Name: Earnest Dixon Jr
Course: UNV104
Date: February 18, 2018
Instructor: Andrea Hogan
Expository Essay: Brainstorming and Beginning Research
Attention: Please make sure to complete the Navigating the GCU Library worksheet BEFORE completing this worksheet.
Before you begin any writing assignment, it is often necessary to complete several “pre-writing” activities. This worksheet will assist
you with several of the pre-writing activities necessary for completing your expository essay including selecting a topic,
brainstorming, research strategies, and research. Follow the instructions to complete these pre-writing activities. Make sure you
complete all 4 sections of this worksheet.
Part 1 of 4: Select a Topic
Below are lists of possible essay topics to use for the expository essay you will create in this course in week 4. Please highlight/bold
your topic choice so your instructor will know your selection.
Note: If you do not see a topic that interests you, please contact your instructor for further direction.
1. Describe national security concerns and their impact on the American people.
2. What are some ways to address the needs of military veterans transitioning into civilian life?
3. How does deployment affect the family and loved ones of military servicemen?
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4. What challenges do schools face when dealing with budget cuts?
5. Explain the kinds of security measures currently available to ensure school safety.
6. How does class size affect learning in the classroom?
7. What effect does bullying have on children?
8. What are some ethical guidelines counselors should follow when treating their patients?
9. How are faith and spirituality used in pastoral counseling?
10. How does globalization affect the local community?
11. What are some characteristics of a good leader?
12. How do wellness programs affect the workplace?
13. How do advertisers use psychology to sell products?
14. Describe the effects pollution has on health.
15. What are the dangers of extreme diet or exercise?
16. What effects will an aging baby boomer generation have on the health care system?
17. Describe the effect a prison sentence has on an inmate’s reintegration into society.
18. How has the usage of DNA in forensics affected the court system?
19. In what ways can a Christian church help the local community?
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20. How does technology affect interpersonal communication?
21. How has social media affected relationships?
22. What effects does multi-tasking have on a person?
Part 2 of 4: Brainstorming Strategies
Read: Topic 1 Lecture.
Review: “Invention: Finding Your Ideas” section of “The Writing Process” media piece:
https://lc.gcumedia.com/unv104/the-writing-process/index.html
Complete: Based on the information you learned from the Writing Process media piece “Invention: Finding Your Ideas,” complete
the Brainstorm Method 1 & 2 sections below. In box 1, use the brainstorming method of “Questioning”. In box 2, choose one other
method that you would like to use to brainstorm on the topic you selected from part 1 of this assignment.
Brainstorm Method #1: Questioning- Describe the effect a prison sentence has on an inmate’s reintegration into society.(Use the
“Questioning” brainstorming method to brainstorm the topic you chose in part 1.)
Who: Inmates
What: Effect of prison sentences on reintegration
When: Upon release
Why: Imprisonment
Where: Society
How: Interaction with society
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Brainstorm Method #2: Your Choice Cubing
Use one of the other brainstorming methods described in the Writing Process media piece “Invention: Finding Your Ideas” to
brainstorm the topic you chose in part 1. If you choose to use Cubing or Mapping, copy and paste your completed brainstorm using
that method directly into this box.
Description; comparison, Association; Analysis; Application; Argument
Psychological torture;
livelihood; ineffective
rehabilitation
Erosion of principles of
humanity
necessaryocietysosocie
Chaotic environment vs.
civilized society
Effect of prison
sentence on
reintegration
Contrast between
expectation and reality
ty
Facilitating smooth
transition to society
Loss of perspective; loss of
control; hyper vigilance
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Part 3 of 4: Research Strategies
Step 1: Pull keywords that were generated from your brainstorming activity in part 2. These keywords need to pertain to the topic
selected from part 1.
Step 2: Come up with synonyms (word/phrase that means nearly the same thing) for those keywords.
Step 3: Combine keywords/synonyms to come up with Boolean search terms. Boolean search terms utilize AND/OR phrases. This is
covered on page 15 of the course ebook.
An example table is provided below to demonstrate how you should complete this. Please do not use any part of the example as part
of your own table.
Example Tables
Keyword pulled from brainstorming
Synonym (word with same or similar meaning)
1. Online Learning
1. Non-traditional learning
2. Education
2. School
3. Higher Education
3. College
4. Academic Achievement
4. Student Success
5. Learning Strategies
5. Study Skills
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Boolean Search Possibilities:
1. Online Learning AND Education
4. Online Learning OR Non-traditional Learning
2. Academic Achievement AND College
5. Study Skills OR Learning Strategies
3. Online Learning AND Student Success
Keyword Pulled from Brainstorming
Synonym (word with same or similar meaning)
1. rehabilitation
1. ameliorate
2.psychological torture
2. mental distress
3. hyper viligance
3. elevated sensory sensitivity
Boolean Search Possibilities:
1. rehabilitation and incarceration
4.
2. psychological torture and amelioration
3. hypervigilance and mental distress
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Part 4 of 4: Gather Resources
Step 1: Go to the library website and start a search for peer-reviewed journal articles through Academic Search Complete (see the
Navigating the Online GCU Library worksheet for help with this). Please use your keywords/synonyms or Boolean search terms from
Part 3 to locate five resources to support your essay topic.
Note: The resources or articles you find should be about the topic you chose when completing Part 1 of this worksheet; this will help
you work smarter, not harder.
Step 2: Complete the table below using the 5 most relevant peer-reviewed journal articles you found on the topic chosen from part 1.
Note: For help navigating the Library, please refer to the Navigating the Library worksheet and the Library Tutorials provided in
Course Materials:
An example table is provided below to demonstrate how you should complete this portion. Please do not use any part of the
example as part of your own table.
Example
Source: 5
Your Topic
Title of Resource
Boolean terms/ Keywords Used
Adults and
Online Learning
Factors influencing adult
learners' decision to drop out
or persist in online learning.
Online Learning AND Student Success
Permalink
http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h
&AN=44785109&site=ehost-live&scope=site
Abstract
The number of adult learners who participate in online learning has rapidly grown in the last two
decades due to online learning's many advantages. In spite of the growth, the high dropout rate in
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online learning has been of concern to many higher education institutions and organizations. The
purpose of this study was to determine whether persistent learners and dropouts are different in
individual characteristics (i.e., age, gender, and educational level), external factors (i.e., family and
organizational supports), and internal factors (i.e., satisfaction and relevance as sub-dimensions of
motivation). Quantitative data were collected from 147 learners who had dropped out of or
finished one of the online courses offered from a large Midwestern university. Dropouts and
persistent learners showed statistical differences in perceptions of family and organizational
support, and satisfaction and relevance. It was also shown that the theoretical framework, which
includes family support, organizational support, satisfaction, and relevance in addition to
individual characteristics, is able to predict learners' decision to drop out or persist. Organizational
support and relevance were shown to be particularly predictive. The results imply that lower
dropout rates can be achieved if online program developers or instructors find ways to enhance the
relevance of the course. It also implies that adult learners need to be supported by their
organizations in order for them to finish online courses that they register for. [ABSTRACT FROM
AUTHOR]
APA References Park, J., & Hee Jun, C. (2009). Factors influencing adult learners' decision to drop out or persist in
Citation
online learning. Journal Of Educational Technology & Society, 12(4), 207-217.
Peer-reviewed
Article 1:
Your Topic
Title of Resource
Ex-offender’s experience of
reintegration from
Describe the effect imprisonment
Boolean terms/ Keywords Used
Sentencing and reintegration
a prison sentence
has on an inmate’s
reintegration into
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society
Permalink
Abstract
California's prison system has long been criticized for its high rising prison population. As of
2010, a fifth of California state prisoners are serving a life sentence. This study used in-depth
interviews to explore the reintegration experiences of fifteen ex-offenders who served a
life sentence in prison. A grounded theory approach to analysis identified themes from the
narratives. The findings suggested that although incarceration was a difficult experience, the
motivation of these men to make healthy decisions along with the support of their family
contributed towards positive outcomes and optimism about transitioning back into society. The
findings of this study were found to be consistent with previous research that found transitioning
from prison to the community posed a problem for those individuals who did not have needed
resources upon release.
APA References Ramirez, R. (2014). Ex-offender's experience of reintegration from imprisonment (Order No.
Citation
1527744). Available from Criminal Justice Database. (1530476758). Retrieved from
https://lopes.idm.oclc.org/login?url=https://search-proquestcom.lopes.idm.oclc.org/docview/1530476758?accountid=7374
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Peer-reviewed
Article 2:
Your Topic
Title of Resource
Boolean terms/ Keywords Used
Describe the effect
a prison sentence
has on an inmate’s
reintegration into
society
We’ve come a long way
baby….or have we? The
phenomenon of community
re-integration for incarcerated
women
Incarceration and rehabilitation
Permalink
https://lopes.idm.oclc.org/login?url=https://search-proquestcom.lopes.idm.oclc.org/docview/304839148?accountid=7374
Abstract
The current study explored the phenomenon of community re-integration with incarcerated women.
Each of the women were six months or less from release and had at least one prior experience with
community re-integration. Qualitative methodology and a phenomenological mode of inquiry were
used to explore the pre-incarceration, incarceration, and post-incarceration experiences of these ten
incarcerated women. The following themes emerged from data analysis: (1) Family Relationships, (2)
Traumatic Events, (3) Change, (4) Treatment from Jail Staff, (5) Programs/Classes, (6) Anxiety, and
(7) Motherhood as Motivation. These themes are discussed as they relate to each research question;
as well as, their relationship to the pre-incarceration, incarceration, and post-incarceration experiences
of the participants. Implications for social work practice include the improvement of rehabilitative
services to incarcerated women, as well as, the development of a discharge plan that could be used to
begin the process of community re-integration on the first day of incarceration.
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APA References
Citation
Baldwin, J. T. (2009). We've come a long way baby…or have we? the phenomenon of community re integration for incarcerated women (Order No. 3356451). Available from Criminal Justice Database.
(304839148). Retrieved from https://lopes.idm.oclc.org/login?url=https://search-proquestcom.lopes.idm.oclc.org/docview/304839148?accountid=7374
Peer-reviewed
Article 3:
Your Topic
Title of Resource
Boolean terms/ Keywords Used
Rehabilitation or recidivism:
An examination of
contemporary American
incarceration issues that
hinder inmate growth and
development
Rehabilitation and incarceration
Permalink
Abstract
In many incarceration facilities around the country, inmates are presented with a number of
environmental issues that ultimately hinder their ability to accomplish rehabilitation. Some of these
issues are indirectly created by the institution, while others come as a result of the inmate subculture.
Furthermore, the presence of one or more of these themes often has a direct and increasing effect on
many others. The recognition of these occurrences is important, because it is our family and friends
who are searching for clarity behind bars. This final program project centers on an examination of
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these themes as they are experienced by those who have lived through incarceration firsthand. More
specifically, these topics are identified and analyzed as they are recounted by literary autobiographical
authors and me. In doing so, I am able to recognize what rehabilitative measures have proven
successful in the process. Through an interview conducted by myself, with a local incarceration official,
I am able to receive an alternate perspective into the surfacing of such issues. Literary analysis,
personal reflection, and interview acknowledgement will become helpful as I later formulate
recommendations to implement for the future.
APA References
Citation
https://lopes.idm.oclc.org/login?url=https://search-proquestcom.lopes.idm.oclc.org/docview/1464786055?accountid=7374
Peer-reviewed
Article 4:
Your Topic
Title of Resource
Boolean terms/ Keywords Used
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Arizona Wants to Cut
Sentences, Ease Parole
Prison sentences and rehabilitation
Permalink
https://lopes.idm.oclc.org/login?url=https://search-proquestcom.lopes.idm.oclc.org/docview/204389715?accountid=7374
Abstract
Arizona legislators have placed high priority on bills to lower minimum sentences for some non-violent
crimes and increase the numbers of inmates eligible for 90-day early release. They cite that the
sentencing reform is an alternative to construction.
APA References
Citation
ARIZONA WANTS TO CUT SENTENCES, EASE PAROLE. (2004). Corrections Digest, 35(5), 3. Retrieved
from https://lopes.idm.oclc.org/login?url=https://search-proquestcom.lopes.idm.oclc.org/docview/204389715?accountid=7374
© 2016. Grand Canyon University. All Rights Reserved.
Peer-reviewed
Article 5:
Your Topic
Title of Resource
Boolean terms/ Keywords Used
Can a Federal Judge Give a
Convicted Defendant a
Longer Prison Sentence to
Promote Rehabilitation?
Prison sentences and rehabilitation
Permalink
https://lopes.idm.oclc.org/login?url=https://search-proquestcom.lopes.idm.oclc.org/docview/865937218?accountid=7374
Abstract
APA References
[...] the district court stated, " [t]he sentence has to be sufficient to provide needed correctional
treatment, and here I think the needed correctional treatment is the 500 Hour Drug Program." [...]
despite who wins in the Supreme Court, the decision is likely to spawn a number of federal prisoner
initiated post-conviction motions to vacate sentences pursuant to 28 U.S. C. § 2255 by inmates who
can show it made a difference in the length of their term of imprisonment.
Couture, G. A., & Friedman, J. (2011). Can a federal judge give a convicted defendant a
longer prison sentence to promote rehabilitation? Preview of United States Supreme Court
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Citation
Cases, 38(7), 291-295,320. Retrieved from
https://lopes.idm.oclc.org/login?url=https://search-proquestcom.lopes.idm.oclc.org/docview/865937218?accountid=7374
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Writing a Five-Paragraph Essay Resource
Format & Organization:
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Use a Times New Roman font, unless given permission from instructor to use another
font choice.
ALL lettering should be sized at 12 point; the title included
Do NOT use bold in any wording.
Heading and Title:
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•
Make sure you have the proper heading in the upper-left-hand corner; you should have
the following and in the order: name, course, date, and instructor.
If you use APA, make sure your cover page is in proper format; you may wish to discuss
with your instructor if they would prefer this or the heading as mentioned in the above
bullet point.
Your title should be centered and capitalized appropriately per GCU Style Guide or APA
format.
Introduction Paragraph:
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The first paragraph of your essay is the introductory paragraph.
In this first paragraph of your essay, you should review your topic in a general fashion.
You should also tell the reader why they might care to read more.
The final sentence of your introductory paragraph will be your thesis statement. Your
thesis statement will guide the reader as to what will follow.
Body Paragraphs: (Middle Paragraphs of the Essay)
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•
•
•
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Each paragraph should be limited to one idea.
Each paragraph should be connected in some way to your thesis statement.
Within your body paragraphs, include the information from the resources you found.
Do not forget to cite information from outside sources.
Your final body paragraph may look at opposing views. For a well-rounded point of
view, it is important to consider multiple perspectives.
The body of your essay should include detailed, accurate, and relevant information that
aims to support your thesis statement.
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Concluding Paragraph:
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Your last paragraph is your conclusion. Rather than simply restating your introduction,
try and brand your reader with your closing statements.
Tell the reader again about your topic, thesis, and main point(s) of your essay.
End with a strong stance on the topic to make the reader think about what they just read;
leave an impact.
Using Transitions:
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Transitions are very important to your essay. Transitions are the glue that holds the
paragraphs of your paper together.
Examples of transitions are: next, furthermore, moreover, however, on the other hand, no
doubt, and finally.
You should be using these from transitions in thought and in ending and/or beginning
new paragraphs.
Using Citations:
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Citations are used to reference material from another source.
Using citations to give credit to others whose ideas or words you have used is an essential
requirement to avoid issues of plagiarism.
To avoid potential problems, always be sure to cite your sources by referring to the
author’s last name and the year of publication in parentheses at the end of the sentence,
such as (Johnson, 2008) and page or paragraph numbers if you are using word-for-word
materials, such as “ask not what your country can do for you but what you can do for
your country” (Kennedy, 1960, p. 34).
Reference Page:
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The reference list should appear at the end of a paper.
It provides the information necessary for a reader to locate and retrieve any source you
cite in the body of the paper.
Each source you cite in the paper must appear in your reference list; likewise, each entry
in the reference list must be cited in your text.
For examples of references, please refer to the GCU Style Guide, located in the Writing
Center portion of the Student Success Center.
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