ht to use the stre ngths of various literary publications as learning experiences. Despite the argument established by opponents, the research has revealed that more academic or literary reading can greatly enh ance the reader ’s experience, increase the ability to critically analyze , and establish strong reading and communication practices well into adulthood. 3. Reading promotes a tangible experience that is not found in social media because it requires active participation rather than a passive one of flipping th rough content. Jackson (2018) argues that hands -on lea rning is best for all learners regardless of learning style and s hould be adopted as a primary method for instilling language skills no matter the age (p. 348). The introduction of social media in the 21 st century has reduced the numbers of young peo ple who regularly read. Oppone nts also stipulate that requiring too much reading is a bad practice. Required reading in elementary schools can actually reverse communication skills in the long term. “What results from over -extended reading requirements is a student who no longer has the abi lity to enjoy the reading , to gain any appreciat ion for the communication skills that can be gleaned from the practice , or the long -term ability to critically analy ze ” (Baker, 201 9, p. 529). Reading is a tangible experience that promotes engag ement not found in social media spheres, and it promotes the retaining of information more readily because it bec omes an active experience each time it is engaged. Reading can be an enjoyable experience that results in a clear and continual method for expanding and enhancing communication skills. ***Note: The sources listed would hav e been previously identified in full in the proposal component of the research process.