i want help to do my final paper

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nsana89

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COMPLETE INSTRUCTIONS FOR PREPARING GRADUATE COURSE PAPERS (2).docx Hello there..I want help with my final paper in my corporate telecommunication class..i uploaded a file that include the assignment description and tips of how should this paper looks like..you may use the course book (Podnar, Klement (2015). Corporate Communication: A Marketing Viewpoint. Routledge: London and New York.)


 i didn't decide the topic yet but it can be anything related to the communication crisis or communication management..any suggestions?

 

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INSTRUCTIONS FOR THE GRADUATE COURSE PAPERS Dwight M. Ellis, J.D., Department of Communications Paper length: The Final paper should consist of ten (10) pages (including a cover sheet and bibliography or reference sheet). Paper organization guidelines: Students should prepare the Final paper according to guidelines outlined in the Publication Manual of the American Psychological Association or A Manual for Writers of Research Papers, Theses, and Dissertations, Kate L. Turabian (7th Ed.). Paper content guidelines: Students are expected to begin their Final paper research project with the selection of a broad topic followed by one or two hypothesis statements that provide the student’s particular opinion or belief regarding the Paper’s topic (See attached summary notes from Turabian’s Manual). It is suggested that the student follow the steps outlined.) Unless otherwise indicated, your selected topic is entirely your choice. However, in preparing your Paper you are expected to apply principles, theories and research authorities contained in the designated chapters of the textbook (s) used in the course (s). PREPARING AN EFFECTIVE RESEARCH PROJECT * BASIC TYPES: 1) A LONG CLASS PAPER ASSIGNMENT; 2) A BA OR MASTER'S THESIS; 3) A Ph.D. DISSERTATION. * HOW TO BEGIN: 1) SELECT A TOPIC; 2) A QUESTION ABOUT THE TOPIC YOU WANT TO ANSWER; 3) ANTICIPATE QUESTIONS THAT THE READER WILL HAVE ABOUT YOUR ANSWER TO THE "TOPIC QUESTION"; 4) BEGIN GATHERING DATA (FACTS AND INFORMATION) RELATIVE TO THE "QUESTION(S)" TO BE ANSWERED ABOUT YOUR TOPIC. 5) ANALYZE/EXAMINE DATA THAT PROVIDE SUPPORT ANSWERS TO THE QUESTIONS RAISED ABOUT YOUR TOPIC; 6) IDENTIFY "SHARED FACTS" THAT READERS ACCEPT AS TRUTHS, INDEPENDENT OF YOUR FEELINGS AND BELIEFS (READER MUST BE ABLE TO FOLLOW YOUR REASONING TO SUPPORT YOUR CLAIMS OR ANSWERS TO THE TOPIC QUESTIONS); 7) TRY TO WRITE EVERY DAY, "NOT JUST TO TAKE NOTES ON YOUR SOURCES BUT TO CLARIFY WHAT YOU THINK OF THEM. * RESEARCH APPROACHES: 1) START WITH A RESEARCH QUESTION AS YOUR TOPIC (e.g. Why has the story of the Alamo become a national legend? (don't begin with a simple topic like: The Battle of the Alamo); 2) ANTICIPATE THE READER'S QUESTION, SO WHAT? AND INCORPORATE THE ANSWER TO THE READER'S QUESTION INTO THE TOPIC SENTENCE OR PARAGRAPH (e.g. The resolution to that question will better explain how such stories shape our national character.); 3) PROVIDE THE READER WITH YOUR REASONING AS TO WHY YOUR ANSWER TO THE TOPIC QUESTION IS WORTH KNOWING (e.g. If we can understand what has shaped our national character, we might understand better who we Americans think we are. Consequently, we might better understand why others in the world judge us as they do.) * TYPES OF QUESTIONS THAT RESEARCHERS ASK: 1) ACADEMIC RESEARCH QUESTIONS (CONCEPTUAL: What should we think?). THE ANSWER TO "SO WHAT" DOES NOT TELL READERS "WHAT TO DO", BUT HELPS THEM TO "UNDERSTAND" SOME ISSUE: ----EXAMPLE OF CONCEPTUAL QUESTION: "I AM WORKING ON THE TOPIC OF RISK EVALUATION (WHY) BECAUSE I WANT TO FIND OUT HOW ORDINARY PEOPLE EVALUATE THE RISK THAT THEY WILL BE HURT BY TERRORISM. ("UNDERSTAND" FACTOR) ONCE I DO, WE MIGHT BETTER UNDERSTAND THE LARGER QUESTION OF HOW EMOTIONAL AND RATIONAL FACTORS INTERACT TO INFLUENCE THE WAY ORDINARY THINKERS THINK ABOUT RISK." (NOTE: PREFERRED APPROACH FOR THESIS OR DISSERTATION WHERE QUALITY OF ANSWERS MUST SATISFY EXPECTATIONS OF THESIS/DISSERTATION ADVISOR AND THE DISCIPLINE REPRESENTED IN THE DOCUMENT.) 2) PROFESSIONAL RESEARCH QUESTIONS (PRACTICAL: What should we do?). THE ANSWER TO "SO WHAT" TELLS THE READERS WHAT TO DO TO CHANGE OR FIX SOME TROUBLESOME OR IMPROVABLE SITUATION: ----EXAMPLE OF PRACTICAL QUESTION: "I AM WORKING ON THE TOPIC OF COMMUNICATING RISK EFFECTIVELY (WHY) BECAUSE I WANT TO FIND PSYCHOLOGICAL FACTORS THAT CAUSE ORDINARY AMERICANS TO EXAGGERATE THEIR PERSONAL RISK FROM A TERRORIST ATTACK. (SO WHAT IF YOU DO) THEN I CAN TELL THE GOVERNMENT HOW TO COUNTERACT THOSE FACATORS WHEN THEY COMMUNICATE WITH THE PUBLIC ABOUT THE REAL RISK OF TERRORISM." (NOTE: USED COMMONLY OUTSIDE THE ACADEMIC WORLD, LIKE BUSINESS) 3) APPLIED RESEARCH QUESTIONS: (What must we understand before we know what to do?). RESEARCH NECESSARY FOR UNDERSTANDING A FACET OF A PROBLEM BEFORE ARRIVING AT A PRACTICAL SOLUTION TO THE TOTAL PROBLEM: ----EXAMPLE OF APPLIED RESEARCH QUESTION: "I WANT TO FIND OUT HOW AMERICANS HAVE CHANGED THEIR DAILY LIVES IN RESPONSE TO THE TERRORIST ATTACKS ON 9/11. (SO WHAT IF YOU DO) THEN WE CAN UNDERSTAND THE PSYCHOLOGICAL FACTORS THAT CAUSE ORDINARY AMERICANS TO EXAGGERATE THEIR PERSONAL RISK FROM A TERRORIST ATTACK. (SO WHAT IF YOU DO) THEN WE CAN UNDERSTAND HOW TO REDUCE THE EFFECTS OF THOSE PSYCHOLOGICAL FACTORS. (SO WHAT IF YOU DO) THEN PERHAPS THE GOVERNMENT CAN USE THAT INFORMATION TO COMMUNICATE MORE EFFECTIVELY THE REAL RISK FROM TERRORISM." (NOTE: USED COMMONLY IN ACADEMIC FIELDS AS BUSINESS, ENGINEERING, MEDICINE THAT DO RESEARCH TO UNDERSTAND WHAT MUST BE KNOWN BEFORE THEY CAN SOLVE A PROBLEM.) FIRST DRAFT OUTLINE PLANNING * Building your argument: a) What is your claim? (the center of your argument; your hypothesis or thesis; the point of your paper. b) What reasons support it? c) What evidence supports those reasons? d) How do you respond to objections and alternative views? e) How are your reasons relevant to your claim? * Assembling an argument (example): (claim) TV aimed at children can aid their intellectual development, but that contribution has been offset by a factor that could damage their emotional development--too much violence. (warrant--principles based on world or empirical experience) That's why parents tell their children stories about heroes. It seems plausible, then that when children see degrading behavior, they will be affected by it as well. (reason) In a single day, children see countless examples of violence. (evidence) Every day, the average child watches almost four hours of TV and sees about twelve acts of violence [Smith 1992]. (acknowledgement of alternative point of view) Tarnov has shown that children don't confuse cartoon violence with real life [2003]. (response) But that may make children more vulnerable to violence in other shows. If they only distinguish between cartoons and people, they may think real actors engaged in graphic violence represent real life. (claim restated) We cannot ignore the possibility that TV violence encourages the development of violent adults. SUGGESTED OUTLINE I. Introduction: (The value of classroom computers is uncertain.) II. Reason. (Different uses have different effects.) A. Evidence summary (All uses increase the number of words produced.) 1. Evidence (Study 1: 950 vs. 780) 2. Evidence (Study 2: 1,103 vs. 922) B. Evidence summary (Labs allow students to interact.) 1. Evidence ( ) 2. Evidence ( ) III. Reason. (Studies show limited benefit on revision.) A. Evidence summary (Study A: writers on computers are more wordy.) 1. Evidence (Average of 2.3 more words per sentence.) 2. Evidence (Average of 20% more words per essay.) B. Evidence summary (Study B: writers need hard copy to revise effectively.) 1. Evidence (22% fewer typos when done on hard copy vs. computer screen.) 2. Evidence (2.26% fewer spelling errors.) IV. Conclusion: (Too soon to tell how much computers improve learning. A. Reliable empirical studies (There are few empirical studies.) B. History (There is little history because many programs are in transitition.) _____________________________________ FIRST DRAFT OUTLINE PLANNING * Building your argument: a) What is your claim? (the center of your argument; your hypothesis or thesis; the point of your paper. b) What reasons support it? c) What evidence supports those reasons? d) How do you respond to objections and alternative views? e) How are your reasons relevant to your claim? Assembling an argument: (claim) (warrant--principles based on world or empirical experience) (reason) (evidence) (acknowledgement of alternative point of view) (response) (claim restated) SUGGESTED OUTLINE I. Introduction: II. Reason. A. Evidence summary 1. Evidence 2. Evidence B. Evidence summary 1. Evidence 2. Evidence III. Reason. A. Evidence summary 1. Evidence 2. Evidence B. Evidence summary 1. Evidence 2. Evidence IV. Conclusion: A. Reliable empirical studies B. History _______________________________
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Really great stuff, couldn't ask for more.

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