Expository Essay Outline

Expository Essay Outline 1

Name: Brad Cordis

Course: UNV104

Date: August 13, 2017

Instructor: Nikki Squire

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.

Describe national security concerns and their impact on the American people.
What are some ways to address the needs of military veterans transitioning into civilian life?
How does deployment affect the family and loved ones of military servicemen?

What challenges do schools face when dealing with budget cuts?
Explain the kinds of security measures currently available to ensure school safety.
How does class size affect learning in the classroom?
What effect does bullying have on children?
What are some ethical guidelines counselors should follow when treating their patients?
How are faith and spirituality used in pastoral counseling?
How does globalization affect the local community?
What are some characteristics of a good leader?
How do wellness programs affect the workplace?
How do advertisers use psychology to sell products?
Describe the effects pollution has on health.
What are the dangers of extreme diet or exercise?
What effects will an aging baby boomer generation have on the health care system?
Describe the effect a prison sentence has on an inmate’s reintegration into society.
How has the usage of DNA in forensics affected the court system?
In what ways can a Christian church help the local community?
How does technology affect interpersonal communication?
How has social media affected relationships?
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

(Use the “Questioning” brainstorming method to brainstorm the topic you chose in part 1.)

Who: People

What: Relationships

When: Daily

Why: Social Media

Where: Everywhere

How: Negatively

Brainstorm Method #2: Your Choice Freewriting

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.

Facebook Twitter Myspace Snapchat Pros and cons jealousy How does it make you feel???? Are there any good things coming from social media? What are they? Bad stuff? Does good outweigh bad? Who can I ask?? What age group? Do the results change with age? Is the results the same with males and females? What is the catalyst for negatives/positives?

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

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. jealousy	1. envy
2.good	2.positive
3. bad	3. negative

Boolean Search Possibilities:

1. insecurity	4. evil
2. tyranny
3. strife

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 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 Citation	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: Your Topic	Title of Resource	Boolean terms/ Keywords Used
How does social media affect relationships?	COMMUNITY, DISCIPLESHIP, AND SOCIAL MEDIA.	Insecurity ,tyranny, strife, evil
Permalink	https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=109901226&site=eds-live&scope=site
Abstract	As Christian educators how should we view social media? Friend or enemy? Embrace or ignore? Encourage or discourage it? How does social media affect relationships, especially relationships in terms o f community and discipleship? Can social media be used as part o f a discipleship strategy? The uses o f social media are evident in many congregations today. This article explores the philosophical, theological, and practical questions about the uses o f social media as part o f a discipleship strategy. Who are the people using social media and how does their use affect the church's discipleship strategy? The article concludes by recommending some key questions that ministry leaders must ask if they are to consider using social media as part o f their discipleship strategy. [ABSTRACT FROM AUTHOR]
APA References Citation	Williams, M. (2015). COMMUNITY, DISCIPLESHIP, AND SOCIAL MEDIA. Christian Education Journal, 12(2), 375-383.

Peer-reviewed Article 2: Your Topic	Title of Resource	Boolean terms/ Keywords Used
How does social media affect relationships?	Media framing and social movement mobilization: German peace protest against INF missiles, the Gulf War, and NATO peace enforcement in Bosnia.	Insecurity ,tyranny, strife, evil
Permalink	https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=10131446&site=eds-live&scope=site
Abstract	How does media framing of issues affect social movement mobilization? This relationship is examined in light of the striking variation in levels of German peace protest against INF missiles, the Gulf War and the NATO peace-keeping mission to Bosnia. I argue that this variation in mobilization capacity can be explained in part by the degree of congruence between media framing and movement framing of the issues involved. Congruence between the two framings facilitates movement mobilization, whereas divergence hinders it. I compare the relative congruence between movement framing and media framing in Die Tageszeitung and Der Spiegel coverage of the three issues. I also evaluate possible alternative or complementary explanations, including public opinion, ‘normalization’ and elite cues, and political opportunity structure. [ABSTRACT FROM AUTHOR]
APA References Citation	Cooper, A. H. (2002). Media framing and social movement mobilization: German peace protest against INF missiles, the Gulf War, and NATO peace enforcement in Bosnia. European Journal Of Political Research, 41(1), 37.

Peer-reviewed Article 3: Your Topic	Title of Resource	Boolean terms/ Keywords Used
How does social media affect relationships?	REVEALING IMAGES AS FACEBOOK PROFILE PICTURES: INFLUENCES OF DEMOGRAPHICS AND RELATIONSHIP STATUS.	Facebook and relationships
Permalink	https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=124030659&site=eds-live&scope=site
Abstract	In this study, we examined the impact of demographics and relationship status on posting a revealing picture of oneself as a profile picture on Facebook. We randomly sampled and coded 1,000 profiles of Israeli Facebook users ranging in age between 18 and 61 years. Over 40% of the profiles showed at least 1 picture of the user dressed in a skimpy outfit. Results of a multiple logistic regression model indicated that younger age, a lower level of education, and not being engaged in a committed romantic relationship were significant predictors of the posting of these pictures. Further, gender alone was not a significant predictor, but the interaction of gender and level of education was. Specifically, women with a high-schoollevel education posted revealing pictures of themselves more often than did men with a similar level of education. We analyzed our results in light of Goffman's theory of self-presentation. [ABSTRACT FROM AUTHOR]
APA References Citation	HETSRONI, A., & GULDIN, D. A. (2017). REVEALING IMAGES AS FACEBOOK PROFILE PICTURES: INFLUENCES OF DEMOGRAPHICS AND RELATIONSHIP STATUS. Social Behavior & Personality: An International Journal, 45(6), 987-997. doi:10.2224/sbp.6004

Peer-reviewed Article 4: Your Topic	Title of Resource	Boolean terms/ Keywords Used
How does social media affect relationships?	Overlap in Facebook Profiles Reflects Relationship Closeness.	Facebook and relationships
Permalink	https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=103288558&site=eds-live&scope=site
Abstract	We assessed the association between self-reported Inclusion of Other in the Self (IOS) and Facebook overlap. Ninety-two participants completed online measures of IOS and investment model constructs. Researchers then recorded Facebook data from participants’ profile pages. Results from multilevel models revealed that IOS predicted Facebook overlap. Furthermore, Facebook overlap was associated with commitment and investment in ways comparable to self-reported IOS. These findings suggest that overlap in Facebook profiles can be used to measure relationship closeness. [ABSTRACT FROM AUTHOR]
APA References Citation	Castañeda, A. M., Wendel, M. L., & Crockett, E. E. (2015). Overlap in Facebook Profiles Reflects Relationship Closeness. Journal Of Social Psychology, 155(4), 395-401. doi:10.1080/00224545.2015.1008968

Peer-reviewed Article 5: Your Topic	Title of Resource	Boolean terms/ Keywords Used
How does social media affect relationships?	Political Microtargeting: Relationship Between Personalized Advertising on Facebook and Voters' Responses.	Facebook and relationships
Permalink	https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=116285221&site=eds-live&scope=site
Abstract	This study examines the relationship between exposure to political personalized ads on Facebook and voters' responses toward those ads and studies the mediating role of the use of persuasion knowledge in this relationship. Results from an online experiment ( N = 122) demonstrate that exposure to a personalized ad from a political party activates persuasion knowledge, which in turn leads to lower intentions to engage in electronic word of mouth, but only for those participants who recall seeing the Sponsored label. We found no effects on source trustworthiness. Adding a text explaining the practice of personalized advertising did not lead to higher levels of persuasion knowledge and did not change the responses toward the message. [ABSTRACT FROM AUTHOR]
APA References Citation	Kruikemeier, S., Sezgin, M., & Boerman, S. C. (2016). Political Microtargeting: Relationship Between Personalized Advertising on Facebook and Voters' Responses. Cyberpsychology, Behavior & Social Networking, 19(6), 367-372. doi:10.1089/cyber.2015.0652