Effective Academic Writing PDF [PDF]

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EFFECTIVE ACADEMIC WRITING This is a short instructional material for students with intermediate and advanced level of knowledge in English academic writing.



Edelyn H. Dagñalan



An Excerpt



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EFFECTIVE ACADEMIC WRITING Although there is a previous part of this module which is on persuasive idea presentation technique in writing, other elements of effective academic writing are yet to be discussed. This part of the module particularly focuses on academic writing. Learning Outcomes:



At the end of this module, you should be able to:  differentiate various paragraph development techniques;  follow the process in creating persuasive outputs specifically focused on writing academic research; and  produce a written output using persuasive techniques.



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PART I: THE PARAGRAPH Study the following sample paragraphs from different academic papers. Sample 1: In explaining the voodoo effect medically, Cannon theorized that what happens to curse victims is a case of self-induced shock brought on by “prolonged and intense emotion” Experiments with animals put under intense stress and case histories of soldiers in battle situations, he says, have shown one of the physical aftereffects of intense stress is an extreme drop in blood pressure. Shock occurs as a result of the rush of adrenaline. The body’s blood vessels constrict, or tighten up, cutting down the blood supply to the body. Starved of oxygen carrying blood, vital organs start breaking down, the heart starts faltering and eventually death occurs. This, combined with the fact that the victim often refuses all food and water, is responsible for the killing effect. - (Troyka, 1978) Sample 2: Numerous studies have proven that men and women have different ways of using language in their relationships. Aside from these, they also differ in terms of their influence tactics or behavior. Influence tactic is the ability to change another person’s behavior, beliefs, and attitudes. Gender differences and influence tactic created gender stereotypes that molded both men and women as to how they should communicate and act based on their EFFECTIVE ACADEMIC WRITING BY EDELYN H. DAGÑALAN



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gender even at an early age. These stereotypes represent women to have more expressive, tentative, cooperative, and polite communication characteristics, and men to have more aggressive, assertive, direct, and powerful communication traits. - (Merchant as cited in Concepcion et al., 2018) The two presented paragraphs are examples of parts of different academic papers. They are both well written in their own right. But how is academic writing practiced? This section will teach you the fundamentals of writing in a professional field. 



Writing an Academic Paragraph



A paragraph, for one, may just be a simple collection of sentences; but, academically, it is a set of related sentences that are united, coherent, and logically adequate. The following are the characteristics of an effective academic paragraph. a. Unity. Your paragraph should be about one major theme. You should avoid irrelevant sentences in your paragraph. All sentences must be under the same main idea. b. Coherence. Your paragraph must be easily understood by your readers. It should have a mooth flow by having logical and verbal bridges. Logical bridges are created when your paragraph EFFECTIVE ACADEMIC WRITING BY EDELYN H. DAGÑALAN



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has sentences that are constructed in a parallel manner which means that they could be from the most to least important or vice versa. Verbal bridges are the key words and their synonyms that are repeated in the strings of sentences, the pronouns that are used appropriately, and the transitional or signal words/phrases. c. Adequacy. Your paragraph is adequately developed if details that are complete. In academic writing, the practice is that the paragraph must be well-developed. For example, in thesis writing, the introduction is made of several paragraphs that are strategically written. To help you develop your own paragraph, you can refer to the following methods of paragraph development (Driscoll & Brizee, On Paragraphs, 2015): 1. By example and illustrations. You cite experiences or situations related to the topic. 2. By data or statistical citation. You refer to statistical or graphical results or evidence. 3. By testimonial examination. You include what other experts say regarding your topic by quoting or paraphrasing their insights. 4. By using anecdotes or story. You narrate anecdotes and stories that are related to your topic. EFFECTIVE ACADEMIC WRITING BY EDELYN H. DAGÑALAN



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5. By definition. You define terms that are pertinent in the narrative. 6. By comparison and contrast. You compare and contrast ideas or insights. 7. By evaluation of causes and effects. You determine the causes and effects of a situation or circumstance related to your topic. 8. By description. You objectively or subjectively describe your subject or main focus. 9. By chronological order. You arrange your thoughts chronologically. 10. By spatial order. You describe the time and space related to your topic. 



Understanding the Rhetorical Situation



“Rhetoric” is any communication used to modify or influence perspectives of other people. You identify something as rhetorics if primarily encourages awareness of the word choices. In writing academic papers, the major step before the actual “meeting of the pen and paper or fingertips and keyboard” is the establishment of the awareness of the rhetorical situation, the instances that call for communication.



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Rhetorical situation has five elements, namely—text, author, audience, purpose, and setting. The text is the actual instance or piece of communication; therefore, text, in this context, is not only limited to any written material, rather, it is the actual communication occurrence that could either be verbal or non-verbal. The author is someone who communicates, The audience is the recipient of the communication; the purposes are the reasons for the occurrence of the communication; and the setting involves time, place, and environment surrounding the communication (Sproat, Driscoll, & Brizee, 2018). In simple terms, the rhetorical situation is the exact circumstance where the communication takes place. Once you have identified the specifics of your rhetorical situation, then you have made a significant move towards creating your first draft. 



Researching: The Heart and Soul of Academic Writing



Basically, before anything would come into a fullblown academic paper, you need to do RESEARCH. Conducting research is a useful skill to acquire as it can greatly supplement your writing. No writers have ever been successful without them practicing their research skills. You can always benefit from doing research as it can be useful in a variety of domains such as business, professional, science, and many others. When doing a research for the first time, you need to consider the EFFECTIVE ACADEMIC WRITING BY EDELYN H. DAGÑALAN



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following aspects according to Driscoll and Brizee (What is Primary Research and How do I get Started?, 2018): 1. Interviews. These are one-on-one correspondence with question and answer sessions. These will provide a lot of information if done with a small group of people and experts. 2. Surveys. These are forms that contain series of questions that groups of people answer. 3. Observations. These involve taking organized and structure notes about incidents within an environment. These will provide insights about specific subjects objectively. 4. Analysis. This involves empirical interpretation of collected and organized data gathered either through interviews, surveys, observations, or the combination of two or all. Driscoll and Brizee’s Guide Questions for Conducting a Research  What do I want to discover?  How do I plan on discovering it? (This is called



your research methods or methodology)  Who am I going to talk to/observe/survey?



(These people are called your subjects or participants)  How am I going to be able to gain access to these groups or individuals?  What are my biases about this topic?



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Page 8 of 28  How can I make sure my biases are not reflected



in my research methods?  What do I expect to discover?







Parts of an Academic Research (based on Your Library Research Term Paper)



This portion refers to the structure of your paper. The following are the parts of an academic research paper: Introduction. There should be an introduction which states the general problem to be addressed in your paper. The introduction should also state what prompted you to create the paper. Give a background about your main topic. You could arrange it this way:  



Macro-micro (Most important to least important) perspective about the topic Global-national-local approach towards the topic



You may also include the connection of your paper to your being a student. Why do you think topic like what you chose is important? The Problem. State here the PROBLEM or the QUESTION/S that you plan to prove in your paper. The following is an example: My aim is to analyze the code-switching patterns in five most popular fast-food themed advertisements



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in the Philippines. Specifically, I seek answers to the following: 1. Which language is mostly used (in terms of the number of words) in the advertisements? 2. What code-switching patterns are observed from the advertisements? For a detailed description on drafting a problem, go to https://goo.gl/2btv8Y. Research Methodology. In this part, you have to discuss the following: 



Method of Research. Is it qualitative? Is it quantitative? Is it mixed or a combination of both? Add reasons for your answer. To know more about the difference of the three, read https://goo.gl/5a6i6H.







Sources of Data. In this portion, you must discuss whatever data you utilized and where you got them. You have to specify the time frame of your data collection. When did you start and end? In the paper, this part is also where readers would know how you gathered your data.







Theoretical Basis. Also called Theoretical Framework, this section is dedicated to the discussion about the theory or model you used as basis of your analysis. It is under Research Methodology so that readers would easily understand how you were able to create your paper. If for example your paper is about



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communication patterns of DJs and callers of a certain radio station, then your model or theory must be about communication patterns so that you would know how to answer your problem. Results and Discussion. Here you will present, analyze, and interpret the data you gathered. This section is about the actual answers to the Statement of the Problem. You are entitled to subcategorized them according to your liking. Conclusions. Here you will summarize your main findings in relation to the results and discussion. Your findings are the answers to your questions posted under your study’s problem. You can also discuss remaining issues and future directions. Finally, do not end with meaningless rhetoric, but with a crisp sentence that gives the reader one thing to think about. Recommendations. Provide suggestions that are aligned with the conclusions you made. Readers would appreciate it more if you give suggestions related to further investigation about areas your paper was not able to fully figure out. In other words, good recommendations may come from the limitations of your research or the ones you did not intend to include in your paper. References. The specific lesson on proper referencing is detailed in the last part of this module.



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Authors’ Bio. Tell something about yourself. This could be a one-paragraph summary of your education and experiences. Here are other reminders for effectively making a research. They are the technicalities of the paper that you need to know as they embody the standards of creating a research. Tables and Figures. Tables should be labeled and captioned above the table as "Table N," where N denotes the number of the table, and captioned. Material such as photographs, images, charts, and line-drawings should be labeled and captioned below the material as "Figure N" where N denotes the number of the figure, and captioned. Tables and Figures are numbered separately in series, 1….N. Captions for each should describe briefly, in neutral terms, the content of the table or figure. Quotations and Paraphrasing. You should have very few, if any, quotations in your paper. Let us repeat that, VERY FEW QUOTATIONS. Quotations that constitute fewer than five lines in your paper should be set off with quotation marks [ “Lions roar” ] and be incorporated within the normal flow of your text. For material exceeding that length, omit the quotation marks and indent the quoted language one inch from your left-hand margin. Any quotation should be followed in parentheses by the source of the quotation. Mostly, you will paraphrase what you read, meaning that you put it in your own words. All your own words! Do EFFECTIVE ACADEMIC WRITING BY EDELYN H. DAGÑALAN



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not use a quotation with only one or two words changed. Doing this amounts to PLAGIARISM and will be treated as such!! Refer to the pdf at the following web site for additional useful information about avoiding plagiarism: http://sja.ucdavis.edu/files/plagiarism.pdf Also, there is a paraphrasing tool online which can help with your writing. Just key in paraphrasing tool online on the search engine then you will be provided with the list of tools that can automatically paraphrase material for you. However, it is highly recommended that you further paraphrase the resulting paragraph or sentences of such sites as sometimes they are ungrammatical. You should not therefore depend too much on them because you are much more knowledgeable than the computer. Use it as your guide not your research manufacturer. 



Practicing the Referencing



Proper



and



Responsible



Citation and proper referencing are very important in writing academic papers especiallty that this generation is at the height of advance technology use which makes it easier for people to navigate and access information online. As students, your are accountable for your actions; thus, before you can call yourselves “professionals”, you have to practice proper and responsible referencing and learn the rules by heart. In this country where, instead of committing to responsible writing, celebrating fake news has been EFFECTIVE ACADEMIC WRITING BY EDELYN H. DAGÑALAN



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rampant, the so-called millennials and generation Z therefore have the social obligation to do away with the wrong practice and spread the knowledge about maximizing the power of technology to fight against plagiarism. This technological power, believe or not, is just at the tip of your fingertips and is a few clicks away from the “start” button of your personal computer or laptop. This is because Microsoft Word has a built-in References tab that you can utilize. Thanks to Microsoft for this innovation, you now have no excuse for missing out correct referencing in your document. This next part of the module will teach you how to maximize the power of Microsoft; all you have to do is follow the set of procedures which apply to Word for Office 365, Word 2016, Word 2013, Word 2010, and Word 2007 (Microsoft). Note that these steps shall be followed before you could create your BIBLIOGRAPHY . The good news is that once you have indicated the details about the cited sources of information, they will be automatically stored in the database of the document and even if you try opening the file via other computer, the references will still be there. More importantly, there are several bibliographical formats that you can choose from (MLA, APA, Chicagostyle, etc.).



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How to Create In-text Citation and Bibliography in Microsoft Word 1. On the References tab, in the Citations & Bibliography group, click the arrow next to Style to choose the citation format you want. For example, social sciences documents usually use the MLA or APA styles for citations and sources.



2. Click at the end of the sentence or phrase that you want to cite. 3. On the References tab, in the Citations & Bibliography group, click Insert Citation.



4. To add the source information, click Add New Source, then begin to fill in the source EFFECTIVE ACADEMIC WRITING BY EDELYN H. DAGÑALAN



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information by clicking the arrow next to Type of source. For example, your source might be a book, a report, or a Web site. 5. Fill in the bibliography information for the source. To add more information about a source, click the Show All Bibliography Fields check box. Note that when there are more than one author, click Edit beside the Author field then fill in the blanks.  Click OK to have this: (Arguelles,



2004). That example is if you chose APA format. Also, if you hover on such citation and click on it, you will notice that it becomes this:



That dropdown key is for you to edit the citation. If you click it, you will see this:



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*Edit Citation – This option is for you to change what would appear in the in-text citation like pages, suppressed title, etc. *Edit Source – This option will lead you to the Bibliography fields where you added information about the source. If you committed the mistake, you can easily edit it. *Convert citation to static text – This converts the citation to editable text; that is if you want to have a new way of citing the source like instead of (Arguelles, 2004), you want Arguelles (2004). *Update Citations and Bibliography – This updates the changes that you made if there is any.  Create your bibliography by clicking on



References tab, clicking the Bibliography dropdown key, and clicking on Insert Bibliography. This is what will appear: Arguelles, D. M. (2004, June 20). Youth Speak Patricia Evangelista. Retrieved from PhilStar Global: https://www.philstar.com/othersections/starweekmagazine/2004/06/20/254708/youth-speakpatricia-evangelista



The list is depending on the number of sources that you cited in your document. Note that if you copied from another document that was cited also using Microsoft



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Word’s References tab, the cited sources of such document will automatically be included. Exercises: A. Method of Paragraph Development Read the following paragraphs and identify the paragraph development used. Choose from:          



By example and illustrations. By data or statistical citation By testimonial examination By using anecdotes or story By definition By comparison and contrast By evaluation of causes and effects By description By chronological order By spatial order



________________________1. We tend to equate saying "no" to someone with being unlikable. Not long ago, I, myself, realized that I was wanting to refuse invitations, but instead I was forcing myself to suffer through boring cocktail parties and stuffy dinner gatherings. I also found that no matter how half-hearted I felt about doing favors for others, I was never saying "no" to them either. Isn't it time for friends to be honest with one another? (Troyka, 1978)



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________________________2. You can safely swim with piranhas, but it’s important to know how and when to do it. First, chose an appropriate time, preferably at night and during the rainy season. Avoid piranha-infested waters during the dry season, when food supplies are low and piranhas are more desperate. Piranhas feed during the day, so night-time swimming is much safer. Second, streamline your movement. Wild or erratic activity attracts the attention of piranhas. Swim slowly and smoothly. Finally, never enter the water with an open wound or raw meat. Piranhas attack larger animals only when they are wounded. The presence of blood in the water may tempt the fish to attack. If you follow these simple precautions, you will have little to fear (UNC College of Arts and Sciences). ________________________3. Learning how to ride a bike for the first time was a nerve racking independent moment. I was about five years old when my sister informed me that I was too old to still be riding a bike with training wheels. That was the time I decided not to depend on them anymore. Even though I had some doubt, my sister and I went outside and started to take the little wheels off my bike. After my bike went through the transformation, I was now ready for the big moment. With butterflies in my stomach, I slowly got on the bike, and with my shaky hands, I gripped the handles tightly. Meanwhile my sister was holding on to me to help keep my balance. I was so afraid the she would let go, yet I was determined to ride this bike on my own. Next with a little push from her, I started to peddle. The faster my bike went the faster my heart raced. Finally I looked back nervously and noticed that my sister EFFECTIVE ACADEMIC WRITING BY EDELYN H. DAGÑALAN



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let go of my bike a long time ago. I was so excited that I accomplished freedom on my bike that I forgot to peddle. The next step I remember, I was lying on the ground, yet I did not care because of the adrenaline rush. I will never forget the exhilarating moment and growing up stage of riding a bike without training wheels (Faque, 2015). _________________________4. For many teenagers, there are numerous negative factors that can lead them to give up on their education and drop out of school. The first cause is that many teenagers lack positive role models in their lives. The lack of an encouraging adult in their lives can cause them to think negatively about themselves and it does not allow them to live up to their full potential. Also, the lack of a positive role model can cause them to get involved with the wrong kind of people and activities. When students get involved in these types of negative situations, they usually don't focus on school. This can lead many impressionable young children to give up on their education. Another factor that cause a student to give up on school is a lack of determination. If they're not determined to graduate, it can be very difficult for them to stay in school. Many students find it difficult to stay focused on school when they when they feel that getting an education is useless. Some students only attend school because they are forced to and they are not there to further their education. The third and final factor is peer pressure. Many students give into pure pressure very easily. If the pure pressure is negative, this can lead them into drugs and alcohol. The drugs and alcohol can cause them to drop out very easily because that is the only thing that they are



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focused on and it can easily ruin a child's life (Sullivan, 2005). _________________________5. Deja vu is a French word meaning "already seen", it has also been described as a feeling or experience that one has seen or done something before. For example, you are waiting in line to check out at the grocery store and the lady behind you asks you to hand her a pack of gum. Suddenly you get an overwhelming feeling that you have been there in that exact same spot, talking to the same lady, even the same brand of gum. Even though everything seems so familiar you know there is no way that could have happened before. There are many theories as to why and how this phenomenon happens. One theory is that deja vu is connected with temporal-lobe epilepsy, but people without a history of epilepsy have also experienced deja vu. Psychiatrists believe it is something in your brain that confuses an event that happened in the past with the present. Another theory is parapsychologist think it is connected with past life experiences. Whether deja vu is an experience of the paranormal or simply some confusion in the brain, it is a perplexing feeling of having "already seen” (Ming, 2005).



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B. Helpless Love Read the selection and answer the questions about it. Helpless Love by Stephen on September 13, 2008 · Once upon a time all feelings and emotions went to a coastal island for a vacation. According to their nature, each was having a good time. Suddenly, a warning of an impending storm was announced and everyone was advised to evacuate the island. The announcement caused sudden panic. All rushed to their boats. Even damaged boats were quickly repaired and commissioned for duty. Yet, Love did not wish to flee quickly. There was so much to do. But as the clouds darkened, Love realized it was time to leave. Alas, there were no boats to spare. Love looked around with hope. Just then Prosperity passed by in a luxurious boat. Love shouted, “Prosperity, could you please take me in your boat?” “No,” replied Prosperity, “my boat is full of precious possessions, gold and silver. There isno place for you.” A little later Vanity came by in a beautiful boat. Again Love shouted, “Could you help me, Vanity? I am EFFECTIVE ACADEMIC WRITING BY EDELYN H. DAGÑALAN



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stranded and need a lift. Please take me with you.” Vanity responded haughtily, “No, I cannot take you with me. My boat will get soiled with your muddy feet.” Sorrow passed by after some time. Again, Love asked for help. But it was to no avail. “No, I cannot take you with me. I am so sad. I want to be by myself.” When Happiness passed by a few minutes later, Love again called for help. But Happiness was so happy that it did not look around, hardly concerned about anyone. Love was growing restless and dejected. Just then somebody called out, “Come Love, I will take you with me.” Love did not know who was being so magnanimous, but jumped on to the boat, greatly relieved that she would reach a safe place. On getting off the boat, Love met Knowledge. Puzzled, Love inquired, “Knowledge, do you know who so generously gave me a lift just when no one else wished to help?” Knowledge smiled, “Oh, that was Time.” “And why would Time stop to pick me and take me to safety?” Love wondered.



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B1. Questions: 1. Who are the characters in the story? _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ 2. Which among them need help? Why? ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ 3. What do you think is the value of TIME for LOVE? ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________



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4. Include another feeling/character in the story and narrate how the story would end? Note that you may use a separate sheet for this if you want to lengthen your narrative. ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________



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B2. Rewrite it. (10 pts. each) What is the definition of the following terms? Base your definitions on at least two dictionaries or two online sources and references. Make sure that you include the CITATION for your definition as what was discussed in this module. If your definition lacks CITATION, you will lose 5 points and will only get the score of 5 for each term that is worth 10 points. You may use a separate sheet for this exercise. Note that although this may be found on BuzzFeed’s “32 Of The Most Beautiful Words in the English Language”, which already specified a simple definition for each word, such source should be exempted from the online source that I want you to utilize. Sample Structure of Answers: Term: Denouement Denouement is _____________________ (Citation). According to Author’s Surname (Year), denouement refers to _____________________________________________________________________________. References: Last, F. M. (Year, Month Date Published). Article title. Retrieved from URL Sample Sentence Using the Term: _________________________________________________________________________________________________



1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.



Aquiver Mellifluous Ineffable Hiraeth Nefarious Somnambulist Epoch Sonorous Limerence Bombinate Ethereal Petrichor Iridescent



14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25.



Epiphany Supine Luminescence Syzygy Phosphenes Oblivion Ephemereal Vellichor Defenestration Sonder Effervescence Cromulent



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B3. Extend the story. Gather data from already made studies or articles about any topic. The resources must be within 2010-present. Once you have collected at least three sources, create a report using the following matrix. Report on the Gathered Data on ______________________ Bibliography Information of the Sources



General Problem or Aim of the Study or Article



Summary of Findings or Results/ Gerneralizations of the Author/s



(You may use a separate sheet for this.)



Page 1 of 28 References: (n.d.). Retrieved May 13, 2018, from eebweb.arizona.edu: http://www.eebweb.arizona.edu/Courses/Ecol487/course%20info/Your%20Library%20Researc h%20TermPaper.doc Arguelles, D. M. (2004, June 20). Youth Speak - Patricia Evangelista. Retrieved from PhilStar Global: https://www.philstar.com/other-sections/starweek-magazine/2004/06/20/254708/youth-speakpatricia-evangelista Baker, J., Brizee, A., & Angeli, E. (2013, March 10). OWL Purdue Onine Writing Lab Argumentative Essays. Retrieved from https://owl.english.purdue.edu: https://owl.english.purdue.edu/owl/resource/685/05/ Beacon Learning Center. (n.d.). beaconlearningcenter.com. Retrieved from Persuasive Paragraph File: http://www.beaconlearningcenter.com/documents/307_01.pdf Boza, T. G. (2015, July 2). Writing a literature review: six steps to get you from start to finish. Retrieved from https://hub.wiley.com: https://hub.wiley.com/community/exchanges/discover/blog/2015/07/02/writing-a-literaturereview-six-steps-to-get-you-from-start-to-finish Breslin, P. (n.d.). Supplementary Speech Exercises. Retrieved from College Public Speaking Resources: https://collegepublicspeakingresources.wordpress.com/supplementary-speech-exercises/ CAL POLY POMONA. (n.d.). CAL POLY POMONA. Retrieved May 16, 2018, from Recognizing Transitions or Signal Words: https://www.cpp.edu/~ramp/program-materials/recognizing-transitions.shtml Concepcion, C., Ramos, T., Ambida, K., Rafael, D., & Linasan, P. (2018). Gender Binaries in Trina Paulus’ “Hope for the Flowers”: Contrasting Male and Female Language Use via Difference Theory. Manila: Unpublished. CPCommunication. (2018). How to determine your target audience. (Catriona Pollard Communications Pty Ltd ) Retrieved May 13, 2018, from cpcommunications: https://publicrelationssydney.com.au/how-to-determine-your-target-audience/ Dodd, C. (n.d.). The Ultimate Guide to Persuasive Business Writing. articulatetraining. Retrieved May 14, 2018, from https://cdn2.hubspot.net/hub/289742/file-229812369-pdf/Collateral/The-ultimateguide-to-persuasive-business-writing.pdf?t=1466011775272 Driscoll, D., & Brizee, A. (2015, July 7). On Paragraphs. Retrieved from Purdue Online Writing Lab: https://owl.english.purdue.edu/owl/resource/606/1/ Driscoll, D., & Brizee, A. (2018, February 7). What is Primary Research and How do I get Started? Retrieved May 14, 2018, from Purdue Online Writing Lab: https://owl.english.purdue.edu/owl/resource/559/1/ DWTDI Project. (2018). Ways to disseminate information. Retrieved from dwtdi.wikidot.com: http://dwtdi.wikidot.com/dwtdi Evangelista, P. (2009, May 26). Patricia Evangelista. Retrieved from Patricia Evangelista: http://www.patriciaevangelista.com/blonde-and-blue-eyes/ Evans, M. (2013, March 20). The Importance of Really Knowing your Target Audience. Retrieved May 13, 2018, from forbes.com: https://www.forbes.com/sites/markevans/2013/03/20/the-importanceof-really-knowing-your-target-audiences/#78e46b8f4dd7 Faque, F. (2015). Study and Thinking Skills Learning Guide. Fast, J. (2017). End of an Illusion. Retrieved from IVCC.edu: http://www2.ivcc.edu/rambo/eng1001/eng1001_miss_brill_essay.htm Harmsworth, S., Turpin, S., & Team, T. N. (2000, July). Creating an Effective Dissemination Strategy. Retrieved from www. innovations.ac.uk: http://www.innovations.ac.uk/btg/resources/publications/dissemination.pdf iRubric. (n.d.). Persuasive Video Rubric. Retrieved from rcampus.com: https://www.rcampus.com/rubricshowc.cfm?code=K9W345&sp=yes& Korlaar, C. V. (2012, March 20). Know your target audience: 10 Questions to ask. Retrieved May 12, 2018, from Top Nonprofits: https://topnonprofits.com/know-your-target-audience-questions/ Merchant, K. (2012, December 3). How Men And Women Differ: Gender Differences in Communication Styles, Influence Tactics, and Leadership Styles. Claremont, California. Retrieved April 04, 2018 Microsoft. (n.d.). Add a citation and create a bibliography. Retrieved May 15, 2018, from Microsoft: https://support.office.com/en-us/article/add-a-citation-and-create-a-bibliography-176865894824-4940-9c69-342c289fa2a5 Ming, C. (2005). Study and Thinking Skills Learning Guide. MTD Training & Ventus Publishing ApS. (2010). Presenting Effective Message. Retrieved May 13, 2018, from https://ballsbridge.wholeschoolvle.com: https://ballsbridge.wholeschoolvle.com/pluginfile.php/4269/mod_resource/content/1/presenting -an-effective-message.pdf Oxford University Press. (n.d.). Transitions Quiz. Retrieved May 14, 2018, from Oxford University Press: https://www.oupcanada.com/higher_education/companion/literature/9780195425154/eng_135/ quiz_transitions.html Parapgraph and Essay Types. (n.d.). Paragraph and Essay Types. Retrieved May 14, 2018, from http://slideplayer.com/slide/4312178/ Sailer, B. (2018). Do You Really Know Your Target Audience? Retrieved May 13, 2018, from CoSchedule Blog: https://coschedule.com/blog/how-to-find-your-target-audience/



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