Now that you have written the outline for your essay, it is time to write the first draft. Review the attached "Writing a Five-Paragraph Essay" resource to help guide you through the structure of a fi

Name: Kathy Lacy

Course: UNV-104-0519

Date: 2/25/24

Instructor: Daniel Krywaruczenko

Expository Essay: Brainstorming and Beginning Research

Before you begin any writing assignment, it is often necessary to complete several “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 sections of this worksheet.

Part 1: Select a Topic – Pick One

Below are lists of essay topics to use for the expository essay please highlight/bold your topic choice so your instructor will know your selection.

Three services Veterans need to successfully return to civilian life

Three characteristics of good leaders

Three ways bullying can negatively impact children

Three ways technology can impact communication

Three issues found in a large classroom

Three services the Christian church can provide the community

Part 2: Brainstorming Strategies

Read: Topic 1 Resource.

Review: “Invention: Finding Your Ideas” section of “The Writing Process” media piece:

https://lc.gcumedia.com/unv104/the-writing-process/index.php

Complete: In box 1, use the brainstorming method of “Free Writing”.

Brainstorm Method: Free Writing:

Set a timer for 10 minutes and complete your free write brainstorm activity in this box to show your work.

feel unwanted tense all time no self worth anxious mad unaccepted it can scar them 4 life long term effects drop out school suicide effect their health

Part 3: Research Strategies – Key Words & Phrases

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: Combine keywords to come up with Boolean search terms. Boolean Search Possibilities: Boolean search terms utilize AND phrases and is covered in “Searching Within Databases” section in Chapter 2 of the course eBook. You may also utilize the GCU library guide about Boolean searching: https://libguides.gcu.edu/Searching/Boolean

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

Keywords pulled from brainstorming	Boolean: Phrases from Keywords
1. Online Learning	1. Online Learning AND Education
2. Student Success	2. Online Learning AND Student Success
Keywords pulled from brainstorming	Boolean: Phrases with Keywords – Boolean search terms utilize AND phrases. This is covered on page 22 of the course eBook
1. suicide	1. suicide
2.self worth	2.suicide AND self worth AND anxious
3. anxious	3. bullying AND suicide

Part 4: Define Sub-topics

State three potential sub-topics you want to write about based on the topic you selected in Part 1. Subtopics are the main ideas you plan to use to explain your chosen topic.

Sub-topic 1: Suicide

Sub-topic 2: Long term effects

Sub-topic 3: Health

Part 5: Navigating the GCU Online Library

Overview: The GCU Library will be a vital resource for you during your academic career. The Library contains a wealth of resources that will help you find, research, and broaden your understanding on any given topic. Learning to correctly use resources to support your

writing is an essential component of your academic success.

Before starting this section, review the short walk-through tutorial on the GCU Library. https://libguides.gcu.edu/tutorials

Step 1: How to Access the Library

There are a number of ways to access the library’s website; here is one path to reach the Library’s main website:

Please click on the following link: https://library.gcu.edu/

Question 1: On the Library’s website, list three ways in which you can contact the library for assistance if needed. If at any point, you find yourself searching more than 15 minutes with no results: STOP and contact a librarian.

1. By phone 800-800-9776- ext 639-6641

2. Email-Ask-A-Librarian

3. Building 29

Step 2: Finding Journal Articles

For this section, you will be searching using LopeSearch. LopeSearch is a search option that allows you to search many databases across many subjects with one search. Follow the instructions below to access and begin searching in LopeSearch.

On the Library website, click the link Find Journal Articles.

Under the LopeSearch type in your first Boolean Search Phrase. This should include your main topic and one of the subtopics you created in Part 4. Check the box beside Peer Reviewed and click SEARCH

Question 2: Provide the title of the first journal article that is listed in the results.

Remaining Between the Cracks- The long term effect of Different Suicide Risk Exclusion Criterion on Outcomes of and Online Intervention for Depression.

Step 3: Article Details

In addition to the actual full text of the article, the databases will provide valuable information about an article. You will see things such as authors, source, subject terms, and abstract. The abstract is a brief summary of the article you found.

Click on the title of the first article you found in Step 2.

Scroll down this page and find the Article Abstract.

Question 3: Copy and paste the abstract from the article you have found in the space below AND explain how an abstract is valuable to your research process and how it will save you time.

Abstract: Background: Previous studies have demonstrated that excluding individuals at risk of suicide from online depression interventions can

impact recruited sample characteristics. Aim: To determine if a small change in suicide risk exclusion criterion led to differences in the usage

and effectiveness of an Internet depression intervention at 6 months of follow-up. Method: A partial sample of a recently completed online

depression intervention trial was divided into two groups: those with no risk of suicide versus those with some risk. The two groups were

compared for baseline demographic and clinical measures, as well as intervention uptake and treatment success across 6 months. Results:

Overall, individuals with less risk of suicide at baseline reported significantly less severe clinical symptoms. Both groups interacted with the

intervention at the same rate, but specific use of modules was different. Finally, the impact of intervention usage on outcomes over time did not

vary by group. Limitations: While different suicide risk exclusion criteria can change recruited sample characteristics, it remains unclear how

these differences impact intervention uptake and success. Conclusion: Overall, the findings suggest that researchers should exercise caution

when excluding individuals at risk of suicide, as they greatly benefit from web-based interventions.

It can help you save time by using the keywords to help with the article you are writing about.

Step 4: Permanent and Persistent Links

Databases are designed as powerful searching tools; unfortunately, this means the website link located at the top of any page in a database is temporary and is based on your search at the time. Should you try to save that link as a bookmark or copy and paste it to use at a later time, it will not work. However, the databases have links that are tied directly to the articles you find. Follow the steps below to find the permalink (persistent, durable link, or document URL) to the article you accessed in Step 2.

On the same page where you found the abstract, look to the right for the Tools column.

Click on the link that says Permalink.

A box will pop up above the article title with a permanent link.

Question 4: Copy and paste the permalink to the article you have found in the space below AND explain why a permalink could be an important item to copy. https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edswss&AN=001051606000001&site=eds-live&scope=site. It can take you back to the article.

Step 5: Using Library Databases to Cite Articles

Another important option under the tool bar is the Cite button. In academic writing, citing your sources is very important. It will tell your reader that the information that you are using is the property of someone else. It will also show your reader exactly where you found this information and how to access this information again. This is a necessary step in avoiding academic dishonesty issues like plagiarism.

Note: Always review the appropriate style guides to make sure the reference from the database citation tool correctly follows the rules for the appropriate citation and style format that you are using. The Library database citation tool may use information from electronic resources that is not yet standardized, so it is important to review the citation information carefully and update as needed to reflect the proper format. Check the appropriate style guide located in the Student Success Center: The Writing Center to ensure your reference is properly formatted. https://www.gcumedia.com/lms-resources/student-success-center/v3.1/#/tools/writing-center

On the same page where you found the abstract look to the right for the Tools column.

Click on the link that says Cite.

A box will pop up above the article title with different citation styles.

Question 5: Copy and paste the APA reference you have found from the article in the space below. According to the APA Style Guide, where should you include this information in your essay?

APA 7th Edition

(American Psychological Assoc.)

References

Godinho, A., Schell, C., & Cunningham, J. A. (2023). Remaining Between the Cracks - The Long-Term Effect of Different Suicide Risk Exclusion Criterion on Outcomes of an Online Intervention for Depression. CRISIS-THE JOURNAL OF CRISIS INTERVENTION AND SUICIDE PREVENTION. https://doi-org.lopes.idm.oclc.org/10.1027/0227-5910/a000923

The reference is the last page of your essay.

Step 6: Gather Resources

Go to the GCU Library website and start a search for peer-reviewed journal articles.

On the Library’s website, https://library.gcu.edu, click on Find Journal Articles.

Under the LopeSearch type in your first Boolean Search Phrase. This should include your main topic and one of the subtopics you created in Part 4. Check the box beside Peer Reviewed and click SEARCH

Sign in if prompted, using your GCU Username and password.

Complete the table below using the three most relevant peer-reviewed journal articles you found on the topic chosen from part 1.

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

Peer-reviewed article 1	Title of Resource: Factors influencing adult learners' decision to drop out or persist in online learning.	Boolean terms/ Keywords Used: 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 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 Reference	Park, J., & Hee Jun, C. (2009). Factors influencing adult learners' decision to drop out or persist in online learning. Journal of Educational Technology & Society, 12(4), 207-217.

Peer-reviewed Article 1	Title of Resource: Remaining Between the Cracks-The Long-Term Effect of Different Suicide risk Exclusion Criterion on Outcomes of an Online Intervention for Depression	Boolean terms/ Keywords Used: comorbidity, depression; hazardous alcohol use suicide risk research methodology
Permalink	https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edswss&AN=001051606000001&site=eds-live&scope=site
Abstract	Abstract: Background: Previous studies have demonstrated that excluding individuals at risk of suicide from online depression interventions can impact recruited sample characteristics. Aim: To determine if a small change in suicide risk exclusion criterion led to differences in the usage and effectiveness of an Internet depression intervention at 6 months of follow-up. Method: A partial sample of a recently completed online depression intervention trial was divided into two groups: those with no risk of suicide versus those with some risk. The two groups were compared for baseline demographic and clinical measures, as well as intervention uptake and treatment success across 6 months. Results: Overall, individuals with less risk of suicide at baseline reported significantly less severe clinical symptoms. Both groups interacted with the intervention at the same rate, but specific use of modules was different. Finally, the impact of intervention usage on outcomes over time did not vary by group. Limitations: While different suicide risk exclusion criteria can change recruited sample characteristics, it remains unclear how these differences impact intervention uptake and success. Conclusion: Overall, the findings suggest that researchers should exercise caution when excluding individuals at risk of suicide, as they greatly benefit from web-based interventions
APA Reference References Godinh	APA 7th Edition (American Psychological Assoc.) References Godinho, A., Schell, C., & Cunningham, J. A. (2023). Remaining Between the Cracks - The Long-Term Effect of Different Suicide Risk Exclusion Criterion on Outcomes of an Online Intervention for Depression. CRISIS-THE JOURNAL OF CRISIS INTERVENTION AND SUICIDE PREVENTION. https://doi-org.lopes.idm.oclc.org/10.1027/0227-5910/a000923

Peer-reviewed Article 2	Title of Resource: Long-term effects of a celebrity suicide on the number of suicidal acts on the German railway net.	Boolean terms/ Keywords Used: railway suicide;celebrity suicide;copycat suicide;anniversary effect werther effect.
Permalink	https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S0165032712006015&site=eds-live&scope=site&custid=s8333196&groupid=main&profile=eds1
Abstract	Abstract Background Following the railway suicide of Robert Enke, a famous German football goal keeper, short-term copycat effects have been found. Main aims of the present study were to analyze long-term effects of this incidence and to compare them with overall national suicide data, as well as to investigate possible “anniversary effects”.
APA Reference	References Hegerl, U., Koburger, N., Rummel-Kluge, C., Gravert, C., Walden, M., & Mergl, R. (2013). One followed by many?—Long-term effects of a celebrity suicide on the number of suicidal acts on the German railway net. Journal of Affective Disorders, 146(1), 39–44. https://doi-org.lopes.idm.oclc.org/10.1016/j.jad.2012.08.032

Peer-reviewed Article 3

Title of Resource:Reporting on Suicide Between 1819 and 1944 Suicide Rates, the Press, and Possible Long-term Werther Effects in Austria.

Boolean terms/ Keywords Used:

Permalink

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edswss&AN=000458616300005&site=eds-live&scope=site&custid=s8333196&groupid=main&profile=eds1

Abstract

Abstract. Background: Suicide rates increased substantially in many countries during the 19th century. Little is known about news coverage on suicide in this period and its relationship to suicide rates. Aims: To test whether there was a covariation between the quantity of reporting and suicide rates and whether the press relied on sensational reporting. Method: A content analysis of Austrian news coverage between 1819 and 1944 was conducted and compared with contemporary findings. Results: There were similar corresponding troughs and peaks in both time series, indicative of covariation. The analysis revealed that variations in the quantity of reporting predicted the following year’s suicide rates, a pattern consistent with a long-term Werther effect. Conversely, suicide rates did not predict future values of the quantity of reporting. Furthermore, the press substantially overrepresented “vivid” firearm suicides compared with other more “pallid” methods such as drowning, indicative of sensational reporting. Limitations: The causal order of the quantity of reporting and suicide rates should be interpreted with caution. Conclusion: The press may have contributed to the establishment of suicide as a mass phenomenon in the 19th century. The contemporary comparison is indicative of temporal stability.

APA Reference

(American Psychological Assoc.)

References

Arendt, F. (2018). Reporting on Suicide Between 1819 and 1944 Suicide Rates, the Press, and Possible Long-Term Werther Effects in Austria. CRISIS-THE JOURNAL OF CRISIS INTERVENTION AND SUICIDE PREVENTION, 39(5), 344–352. https://doi-org.lopes.idm.oclc.org/10.1027/0227-5910/a000507