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UNIVERSITY‌‌OF‌‌NUEVA‌‌CACERES‌  ‌
Senior‌‌High‌‌School‌‌Department‌  ‌
School‌‌Year‌‌2021‌‌-‌‌2022‌  ‌

 ‌

PRACTICAL‌‌RESEARCH‌‌II‌  ‌
Accountancy,‌‌Business,‌‌and‌‌Management‌‌(ABM)‌  ‌
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General‌‌Academic‌‌Strand‌‌(GAS)‌  ‌
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Nelskie‌‌S.‌‌Dolor,‌‌LPT‌  ‌
Learning‌‌Facilitator,‌‌Science,‌‌and‌‌Technology‌‌Domain‌  ‌
 ‌
Juancho‌‌Martiniano‌‌V.‌‌Romero,‌‌LPT‌  ‌
Learning‌‌Facilitator,‌‌Science‌‌and‌‌Technology‌‌Domain‌  ‌
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  ‌
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PRACTICAL‌‌RESEARCH‌‌II‌ ‌(ABM/GAS)‌  ‌
By:‌‌Nelskie‌‌S.‌‌Dolor‌‌and‌‌Juancho‌‌Martiniano‌‌V.‌‌Romero‌  ‌
 ‌
Copyright‌‌©‌‌2021‌‌by‌‌Nelskie‌‌S.‌‌Dolor‌ ‌and‌‌Juancho‌‌Martiniano‌‌V.‌‌Romero‌‌‌and‌‌the‌‌University‌‌of‌‌
 
Nueva‌‌Caceres‌  ‌
 ‌
No‌‌
  part‌‌
  of‌‌
 this‌‌
 course‌‌
 module/study‌‌  guide‌‌  may‌‌
 be‌‌  reproduced‌‌ or‌‌
 transmitted‌‌  in‌‌
 any‌‌ form‌‌
 or‌‌
 by‌‌
 
any‌  ‌means,‌  ‌electronic‌  ‌or‌  ‌mechanical,‌  ‌including‌  ‌photocopying,‌  ‌recording,‌‌   or‌‌
  any‌‌
  information‌‌
 
storage‌  ‌and‌  ‌retrieval‌  ‌system,‌  ‌without‌  ‌permission‌  ‌in‌  ‌writing‌  ‌from‌  ‌the‌  ‌author/s‌  ‌and‌  ‌the‌‌
 
University‌‌of‌‌Nueva‌‌Caceres‌  ‌
 ‌
Published‌‌in‌‌the‌‌Philippines‌‌by‌‌the‌‌University‌‌of‌‌Nueva‌‌Caceres‌  ‌
Office‌‌of‌‌the‌‌Vice‌‌President‌‌for‌‌Academic‌‌Affairs‌  ‌
JH10,‌‌JH‌‌Bldg.,‌‌University‌‌of‌‌Nueva‌‌Caceres,‌‌    ‌
J.‌‌Hernandez‌‌Ave.‌‌Naga‌‌City,‌  ‌
Camarines‌‌Sur,‌‌Philippines‌‌    ‌
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Printed‌‌in‌‌the‌‌Philippines‌  ‌
Second‌‌printing,‌‌2021‌  ‌
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  ‌

‌COURSE‌‌DESCRIPTION‌  ‌
 ‌
In‌  ‌this‌  ‌course,‌  ‌you‌  ‌will‌  ‌hone‌  ‌your‌  ‌skills‌  ‌in‌  ‌research‌  ‌report‌‌
  writing.‌‌
  It‌‌
  focuses‌‌  on‌‌
  your‌‌
  ability‌‌
  to‌‌
 
recognize,‌  ‌collate,‌  ‌organize,‌  ‌analyze,‌  ‌and‌  ‌interpret‌  ‌the‌  ‌right‌  ‌information‌  ‌you‌  ‌will‌  ‌need‌  ‌to‌  ‌structure‌‌  
good‌‌   conclusions‌‌   to‌‌
  your‌‌
  research‌‌   queries.‌‌   You‌‌   are‌‌  given‌‌
  the‌‌
  liberty‌‌
  to‌‌
  choose‌‌   from‌‌
  the‌‌
 latest‌‌
 trends‌‌  
and‌  ‌issues‌  ‌in‌  ‌the‌  ‌areas‌  ‌of‌  ‌Science,‌  ‌Accountancy,‌  ‌Business‌  ‌and‌  ‌Management,‌  ‌and‌  ‌Social‌  ‌Sciences‌‌  
provided‌  ‌to‌  ‌you‌  ‌as‌  ‌your‌  ‌topic‌  ‌for‌  ‌review.‌  ‌This‌  ‌course‌  ‌should‌  ‌expose‌  ‌you‌  ‌to‌  ‌how‌  ‌these‌  ‌fields‌  ‌can‌‌  
change‌‌the‌‌world‌‌around‌‌us‌‌through‌‌the‌‌help‌‌of‌‌research.‌  ‌

As‌  ‌you‌  ‌go‌  ‌through‌  ‌the‌‌

  course,‌‌
  a ‌‌series‌‌
  of‌‌
  activities‌‌
  and‌‌
  milestones‌‌
  will‌‌
  serve‌‌
  as‌‌
  your‌‌
  steps‌‌
  in‌‌
 
completing‌‌your‌‌review‌‌paper.‌‌These‌‌are‌‌in‌‌the‌‌following‌‌sections:‌  ‌

SECTION‌‌1‌ INTRODUCTION‌‌TO‌‌PRACTICAL‌‌RESEARCH‌‌II‌  ‌
1.A‌ Course‌‌Introduction‌ Week‌‌1  
‌‌ ‌
1.B‌ Activity:‌‌Research‌‌Topics‌ Week‌‌1 ‌ ‌
1.C‌ Milestone:‌‌Introduction‌‌and‌‌Methodology‌ Week‌‌2‌‌-‌‌Week‌‌4 ‌ ‌
 ‌
 ‌
SECTION‌‌2‌ ANALYSIS,‌‌RESULTS,‌‌AND‌‌DISCUSSION‌  ‌
2.A‌ Milestone:‌‌Analysis,‌‌Results,‌‌And‌‌Discussion‌ Week‌‌5‌‌-‌‌Week‌‌7 ‌ ‌
 ‌
 ‌
SECTION‌‌3‌ SYSTEMATIC‌‌REVIEW‌‌PAPER‌  ‌
3.A‌ Final‌‌Output:‌‌Systematic‌‌Review‌‌Paper‌ Week‌‌8‌‌-‌‌Week‌‌11‌  ‌
 ‌
 ‌
 ‌

‌COURSE‌‌OBJECTIVES‌  ‌
 ‌
At‌‌the‌‌end‌‌of‌‌the‌‌Practical‌‌Research‌‌II,‌‌you‌‌should‌‌be‌‌able‌‌to:‌  ‌

 ‌  ‌  ‌  ‌ ‌  

identify‌‌a‌‌
  establish‌‌the‌‌  review,‌‌digest,‌‌   analyze,‌‌interpret‌‌   draw‌‌ 
research‌‌topic‌‌  context‌‌of‌‌the‌‌
  extract,‌‌and‌‌organize‌‌   and‌‌discuss‌‌the‌‌   conclusions‌‌and‌‌ 
from‌‌the‌‌fields‌‌
  research‌‌and‌‌   the‌ d
‌ ata‌‌
g athered‌‌   results‌o‌ f‌‌the‌‌
  write‌‌a‌‌
 
provided;‌  ‌ state‌‌the‌‌purpose‌‌   from‌‌the‌‌research‌‌   data‌‌gathered;‌‌   systematic‌‌  
of‌‌the‌‌paper;‌  ‌ articles‌ c
‌ ited;‌‌
   ‌ and‌  ‌ review‌‌paper.‌  ‌
  ‌

LEARNING‌‌OUTCOMES‌  ‌
 ‌
The‌  ‌following‌  ‌are‌  ‌the‌  ‌activities‌  ‌and‌  ‌outputs‌  ‌that‌  ‌you‌  ‌are‌  ‌expected‌  ‌to‌  ‌perform‌  ‌in‌  ‌order‌  ‌to‌ 
successfully‌‌finish‌‌the‌‌course:‌  ‌
 ‌

FINAL‌‌OUTPUT‌  THE‌‌SYSTEMATIC‌‌REVIEW‌‌PAPER‌  ‌

60%‌ 
In‌  ‌this‌  ‌c ourse,‌  ‌y ou‌  ‌are‌  ‌expected‌  ‌to‌  ‌w rite‌  ‌a ‌‌
systematic‌  ‌review‌  ‌paper‌  ‌about‌  ‌the‌  ‌topics‌  ‌related‌  ‌to‌‌  
your‌‌   future‌‌  c areers.‌‌  You‌‌  will‌‌
  review,‌‌  digest,‌‌
 and‌‌ analyze‌‌  
the‌  ‌information‌  ‌from‌  ‌the‌  ‌m aterials‌  ‌about‌  ‌the‌  ‌issue‌‌   that‌‌
 
you‌  ‌have‌  ‌c hosen.‌  ‌The‌  ‌paper‌  ‌s hould‌  ‌c ontain‌  ‌y our‌‌  
introduction,‌  ‌m ethod,‌  ‌results‌  ‌and‌  ‌discussion,‌  ‌and‌‌  
conclusion.‌  ‌

 ‌

SECTIONS‌‌OF‌‌A‌‌REVIEW‌‌ARTICLE‌  ‌ MILESTONES‌  ‌

40%‌
Before‌  ‌y ou‌  ‌c an‌  ‌accomplish‌  ‌y our‌  ‌final‌  ‌output,‌‌
 
you‌  ‌have‌  ‌to‌  ‌go‌  ‌through‌  ‌activities‌  ‌and‌  ‌m ilestones.‌‌  
These‌  ‌s hould‌  ‌help‌  ‌y ou‌  ‌write‌  ‌y our‌  ‌s ystematic‌  ‌review‌‌
 
paper:‌  ‌
1. Introduction‌‌and‌‌M ethodology‌  ‌
 ‌
2. Analysis,‌‌Results,‌‌and‌‌Discussion‌  ‌

 ‌
Your‌  ‌milestones‌‌   and‌‌
  final‌‌
  output‌‌
  shall‌‌
  be‌‌
  objectively‌‌
  graded‌‌
  according‌‌
  to‌‌
  the‌‌
  criteria‌‌
  set‌‌
  in‌‌
  the‌ 
rubrics.‌‌
  Make‌‌   sure‌‌
  that‌‌
  you‌‌
  have‌‌   read‌‌
  and‌‌
  understood‌‌  what‌‌
 you‌‌
 have‌‌
 to‌‌
 accomplish‌‌  at‌‌
 the‌‌
 end‌‌ of‌‌
 the‌‌
 
task,‌‌and‌‌if‌‌these‌‌satisfy‌‌the‌‌standards‌‌in‌‌the‌‌rubrics.‌  ‌
  ‌
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INSTRUCTIONAL‌‌POLICIES‌  ‌
 ‌
These‌‌are‌‌the‌‌guidelines‌‌for‌‌the‌‌delivery‌‌of‌‌the‌‌Practical‌‌Research‌‌II‌‌course:‌  ‌

 ‌

 ‌  ‌
READ‌‌THE‌‌INSTRUCTIONS‌‌CAREFULLY.‌‌   ‌ USE‌‌THE‌‌TEMPLATES‌‌PROVIDED‌. ‌ ‌
Your‌‌success‌‌in‌‌accomplishing‌‌the‌‌tasks‌‌   There‌‌are‌‌PDF‌‌copies‌‌of‌‌templates‌‌for‌‌  
shall‌‌depend‌‌on‌‌how‌‌accurate‌‌you‌‌   each‌‌task‌‌in‌‌this‌‌course.‌‌Depending‌‌on‌‌  
interpret‌‌the‌‌instructions‌‌for‌‌each‌‌   your‌‌resources,‌‌you‌‌may:‌‌a)‌‌print‌‌them‌;‌‌b)‌‌  
activity,‌‌milestone,‌‌or‌‌final‌‌output.‌‌If‌‌in‌‌
  recreate‌‌by‌‌hand;‌‌‌or‌‌c)‌‌recreate‌‌digitally‌‌
 
doubt,‌‌contact‌‌your‌‌learning‌‌facilitator‌‌   then‌‌print.‌  ‌
for‌‌clarifications.‌  ‌

 ‌  ‌  ‌

 ‌

 ‌  ‌
WRITE‌‌LEGIBLY‌‌AND‌‌USE‌‌BLACK‌P
‌ ENS.‌‌  [ALTERNATIVE]‌  ‌
If‌‌printing‌‌the‌‌templates‌‌is‌‌not‌‌an‌‌option‌‌
  In‌‌case‌‌you‌‌have‌‌the‌‌technology‌‌(‌mobile‌‌  
due‌‌to‌‌circumstances,‌‌you‌‌will‌‌have‌‌to‌‌   phone,‌‌tablet,‌‌or‌‌laptop‌)‌‌to‌‌accomplish‌‌  
accomplish‌‌all‌‌the‌‌tasks‌‌by‌‌writing‌‌them‌‌   these‌‌tasks‌‌digitally,‌‌you‌‌may‌‌opt‌‌to‌‌do‌‌so.‌‌  
manually.‌‌It‌‌is‌‌advised‌‌that‌‌you‌‌write‌‌in‌‌
  Just‌‌recreate‌‌the‌‌templates‌‌in‌‌a‌‌word‌‌  
print‌‌handwriting‌‌‌(regular,‌‌not‌‌the‌‌   processing‌‌app‌‌and‌‌use‌‌this‌‌format:‌‌  
cursive),‌‌and‌‌use‌‌blank‌‌gel‌‌pens‌.‌‌Keep‌‌   Times‌‌New‌‌Roman,‌‌12pts,‌‌1''‌‌margin‌‌all‌‌  
all‌‌files‌‌neat‌‌and‌‌clean.‌  ‌ sides,‌‌1.15‌‌spacing,‌‌justified,‌‌8.5''x11''‌‌ 
paper‌‌size,and‌‌portrait‌‌orientation.‌‌Insert‌‌  
page‌‌numbers.‌‌    ‌
  ‌

 ‌

 ‌  ‌

STUDY‌‌THE‌‌WIKIS‌‌DILIGENTLY.‌  ‌ ‌
The‌‌wikis‌‌provided‌‌were‌‌carefully‌‌  
crafted‌‌and‌‌were‌‌based‌‌on‌‌research.‌‌  
Read‌‌and‌‌understand‌‌them‌‌as‌‌you‌‌go‌‌  
through‌‌all‌‌the‌‌tasks‌‌in‌‌this‌‌course.‌‌
 
These‌‌will‌‌be‌‌your‌‌guide.‌  ‌
CHECK‌‌DOCUMENTS‌‌BEFORE‌‌SUBMITTING‌.  
‌‌ ‌
There‌‌are‌‌six‌‌(6)‌‌files‌‌you‌‌are‌‌required‌‌to‌‌
submit:‌‌two‌‌(2)‌‌activities,‌‌two‌‌(2)‌‌milestones,‌‌  
and‌‌one‌‌(1)‌‌final‌‌output.‌‌Each‌‌document‌‌  
should‌‌be‌‌properly‌‌bound‌‌together‌‌by‌‌a‌‌  
stapler,‌‌paper‌‌binder‌‌clips,‌‌or‌‌fastener.‌‌Put‌‌  

all‌‌documents‌‌in‌‌a‌‌plastic‌‌envelo‌ pe.‌  ‌

 ‌

‌IMPORTANT‌‌DOCUMENTS‌  ‌
 ‌
These‌  ‌materials‌  ‌will‌  ‌help‌  ‌you‌  ‌finish‌  ‌this‌  ‌course.‌  ‌Review‌  ‌these‌  ‌materials‌  ‌embedded‌  ‌in‌  ‌this‌‌
 
course‌‌as‌‌you‌‌accomplish‌‌your‌‌activities.‌‌    ‌
 ‌

WIKIS‌  ‌  ‌
TEMPLATES‌  ‌  ‌
TOPIC‌‌FOLDER‌ 
Guidelines‌‌in‌‌Writing‌‌
  Why‌‌Research‌‌Is‌‌Important‌  ‌ Research‌‌Articles‌  ‌
Review‌‌Articles‌  ‌
Introduction‌‌Topic‌‌Outline‌  ‌ Supplementary‌‌Videos‌  ‌
Choosing‌‌a‌‌Research‌‌Topic‌ 
Milestone‌‌1:‌‌Introduction‌‌And‌‌
  Topic‌‌Specific‌‌
 
How‌‌to‌‌Cite‌‌Sources‌  ‌ Method‌  ‌ Instructions‌  ‌

How‌‌to‌‌Write‌‌a‌‌Good‌‌
  Milestone‌‌2:‌‌Analysis,‌‌
 
Introduction‌  ‌ Results,‌‌And‌‌Discussion‌  ‌

 ‌

CONTACT‌‌DETAILS‌  ‌
‌

 ‌

Nelskie‌‌S.‌‌Dolor‌  ‌ Juancho‌‌Martiniano‌‌V.‌‌Romero‌  ‌
(0966)‌‌570-7576‌  ‌ (‌‌0927)‌‌569-2639‌  ‌

 ‌
  ‌

TABLE‌‌OF‌‌CONTENTS‌  ‌
‌

 
  ‌
COURSE‌‌DESCRIPTION‌  ‌
COURSE‌‌OBJECTIVES‌  ‌
LEARNING‌‌OUTCOMES‌  ‌
INSTRUCTIONAL‌‌POLICIES‌  ‌
ATTACHED‌‌DOCUMENTS‌  ‌
CONTACT‌‌DETAILS‌  ‌
 ‌

SECTION‌‌1:‌‌INTRODUCTION‌‌TO‌‌PRACTICAL‌‌RESEARCH‌  ‌
1.A.‌‌Course‌‌Introduction‌  ‌
1.B.‌‌Activity:‌‌Research‌‌Topics‌  ‌
1.C.‌‌Milestone‌‌1:‌‌Introduction‌‌&‌‌Methodology‌  ‌
  ‌
SECTION‌‌2:‌‌ANALYSIS,‌‌RESULTS,‌‌AND‌‌DISCUSSION‌  ‌
2.A.‌‌Milestone‌‌2:‌‌Analysis,‌‌Results,‌‌and‌‌Discussion‌  ‌
  ‌
SECTION‌‌3:‌‌THE‌‌SYSTEMATIC‌‌REVIEW‌‌PAPER‌  ‌
3.A‌‌Final‌‌Output:‌‌The‌‌Systematic‌‌Review‌‌Paper‌  ‌
 
 
 
 
 
 
 
 
 
 
 
  ‌

 ‌

SECTION‌‌1:‌‌INTRODUCTION‌‌TO‌‌PRACTICAL‌‌RESEARCH‌‌2 ‌
As‌  ‌human‌  ‌beings,‌  ‌we‌  ‌have‌  ‌always‌  ‌asked‌  ‌ourselves‌  ‌questions,‌  ‌as‌  ‌much‌  ‌about‌  ‌the
phenomena‌  ‌we‌  ‌observe‌  ‌on‌  ‌a ‌ ‌daily‌  ‌basis‌  ‌as‌‌   the‌‌
  deepest‌‌   mysteries‌‌   of‌‌
  nature.‌‌
  When‌‌   curiosity‌ 
and‌  ‌intuition‌  ‌are‌  ‌applied‌  ‌in‌  ‌a ‌ ‌systematic‌  ‌approach‌  ‌to‌  ‌finding‌  ‌the‌  ‌answers‌  ‌to‌  ‌questions‌  ‌like
these,‌  ‌when‌  ‌we‌  ‌draw‌  ‌on‌  ‌the‌  ‌experience‌  ‌and‌  ‌the‌‌   knowledge‌‌   we‌‌   have‌‌  already‌‌  acquired,‌‌  then
we‌‌are‌‌doing‌‌research.‌‌    ‌

In‌‌
  this‌‌
  section,‌‌
  you‌‌
 will‌‌
 learn‌‌ the‌‌
 importance‌‌  of‌‌
 research‌‌
 in‌‌
 our‌‌
 lives,‌‌
 the‌‌
 topics‌‌
 available
for‌‌research,‌‌and‌‌how‌‌to‌‌write‌‌your‌‌review‌‌article.‌‌
   ‌

At‌‌the‌‌end‌‌of‌‌the‌‌section,‌‌you‌‌should‌‌be‌‌able‌‌to:‌  ‌

1. Recognize‌‌the‌‌importance‌‌of‌‌research‌‌in‌‌society.‌  ‌
2. Skim‌  ‌through‌  ‌the‌  ‌topics‌  ‌for‌  ‌review‌  ‌about‌‌
  Science,‌‌   Technology,‌ 
and‌‌Engineering.‌  ‌
3. Choose‌‌one‌‌topic‌‌from‌‌the‌‌three‌‌options‌‌given.‌  ‌
4. Review,‌  ‌and‌  ‌digest‌  ‌the‌  ‌materials‌  ‌provided‌  ‌regarding‌  ‌the‌  ‌topic‌ 
chosen.‌  ‌
5. Identify‌  ‌the‌  ‌information‌  ‌needed‌  ‌to‌  ‌write‌  ‌the‌  ‌introduction‌  ‌and‌‌
 
methodology.‌  ‌
6. Write‌  ‌the‌  ‌introduction‌  ‌and‌  ‌the‌  ‌methodology‌  ‌using‌  ‌the‌  ‌data‌‌  
gathered‌‌from‌‌the‌‌materials‌‌provided.‌  ‌

You‌‌have‌‌three‌‌(4)‌‌weeks‌‌to‌‌attain‌‌these‌‌learning‌‌outcomes‌‌and‌‌finish‌‌this‌‌section.‌‌
   ‌

 ‌
  ‌
SECTION‌‌1‌‌|‌‌INTRODUCTION‌‌TO‌‌PRACTICAL‌‌RESEARCH‌‌II‌‌
   ‌
 ‌
  ‌

Course‌‌Introduction‌  ‌
WHY‌‌RESEARCH‌‌IS‌‌IMPORTANT‌  ‌
‌TIMEFRAME‌:‌ Week‌‌1 ‌ ‌
O
‌ BJECTIVE(S):‌‌
  Recognize‌‌the‌‌importance‌‌of‌‌research‌‌in‌‌the‌‌society‌  ‌
‌INSTRUCTIONS:‌  ‌
1. Read‌  ‌"Why‌  ‌is‌  ‌Research‌  ‌Important?"‌  ‌. ‌ ‌This‌  ‌article‌  ‌highlights‌  ‌the‌  ‌significance‌  ‌of‌‌
 
research‌‌in‌‌seven‌‌points.‌  ‌

2. After‌‌
  reading‌‌  the‌‌
 article,‌‌
 ‌answer‌‌ the‌‌  following‌‌ questions‌‌  as‌‌ concisely‌‌  as‌‌
 you‌‌
 can.‌‌
 Use‌‌  
the‌‌answer‌‌sheet‌‌provided‌‌for‌‌this‌‌activity.‌‌    ‌
a. Based‌‌on‌‌what‌‌you‌‌have‌‌read,‌‌what‌‌is‌‌your‌‌definition‌‌of‌‌research?‌  ‌
b. What‌‌is‌‌knowledge?‌‌How‌‌can‌‌research‌‌contribute‌‌to‌‌the‌‌building‌‌of‌‌knowledge?‌  ‌
c. How‌  ‌can‌  ‌research‌  ‌help‌  ‌us‌  ‌increase‌  ‌our‌  ‌public‌  ‌awareness‌‌   and‌‌   understanding‌‌   of‌‌
 
various‌‌issues?‌‌    ‌
d. Does‌  ‌research‌  ‌help‌  ‌businesses?‌  ‌Give‌  ‌an‌  ‌example‌  ‌of‌  ‌how‌  ‌research‌  ‌can‌  ‌help‌  ‌a ‌‌
small‌‌business.‌  ‌
e. Have‌  ‌you‌  ‌ever‌  ‌encountered‌  ‌fake‌  ‌news‌  ‌in‌  ‌your‌  ‌life?‌  ‌How‌  ‌did‌  ‌research‌  ‌help‌  ‌you‌‌  
distinguish‌‌the‌‌lies‌‌from‌‌the‌‌truth?‌  ‌
f. How‌‌do‌‌you‌‌think‌‌will‌‌research‌‌help‌‌you‌‌grow‌‌into‌‌your‌‌future‌‌profession?‌  ‌

3. Use‌‌the‌‌answer‌‌sheet‌‌‌provided‌‌for‌‌this‌‌activity.‌‌You‌‌can‌‌find‌‌it‌‌in‌‌the‌T
‌ EMPLATES‌‌file.‌  ‌
   ‌
  ‌
  ‌

WHY‌‌IS‌‌RESEARCH‌‌IMPORTANT?‌ 
Leann‌‌Zarah‌‌|‌‌Updated‌‌on‌‌March‌‌30,‌‌2020‌  ‌
 ‌
The‌‌
  m ain‌‌  purpose‌‌   of‌‌
  research‌‌
  is‌‌
  ‌to‌‌
  inform‌‌  action,‌‌  to‌‌
  prove‌‌
  a ‌‌theory,‌‌
  and‌‌
  contribute‌‌   to‌‌
  developing‌‌ 
knowledge‌‌in‌‌a‌‌field‌‌or‌‌study‌.‌‌This‌‌article‌‌will‌‌highlight‌‌the‌‌s ignificance‌‌of‌‌research‌‌with‌‌the‌‌following‌‌points:‌  ‌

1. A‌‌Tool‌‌for‌‌Building‌‌Knowledge‌‌and‌‌for‌‌Facilitating‌‌Learning‌  ‌
2. Means‌‌to‌‌Understand‌‌Various‌‌Issues‌‌and‌‌Increase‌‌Public‌‌Awareness‌  ‌
3. An‌‌Aid‌‌to‌‌Business‌‌Success‌  ‌
4. A‌‌Way‌‌to‌‌Prove‌‌Lies‌‌and‌‌to‌‌Support‌‌Truths‌  ‌
5. Means‌‌to‌‌Find,‌‌G auge,‌‌and‌‌Seize‌‌O pportunities‌  ‌
6. A‌‌Seed‌‌to‌‌Love‌‌Reading,‌‌Writing,‌‌Analyzing,‌‌and‌‌Sharing‌‌Valuable‌‌Information‌  ‌
7. Nourishment‌‌and‌‌Exercise‌‌for‌‌the‌‌M ind‌  ‌

Finding‌  ‌reasons‌  ‌why‌  ‌research‌  ‌is‌  ‌important‌  ‌s eems‌  ‌like‌  ‌a ‌ ‌no-brainer,‌  ‌but‌  ‌m any‌  ‌people‌  ‌avoid‌  ‌getting‌‌  
involved‌‌   in‌‌
  research.‌‌  The‌‌  lazy‌‌
  (if‌‌
  not‌‌
  m entally-drained)‌‌   s tudent‌‌   is‌‌
  probably‌‌  thinking‌‌
 - ‌‌"Oh,‌‌
 no.‌‌
 Not‌‌ again,"‌‌
 while‌‌ 
a‌‌
  disinterested‌‌   academic‌‌   c ould‌‌
  just‌‌
  be‌‌
  doing‌‌  it‌‌
  to‌‌
  s ecure‌‌   job‌‌
  tenure‌‌   and/or‌‌
 a ‌‌promotion.‌‌  Yet,‌‌
 for‌‌
 those‌‌
 who‌‌  like‌‌
 
to‌‌
  learn,‌‌
  whether‌‌   they‌‌
  are‌‌
  m embers‌‌   of‌‌
  a ‌‌learning‌‌   institution‌‌  or‌‌ not,‌‌ doing‌‌
 research‌‌  is‌‌
 not‌‌
 just‌‌
 an‌‌
 imperative,‌‌  but‌‌
 
a‌‌need.‌  ‌
 ‌
What‌‌reasons‌‌may‌‌drive‌‌one‌‌to‌‌appreciate‌‌research‌‌and‌‌to‌‌engage‌‌in‌‌it?‌  ‌

A‌‌TOOL‌‌FOR‌‌BUILDING‌‌KNOWLEDGE‌‌AND‌‌
 
1‌  FOR‌‌FACILITATING‌‌LEARNING‌  ‌
 ‌

Research‌  ‌is‌  ‌required‌  ‌not‌  ‌just‌  ‌for‌  ‌s tudents‌  ‌and‌‌  

academics,‌  ‌but‌  ‌for‌  ‌all‌  ‌professionals‌  ‌and‌  ‌nonprofessionals‌‌  
alike.‌  ‌It‌  ‌is‌  ‌also‌  ‌important‌  ‌for‌  ‌budding‌  ‌and‌  ‌v eteran‌  ‌writers,‌‌
 
both‌‌offline‌‌and‌‌online.‌  ‌

For‌  ‌nonprofessionals‌  ‌who‌  ‌v alue‌  ‌learning,‌  ‌doing‌‌  

research‌  ‌equips‌  ‌them‌  ‌with‌  ‌k nowledge‌  ‌about‌  ‌the‌  ‌world,‌  ‌and‌‌  
skills‌‌
 to‌‌
 s urvive‌‌  and‌‌
 improve‌‌  their‌‌ lives.‌‌ Among‌‌  professionals‌‌  
and‌‌  s cribes,‌‌   on‌‌  the‌‌
  other‌‌  hand,‌‌ finding‌‌  an‌‌
 interesting‌‌  topic‌‌
 to‌‌
 
discuss‌  ‌and/or‌  ‌to‌  ‌write‌  ‌about‌  ‌s hould‌  ‌go‌  ‌beyond‌  ‌personal‌‌  
experience.‌  ‌Determining‌  ‌either‌  ‌what‌  ‌the‌  ‌general‌  ‌public‌  ‌m ay‌‌  
want‌‌   to‌‌
  k now‌‌   or‌‌
  what‌‌ researchers‌‌  want‌‌  others‌‌  to‌‌
 realize‌‌ or‌‌
 to‌‌ 
think‌  ‌about‌  ‌c an‌  ‌s erve‌  ‌as‌  ‌a ‌ ‌reason‌  ‌to‌  ‌do‌  ‌research.‌  ‌Thus,‌‌  
research‌  ‌is‌‌   an‌‌  essential‌‌   c omponent‌‌   in‌‌
  generating‌‌   k nowledge‌‌  
and‌‌v ice-versa.‌  ‌

"‌Knowledge‌" ‌ ‌basically‌  ‌pertains‌  ‌to‌  ‌facts‌  ‌based‌  ‌on‌‌  

objective‌  ‌insights‌  ‌and/or‌  ‌s tudy‌  ‌findings‌  ‌processed‌  ‌by‌  ‌the‌‌  
human‌  ‌brain.‌  ‌It‌  ‌c an‌  ‌be‌  ‌acquired‌  ‌in‌  ‌v arious‌  ‌ways,‌  ‌s uch‌  ‌as‌‌
 
reading‌  ‌books‌  ‌and‌  ‌online‌  ‌articles,‌  ‌listening‌  ‌to‌  ‌experts,‌  ‌watching‌  ‌documentaries‌  ‌or‌  ‌investigative‌  ‌s hows,‌‌
 
  ‌
conducting‌  ‌s cientific‌  ‌experiments,‌  ‌and‌  ‌interacting‌  ‌with‌  ‌other‌  ‌people,‌  ‌among‌  ‌others.‌  ‌These‌  ‌facts‌  ‌c an‌  ‌be‌‌
 
checked‌‌to‌‌ensure‌‌truthfulness‌‌and‌‌accuracy.‌  ‌

In‌  ‌epistemology‌, ‌ ‌Yale‌  ‌University's‌  ‌David‌  ‌Truncellito‌  ‌(n.d.)‌  ‌identifies‌  ‌three‌  ‌k inds‌  ‌of‌  ‌k nowledge:‌‌  
procedural‌‌   (competence‌‌   or‌‌
  k now-how),‌‌  ‌acquaintance‌‌
  (familiarity),‌‌
 and‌‌  ‌propositional‌‌  (description‌‌  of‌‌
 "a‌‌
 fact‌‌
 or‌‌ 
a‌‌s tate‌‌of‌‌affairs").‌‌A‌‌factual‌‌proposition‌‌is‌‌c ommonly‌‌used‌‌to‌‌define‌‌"knowledge".‌  ‌

The‌‌  Brain‌‌  Research‌‌   UK‌‌  (formerly‌‌   Brain‌‌

 Research‌‌  Trust),‌‌
 a ‌‌m edical‌‌  research‌‌  c harity‌‌ based‌‌  in‌‌
 the‌‌
 United‌ 
Kingdom,‌‌   acknowledges‌‌   the‌‌
 importance‌‌  of‌‌ research‌‌  in‌‌  building‌‌ k nowledge.‌‌  It‌‌
 s ees‌‌ research‌‌  as‌‌  c rucial‌‌  to‌‌
 finding‌ 
possible‌  ‌c ures‌  ‌for‌  ‌diseases,‌  ‌as‌  ‌well‌  ‌as‌‌
  how‌‌  to‌‌
  prevent‌‌   them.‌‌  Thus,‌‌   research‌‌   becomes‌‌   a ‌‌m ust‌‌   to‌‌
  ascertain‌‌  if‌‌
 
one’s‌  ‌ideas‌  ‌are‌  ‌s upported‌  ‌by‌  ‌previous‌  ‌s tudies‌  ‌or‌  ‌if‌  ‌these‌  ‌ideas‌  ‌s till‌  ‌need‌  ‌further‌  ‌proof‌  ‌to‌  ‌be‌  ‌c onsidered‌  ‌as‌‌  
knowledge.‌  ‌

An‌  ‌example‌‌   of‌‌

  s uch‌‌
  an‌‌  endeavor‌‌   is‌‌
  the‌‌
  2016‌‌   s tudy‌‌
  of‌‌
  s everal‌‌   psychologists‌‌   who‌‌
  examined‌‌   how‌‌   s leep‌‌ 
affects‌‌   m emory‌‌   reactivation.‌‌  In‌‌
 "‌Relearn‌‌  Faster‌‌  and‌‌  Retain‌‌  Longer:‌‌  Along‌‌  With‌‌ Practice,‌‌  Sleep‌‌  M akes‌‌  Perfect‌",‌‌  
they‌‌   "found‌‌   that‌‌
  interleaving‌‌   s leep‌‌  between‌‌   learning‌‌   s essions‌‌   not‌‌
  only‌‌  reduced‌‌   the‌‌  amount‌‌   of‌‌
  practice‌‌   needed‌ 
by‌  ‌half‌  ‌but‌  ‌also‌  ‌ensured‌  ‌m uch‌  ‌better‌‌  long-term‌‌   retention.‌‌   Sleeping‌‌   after‌‌
  learning‌‌  is‌‌
  definitely‌‌
  a ‌‌good‌‌
  s trategy,‌‌ 
but‌  ‌s leeping‌  ‌between‌  ‌two‌  ‌learning‌  ‌s essions‌  ‌is‌  ‌a ‌ ‌better‌  ‌s trategy."‌  ‌This‌  ‌s tudy‌  ‌s upports‌  ‌the‌  ‌fact‌  ‌that:‌  ‌"Both‌‌  
repeated‌  ‌practice‌  ‌and‌  ‌s leep‌  ‌improve‌  ‌long-term‌  ‌retention‌  ‌of‌  ‌information".‌  ‌Their‌  ‌findings‌  ‌also‌  ‌emphasize‌  ‌how‌‌  
highly‌‌important‌‌s leep‌‌is‌‌to‌‌healthy‌‌brain‌‌function.‌  ‌

Said‌  ‌s tudies‌‌  on‌‌

  the‌‌
  effects‌‌
  of‌‌
  s leep‌‌
  on‌‌
  the‌‌  human‌‌   brain‌‌
  are‌‌
  among‌‌   the‌‌
  m any‌‌  topics‌‌  that‌‌
  have‌‌  already‌‌
 
been‌  ‌examined‌  ‌by‌  ‌academics‌  ‌and‌  ‌s pecialists‌  ‌in‌  ‌v arious‌  ‌universities‌  ‌and‌  ‌m edical‌  ‌institutions.‌  ‌A ‌ ‌m yriad‌  ‌of‌‌
 
research‌  ‌ideas‌  ‌likewise‌  ‌awaits‌  ‌the‌  ‌attention‌  ‌of‌  ‌avid‌  ‌s cholars‌  ‌and‌  ‌inquisitive‌  ‌writers.‌  ‌Indeed,‌  ‌research‌  ‌is‌‌
 
instrumental‌‌   in‌‌
  building‌‌
  and‌‌
  improving‌‌   k nowledge,‌‌   as‌‌
  well‌‌
  as‌‌
 in‌‌
 s upporting‌‌ s uch‌‌ k nowledge‌‌  with‌‌
 v erifiable‌‌
 facts‌ 
and‌‌facilitating‌‌learning‌‌in‌‌the‌‌process.‌  ‌

MEANS‌‌TO‌‌UNDERSTAND‌‌VARIOUS‌‌ISSUES‌‌AND‌‌
 
2‌  INCREASE‌‌PUBLIC‌‌AWARENESS‌  ‌
 ‌
Television‌‌   s hows‌‌   and‌‌
 m ovies‌‌  ooze‌‌  with‌‌
 research‌‌  - ‌‌
both‌  ‌on‌  ‌the‌  ‌part‌  ‌of‌  ‌the‌  ‌writer(s)‌  ‌and‌  ‌the‌  ‌actors.‌  ‌Though‌‌ 
there‌  ‌are‌  ‌hosts‌  ‌who‌  ‌rely‌  ‌on‌  ‌their‌  ‌researchers,‌  ‌there‌  ‌are‌‌  
also‌‌
  those‌‌   who‌‌  exert‌‌   effort‌‌
  to‌‌
  do‌‌
  their‌‌
 own‌‌  research.‌‌  This‌‌
 
step‌‌helps‌‌them:‌  ‌

● get‌‌information‌‌that‌‌hired‌‌researchers‌‌m issed,‌  ‌
● build‌‌a‌‌good‌‌rapport‌‌with‌‌the‌‌interviewee,‌‌and‌  ‌
● conduct‌‌a‌‌good‌‌interview‌‌in‌‌the‌‌process‌  ‌

For‌  ‌instance,‌  ‌O prah‌  ‌Winfrey‌  ‌would‌  ‌have‌  ‌not‌‌  

achieved‌  ‌remarkable‌  ‌s uccess‌  ‌as‌  ‌a ‌ ‌news‌  ‌anchor‌  ‌and‌‌  
television‌  ‌s how‌  ‌host‌  ‌had‌  ‌s he‌  ‌eschewed‌  ‌doing‌  ‌her‌  ‌own‌‌  
research‌  ‌about‌  ‌c ertain‌  ‌topics‌  ‌and‌  ‌public‌  ‌figures.‌‌  
According‌  ‌to‌  ‌entrepreneur‌  ‌and‌  ‌lifestyle‌  ‌c oach‌  ‌Paul‌  ‌C.‌‌  
Brunson,‌  ‌in‌  ‌his‌  ‌interview‌  ‌with‌  ‌emotional‌  ‌intelligence‌‌  
expert‌  ‌and‌  ‌author‌  ‌J ustin‌‌  Bariso‌‌   (2017),‌‌   "Oprah‌‌   s pends‌‌   a ‌‌
disproportionate‌  ‌amount‌‌   of‌‌
  her‌‌
  time‌‌  ‌gathering‌‌   information‌‌  
from‌  ‌c ommunities‌‌   of‌‌  people‌‌   outside‌‌   of‌‌
  her‌‌
  c ore‌‌   (different‌‌ 
age‌  ‌groups,‌  ‌s ocial‌  ‌c lasses,‌‌   ethnicities,‌‌   education‌‌   levels,‌‌
 
  ‌
careers,‌  ‌etc.)‌  ‌and‌  ‌then‌  ‌s he‌  ‌s hares‌  ‌that‌  ‌information‌  ‌within‌  ‌her‌  ‌c ommunity."‌  ‌This‌  ‌k ind‌  ‌of‌  ‌effort‌  ‌s hows‌  ‌the‌‌
 
necessary‌‌role‌‌of‌‌research‌‌in‌‌helping‌‌others‌‌and‌‌in‌‌raising‌‌s ocial‌‌c onsciousness.‌  ‌

For‌  ‌their‌  ‌part,‌  ‌s ome‌  ‌film‌  ‌and‌  ‌TV‌  ‌actors‌  ‌would‌  ‌take‌  ‌time‌  ‌to‌  ‌interview‌  ‌detectives,‌  ‌boxers,‌  ‌s cientists,‌ 
business‌  ‌owners,‌  ‌c riminals,‌  ‌and‌  ‌teachers,‌  ‌among‌  ‌others.‌  ‌O thers‌  ‌even‌  ‌go‌  ‌through‌  ‌immersion‌  ‌to‌  ‌m ake‌  ‌them‌‌  
understand‌  ‌the‌  ‌issues‌  ‌of‌  ‌their‌  ‌respective‌  ‌c haracters‌  ‌better,‌  ‌s uch‌  ‌as‌  ‌living‌  ‌in‌  ‌jail‌  ‌or‌  ‌in‌  ‌a ‌ ‌drug‌  ‌rehabilitation‌‌
 
center.‌‌M any‌‌would‌‌read‌‌literature,‌‌biographies,‌‌or‌‌journals‌‌to‌‌have‌‌a‌‌better‌‌v iew‌‌or‌‌c ontext‌‌of‌‌the‌‌s tory.‌  ‌

Many‌‌   people‌‌
  within‌‌
  and‌‌
 outside‌‌  the‌‌
 entertainment‌‌  industry‌‌  tend‌‌ to‌‌  belittle‌‌ what‌‌  actors‌‌  do‌‌
 or‌‌
 acting‌‌  itself.‌‌
 
However,‌  ‌professional‌  ‌thespians‌  ‌like‌  ‌Daniel‌  ‌Day-Lewis‌  ‌exert‌  ‌a ‌ ‌great‌  ‌deal‌  ‌of‌  ‌effort‌  ‌to‌  ‌m ake‌  ‌their‌  ‌c haracters‌ 
believable.‌‌The‌‌dedication‌‌they‌‌give‌‌to‌‌s tudying‌‌their‌‌roles‌‌‌involves‌‌a‌‌tremendous‌‌amount‌‌of‌‌research.‌  ‌

A‌‌  number‌‌   of‌‌

  films,‌‌
  theater‌‌
  plays,‌‌ broadcast‌‌  dramas,‌‌  and‌‌  online‌‌ v ideos‌‌  present‌‌ s tories‌‌  based‌‌  on‌‌
 real-life‌ 
events‌  ‌and‌  ‌problems.‌  ‌A ‌ ‌s erious‌  ‌writer‌  ‌or‌  ‌c ontent‌  ‌producer‌  ‌s ees‌  ‌how‌  ‌v ital‌  ‌research‌  ‌is‌  ‌in‌  ‌s ubstantiating‌  ‌the‌‌
 
context‌‌of‌‌the‌‌featured‌‌s tories‌‌to‌‌entertain‌‌and/or‌‌educate‌‌audiences‌‌on‌‌different‌‌m edia‌‌platforms.‌  ‌

As‌  ‌Terry‌  ‌Freedman‌  ‌opined‌  ‌in‌  ‌"‌The‌  ‌Importance‌  ‌of‌  ‌Research‌  ‌for‌  ‌ICT‌  ‌Teachers‌" ‌ ‌(2011):‌  ‌"Research‌  ‌c an‌‌  
shed‌  ‌light‌  ‌on‌  ‌issues‌  ‌we‌  ‌didn’t‌  ‌even‌  ‌k now‌  ‌existed,‌  ‌and‌  ‌c an‌  ‌raise‌  ‌questions‌  ‌we‌  ‌hadn’t‌  ‌realised‌  ‌even‌  ‌needed‌‌  
asking."‌  ‌Thus,‌  ‌almost‌  ‌all‌  ‌writers‌  ‌of‌  ‌imaginary‌  ‌tales‌  ‌and‌  ‌non-fictive‌  ‌accounts‌  ‌do‌  ‌research,‌‌   for‌‌
  doing‌‌
  s o‌‌
  helps‌‌
 
them‌‌c reate‌‌a‌‌good‌‌s tory‌‌and/or‌‌achieve‌‌s trong‌‌c redibility.‌  ‌

3‌  AN‌‌AID‌‌TO‌‌BUSINESS‌‌SUCCESS‌  ‌
 ‌

Research‌  ‌benefits‌  ‌business.‌  ‌M any‌  ‌s uccessful‌  ‌c ompanies,‌  ‌s uch‌‌  

as‌  ‌those‌  ‌producing‌  ‌c onsumer‌  ‌goods‌  ‌or‌  ‌m ass-market‌  ‌items,‌  ‌invest‌  ‌in‌‌ 
research‌  ‌and‌  ‌development‌  ‌or‌  ‌R&D‌. ‌ ‌Different‌  ‌business‌  ‌industries‌  ‌with‌‌  
science‌  ‌and‌  ‌engineering‌  ‌processes‌  ‌like‌  ‌agriculture,‌  ‌food‌  ‌and‌  ‌beverage,‌‌
 
manufacturing,‌  ‌healthcare‌  ‌and‌  ‌pharmaceuticals,‌  ‌c omputer‌  ‌s oftware,‌‌  
semiconductor,‌‌   information‌‌   and‌‌
  c ommunication‌‌  technology,‌‌   c onstruction,‌‌
 
robotics,‌  ‌aerospace,‌  ‌aviation,‌  ‌and‌  ‌energy‌  ‌have‌  ‌high‌  ‌R&D‌  ‌expenditure‌‌  
because‌‌it‌‌is‌‌c ritical‌‌to‌‌product‌‌innovation‌‌and‌‌to‌‌improving‌‌s ervices.‌  ‌

R&D‌‌   also‌‌
  helps‌‌
  s ecure‌‌
  a ‌‌v antage‌‌   point‌‌
  over‌‌  c ompetitors.‌‌  Finding‌‌
 
out‌  ‌how‌  ‌to‌  ‌m ake‌  ‌things‌  ‌happen‌  ‌and‌  ‌what‌  ‌c ould‌  ‌differentiate‌  ‌them‌‌
  from‌‌
 
others‌  ‌that‌  ‌offer‌  ‌s imilar‌  ‌products‌  ‌and‌  ‌s ervices‌‌
  c an‌‌  raise‌‌
  the‌‌
  c ompany’s‌‌ 
market‌  ‌v alue.‌  ‌Certainly,‌  ‌having‌  ‌relevant‌  ‌k nowledge‌  ‌in‌  ‌achieving‌  ‌a ‌ ‌good‌‌  
commercial‌  ‌image‌  ‌through‌  ‌s ound‌  ‌business‌  ‌s trategies‌  ‌like‌  ‌investing‌  ‌in‌‌  
R&D‌‌c an‌‌boost‌‌its‌‌profitability.‌  ‌

In‌  ‌addition,‌  ‌R&D‌  ‌is‌  ‌essential‌‌

  to‌‌
  s upporting‌‌  a ‌‌c ountry's‌‌  economy.‌‌ 
For‌  ‌instance,‌  ‌the‌  ‌United‌  ‌Kingdom's‌  ‌Department‌  ‌of‌  ‌Business‌  ‌Innovation‌‌  
and‌  ‌Skills‌  ‌(BIS),‌  ‌now‌  ‌k nown‌  ‌as‌  ‌the‌  ‌Department‌  ‌for‌  ‌Business,‌  ‌Energy,‌‌  
and‌  ‌Industrial‌  ‌Strategy,‌  ‌used‌  ‌to‌  ‌publish‌  ‌an‌  ‌annual‌‌  R&D‌‌   Scoreboard‌. ‌‌The‌‌  report‌‌  s erved‌‌
  "...as‌‌
  a ‌‌benchmarking‌ 
tool‌  ‌for‌  ‌c ompanies,‌‌   investors‌‌   and‌‌
  policymakers"‌‌   for‌‌
  20‌‌  y ears.‌‌
  However,‌‌  due‌‌  to‌‌
  the‌‌  UK‌‌
  government's‌‌   austerity‌ 
measures,‌‌it‌‌was‌‌last‌‌produced‌‌in‌‌2010.‌  ‌
  ‌

A‌‌WAY‌‌TO‌‌PROVE‌‌LIES‌‌AND‌‌TO‌‌SUPPORT‌‌
 
4‌  TRUTHS‌  ‌
 ‌

 ‌

Ever‌  ‌experienced‌  ‌feeling‌  ‌that‌  ‌y our‌  ‌m ate‌  ‌is‌  ‌having‌  ‌an‌  ‌affair‌  ‌behind‌  ‌y our‌  ‌back?‌  ‌Some‌  ‌people‌  ‌would‌ 
overlook‌‌  that‌‌
  and‌‌
  s ay‌‌
  that‌‌
  it's‌‌
  better‌‌
  not‌‌
  to‌‌
  k now;‌‌ others‌‌  though‌‌  would‌‌  take‌‌
 discreet‌‌  action,‌‌
 hiring‌‌
 detectives‌‌ to‌‌
 
do‌‌the‌‌work.‌‌What‌‌does‌‌research‌‌have‌‌to‌‌do‌‌with‌‌that‌‌s ituation?‌‌A‌‌lot.‌  ‌

Doing‌  ‌research‌  ‌to‌  ‌reveal‌  ‌lies‌  ‌or‌  ‌truths‌  ‌involving‌  ‌personal‌  ‌affairs‌  ‌c ontributes‌  ‌to‌  ‌either‌  ‌m aking‌  ‌a ‌‌
relationship‌  ‌work‌  ‌or‌  ‌in‌  ‌breaking‌  ‌away‌  ‌from‌  ‌a ‌ ‌dysfunctional‌  ‌one.‌  ‌For‌  ‌the‌  ‌m onogamous‌  ‌lot,‌  ‌doing‌  ‌research‌  ‌to‌‌  
disprove‌  ‌or‌  ‌prove‌  ‌infidelity‌  ‌is‌  ‌not‌  ‌s imply‌  ‌a ‌ ‌trust‌  ‌issue,‌  ‌but‌‌
  a ‌‌right‌‌
  to‌‌
  find‌‌
  out‌‌   the‌‌  truth‌‌
  - ‌‌unless‌‌   one's‌‌  intimate‌‌  
partner‌  ‌has‌  ‌already‌  ‌admitted‌  ‌being‌  ‌polyamorous‌  ‌even‌  ‌before‌‌   the‌‌
  relationship‌‌   s tarted.‌‌  When‌‌   a ‌‌person‌‌   dislikes‌‌ 
answering‌‌   relationship-related‌‌   questions,‌‌   including‌‌   her‌‌
  or‌‌
  his‌‌
  whereabouts,‌‌   it‌‌
  is‌‌  better‌‌
  to‌‌  s ee‌‌
  that‌‌  as‌‌
  a ‌‌red‌‌
 flag‌‌
 
and‌‌take‌‌baby‌‌s teps‌‌to‌‌s ave‌‌y ourself‌‌from‌‌what‌‌c ould‌‌become‌‌a‌‌m ore‌‌s erious‌‌emotional‌‌m ess‌‌later.‌  ‌

Scientists‌  ‌also‌  ‌deal‌  ‌with‌  ‌research‌  ‌to‌  ‌test‌  ‌the‌  ‌v alidity‌  ‌and‌  ‌reliability‌  ‌of‌  ‌their‌  ‌c laims‌  ‌or‌  ‌those‌  ‌of‌  ‌other‌‌
 
scientists'.‌  ‌Their‌  ‌integrity‌  ‌and‌  ‌c ompetence‌  ‌depend‌  ‌on‌  ‌the‌  ‌quality‌  ‌- ‌ ‌and‌  ‌not‌  ‌just‌  ‌quantity‌  ‌- ‌ ‌of‌  ‌their‌  ‌research.‌‌  
Nonetheless,‌  ‌not‌  ‌everything‌  ‌s cientists‌  ‌c ome‌  ‌up‌  ‌with‌  ‌gets‌  ‌accepted‌  ‌or‌  ‌learned‌  ‌by‌‌   everyone,‌‌   especially‌‌   when‌‌ 
factors‌  ‌like‌  ‌religion,‌  ‌s tate‌  ‌s uppression,‌  ‌and‌  ‌access‌  ‌to‌  ‌resources‌  ‌and‌  ‌s ocial‌  ‌s ervices‌  ‌(e.g.,‌  ‌education‌  ‌and‌‌  
adequate‌‌   health‌‌  programs)‌‌   either‌‌
  feed‌‌
  the‌‌
  poor‌‌  m ajority‌‌   with‌‌
  lies‌‌
 or‌‌ deter‌‌
 them‌‌  from‌‌  k nowing‌‌  truths‌‌ to‌‌ preserve‌‌  
the‌‌s tatus‌‌quo.‌  ‌

Professional‌  ‌and‌  ‌c redible‌  ‌journalists‌  ‌undertake‌  ‌thorough‌  ‌research‌  ‌to‌  ‌establish‌  ‌the‌  ‌v eracity‌  ‌of‌  ‌their‌‌  
stories.‌  ‌The‌  ‌m ovie‌  ‌"Shattered‌  ‌G lass"‌  ‌s hown‌  ‌in‌  ‌2003‌  ‌tells‌  ‌the‌  ‌rise-and-fall‌  ‌s tory‌  ‌of‌  ‌a ‌ ‌real-life‌  ‌journalist‌  ‌who‌‌
 
worked‌  ‌for‌  ‌The‌  ‌New‌  ‌Republic‌  ‌based‌  ‌in‌  ‌New‌  ‌York‌  ‌City.‌  ‌Sans‌  ‌investigative‌  ‌research‌  ‌was‌  ‌done‌  ‌by‌  ‌fellow‌‌  
journalists,‌‌Stephen‌‌G lass‌‌c ould‌‌have‌‌written‌‌m ore‌‌fictitious‌‌pieces‌‌for‌‌the‌‌s aid‌‌editorial‌‌m agazine.‌  ‌

With‌‌
  the‌‌
  use‌‌
  of‌‌
  internet‌‌
  technology‌‌   and‌‌
  s ocial‌‌
  m edia,‌‌  pseudo-journalism‌‌   has‌‌
 become‌‌  a ‌‌s ocial‌‌
 c oncern.‌‌
 
Fake‌‌
  news‌‌
  took‌‌
  c enter‌‌
  s tage‌‌
  during‌‌
  the‌‌
  2016‌‌
  presidential‌‌   c ampaign‌‌  period‌‌
  in‌‌
  the‌‌
  United‌‌
  States.‌‌  For‌‌
  instance,‌‌
 
Snopes.com,‌‌a‌‌rumor‌‌research‌‌s ite,‌‌debunked‌‌the‌‌following‌‌"scoops"‌‌posted‌‌online:‌  ‌
  ‌
○ An‌  ‌FBI‌  ‌agent‌  ‌believed‌  ‌to‌  ‌be‌  ‌responsible‌  ‌for‌  ‌the‌  ‌latest‌  ‌email‌  ‌leaks‌‌  “pertinent‌‌
  to‌‌
  the‌‌  investigation”‌‌  into‌‌
 
Hillary‌  ‌Clinton’s‌  ‌private‌‌   email‌‌  s erver‌‌
  while‌‌  s he‌‌
  was‌‌
  Secretary‌‌   of‌‌
  State,‌‌
  was‌‌
  found‌‌   dead‌‌  in‌‌
  an‌‌
  apparent‌‌  
murder-suicide...‌‌(Reported‌‌on‌‌November‌‌5,‌‌2016,‌‌by‌‌the‌‌Denver‌‌G uardian‌) ‌ ‌
○ In‌  ‌a ‌ ‌final‌  ‌s peech‌  ‌to‌  ‌the‌  ‌s ynod,‌  ‌Pope‌  ‌Francis‌  ‌endorsed‌  ‌Senator‌  ‌Bernie‌  ‌Sanders‌  ‌for‌  ‌President‌  ‌of‌  ‌the‌‌  
United‌‌States...‌‌(Reported‌‌on‌‌O ctober‌‌26,‌‌2015,‌‌by‌‌the‌‌National‌‌Report‌‌‌and‌‌USAToday.com.co)‌  ‌

According‌  ‌to‌  ‌Pew‌‌

  Research,‌‌   s ocial‌‌
  m edia,‌‌
  especially‌‌
  Facebook,‌‌   s erve‌‌  as‌‌
  the‌‌  s ource‌‌  of‌‌  news‌‌  for‌‌
  over‌ 
60‌  ‌percent‌‌
  of‌‌
  adult‌‌
  Americans‌‌   (Chang,‌‌   Lefferman,‌‌  Pedersen‌‌   & ‌‌M artz,‌‌   2016).‌‌   Besides‌‌   the‌‌
  platform,‌‌   fake‌‌  news‌ 
has‌  ‌become‌  ‌profitable‌  ‌for‌  ‌pseudo‌  ‌journalists‌  ‌whose‌  ‌m ain‌  ‌goal‌  ‌is‌  ‌to‌  ‌attract‌  ‌reader‌  ‌c licks‌  ‌that‌  ‌lead‌‌
  to‌‌
  G oogle‌‌ 
Adsense‌‌revenues.‌  ‌

Fact-checking‌  ‌to‌  ‌k now‌  ‌the‌  ‌truth‌  ‌is‌‌

  integral‌‌
  to‌‌
  the‌‌
  process‌‌   of‌‌
  research,‌‌
  for‌‌
  it‌‌
  is‌‌
  fueled‌‌
  by‌‌  an‌‌   inquisitive‌‌
 
and‌  ‌c ritical‌  ‌m ind.‌  ‌M urray,‌  ‌Social‌  ‌News,‌  ‌and‌  ‌UGC‌  ‌Hub‌  ‌(2016)‌  ‌s uggest‌  ‌that‌  ‌before‌  ‌news‌  ‌readers‌  ‌s hare‌ 
information‌  ‌on‌‌   s ocial‌‌
  m edia,‌‌
  they‌‌
  need‌‌
  to‌‌  assess‌‌  the‌‌
  integrity‌‌
  of‌‌
  the‌‌  news‌‌
  s ource‌‌  and‌‌   c heck‌‌
  for‌‌
  s imilar‌‌
  news‌‌ 
on‌‌legitimate‌‌m edia‌‌outlets.‌  ‌

Genuine‌  ‌journalists‌  ‌do‌  ‌not‌‌

  rely‌‌
  on‌‌
  imagination‌‌   for‌‌
  their‌‌
  news‌‌  reports‌‌   nor‌‌
  do‌‌
  they‌‌
  avoid‌‌
  doing‌‌
  research.‌‌  
They‌  ‌eschew‌  ‌propaganda‌  ‌and‌  ‌have‌  ‌no‌  ‌intention‌  ‌of‌  ‌m isleading‌  ‌the‌  ‌public.‌  ‌They‌  ‌are‌‌
  m essengers‌‌   of‌‌
  truth,‌‌
  not‌‌
 
lies.‌  ‌

MEANS‌‌TO‌‌FIND,‌‌GAUGE,‌‌AND‌‌SEIZE‌‌
 
5‌  OPPORTUNITIES‌  ‌
 ‌

Research‌‌  helps‌‌
 people‌‌  nurture‌‌
 their‌‌
 potential‌‌  and‌‌  achieve‌‌  goals‌‌  
through‌  ‌v arious‌  ‌opportunities.‌  ‌These‌  ‌c an‌  ‌be‌  ‌in‌  ‌the‌  ‌form‌  ‌of‌‌
 
securing‌  ‌employment,‌  ‌s cholarships,‌  ‌training‌  ‌grants,‌  ‌project‌‌  
funding,‌  ‌business‌  ‌c ollaboration,‌  ‌and‌  ‌budget‌  ‌traveling,‌  ‌among‌‌  
others.‌  ‌

For‌‌
  those‌‌  looking‌‌  for‌‌  a ‌‌job‌‌
  or‌‌
  for‌‌
  greener‌‌   pastures,‌‌   research‌‌
 is‌‌
 
necessary.‌‌   Through‌‌   this‌‌   process,‌‌   not‌‌
  only‌‌
  will‌‌
 the‌‌
 unemployed‌‌  
increase‌  ‌their‌  ‌c hances‌  ‌of‌  ‌finding‌  ‌potential‌  ‌employers‌  ‌either‌‌  
through‌  ‌job‌  ‌posting‌  ‌s ites‌  ‌or‌  ‌employment‌  ‌agencies,‌  ‌but‌  ‌it‌  ‌c an‌‌ 
inform‌  ‌them‌  ‌if‌  ‌work‌  ‌opportunities‌  ‌are‌  ‌legitimate.‌  ‌Without‌‌  
research,‌  ‌the‌  ‌gullible,‌  ‌y et‌  ‌hopeful‌‌   jobseeker‌‌   or‌‌
  m igrant‌‌
  worker‌‌ 
may‌  ‌fall‌  ‌prey‌  ‌to‌  ‌unscrupulous‌  ‌headhunters‌  ‌who‌  ‌m ight‌  ‌be‌‌  
involved‌‌in‌‌illegal‌‌recruitment‌‌and/or‌‌human‌‌trafficking.‌  ‌

After‌  ‌finding‌  ‌a ‌ ‌free‌  ‌or‌  ‌low-cost‌  ‌academic‌  ‌c ourse‌  ‌or‌  ‌s kills‌‌
 
development‌  ‌training,‌  ‌s tudents‌  ‌and‌  ‌professionals‌  ‌c an‌  ‌assess‌‌  
their‌  ‌eligibility‌  ‌and‌  ‌k now‌  ‌about‌  ‌application‌  ‌requirements‌  ‌and‌‌  
deadlines.‌  ‌Such‌  ‌an‌  ‌opportunity‌  ‌c ould‌  ‌hone‌  ‌their‌  ‌s kills‌  ‌and‌‌  
knowledge,‌‌as‌‌well‌‌as‌‌enable‌‌them‌‌to‌‌build‌‌new‌‌c onnections.‌  ‌

Doing‌  ‌research‌  ‌also‌  ‌benefits‌  ‌c ivil‌  ‌s ociety‌  ‌and‌  ‌its‌  ‌m embers.‌‌

 
Funding‌  ‌for‌  ‌projects‌  ‌and‌  ‌research‌  ‌initiatives‌  ‌has‌  ‌been‌  ‌a ‌ ‌top‌‌
 
concern‌‌
  for‌‌
  those‌‌
  who‌‌
  want‌‌  to‌‌
  address‌‌   s ocial‌‌
  issues.‌‌  However,‌‌   not‌‌
  all‌‌
  funding‌‌   organizations‌‌   accept‌‌   proposals‌ 
year-long‌  ‌nor‌‌
  are‌‌
  they‌‌
  interested‌‌   in‌‌
  s olving‌‌
  m any‌‌  s ocial‌‌
  problems.‌‌   Thus,‌‌   it‌‌
  is‌‌
  necessary‌‌  to‌‌
  research‌‌   agencies‌‌
 
  ‌
that‌  ‌m atch‌  ‌the‌  ‌objectives‌  ‌of‌  ‌individuals‌  ‌and‌  ‌non-profits‌  ‌involved‌  ‌in‌  ‌advocacy‌  ‌or‌  ‌programs‌  ‌that‌  ‌s eek‌  ‌s ocial‌ 
change.‌  ‌

A‌  ‌wannabe‌  ‌business‌  ‌owner‌  ‌c an‌  ‌likewise‌  ‌m eet‌  ‌potential‌  ‌investors‌  ‌through‌  ‌research‌. ‌ ‌He/She‌  ‌c an‌‌ 
examine‌‌   their‌‌
  profiles‌‌
  and‌‌
  they‌‌
  c an‌‌
  do‌‌
  the‌‌
  s ame.‌‌
  A ‌‌good‌‌
  fit‌‌
  in‌‌
  terms‌‌
  of‌‌
 v ision,‌‌
 m ission,‌‌
 goals,‌‌
 and‌‌ work‌‌
 ethic,‌‌
 
as‌‌well‌‌as‌‌the‌‌c apital‌‌needed‌‌to‌‌launch‌‌the‌‌business,‌‌is‌‌c ritical‌‌to‌‌m aking‌‌the‌‌opportunity‌‌to‌‌s ucceed‌‌for‌‌both.‌  ‌

Some‌  ‌hobbies‌  ‌and‌  ‌interests‌  ‌are‌‌   expensive‌‌   to‌‌

  pursue.‌‌
  O ne‌‌  of‌‌
  these‌‌
  is‌‌
  traveling.‌‌
  For‌‌   budget-conscious‌‌  
tourists,‌  ‌s earching‌  ‌for‌  ‌airfare‌  ‌and‌  ‌hotel‌  ‌promos,‌  ‌discount‌  ‌rides,‌  ‌and‌  ‌c heap‌  ‌m arkets‌  ‌is‌  ‌c ertainly‌  ‌a ‌ ‌m ust‌  ‌to‌‌
 
maximize‌‌the‌‌v alue‌‌of‌‌their‌‌m oney.‌  ‌

Seizing‌  ‌opportunities‌  ‌c an‌  ‌broaden‌  ‌one's‌  ‌s ocial‌  ‌network,‌  ‌raise‌  ‌one's‌  ‌awareness,‌  ‌or‌‌   s ecure‌‌  the‌‌   s upport‌‌
 
one‌  ‌direly‌  ‌needs‌  ‌to‌  ‌s tart‌  ‌a ‌ ‌project‌  ‌or‌  ‌a ‌ ‌business.‌  ‌Indeed,‌  ‌research‌  ‌c ontributes‌  ‌to‌  ‌a ‌ ‌person's‌  ‌ability‌  ‌to‌‌
  m ake‌‌
 
life-changing‌‌decisions.‌‌It‌‌encourages‌‌s elf-growth,‌‌participation‌‌in‌‌worthwhile‌‌c auses,‌‌and‌‌living‌‌productively.‌  ‌

6‌  A‌‌SEED‌‌TO‌‌LOVE‌‌READING,‌‌WRITING,‌‌ANALYZING,‌‌
AND‌‌SHARING‌‌VALUABLE‌‌INFORMATION‌  ‌
 

 ‌

Research‌  ‌entails‌  ‌both‌  ‌reading‌  ‌and‌  ‌writing.‌  ‌These‌  ‌two‌  ‌literacy‌  ‌functions‌  ‌help‌  ‌enable‌  ‌c omputation‌  ‌and‌‌  
comprehension.‌  ‌Without‌  ‌these‌  ‌s kills,‌  ‌it‌  ‌is‌  ‌less‌  ‌likely‌  ‌for‌  ‌anyone‌  ‌to‌  ‌appreciate‌  ‌and‌  ‌get‌  ‌involved‌  ‌in‌  ‌research.‌‌
 
Reading‌  ‌opens‌  ‌the‌  ‌m ind‌  ‌to‌  ‌a ‌ ‌v ast‌  ‌horizon‌  ‌of‌  ‌k nowledge,‌  ‌while‌  ‌writing‌  ‌helps‌  ‌a ‌ ‌reader‌  ‌use‌  ‌her/his‌  ‌own‌‌  
perspective‌‌and‌‌transform‌‌this‌‌into‌‌a‌‌m ore‌‌c oncrete‌‌idea‌‌that‌‌s /he‌‌understands.‌  ‌

Apart‌  ‌from‌  ‌reading‌  ‌and‌  ‌writing,‌  ‌listening‌  ‌and‌  ‌s peaking‌  ‌are‌‌  

also‌  ‌integral‌  ‌in‌  ‌c onducting‌  ‌research.‌  ‌Interviews,‌  ‌attending‌‌  
knowledge-generating‌  ‌events,‌  ‌and‌‌   c asual‌‌
  talks‌‌
  with‌‌   anyone‌‌  
certainly‌  ‌aid‌  ‌in‌  ‌formulating‌  ‌research‌  ‌topics.‌  ‌They‌  ‌c an‌  ‌also‌‌  
facilitate‌  ‌the‌  ‌c ritical‌  ‌thinking‌  ‌process.‌  ‌Listening‌  ‌to‌  ‌experts‌‌ 
discuss‌  ‌the‌  ‌m erits‌  ‌of‌  ‌their‌  ‌s tudies‌  ‌helps‌  ‌the‌  ‌listener‌  ‌to‌‌
 
analyze‌‌a‌‌c ertain‌‌issue‌‌and‌‌write‌‌about‌‌s uch‌‌analysis.‌  ‌

With‌  ‌the‌  ‌wide‌  ‌array‌  ‌of‌  ‌ideas‌  ‌available,‌  ‌s cholars‌  ‌and‌‌  

non-scholars‌  ‌involved‌  ‌in‌  ‌research‌  ‌are‌  ‌able‌  ‌to‌  ‌s hare‌‌  
information‌  ‌with‌  ‌a ‌ ‌larger‌  ‌audience.‌‌   Some‌‌   v iew‌‌
  this‌‌
  process‌‌ 
as‌‌
  ego-boosting,‌‌   while‌‌   others‌‌ s ee‌‌
 it‌‌
 as‌‌
 a ‌‌m eans‌‌  to‌‌
 s timulate‌‌
 
interest‌  ‌and‌  ‌encourage‌  ‌further‌  ‌s tudies‌  ‌about‌  ‌c ertain‌‌   issues‌‌
 
or‌‌s ituations.‌  ‌

As‌  ‌literacy‌  ‌is‌  ‌integral‌  ‌in‌  ‌improving‌  ‌a ‌ ‌person's‌  ‌s ocial‌  ‌and‌‌
 
economic‌  ‌m obility‌  ‌and‌  ‌in‌  ‌increasing‌  ‌awareness,‌  ‌research‌‌  
then‌‌   hones‌‌
  necessary‌‌   basic‌‌   life‌‌
  s kills‌‌
  and‌‌
 m akes‌‌
 learning‌‌  a ‌‌
life-long‌‌endeavor.‌  ‌

 ‌

 ‌
  ‌

NOURISHMENT‌‌AND‌‌EXERCISE‌‌FOR‌‌THE‌‌
 
7‌  MIND‌  ‌
 ‌
Curiosity‌  ‌m ay‌  ‌k ill‌  ‌not‌  ‌just‌  ‌the‌  ‌c at,‌  ‌but‌  ‌the‌  ‌human‌  ‌as‌  ‌well.‌  ‌Yet,‌  ‌it‌  ‌is‌  ‌the‌‌
  s ame‌‌   c uriosity‌‌
  that‌‌
  fuels‌‌  the‌‌
 
mind‌  ‌to‌  ‌s eek‌  ‌for‌  ‌answers.‌  ‌The‌  ‌College‌  ‌Admissions‌  ‌Partners‌  ‌(n.d.)‌‌   notes‌‌   how‌‌   s cientific‌‌   research‌‌
  in‌‌
  particular‌ 
"helps‌‌  s tudents‌‌   develop‌‌   c ritical‌‌
  reasoning‌‌   s kills...helpful‌‌   for‌‌
 any‌‌  field‌‌ of‌‌
 higher‌‌  education..."‌‌  Such‌‌
 s earch‌‌  or‌‌
 the‌ 
thinking‌‌   process‌‌   is‌‌
  food‌‌
  for‌‌
 the‌‌ brain,‌‌ allowing‌‌  c reativity‌‌ and‌‌  logic‌‌  to‌‌
 remain‌‌  active.‌‌  It‌‌
 also‌‌ helps‌‌
 prevent‌‌  m ental‌‌  
illnesses‌‌like‌‌Alzheimer's.‌  ‌

 ‌
Several‌  ‌s tudies‌  ‌have‌  ‌s hown‌  ‌that‌  ‌m entally‌  ‌s timulating‌  ‌activities‌  ‌like‌  ‌doing‌  ‌research‌  ‌c an‌  ‌c ontribute‌  ‌to‌‌  
brain‌  ‌health.‌  ‌In‌  ‌"‌Educating‌  ‌the‌  ‌Brain‌  ‌to‌  ‌Avoid‌  ‌Dementia:‌  ‌Can‌‌   M ental‌‌  Exercise‌‌   Prevent‌‌   Alzheimer‌‌  Disease?‌",‌‌  
Margaret‌‌   G atz‌‌   (2005)‌‌   enumerated‌‌   research‌‌   findings‌‌  that‌‌  s upport‌‌   s uch‌‌  a ‌‌position.‌‌ However,‌‌  s he‌‌
 also‌‌
 noted‌‌ that‌ 
there‌  ‌m ay‌  ‌be‌  ‌other‌  ‌factors‌  ‌involved‌  ‌in‌  ‌averting‌  ‌s aid‌  ‌m ental‌  ‌problem.‌  ‌O ne‌  ‌of‌  ‌these‌  ‌is‌  ‌intelligence.‌  ‌A ‌ ‌s tudy‌‌ 
involving‌  ‌11-year-old‌  ‌pupils‌  ‌in‌  ‌Scotland‌  ‌in‌  ‌2000,‌  ‌for‌  ‌instance,‌  ‌pointed‌  ‌to‌  ‌intelligence‌  ‌quotient‌  ‌(IQ)‌  ‌s cores‌  ‌as‌ 
"predictive‌  ‌of‌  ‌future‌  ‌dementia‌  ‌risk".‌  ‌G atz‌  ‌opined‌‌   that‌‌
  c linical‌‌  trials‌‌
  are‌‌
  needed‌‌   and‌‌  that‌‌
  "conclusions‌‌   m ust‌‌
  be‌‌
 
based‌‌on‌‌large‌‌s amples,‌‌followed‌‌over‌‌a‌‌long‌‌period‌‌of‌‌time."‌‌    ‌

For‌‌
  older‌‌
  adults,‌‌
  health‌‌
  practices‌‌   that‌‌   c ould‌‌
  influence‌‌  the‌‌
  brain‌‌
  include‌‌
 s ound‌‌ nutrition,‌‌ s ufficient‌‌  s leep,‌‌
 
stress‌  ‌m anagement,‌  ‌treatment‌  ‌of‌  ‌m ood‌  ‌or‌  ‌anxiety‌  ‌disorders,‌  ‌good‌  ‌v ascular‌  ‌health,‌  ‌physical‌  ‌exercise,‌  ‌and‌‌  
avoidance‌  ‌of‌  ‌head‌  ‌trauma.‌  ‌But‌  ‌there‌  ‌is‌  ‌no‌  ‌c onvincing‌  ‌evidence‌  ‌that‌  ‌m emory‌  ‌practice‌  ‌and‌  ‌other‌  ‌c ognitively‌ 
stimulating‌‌activities‌‌are‌‌s ufficient‌‌to‌‌prevent‌‌Alzheimer‌‌disease;‌‌it‌‌is‌‌not‌‌just‌‌a‌‌c ase‌‌of‌‌“use‌‌it‌‌or‌‌lose‌‌it.”"‌  ‌

Gatz‌  ‌would‌  ‌have‌  ‌not‌  ‌formed‌  ‌s uch‌  ‌a ‌ ‌perspective‌  ‌if‌  ‌s he‌  ‌failed‌  ‌to‌  ‌c onduct‌  ‌her‌  ‌own‌  ‌research‌  ‌about‌  ‌the‌‌
 
effects‌‌
  of‌‌
  m entally‌‌  s timulating‌‌
  activities‌‌
  on‌‌
  the‌‌   human‌‌
  brain.‌‌   This‌‌   demonstrates‌‌   how‌‌   research‌‌   c an‌‌
  be‌‌
  both‌‌
  an‌‌
 
exciting‌  ‌and‌  ‌c hallenging‌  ‌c erebral‌  ‌endeavor.‌  ‌Various‌  ‌s tudies‌  ‌m ay‌  ‌or‌  ‌m ay‌  ‌not‌  ‌s upport‌  ‌each‌  ‌other‌  ‌based‌  ‌on‌ 
gathered‌  ‌information‌  ‌and/or‌  ‌other‌  ‌evidence.‌  ‌Data‌  ‌c ollection‌  ‌and‌  ‌analysis‌  ‌are‌  ‌v ital‌  ‌aspects‌  ‌of‌  ‌the‌  ‌research‌‌  
process.‌‌These‌‌are‌‌m ental‌‌activities‌‌that‌‌both‌‌expend‌‌brain‌‌energy‌‌and‌‌nurture‌‌brain‌‌health.‌  ‌

Indeed,‌  ‌research‌  ‌and‌  ‌doing‌  ‌research‌  ‌encourage‌  ‌people‌  ‌to‌  ‌explore‌‌   possibilities,‌‌
  to‌‌
  understand‌‌   existing‌‌ 
issues,‌  ‌and‌  ‌to‌  ‌disclose‌  ‌truths‌  ‌and‌  ‌fabricated‌  ‌ones.‌  ‌Without‌  ‌research,‌  ‌technological‌  ‌advancement‌  ‌and‌  ‌other‌‌  
developments‌  ‌c ould‌  ‌have‌  ‌remained‌  ‌a ‌ ‌fantasy.‌  ‌Reading,‌  ‌writing,‌  ‌observing,‌  ‌analyzing,‌  ‌and‌  ‌s ocial‌  ‌interaction‌‌  
facilitate‌  ‌an‌  ‌inquisitive‌  ‌m ind's‌  ‌quest‌  ‌for‌  ‌k nowledge,‌  ‌learning,‌  ‌and‌  ‌wisdom.‌  ‌Research‌  ‌s erves‌  ‌as‌  ‌a ‌ ‌bridge‌  ‌to‌ 
achieve‌‌that‌‌goal.‌  ‌

SOURCE:‌  ‌
Zarah,‌  ‌L.‌  ‌(2020,‌  ‌M arch‌  ‌30).‌  ‌7 ‌ ‌Reasons‌  ‌Why‌  ‌Research‌  ‌Is‌  ‌Important.‌  ‌Retrieved‌  ‌from‌‌
 
https://owlcation.com/academia/Why-Research-is-Important-Within-and-Beyond-the-Academe‌‌    ‌
 ‌
  ‌

SECTION‌‌1‌‌TEMPLATE‌‌1 ‌ ‌
WHY‌‌RESEARCH‌‌IS‌‌IMPORTANT‌  ‌
 ‌
Instructions:‌W ‌ rite‌‌your‌‌answers‌‌as‌‌concisely‌‌as‌‌possible.‌‌Use‌‌this‌‌sheet‌‌for‌‌your‌‌practice‌‌activity.‌‌You‌‌may‌‌1)‌‌print‌‌this;‌‌2)‌‌recreate‌‌ 
by‌‌hand;‌‌or‌‌3)‌‌recreate‌‌digitally‌‌then‌‌print.‌  ‌
 ‌
 ‌

Based‌‌on‌‌what‌‌you‌‌have‌‌read,‌‌how‌‌would‌‌you‌‌define‌‌research‌‌using‌‌your‌‌own‌‌words‌‌?  ‌‌ ‌

 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌

What‌‌is‌‌knowledge‌‌?‌‌How‌‌can‌‌research‌‌contribute‌‌to‌‌the‌‌building‌‌of‌‌knowledge‌‌?  ‌‌ ‌

 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌

How‌‌can‌‌Research‌‌increase‌‌our‌‌public‌‌awareness‌‌and‌‌understanding‌‌of‌‌various‌‌issues‌‌?  ‌‌ ‌

 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
  ‌
Does‌‌research‌‌help‌‌businesses?‌‌Give‌‌an‌‌example‌‌of‌‌how‌‌research‌‌can‌‌help‌‌small‌‌businesses.‌  ‌

 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌

Have‌‌you‌‌ever‌‌encountered‌‌fake‌‌news‌‌in‌‌your‌‌life?‌‌How‌‌did‌‌research‌‌help‌‌you‌‌distinguish‌‌the‌‌lies‌‌from‌‌the‌‌truth?‌  ‌

 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌

How‌‌do‌‌you‌‌think‌‌will‌‌the‌‌research‌‌help‌‌you‌‌grow‌‌into‌‌your‌‌future‌‌profession?‌  ‌

 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
  ‌
 ‌
 ‌
SECTION‌‌1‌‌|‌‌INTRODUCTION‌‌TO‌‌PRACTICAL‌‌RESEARCH‌‌II‌‌
   ‌
 ‌
  ‌

Activity‌‌   ‌
RESEARCH‌‌TOPICS‌  ‌
‌TIMEFRAME‌:‌ Week‌‌1 ‌ ‌
O
‌ BJECTIVE(S):‌‌   Skim‌  ‌through‌  ‌the‌  ‌topics‌  ‌about‌  ‌Natural‌  ‌Science,‌  ‌Business‌  ‌and‌  ‌Management,‌‌ 
and‌‌Social‌‌Science‌  ‌
Choose‌‌one‌‌topic‌‌from‌‌the‌‌three‌‌options‌‌given.‌  ‌
‌INSTRUCTIONS:‌  ‌
1. Read‌  ‌the‌  ‌wiki‌  ‌on‌  ‌the‌  ‌Guidelines‌  ‌in‌‌
  Writing‌‌
  Systematic‌‌  Review‌‌   Articles‌‌
  ‌found‌‌   in‌‌
  the‌‌
 
WIKIS‌‌  ‌file.‌‌
 This‌‌ wiki‌‌  basically‌‌ explains‌‌  everything‌‌ you‌‌
 need‌‌ to‌‌
 know‌‌ about‌‌
 review‌‌  papers,‌‌  
your‌‌
  final‌‌  output.‌‌
  It‌‌
 also‌‌  discusses‌‌
 the‌‌ general‌‌ guidelines‌‌
 and‌‌  steps‌‌
 you‌‌
 need‌‌  to‌‌
 follow‌‌  in‌ 
writing‌‌a‌‌good‌‌review‌‌article.‌  ‌

2. After,‌‌
 ‌read‌‌
 the‌‌
 wiki‌‌ on‌‌
 ‌Choosing‌‌  a ‌‌Research‌‌  Topic‌. ‌‌The‌‌  wiki‌‌ contains‌‌  an‌‌  overview‌‌  of‌‌
 all‌‌ 
your‌  ‌possible‌  ‌topics‌  ‌for‌  ‌review.‌  ‌This‌  ‌presents‌  ‌the‌  ‌most‌  ‌current‌  ‌issues‌  ‌in‌  ‌the‌  ‌fields‌  ‌of‌‌
 
Science‌‌and‌‌Technology.‌‌Read‌‌and‌‌digest‌‌the‌‌content‌‌for‌‌each‌‌field‌‌diligently.‌  ‌

3. Decide‌‌   which‌‌
 topic‌‌  you‌‌ want‌‌ to‌‌
 pursue‌‌ for‌‌
 this‌‌
 course.‌‌
 Once‌‌ you‌‌
 have‌‌
 chosen,‌‌
 follow‌‌
 
the‌‌
  instructions‌‌  set‌‌
  in‌‌
  the‌‌
  wiki.‌‌
 Be‌‌
 sure‌‌
 to‌‌
 stick‌‌
 to‌‌
 your‌‌
 topic‌‌
 until‌‌
 the‌‌
 end‌‌
 of‌‌
 the‌‌
 course‌‌ to‌‌
 
avoid‌‌delays.‌  ‌

4. Study‌‌  the‌‌  materials‌‌   about‌‌

 your‌‌ chosen‌‌  subject.‌‌  ‌Take‌‌
 note‌‌ of‌‌
 the‌‌
 important‌‌  points‌‌  that‌‌ 
may‌  ‌be‌  ‌useful‌  ‌to‌  ‌you‌  ‌when‌  ‌you‌  ‌write‌  ‌your‌  ‌introduction.‌  ‌Consider‌  ‌the‌  ‌purpose‌  ‌of‌  ‌the‌‌
 
study‌‌and‌‌the‌‌research‌‌questions‌‌when‌‌looking‌‌for‌‌data.‌  ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
  ‌
  ‌

SECTION‌‌1‌‌WIKI‌‌1 ‌ ‌
GUIDELINES‌‌IN‌‌WRITING‌‌
 
SYSTEMATIC‌‌REVIEW‌‌ARTICLES‌  ‌
 ‌
This‌  ‌wiki‌  ‌explains‌  ‌everything‌  ‌about‌  ‌review‌  ‌articles‌  ‌and‌  ‌how‌  ‌to‌  ‌write‌  ‌them.‌  ‌After‌  ‌reading‌  ‌this,‌‌
 
you‌‌should‌‌be‌‌able‌‌to‌‌identify‌‌the‌‌answers‌‌for‌‌each‌‌guide‌‌question:‌  ‌

1. What‌‌is‌‌a‌‌review‌‌article?‌‌What‌‌are‌‌its‌‌functions?‌  ‌
2. What‌‌are‌‌the‌‌types‌‌of‌‌reviews?‌‌What‌‌is‌‌a‌‌systematic‌‌review‌‌article?‌‌
   ‌
3. What‌‌are‌‌the‌‌elements‌‌of‌‌a‌‌review‌‌article?‌  ‌

Read‌  ‌and‌  ‌understand‌  ‌the‌  ‌content‌  ‌of‌  ‌this‌  ‌wiki‌  ‌as‌‌

  much‌‌
  as‌‌
  you‌‌
  can.‌‌
  This‌‌
  will‌‌
  be‌‌
  your‌‌
  guide‌‌
  as‌‌
 
you‌‌write‌‌your‌‌final‌‌output‌‌in‌‌Practical‌‌Research‌‌II.‌  ‌
 ‌

REVIEW‌‌ARTICLES‌  ‌
● A‌‌review‌‌article‌‌is‌‌a‌‌survey‌‌of‌‌previously‌‌published‌‌research‌‌on‌‌a‌‌topic‌.   ‌‌ ‌
● It‌  ‌should‌  ‌give‌  ‌an‌  ‌overview‌  ‌of‌  ‌current‌  ‌thinking‌  ‌on‌  ‌the‌  ‌theme‌  ‌and,‌  ‌unlike‌  ‌an‌  ‌original‌  ‌research‌‌
 
article,‌‌will‌‌not‌‌present‌‌new‌‌experimental‌‌results‌‌(‌Doffegnies,‌‌2019).‌‌    ‌
● It‌  ‌is‌  ‌a ‌ ‌critical,‌  ‌constructive‌  ‌analysis‌  ‌of‌  ‌the‌  ‌literature‌  ‌in‌  ‌a ‌ ‌specific‌  ‌field‌  ‌through‌  ‌summary,‌‌
 
classification,‌‌analysis,‌‌comparison‌‌(‌Mayer,‌‌2009).‌  ‌

FUNCTIONS‌‌OF‌‌A‌‌REVIEW‌‌ARTICLE‌  ‌
Review‌‌  articles‌‌  are‌‌
 also‌‌ known‌‌  as‌‌
 ‌Literature‌‌  Review.‌‌  ‌The‌‌  purpose‌‌ of‌‌ a ‌‌review‌‌ paper‌‌
 is‌‌
 to‌ 
succinctly‌‌   ‌create‌‌  a ‌‌readable‌‌   synthesis‌‌   of‌‌
  the‌‌  best‌‌  resources‌‌  available‌‌  in‌‌ the‌‌
 literature‌‌
 ‌for‌‌
 
an‌  ‌important‌  ‌research‌  ‌question‌  ‌or‌  ‌a ‌ ‌current‌  ‌area‌  ‌of‌  ‌research.‌  ‌It‌‌
  creates‌‌
  an‌‌  understanding‌‌   of‌‌
 
the‌‌
 topic‌‌
 for‌‌  the‌‌
 reader‌‌  by‌‌
 discussing‌‌  the‌‌ findings‌‌  presented‌‌  in‌‌
 recent‌‌  research‌‌  papers‌‌ (“Writing‌‌  
Review‌‌Papers,”‌‌n.d.).‌‌Hence,‌‌they‌‌are‌‌used‌‌to:‌‌    ‌

 ‌  ‌  ‌

organize‌‌literature;‌  ‌ evaluate‌‌literature;‌  ‌ synthesize‌‌literature;‌  ‌

  ‌
 ‌

 ‌

 ‌  ‌

‌identify‌‌patterns‌‌and‌‌trends‌‌   ‌ identify‌‌research‌‌gaps‌‌and‌‌
 
in‌‌the‌‌literature;‌‌and‌  ‌ recommend‌‌new‌‌research‌‌areas.‌  ‌

TYPES‌‌OF‌‌REVIEW‌‌ARTICLES‌  ‌
The‌‌   purpose‌‌   of‌‌
  a ‌‌literature‌‌
  review‌‌   is‌‌
  simple;‌‌
  it‌‌
  is‌‌
  to‌‌
  ‌educate‌‌
  oneself‌‌   in‌‌
  the‌‌
  topic‌‌
  area‌‌
 
and‌  ‌to‌  ‌understand‌  ‌the‌  ‌literature‌  ‌before‌  ‌shaping‌  ‌an‌  ‌argument‌  ‌or‌  ‌justification‌  ‌(O’Gorman‌  ‌& ‌‌
Macintosh,‌  ‌2015,‌  ‌p.‌  ‌37).‌  ‌Throughout‌  ‌the‌  ‌years,‌  ‌numerous‌  ‌types‌  ‌of‌  ‌literature‌  ‌reviews‌  ‌have‌‌  
surfaced,‌  ‌but‌  ‌the‌  ‌four‌  ‌main‌  ‌types‌  ‌are‌  ‌traditional‌  ‌or‌  ‌narrative,‌  ‌systematic,‌  ‌meta-analysis‌, ‌ ‌and‌‌
 
meta-synthesis‌‌(Table‌‌1).‌‌    ‌

Table‌‌1.‌‌Types‌‌of‌‌Review‌‌Articles‌‌and‌‌their‌‌Purposes‌  ‌
TYPE‌‌OF‌‌REVIEW‌  ‌ PURPOSE‌  ‌

Traditional‌‌or‌‌
  ● analyze‌‌and‌‌summarise‌‌a‌‌body‌‌of‌‌literature‌  ‌
narrative‌  ‌ ● highlight‌n
‌ ew‌‌research‌‌streams,‌‌identify‌‌gaps‌‌or‌‌
 
recognize‌‌inconsistencies‌‌by‌‌presenting‌‌a‌‌ 
comprehensive‌‌background‌‌of‌‌the‌‌literature‌  ‌

Systematic‌  ‌ ● undertakes‌‌a‌‌more‌‌rigorous‌‌approach‌‌to‌‌reviewing‌‌  
the‌‌literature‌  ‌
● often‌‌used‌‌to‌‌answer‌‌highly‌‌structured‌‌and‌‌specific‌‌
 
research‌‌questions‌  ‌

Meta-analysis‌‌
   ‌ ● taking‌‌the‌‌findings‌‌from‌‌the‌‌chosen‌‌literature‌‌and‌‌
 
analyzing‌‌these‌‌findings‌‌by‌‌using‌‌standardized‌‌  
statistical‌‌procedures‌‌    ‌

Meta-synthesis‌‌
   ‌ ● evaluates‌‌and‌‌analyzes‌‌findings‌‌from‌‌qualitative‌‌
 
studies‌‌and‌‌build‌‌on‌‌previous‌‌conceptualizations‌‌
 
and‌‌interpretations‌  ‌
Source:‌‌Research‌‌Methods‌‌for‌‌Business‌‌&‌‌Management:‌‌A‌‌Guide‌‌to‌‌Writing‌‌Your‌‌Dissertation‌  ‌

 ‌

In‌  ‌this‌  ‌course,‌  ‌we‌  ‌will‌  ‌mainly‌  ‌focus‌  ‌on‌‌

  systematic‌‌
  review‌‌
  articles.‌‌
  Read‌‌
  further‌‌
  to‌‌
  learn‌‌
 
more‌‌about‌‌this‌‌type‌‌of‌‌review‌‌and‌‌the‌‌guidelines‌‌on‌‌how‌‌to‌‌write‌‌it.‌  ‌
  ‌
What‌‌are‌‌Systematic‌‌Reviews?‌  ‌

Systematic‌  ‌review‌  ‌articles‌  ‌are‌  ‌a ‌ ‌high-level‌‌   overview‌‌  

of‌  ‌primary‌  ‌research‌  ‌of‌  ‌a ‌ ‌particular‌  ‌topic‌  ‌that‌‌   identifies,‌‌  
selects,‌  ‌analyzes,‌  ‌and‌  ‌synthesizes‌  ‌all‌  ‌reliable‌‌   literature‌‌  
relevant‌  ‌to‌  ‌the‌  ‌topic‌  ‌(“LibGuides:‌  ‌Literature‌  ‌Review:‌‌   Literature‌‌  
Review,”‌  ‌2020).‌  ‌It‌  ‌is‌  ‌a ‌ ‌study‌  ‌of‌  ‌studies‌. ‌‌It‌‌  attempts‌‌   to‌  ‌collect‌‌  
all‌  ‌existing‌  ‌literature‌  ‌on‌  ‌a ‌ ‌particular‌  ‌topic‌  ‌in‌  ‌order‌  ‌to‌‌
  answer‌  ‌a ‌‌
certain‌‌research‌‌question‌‌(Bakker,‌‌2020).‌‌    ‌
 ‌
According‌  ‌to‌  ‌Liberati‌  ‌et‌  ‌al.‌  ‌(2009),‌  ‌systematic‌‌   reviews‌‌  
should‌‌   a)‌‌
  clearly‌‌  state‌‌  objectives‌‌   in‌‌
  a ‌‌precise‌‌   and‌‌
  duplicable‌‌  methodology;‌‌  b)‌‌
 identify‌‌ all‌‌ 
studies‌‌   that‌‌
  meet‌‌   the‌‌
  criteria‌‌   through‌‌   a ‌‌detailed‌‌  search‌‌  strategy;‌‌
 c)‌‌
 assess‌‌
 the‌‌
 validity‌‌ of‌‌ 
the‌  ‌findings‌  ‌of‌  ‌the‌  ‌included‌  ‌studies;‌  ‌and‌  ‌d)‌  ‌synthesize‌  ‌the‌  ‌studies'‌  ‌findings‌  ‌in‌  ‌a ‌‌
systematic‌‌way.‌  ‌

ELEMENTS‌‌OF‌‌A‌‌SYSTEMATIC‌‌REVIEW‌‌PAPER‌  ‌
The‌‌  table‌‌ below‌‌
 summarizes‌‌  the‌‌
 general‌‌
 guidelines‌‌
 in‌‌
 writing‌‌
 a ‌‌review‌‌
 paper.‌‌
 It‌‌
 concisely‌‌
 
explains‌‌  each‌‌  section,‌‌
  its‌‌
 functions,‌‌
 the‌‌
 tenses‌‌
 to‌‌
 use,‌‌
 and‌‌
 some‌‌ important‌‌  details‌‌
 to‌‌
 note‌‌
 when‌ 
writing‌‌an‌‌article.‌  ‌

Table‌‌2.‌‌Elements‌‌of‌‌a‌‌Systematic‌‌Review‌‌Paper‌  ‌
ELEMENT‌  ‌ FUNCTION‌  ‌ COMPONENTS‌  ‌ NOTES‌  ‌

Title‌‌
   ‌ Summarizes‌‌the‌‌   Must‌‌be‌‌informative‌‌‌(include‌‌
  LENGTH‌: ‌ ‌
review‌  ‌ important‌‌terms,‌‌indicate‌‌type‌‌
  Between‌‌eight‌‌to‌‌12‌‌
 
 ‌ of‌‌review)‌  ‌ words‌  ‌
Helps‌‌readers‌‌    ‌
decide‌‌whether‌‌to‌‌   Must‌‌be‌‌short‌‌‌(keep‌‌it‌‌
 
read‌‌the‌‌text‌‌or‌‌not‌  ‌ concise)‌  ‌

Abstract‌‌
   ‌ Informs‌‌about‌‌the‌‌   Must‌‌use‌‌informative‌‌  TENSE‌: ‌ ‌
main‌‌objectives‌‌   abstract‌  ‌ objectives‌:‌‌present‌  ‌
and‌‌result‌‌of‌‌the‌‌    ‌ methods‌:‌‌past‌  ‌
review‌‌article‌‌    ‌ One‌‌or‌‌two‌‌s entences‌‌for‌‌
  results‌:‌‌past‌  ‌
each:‌  ‌ conclusions‌:‌‌present‌  ‌
 ‌
Objectives‌‌‌-‌‌describe‌‌the‌‌   LENGTH‌: ‌ ‌
context‌‌and‌‌intention‌‌of‌‌the‌‌  200‌‌-‌‌250‌‌words‌  ‌
review.‌  ‌  ‌
 ‌
Methods‌‌‌-‌‌provide‌‌a‌‌general‌‌  
picture‌‌of‌‌the‌‌m ethod‌‌used‌  ‌
 ‌
Results‌‌‌-‌‌s ummarize‌‌the‌‌  
main‌‌outcomes‌  ‌
 ‌
Conclusions‌‌‌-‌‌present‌‌  
  ‌
conclusions‌‌based‌‌on‌‌
 
objectives‌  ‌

Introduction‌‌
   ‌ Establishes‌‌the‌‌   Should‌‌accomplish‌‌three‌‌   TENSE‌: ‌ ‌
context‌‌by‌‌   things:‌  ‌ Present‌‌    ‌
summarizing‌‌    ‌  ‌
background‌‌   Subject‌‌background‌‌-‌‌the‌‌   LENGTH‌: ‌ ‌
information‌‌about‌‌   general‌‌topic,‌‌issue,‌‌or‌‌area‌‌   1/5‌‌of‌‌the‌‌paper’s‌‌  
the‌‌topic‌‌   ‌ of‌‌c oncern‌‌is‌‌provided‌‌to‌‌
  total‌‌length‌  ‌
 ‌ illustrate‌‌the‌‌c ontext.‌  ‌  ‌
Identifies‌‌and‌‌    ‌  ‌
justifies‌‌the‌‌need‌‌   “Problem”‌‌‌-‌‌trends,‌‌new‌‌   Narrow‌‌down‌‌focus‌‌  
for‌‌the‌‌review‌  ‌ perspectives,‌‌gaps,‌‌c onflicts,‌‌   and‌‌s tate‌‌research‌‌  
 ‌ or‌‌a‌‌s ingle‌‌problem‌‌is‌‌
  problems‌‌explicitly.‌‌  
Defines‌‌the‌‌focus,‌‌   indicated.‌  ‌ Indicate‌‌these‌‌two‌‌  
the‌‌research‌‌    ‌ points‌‌c learly‌‌in‌‌the‌‌  
question‌‌and‌‌   Rationale‌‌‌-‌ ‌the‌‌reason‌‌for‌‌  introduction‌  ‌
explains‌‌the‌‌text‌‌   reviewing‌‌the‌‌literature,‌‌the‌‌   ‌
structure‌  ‌ approach,‌‌and‌‌the‌‌   (full‌‌discussion‌‌of‌‌  
 ‌ organization‌‌of‌‌the‌‌text‌‌are‌‌  this‌‌s ection‌‌is‌‌in‌‌a‌‌
 
Explains‌‌the‌‌"big‌‌   described‌  ‌ separate‌‌wiki)‌  ‌
picture"‌‌relevance‌  ‌

Method‌‌
   ‌ Enables‌‌other‌‌  Must‌‌include:‌  ‌ TENSE‌: ‌ ‌
researchers‌‌to‌‌    ‌ Past‌‌   ‌
repeat‌‌the‌‌review‌  ‌ Eligibility‌‌criteria‌‌‌-‌ ‌identify‌‌
   ‌
 ‌ study‌‌c haracteristics‌‌   LENGTH‌: ‌ ‌
 ‌ (research‌‌questions);‌‌   Approx.‌‌5%‌‌of‌‌the‌‌  
standard‌‌for‌‌inclusion/‌‌   core‌‌text‌  ‌
exclusion‌‌of‌‌s tudies‌  ‌  ‌
 ‌  ‌
Data‌‌sources‌‌‌-‌‌describe‌‌all‌‌   Make‌‌s ure‌‌that‌‌data‌‌  
information‌‌s ources‌‌   sources‌‌are‌‌c learly‌‌  
(databases‌‌used‌‌to‌‌s earch‌‌for‌‌   identified.‌‌Precision‌‌  
lit)‌  ‌ is‌‌the‌‌first‌‌priority‌‌in‌‌
 
 ‌ the‌‌m ethods‌‌s ection.‌  ‌
Search‌‌terms‌‌and‌‌strategies‌‌    ‌
-‌‌k eywords‌‌and/‌‌or‌‌ 
keyphrases‌‌used‌‌to‌‌s earch‌‌  
research‌‌articles‌  ‌
 ‌
 ‌

Results‌‌and‌‌
  Simply‌‌s tates‌‌the‌‌
  Must‌‌develop:‌  ‌ TENSE‌: ‌ ‌
Discussion‌  ‌ main‌‌findings‌  ‌  ‌ Present‌‌    ‌
 ‌ Section‌‌structure‌‌‌-‌‌reflects‌‌    ‌
Describes‌‌   the‌‌c oherence‌‌of‌‌the‌‌topic‌‌
  LENGTH‌: ‌ ‌
important‌‌results‌‌
  and‌‌indicates‌‌the‌‌c ontent‌‌of‌‌
  70‌‌to‌‌90%‌‌of‌‌the‌‌c ore‌‌
 
from‌‌recent‌‌  the‌‌v arious‌‌s ections.‌  ‌ text‌  ‌
primary‌‌literature‌‌
   ‌  ‌
  ‌
articles‌  ‌ Paragraph‌‌structure‌‌‌-‌‌c over‌‌   Organize‌‌the‌‌different‌‌  
 ‌ one‌‌idea,‌‌aspect,‌‌or‌‌topic‌‌per‌‌   pieces‌‌of‌‌information‌‌  
 ‌ paragraph;‌‌avoid‌‌“one‌‌s tudy‌‌   into‌‌a‌‌line‌  ‌
per‌‌paragraph”‌‌s tyle,‌‌integrate‌‌   of‌‌argument.‌‌An‌‌  
related‌‌ideas‌‌per‌‌paragraph‌‌   appropriate‌‌  
instead.‌  ‌ organization‌‌of‌‌  
 ‌ information‌‌is‌‌  
Links‌‌-‌‌link‌‌the‌‌discussed‌‌  all-important‌‌for‌‌the‌‌  
research‌‌findings‌‌to‌‌the‌‌  quality‌‌of‌‌a‌‌review.‌  ‌
research‌‌question‌‌s tated‌‌in‌‌    ‌
the‌‌introduction.‌  ‌ (full‌‌discussion‌‌of‌‌  
 ‌ this‌‌s ection‌‌is‌‌in‌‌a‌‌ 
 ‌ separate‌‌wiki)‌  ‌

Conclusions‌‌
   Answers‌‌the‌‌   Must‌‌include:‌  ‌ TENSE‌: ‌ ‌
research‌‌questions‌‌    ‌ Present‌‌    ‌
set‌‌in‌‌the‌‌
  implications‌‌of‌‌the‌‌findings‌  ‌  ‌
introduction‌  ‌  ‌ LENGTH‌: ‌ ‌
 ‌ interpretations‌‌by‌‌the‌‌authors‌‌   1/5‌‌of‌‌the‌‌paper’s‌‌  
Succinctly‌‌   (kept‌‌s eparate‌‌from‌‌factual‌  ‌ total‌‌length‌  ‌
summarize‌‌y our‌‌   information)‌  ‌  ‌
major‌‌points‌  ‌  ‌  ‌
 ‌ identification‌‌of‌‌unresolved‌‌  (full‌‌discussion‌‌of‌‌  
Point‌‌out‌‌the‌‌  questions‌  ‌ this‌‌s ection‌‌is‌‌in‌‌a‌‌
 
significance‌‌of‌‌    ‌ separate‌‌wiki)‌  ‌
these‌‌results‌  ‌  ‌

References‌‌
   ‌ Shows‌‌interested‌‌   Every‌‌reference‌‌c ited‌‌in‌‌the‌‌
  LENGTH‌: ‌ ‌
readers‌‌on‌‌how‌‌to‌‌   text‌‌in‌‌APA‌‌format.‌  ‌ The‌‌number‌‌of‌‌  
find‌‌the‌‌literature‌  ‌ sources‌‌used‌‌in‌‌the‌‌  
mentioned‌‌in‌‌the‌‌   entire‌‌paper.‌  ‌
text‌  ‌  ‌
 ‌  ‌
Acknowledges‌‌the‌‌    ‌
work‌‌of‌‌other‌‌   (full‌‌discussion‌‌of‌‌  
scientists‌‌to‌‌avoid‌‌   this‌‌s ection‌‌is‌‌in‌‌a‌‌
 
charges‌‌of‌‌   separate‌‌wiki)‌  ‌
plagiarism‌  ‌  ‌
Sources:‌‌G uidelines‌‌for‌‌writing‌‌a‌‌Review‌‌Article,‌‌Review‌‌Essays‌‌for‌‌the‌‌Biological‌‌Sciences,‌‌and‌‌PRISMA‌‌s tatement‌  ‌

WHAT’S‌‌NEXT?‌  ‌

After‌‌reading‌‌the‌‌guidelines‌‌in‌‌writing‌‌a‌‌review‌‌article,‌‌go‌‌back‌‌to‌‌the‌‌questions‌‌set‌‌at‌‌the‌‌beginning‌‌  
of‌‌this‌‌wiki.‌‌If‌‌you‌‌can‌‌answer‌‌them‌‌without‌‌the‌‌need‌‌to‌‌look‌‌at‌‌the‌‌wiki‌‌most‌‌of‌‌the‌‌time,‌‌then‌‌you‌‌
 
can‌‌proceed‌‌to‌‌the‌‌next‌‌instruction.‌  ‌
 ‌
If‌‌you‌‌think‌‌you‌‌need‌‌more‌‌time‌‌to‌‌review‌‌these‌‌guidelines,‌‌you‌‌are‌‌welcome‌‌to‌‌do‌‌so!‌  ‌
  ‌
  ‌

REFERENCES‌: ‌ ‌
Doffegnies,‌‌C.‌‌(2019,‌‌O ctober‌‌4).‌‌Writing‌‌a‌‌review‌‌article‌.‌‌Retrieved‌‌from‌‌
 
https://authorservices.taylorandfrancis.com/writing-a-review-article/‌  ‌

Mayer,‌‌P.‌‌(2009).‌‌G uidelines‌‌for‌‌writing‌‌a‌‌Review‌‌Article‌.‌‌Retrieved‌‌J une‌‌5,‌‌2020,‌‌from‌‌

 
http://ueberfachliche-kompetenzen.ethz.ch/dopraedi/pdfs/Mayer/guidelines_review_article.pdf‌  ‌

Writing‌‌Review‌‌Papers.‌‌(n.d.).‌‌Retrieved‌‌J une‌‌15,‌‌2020,‌‌from‌‌
 
http://websites.uwlax.edu/biology/ReviewPapers.html‌  ‌

O’Gorman,‌‌K.‌‌D.,‌‌&‌‌M acintosh,‌‌R.‌‌(2015).‌‌The‌‌Literature‌‌Review.‌‌In‌‌Research‌‌M ethods‌‌for‌‌Business‌‌&‌‌

 
Management:‌‌A‌‌G uide‌‌to‌‌Writing‌‌Your‌‌Dissertation‌‌(pp.‌‌37–38)‌.‌‌Retrieved‌‌from‌‌ 
https://www.goodfellowpublishers.com/free_files/Contents%20and%20copyright-e9d3f30a12012dd4ec3c‌
99d8684e1af8.pdf‌  ‌

LibGuides:‌‌Literature‌‌Review:‌‌Literature‌‌Review.‌‌(2020,‌‌J une‌‌2).‌‌Retrieved‌‌J une‌‌16,‌‌2020,‌‌from‌‌

 
https://uscupstate.libguides.com/c.php?g=627058&p=5986719‌  ‌

Bakker,‌‌C.‌‌(2020,‌‌February‌‌25).‌‌Research‌‌G uides:‌‌Conducting‌‌a‌‌Systematic‌‌Review:‌‌Home.‌‌Retrieved‌‌J une‌‌16,‌‌

 
2020,‌‌from‌‌https://libguides.umn.edu/systematicreviews‌  ‌

Liberati,‌‌A.,‌‌Altman,‌‌D.‌‌G .,‌‌Tetzlaff,‌‌J .,‌‌M ulrow,‌‌C.,‌‌G øtzsche,‌‌P.‌‌C.,‌‌Ioannidis,‌‌J .‌‌P.,‌‌Clarke,‌‌M .,‌‌Devereaux,‌‌P.‌‌

 
J.,‌‌Kleijnen,‌‌J .,‌‌&‌‌M oher,‌‌D.‌‌(2009).‌‌The‌‌PRISMA‌‌s tatement‌‌for‌‌reporting‌‌s ystematic‌‌reviews‌‌and‌‌  
meta-analyses‌‌of‌‌s tudies‌‌that‌‌evaluate‌‌healthcare‌‌interventions:‌‌explanation‌‌and‌‌elaboration.‌‌BMJ‌‌  
(Clinical‌‌research‌‌ed.),‌‌339,‌‌b2700.‌‌https://doi.org/10.1136/bmj.b2700‌  ‌

Bastek,‌‌N.‌‌(2012).‌‌Review‌‌Essays‌‌for‌‌the‌‌Biological‌‌s ciences.‌‌Retrieved‌‌J une‌‌16,‌‌2020,‌‌from‌‌

 
https://writing.colostate.edu/guides/page.cfm?pageid=1534&guideid=79‌  ‌

Piper,‌‌R.‌‌J .‌‌(2013).‌‌How‌‌to‌‌write‌‌a‌‌s ystematic‌‌literature‌‌review:‌‌a‌‌guide‌‌for‌‌m edical‌‌s tudents.‌‌Retrieved‌‌J une‌‌10,‌‌

 
2020,‌‌from‌‌https://sites.cardiff.ac.uk/curesmed/files/2014/10/NSAMR-Systematic-Review.pdf‌  ‌

 ‌

 ‌

 ‌

 ‌

 ‌

 ‌

 ‌

 ‌

 ‌
  ‌
  ‌

SECTION‌‌1‌‌WIKI‌‌2 ‌ ‌

CHOOSING‌‌A‌‌RESEARCH‌‌TOPIC‌ 
  ‌

 ‌
The‌‌   wiki‌‌
  contains‌‌   an‌‌
 overview‌‌  of‌‌
 all‌‌
 your‌‌
 possible‌‌ topics‌‌
 for‌‌
 your‌‌
 review.‌‌
 This‌‌  presents‌‌ the‌‌
 most‌‌  
current‌  ‌issues‌  ‌in‌  ‌the‌  ‌fields‌  ‌of‌  ‌Science,‌  ‌Business,‌  ‌and‌  ‌Social‌  ‌Science.‌  ‌After‌  ‌going‌  ‌through‌  ‌this‌‌
 
document,‌‌you‌‌should‌‌be‌‌able‌‌to‌‌answer‌‌these‌‌questions:‌  ‌

1. What‌‌topics‌‌are‌‌available‌‌for‌‌your‌‌review?‌‌What‌‌are‌‌the‌‌goals‌‌for‌‌each?‌  ‌
2. What‌‌is‌‌the‌‌scope‌‌of‌‌each‌‌topic?‌‌What‌‌are‌‌the‌‌materials‌‌provided‌‌to‌‌you?‌  ‌
3. Which‌‌topic‌‌should‌‌you‌‌cover‌‌in‌‌your‌‌review‌‌article?‌‌
   ‌

Read‌‌
  through‌‌  the‌‌
  overview‌‌
  for‌‌
  each‌‌
  topic,‌‌
  then‌‌
  decide‌‌
  which‌‌
  of‌‌
  these‌‌
 you‌‌
 wanna‌‌
 choose.‌‌
 The‌ 
list‌‌of‌‌materials‌‌and‌‌research‌‌articles‌‌are‌‌also‌‌enumerated.‌‌    ‌
 ‌

TOPIC‌‌1:‌ ‌SCIENCE‌  ‌
Science,‌  ‌by‌  ‌definition,‌  ‌is‌  ‌“‌any‌  ‌system‌  ‌of‌  ‌knowledge‌  ‌that‌  ‌is‌  ‌concerned‌  ‌with‌‌   the‌‌
  physical‌‌  
world‌  ‌and‌  ‌its‌  ‌phenomena‌  ‌and‌  ‌that‌  ‌entails‌  ‌unbiased‌  ‌observations‌  ‌and‌  ‌systematic‌‌  
experimentation”‌‌   (The‌‌
  Editors‌‌   of‌‌  Encyclopaedia‌‌   Britannica,‌‌   2020).‌‌  It‌‌
 is‌‌
 the‌‌ pursuit‌‌
 and‌‌  application‌‌
 of‌‌  
knowledge‌  ‌and‌  ‌understanding‌  ‌of‌  ‌the‌  ‌natural‌  ‌and‌  ‌social‌‌   world‌‌
  following‌‌   the‌‌
  scientific‌‌
  method.‌‌  One‌‌
  of‌‌ 
the‌‌
  most‌‌
  current‌‌
  issues‌‌  that‌‌
  baffle‌‌   scientists‌‌
  today‌‌   is‌‌
  the‌‌
 Coronavirus‌‌  Disease‌‌  (COVID-19)‌‌  pandemic.‌‌  
Hence,‌‌your‌‌topic‌‌under‌‌this‌‌category.‌  ‌

CORONAVIRUS‌‌DISEASE‌‌
   ‌
Coronavirus‌  ‌disease‌  ‌(COVID-19)‌  ‌is‌  ‌an‌‌  
infectious‌  ‌disease‌  ‌caused‌  ‌by‌  ‌a ‌ ‌newly‌  ‌discovered‌‌
 
coronavirus.‌  ‌This‌  ‌new‌  ‌virus‌  ‌and‌  ‌disease‌  ‌were‌‌  
unknown‌  ‌before‌  ‌the‌  ‌outbreak‌  ‌began‌  ‌in‌  ‌Wuhan,‌‌   China,‌‌
 
in‌  ‌December‌  ‌2019.‌  ‌COVID-19‌  ‌is‌  ‌now‌  ‌a ‌‌pandemic‌‌ 
affecting‌  ‌many‌  ‌countries‌  ‌globally‌  ‌(World‌  ‌Health‌‌  
Organization,‌‌2020).‌‌    ‌

COVID-19‌  ‌affects‌  ‌different‌  ‌people‌  ‌in‌‌   different‌‌ 

ways.‌  ‌The‌  ‌time‌  ‌between‌  ‌exposure‌  ‌to‌  ‌COVID-19‌‌   and‌  ‌the‌‌ 
moment‌‌   when‌‌  symptoms‌‌  start‌‌
 is‌‌
 commonly‌‌  around‌‌   five‌  ‌to‌‌ 
six‌  ‌days‌  ‌but‌  ‌can‌  ‌range‌  ‌from‌  ‌1 ‌ ‌– ‌ ‌14‌  ‌days‌  ‌(WHO,‌‌
  2020).‌‌  
The‌  ‌most‌  ‌common‌  ‌symptoms‌  ‌of‌  ‌COVID-19‌  ‌are‌‌   fever,‌‌
 
dry‌  ‌cough,‌  ‌and‌  ‌tiredness.‌  ‌Some‌  ‌people‌  ‌become‌‌   infected‌‌  
but‌‌  only‌‌
  have‌‌   very‌‌  mild‌‌
 symptoms.‌‌  While‌‌ there‌‌ are‌‌
  efforts‌‌ 
to‌‌
  alleviate‌‌   the‌‌  effects‌‌
  of‌‌
  this‌‌
  disease,‌‌  there‌‌ are‌‌
 no‌‌
 medicines‌‌
 that‌‌
 have‌‌
 been‌‌
 shown‌‌
 to‌‌
 prevent‌‌  
or‌‌cure‌‌the‌‌disease.‌  ‌
  ‌
If‌‌
  you‌‌
  want‌‌
  to‌‌
  learn‌‌
  more‌‌
  about‌‌
  COVID-19,‌‌
  you‌‌
  may‌‌
  access‌‌
  these‌‌
  videos‌‌
 located‌‌
 in‌‌
 the‌ 
folder‌‌Research‌‌Topic‌‌1:‌‌Science‌: ‌ ‌

1. The‌‌Coronavirus‌‌Explained‌‌&‌‌What‌‌You‌‌Should‌‌Do‌‌|‌‌Kurzgesagt‌  ‌
2. What‌i‌s‌‌a‌‌coronavirus?‌‌|‌‌TED-Ed‌  ‌
3. When‌i‌s‌‌the‌‌pandemic‌‌over?‌ ‌|‌‌TED-Ed‌  ‌
 ‌
These‌  ‌are‌  ‌the‌  ‌research‌  ‌articles‌  ‌that‌  ‌you‌  ‌need‌  ‌to‌  ‌review‌  ‌under‌  ‌this‌  ‌category.‌‌
  You‌‌
  may‌‌
 
check‌‌  them‌‌
  in‌‌
  ‌Research‌‌   Topic‌‌  1:‌‌
 Science‌, ‌‌‌and‌‌  decide‌‌  whether‌‌  you‌‌
 want‌‌  this‌‌ topic‌‌
 or‌‌
 not.‌‌
 You‌‌
 
are‌‌required‌‌to‌‌read‌‌and‌‌digest‌‌a‌‌minimum‌‌of‌‌six‌‌(6)‌‌of‌‌the‌‌following:‌  ‌

1. Comparison‌‌of‌‌seven‌‌commercial‌‌RT-PCR‌‌diagnostic‌‌kits‌‌for‌‌COVID-19‌  ‌
2. Early‌‌Transmission‌‌Dynamics‌‌in‌‌Wuhan,‌‌China,‌‌of‌‌Novel‌‌Coronavirus‌‌–‌‌Infected‌‌  
Pneumonia‌  ‌
3. Epidemiological‌‌and‌‌clinical‌‌characteristics‌‌of‌‌99‌‌cases‌‌of‌‌2019‌‌novel‌‌coronavirus‌‌
 
pneumonia‌‌in‌‌Wuhan,‌‌China:‌‌a‌‌descriptive‌‌study‌  ‌
4. First‌‌Case‌‌of‌‌2019‌‌Novel‌‌Coronavirus‌‌in‌‌the‌‌United‌‌States‌  ‌
5. Observational‌‌Study‌‌of‌‌Hydroxychloroquine‌‌in‌‌Hospitalized‌‌Patients‌‌with‌‌Covid-19‌  ‌
6. Recent‌‌progress‌‌and‌‌challenges‌‌in‌‌drug‌‌development‌‌against‌‌COVID-19‌‌  
coronavirus‌‌(SARS-CoV-2)‌‌-‌‌an‌‌update‌‌on‌‌the‌‌status‌  ‌
7. Recent‌‌progress‌‌in‌‌understanding‌‌2019‌‌novel‌‌coronavirus‌‌(SARS-CoV-2)‌‌  
associated‌‌with‌‌human‌‌respiratory‌‌disease:‌‌detection,‌‌mechanisms,‌‌and‌‌  
treatment‌  ‌
8. Remdesivir‌‌for‌‌5‌‌or‌‌10‌‌Days‌‌in‌‌Patients‌‌with‌‌Severe‌‌Covid-19‌  ‌
9. Study‌‌of‌‌combining‌‌virtual‌‌screening‌‌and‌‌antiviral‌‌treatments‌‌of‌‌the‌‌SarsCoV-2‌‌
 
(Covid-19)‌  ‌
10.Updated‌‌understanding‌‌of‌‌the‌‌outbreak‌‌of‌‌2019‌‌novel‌‌coronavirus‌‌(2019‐nCoV)‌‌in‌‌  
Wuhan,‌‌China‌  ‌

Since‌‌
  this‌‌
  is‌‌
  a ‌‌systematic‌‌
  review,‌‌
  you‌‌
  are‌‌
  expected‌‌
  to‌‌
  answer‌‌
  research‌‌
 questions‌‌
 about‌‌
 
COVID-19ś‌  ‌origin,‌  ‌transmission,‌  ‌symptoms,‌  ‌diagnosis,‌  ‌possible‌  ‌treatment,‌  ‌and‌‌  
prevention‌‌schemes‌.   ‌‌ ‌

If‌‌
  you‌‌
 have‌‌
 chosen‌‌  COVID-19‌‌  as‌‌
 your‌‌ topic,‌‌
 you‌‌  may‌‌
 access‌‌
 ‌The‌‌ Coronavirus‌‌
 Disease‌‌
 
in‌‌the‌‌same‌‌folder‌.‌‌This‌‌file‌‌contains‌‌the‌‌key‌‌details‌‌for‌‌your‌‌milestone.‌  ‌

 ‌
TOPIC‌‌2:‌‌BUSINESS‌  ‌
An‌‌organization‌‌or‌‌economic‌‌system‌‌where‌‌goods‌‌and‌‌services‌‌are‌‌exchanged‌‌for‌‌one‌‌another‌‌  
or‌‌for‌‌money.‌‌Every‌‌business‌‌requires‌‌some‌‌form‌‌of‌‌investment‌‌and‌‌enough‌‌customers‌‌to‌‌whom‌‌its‌‌  
output‌‌can‌‌be‌‌sold‌‌on‌‌a‌‌consistent‌‌basis‌‌in‌‌order‌‌to‌‌make‌‌a‌‌profit.‌‌Businesses‌‌can‌‌be‌‌privately‌‌owned,‌‌
 
not-for-profit‌‌or‌‌state-owned‌‌(‌‌www.businessdictionary.com‌‌‌)   ‌‌ ‌

The‌  ‌advancement‌  ‌in‌  ‌technology‌  ‌that‌  ‌we‌  ‌are‌  ‌enjoying‌  ‌today,‌  ‌opens‌  ‌a ‌ ‌new‌  ‌portal‌  ‌in‌  ‌earning‌  ‌profits.‌ 
Thus,‌  ‌it‌  ‌provides‌  ‌an‌  ‌avenue‌  ‌for‌  ‌all‌  ‌business‌  ‌ventures‌  ‌to‌  ‌expand‌  ‌and‌  ‌widen‌  ‌the‌  ‌scope‌  ‌of‌  ‌their‌‌ 
business.‌  ‌Indeed,‌  ‌E-commerce‌  ‌increases‌  ‌the‌  ‌demands‌  ‌in‌  ‌the‌  ‌market‌  ‌to‌‌   support‌‌  customer‌‌   needs‌‌   in‌‌
 
the‌‌most‌‌convenient‌‌way.‌‌    ‌
  ‌
E-COMMERCE‌  ‌
Ecommerce,‌‌or‌‌electronic‌‌commerce,‌‌refers‌‌to‌‌transactions‌‌conducted‌‌via‌‌the‌‌internet.‌‌Every‌‌time‌‌
 
individuals‌‌and‌‌companies‌‌are‌‌buying‌‌or‌‌selling‌‌products‌‌and‌‌services‌‌online‌‌they’re‌‌engaging‌‌in‌‌
 
ecommerce.‌‌The‌‌term‌‌E-Commerce‌‌‌also‌‌encompasses‌‌other‌‌activities‌‌including‌‌online‌‌auctions,‌‌  
internet‌‌banking,‌‌payment‌‌gateways,‌‌and‌‌online‌‌ticketing.‌‌
   ‌
 ‌
If‌  ‌you‌  ‌want‌  ‌to‌  ‌learn‌  ‌more‌  ‌about‌  ‌E-Commerce‌, ‌ ‌you‌  ‌may‌  ‌watch‌  ‌these‌  ‌videos‌  ‌located‌  ‌in‌  ‌the‌  ‌folder‌‌
 
Research‌‌Topic‌‌2:‌‌BUSINESS‌: ‌ ‌

1. What‌‌is‌‌E-Commerce‌‌|‌‌Pea‌‌Soup‌‌Digital‌‌    ‌
2. Introduction‌‌to‌‌Ecommerce‌‌|‌‌Marketing‌‌91‌  ‌
3. How‌‌to‌‌start‌‌an‌‌E‌‌commerce‌‌business‌‌|‌‌Dan‌‌Lok‌  ‌
4. Understanding‌  ‌how‌  ‌Online‌  ‌Income‌  ‌can‌  ‌Empower‌  ‌Your‌  ‌Life‌  ‌| ‌ ‌Jack‌  ‌Bloomfield‌  ‌| ‌‌
TEDxRobina‌  ‌
 ‌

These‌  ‌are‌  ‌the‌‌

  research‌‌
  articles‌‌
  that‌‌
  you‌‌  need‌‌
  to‌‌
  review‌‌
  under‌‌
  this‌‌
  category.‌‌  You‌‌  may‌‌
  check‌‌  them‌‌
  in‌‌
 
Research‌  ‌Topic‌  ‌2:‌  ‌BUSINESS‌  ‌, ‌ ‌and‌  ‌decide‌  ‌whether‌‌  you‌‌
  want‌‌  this‌‌
  topic‌‌
  or‌‌
  not.‌‌
  You‌‌
  are‌‌
  required‌‌  to‌‌
 
read‌‌and‌‌digest‌‌a‌‌minimum‌‌of‌‌six‌‌(6)‌‌of‌‌the‌‌following:‌  ‌

1. Trends‌‌in‌‌Electronic‌‌Commerce‌‌among‌‌selected‌‌companies‌‌in‌‌Metro‌‌Manila,‌‌Philippines‌  ‌
2. Factors‌‌Influencing‌‌Online‌‌Shopping‌‌Behaviour:‌‌The‌‌Mediating‌‌Role‌‌of‌‌Purchase‌‌Intention‌  ‌
3. Business‌‌Process‌‌Outsourcing‌‌in‌‌the‌‌Philippines:‌‌Challenges‌‌for‌‌Decent‌‌Works‌  ‌
4. The‌‌impact‌‌of‌‌Electronic‌‌Commerce‌‌on‌‌Business‌‌Organizations‌  ‌
5. Consumers‌‌Perception‌‌on‌‌Online‌‌Shopping‌  ‌

 ‌

Using‌  ‌these‌  ‌articles,‌  ‌you‌  ‌are‌  ‌expected‌  ‌to‌  ‌find‌  ‌information‌  ‌on‌  ‌how‌  ‌e-commerce‌  ‌supports‌  ‌customer‌‌
 
satisfaction‌‌and‌‌how‌‌it‌‌affects‌‌the‌‌different‌‌business‌‌organizations.‌  ‌

 ‌

TOPIC‌‌3:‌‌SOCIOLOGY‌  ‌
Sociology‌‌   is‌‌
  the‌‌
  study‌‌   of‌‌  society,‌‌  patterns‌‌
  of‌‌
  social‌‌
  relationships,‌‌
  social‌‌
  interaction,‌‌
  and‌‌
  culture‌‌
 
that‌‌
  surrounds‌‌  everyday‌‌   life.‌‌
  It‌‌
  is‌‌
  a ‌‌social‌‌
 science‌‌
 that‌‌
 uses‌‌ various‌‌
 methods‌‌  of‌‌
 empirical‌‌
 investigation‌ 
and‌‌critical‌‌analysis‌‌to‌‌develop‌‌a‌‌body‌‌of‌‌knowledge‌‌about‌‌social‌‌order‌‌and‌‌social‌‌change.‌‌    ‌

One‌  ‌of‌  ‌the‌  ‌most‌  ‌current‌  ‌issues‌  ‌in‌  ‌society‌  ‌today‌  ‌which‌  ‌needs‌  ‌to‌  ‌be‌  ‌addressed‌  ‌is‌‌  
“Cyberbullying.”‌    ‌Due‌  ‌to‌  ‌the‌  ‌massive‌  ‌improvement‌  ‌in‌  ‌technology‌  ‌nowadays,‌‌   people‌‌   are‌‌
  becoming‌‌  
more‌‌
  aggressive‌‌   and‌‌
  unaware‌‌   of‌‌
  the‌‌
  proper‌‌
  use‌‌  of‌‌
  technology‌‌  which‌‌
  sometimes‌‌   leads‌‌  to‌‌
  an‌‌
  act‌‌
  that‌‌
 
disrupts‌‌the‌‌moral‌‌values‌‌in‌‌the‌‌society.‌  ‌ ‌

CYBERBULLYING‌  ‌
Merriam-Webster‌‌   Dictionary‌‌   According‌‌
  to‌‌
 the‌‌
 ‌, ‌‌“cyberbullying”‌‌
 was‌‌
 first‌‌
 used‌‌  in‌‌
 1998.‌‌  They‌‌  define‌‌  it‌‌
 as‌ 
“the‌  ‌electronic‌  ‌posting‌  ‌of‌  ‌mean-spirited‌  ‌messages‌  ‌about‌  ‌a ‌ ‌person‌  ‌(such‌  ‌as‌  ‌a ‌ ‌student)‌  ‌often‌  ‌done‌‌  
  ‌
anonymously.”‌  ‌But‌  ‌as‌  ‌time‌  ‌has‌  ‌gone‌  ‌on‌  ‌and‌  ‌the‌  ‌Internet‌  ‌itself‌  ‌has‌  ‌evolved,‌  ‌so‌  ‌has‌  ‌the‌‌
  definition‌‌
  of‌‌
 
cyberbullying.‌  ‌

Stopbullying.gov‌  ‌defines‌  ‌cyberbullying‌  ‌as‌  ‌“bullying‌  ‌that‌  ‌takes‌  ‌place‌  ‌over‌  ‌digital‌  ‌devices‌  ‌like‌  ‌cell‌‌  
phones,‌  ‌computers,‌  ‌and‌  ‌tablets”,‌  ‌whereas‌  ‌the‌  ‌Cyberbullying‌  ‌Research‌  ‌Center‌  ‌describes‌  ‌it‌  ‌as‌  ‌the‌‌  
“willful‌  ‌and‌  ‌repeated‌  ‌harm‌  ‌inflicted‌  ‌through‌  ‌the‌  ‌use‌  ‌of‌  ‌computers,‌  ‌cell‌  ‌phones,‌  ‌and‌  ‌other‌  ‌electronic‌‌ 
devices.”‌  ‌Essentially,‌  ‌it’s‌  ‌the‌  ‌use‌  ‌of‌  ‌electronic‌  ‌communication‌  ‌to‌  ‌mirror‌  ‌the‌  ‌way‌  ‌a ‌ ‌person‌  ‌would‌  ‌be‌ 
bullied‌‌in‌‌real‌‌life,‌‌typically‌‌by‌‌sending‌‌messages‌‌of‌‌an‌‌intimidating‌‌or‌‌threatening‌‌nature.‌  ‌

If‌  ‌you‌  ‌want‌  ‌to‌  ‌learn‌  ‌more‌  ‌about‌  ‌Cyberbullying,‌  ‌you‌  ‌may‌  ‌watch‌  ‌these‌  ‌videos‌  ‌located‌  ‌in‌  ‌the‌  ‌folder‌‌
 
Research‌‌Topic‌‌3:‌‌Sociology‌: ‌ ‌

 ‌

1. What's‌‌Cyberbullying?‌‌|‌‌Common‌‌Sense‌‌Education‌  ‌
2. Rethink‌b ‌ efore‌‌you‌‌type‌‌|‌‌Trisha‌‌Prabhu‌‌|‌‌TEDxTeen‌  ‌
3. The‌  ‌bullying‌‌
  stories‌‌
  and‌‌
  experiences‌‌  and‌‌  impact‌‌
  of‌‌
  young‌‌
  people‌‌
  cyberbullying‌‌
  | ‌‌
AntiBullyingPro‌  ‌
4. Protect‌‌Yourself‌‌Rules‌‌-‌‌Cyber‌‌Bullying‌‌|‌‌Fight‌‌Child‌‌Abuse‌  ‌
 ‌
These‌  ‌are‌  ‌the‌‌
  research‌‌
  articles‌‌
  that‌‌
  you‌‌
  need‌‌   to‌‌
  review‌‌
  under‌‌
  this‌‌  category.‌‌   You‌‌   may‌‌
  check‌‌
  them‌‌
  in‌‌
 
Research‌  ‌Topic‌  ‌3:‌  ‌Sociology‌, ‌ ‌and‌  ‌decide‌  ‌whether‌  ‌you‌  ‌want‌  ‌this‌  ‌topic‌  ‌or‌  ‌not.‌  ‌You‌‌
  are‌‌
  required‌‌
  to‌‌
 
read‌‌and‌‌digest‌‌a‌‌minimum‌‌of‌‌four‌‌(4)‌‌of‌‌the‌‌following:‌  ‌

1. Cyberbullying‌  ‌a ‌ ‌modern‌  ‌form‌  ‌of‌  ‌bullying:‌  ‌let’s‌  ‌talk‌  ‌about‌  ‌this‌  ‌health‌  ‌and‌  ‌social‌‌  
problem‌  ‌
2. Understanding‌‌and‌‌defining‌‌bullying‌‌–‌‌adolescents’‌‌own‌‌views‌  ‌
3. Cybervictimization‌‌among‌‌secondary‌‌students:‌‌social‌‌networking‌‌time,‌‌personality‌‌  
traits‌‌and‌‌parental‌‌education‌  ‌
4. Cyberbullying‌‌among‌‌adolescents:‌‌frequency‌‌and‌‌characteristics‌  ‌
5. Curbing‌‌Cyberbullying‌‌among‌‌students:‌‌A‌‌comparative‌‌Analysis‌‌of‌‌existing‌‌laws‌‌  
among‌‌selected‌‌asian‌‌countries‌‌    ‌
6. Current‌‌Perspectives:‌‌The‌‌impact‌‌of‌‌cyber‌‌bullying‌‌on‌‌adolescent‌‌health‌‌    ‌
7. Cyberbullying‌‌Practices‌‌and‌‌Experiences‌‌of‌‌the‌‌Filipino‌‌College‌‌Students'‌‌Social‌‌  
Media‌‌User‌  ‌
 ‌

Using‌  ‌these‌  ‌articles,‌  ‌you‌  ‌are‌  ‌expected‌  ‌to‌  ‌find‌  ‌information‌‌

  and‌‌
  answer‌‌
  questions‌‌   about‌‌
 
the‌  ‌effect‌  ‌of‌  ‌cyberbullying‌  ‌in‌  ‌physiological‌  ‌and‌  ‌psychological‌  ‌health,‌  ‌prevention,‌  ‌and‌‌
  possible‌‌ 
solutions‌‌to‌‌resolve‌‌cyberbullying.‌‌    ‌

WHAT’S‌‌NEXT?‌  ‌
After‌‌reading‌‌through‌‌the‌‌overview‌‌of‌‌the‌‌topics,‌‌decide‌‌on‌‌which‌‌you‌‌want‌‌to‌‌cover‌‌and‌‌stick‌‌with‌‌it‌‌
 
until‌‌you‌‌finish‌‌the‌‌course.‌‌Access‌‌the‌‌files‌‌you‌‌were‌‌told‌‌to‌‌access,‌‌and‌‌follow‌‌the‌‌instructions‌‌
 
properly.‌‌
   ‌
  ‌
 ‌
 ‌
REFERENCES‌  ‌
Kurge.‌‌(2020,‌‌M arch‌‌19).‌‌The‌‌Coronavirus‌‌Explained‌‌&‌‌What‌‌You‌‌Should‌‌Do‌‌[Video‌‌file].‌‌Retrieved‌‌from‌‌
 
https://www.youtube.com/watch?v=BtN-goy9VOY‌‌    ‌
Intel.‌‌(n.d.).‌‌Virtual‌‌Reality‌‌v s.‌‌Augmented‌‌Reality‌‌v s.‌‌M ixed‌‌Reality.‌‌Retrieved‌‌J une‌‌27,‌‌2020,‌‌from‌‌
 
https://www.intel.com/content/www/us/en/tech-tips-and-tricks/‌‌v irtual-reality-vs-augmented-reality.html‌‌    ‌
Lucas,‌‌J .‌‌(2014,‌‌August‌‌22).‌‌What‌‌is‌‌Engineering?‌‌|‌‌Types‌‌of‌‌Engineering.‌‌Retrieved‌‌J une‌‌29,‌‌2020,‌‌from‌‌
 
https://www.livescience.com/47499-what-is-engineering.html‌‌    ‌
Marr,‌‌B.‌‌(2019,‌‌J uly‌‌19).‌‌The‌‌Important‌‌Difference‌‌Between‌‌Virtual‌‌Reality,‌‌Augmented‌‌Reality‌‌and‌‌M ixed‌‌
 
Reality.‌‌Retrieved‌‌J une‌‌27,‌‌2020,‌‌from‌‌https://www.forbes.com/sites/‌‌  
bernardmarr/2019/07/19/the-important-difference-between-virtual-reality-augmented-reality-and-mixed-real‌
ity/#28d39d0a35d3‌‌    ‌
Science‌‌Time.‌‌(2020a,‌‌M ay‌‌16).‌‌Will‌‌AR‌‌G lasses‌‌Replace‌‌Smartphones‌‌By‌‌2023?‌‌-‌‌The‌‌Science‌‌Behind‌‌
 
Augmented‌‌Reality‌‌Technology‌‌‌[Video‌‌file].‌‌Retrieved‌‌from‌‌ 
https://www.youtube.com/watch?v=2mY4nlzrUIE&list=PLcK2oKRbD4XchbhqU9pmc-Y8w3qJjufwl&inde‌
x=3‌‌   ‌
Science‌‌Time.‌‌(2020b,‌‌M ay‌‌23).‌‌The‌‌Future‌‌of‌‌VR‌‌-‌‌Part‌‌2:‌‌The‌‌Education‌‌System‌‌‌[Video‌‌file].‌‌Retrieved‌‌from‌‌
 
https://www.youtube.com/watch?v=-zyK4TYIUls&list=‌‌  
PLcK2oKRbD4XchbhqU9pmc-Y8w3qJjufwl&index=2‌‌    ‌
TED-Ed.‌‌(2020a,‌‌M ay‌‌14).‌‌What‌‌is‌‌a‌‌c oronavirus?‌‌-‌‌Elizabeth‌‌Cox‌‌‌[Video‌‌file].‌‌Retrieved‌‌from‌‌
 
https://www.youtube.com/watch?v=D9tTi-CDjDU‌‌    ‌
TED-Ed.‌‌(2020b,‌‌J une‌‌1).‌‌When‌‌is‌‌a‌‌pandemic‌‌over?‌‌‌[Video‌‌file].‌‌Retrieved‌‌from‌‌
 
https://www.youtube.com/watch?v=Qi0edf_nJDo‌‌    ‌
The‌‌Editors‌‌of‌‌Encyclopaedia‌‌Britannica.‌‌(2020).‌‌Science.‌‌In‌‌Encyclopaedia‌‌Britannica‌.‌‌Encyclopædia‌‌
 
Britannica,‌‌inc.‌‌Retrieved‌‌from‌‌https://www.britannica.com/science/‌‌s cience‌‌    ‌
Unveiled.‌‌(2019,‌‌M ay‌‌17).‌‌What‌‌Next‌‌For‌‌Augmented‌‌Reality?‌‌|‌‌Unveiled‌‌‌[Video‌‌file].‌‌Retrieved‌‌from‌‌
 
https://www.youtube.com/watch?v=yuRV27c8HDw‌‌    ‌
World‌‌Health‌‌O rganization.‌‌(2020,‌‌J une‌‌24).‌‌Coronavirus.‌‌Retrieved‌‌J une‌‌25,‌‌2020,‌‌from‌‌
 
https://www.who.int/emergencies/diseases/novel-coronavirus-2019/‌‌    ‌

 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
SECTION‌‌1‌‌|‌‌INTRODUCTION‌‌TO‌‌PRACTICAL‌‌RESEARCH‌‌II‌‌
   ‌
 ‌
  ‌
  ‌

Milestone‌‌1 ‌ ‌
INTRODUCTION‌‌AND‌‌METHODOLOGY‌ 
‌TIMEFRAME‌:‌ Week‌‌2‌‌-‌‌Week‌‌4 ‌ ‌
O
‌ BJECTIVE(S):‌‌
  Review,‌‌and‌‌digest‌‌the‌‌materials‌‌provided‌‌regarding‌‌the‌‌topic‌‌chosen;‌  ‌
Identify‌‌the‌‌information‌‌needed‌‌to‌‌write‌‌the‌‌introduction‌‌and‌‌methodology;‌‌& ‌ ‌
Write‌‌
  the‌‌
  introduction‌‌
  and‌‌
  the‌‌
  methodology‌‌ using‌‌ the‌‌ data‌‌ gathered‌‌ from‌‌ the‌‌ 
materials‌‌provided.‌  ‌
‌INSTRUCTIONS:‌  ‌
1. Read‌‌   the‌‌
  wiki‌‌  on‌‌
  ‌How‌‌   to‌‌
  Write‌‌
  a ‌‌Good‌‌
  Introduction.‌‌   ‌This‌‌
 discusses‌‌ the‌‌
 guidelines‌‌  on‌‌ 
how‌  ‌to‌  ‌write‌  ‌good‌‌   introductions.‌‌   Take‌‌
  note‌‌
  of‌‌
  how‌‌
  your‌‌  ideas‌‌
  should‌‌
  flow‌‌
  in‌‌
  this‌‌
  part‌‌
  of‌‌
 
your‌‌study.‌  ‌

2. After‌  ‌reading‌  ‌the‌  ‌wiki,‌  ‌go‌  ‌back‌  ‌to‌  ‌the‌  ‌notes‌  ‌you‌  ‌took‌  ‌from‌  ‌the‌  ‌articles‌  ‌you‌  ‌have‌‌
  read.‌‌
 
Make‌  ‌sure‌  ‌that‌  ‌you‌  ‌have‌  ‌all‌  ‌the‌  ‌data‌  ‌you‌  ‌need‌  ‌for‌  ‌your‌  ‌introduction.‌  ‌Remember‌  ‌to‌‌  
include‌‌the‌‌right‌‌amount‌‌of‌‌relevant‌‌information‌‌in‌‌your‌‌intro‌‌-‌‌not‌‌too‌‌much‌‌or‌‌too‌‌little.‌  ‌

3. Make‌  ‌an‌  ‌outline‌  ‌for‌  ‌your‌  ‌introduction‌  ‌using‌  ‌TEMPLATE‌  ‌2 ‌ ‌found‌  ‌in‌  ‌the‌  ‌Templates‌‌  
file.‌  ‌Use‌  ‌the‌  ‌inverted‌  ‌pyramid‌‌
  approach‌‌   where‌‌
  you‌‌   organize‌‌  your‌‌  data‌‌   from‌‌
  a ‌‌broad‌‌   or‌‌
 
general‌  ‌concept‌  ‌to‌  ‌your‌  ‌specific‌  ‌ones.‌  ‌Narrow‌  ‌it‌  ‌down‌  ‌until‌  ‌you‌  ‌can‌  ‌connect‌  ‌it‌  ‌to‌  ‌the‌ 
purpose‌‌of‌‌your‌‌review.‌‌    ‌

4. Write‌‌   your‌‌  introduction‌‌   using‌‌

  TEMPLATE‌‌   3 ‌‌‌found‌‌
  in‌‌
 the‌  ‌Templates‌‌  ‌file.‌‌
 Follow‌‌ what‌‌  
is‌  ‌in‌  ‌your‌  ‌outline‌  ‌to‌  ‌avoid‌  ‌unnecessary‌  ‌segues‌  ‌and‌  ‌irrelevant‌  ‌information.‌‌   Use‌‌
  scratch‌‌  
papers‌  ‌first‌  ‌if‌‌   you‌‌
  are‌‌   not‌‌
  confident‌‌
  with‌‌
  your‌‌
  draft.‌‌
  Read‌‌   through‌‌
  your‌‌
  introduction‌‌   and‌‌ 
check‌‌for‌‌errors‌‌multiple‌‌times‌‌before‌‌writing‌‌your‌‌final‌‌version‌‌in‌‌the‌‌template‌‌provided.‌‌    ‌

5. For‌  ‌the‌  ‌methodology,‌  ‌the‌  ‌information‌  ‌you‌  ‌need‌  ‌is‌‌

  already‌‌
  identified‌‌
  and‌‌  ready‌‌
  for‌‌  use.‌‌
 
You‌  ‌just‌  ‌need‌  ‌to‌  ‌phrase‌  ‌them‌  ‌properly.‌  ‌Check‌  ‌the‌  ‌sample‌  ‌method‌  ‌structure‌  ‌from‌  ‌a ‌‌
sample‌‌review‌‌paper.‌  ‌

6. Use‌  ‌in-text‌  ‌citations,‌  ‌and‌  ‌arrange‌  ‌your‌  ‌references‌  ‌in‌  ‌alphabetical‌  ‌order.‌  ‌Write‌  ‌it‌  ‌in‌‌
 
APA‌‌format‌‌(check‌‌wiki‌‌on‌‌How‌‌to‌‌Cite‌‌Sources‌).‌  ‌

7. Check‌‌the‌‌attached‌‌rubric‌‌for‌‌reference.‌‌The‌‌boxes‌‌in‌‌blue‌‌are‌‌your‌‌expected‌‌level.‌‌
   ‌
 ‌
 ‌
 ‌
 ‌
SECTION‌‌1‌‌|‌‌INTRODUCTION‌‌TO‌‌PRACTICAL‌‌RESEARCH‌‌II‌‌
   ‌
 ‌
  ‌

RUBRIC:‌‌MILESTONE‌‌1 ‌ ‌
‌

 ‌
INTRODUCTION‌‌&‌  LEVEL‌‌1 ‌ ‌ LEVEL‌‌2 ‌ ‌ LEVEL‌‌3 ‌ ‌ LEVEL‌‌4 ‌ ‌
METHODOLOGY‌  ‌ (Beginning)‌  ‌ (Developing)‌  ‌ (Intermediate)‌  ‌ (Proficient)‌  ‌
Stated‌‌paper's‌‌   States‌‌the‌‌paper’s‌‌   Clearly‌‌s tates‌‌the‌‌   Clearly‌‌and‌‌c oncisely‌ 
purpose‌‌is‌‌   purpose‌‌in‌‌a‌‌s ingle‌‌   paper’s‌  ‌ states‌‌the‌‌paper’s‌‌  
incomplete‌‌and/or‌‌   sentence.‌  ‌ purpose‌‌in‌‌a‌‌s ingle‌‌   purpose‌‌in‌‌a‌‌s ingle‌‌  
unfocused.‌  ‌  ‌ sentence.‌  ‌ sentence,‌‌which‌‌is‌‌  
 ‌ Identifies‌‌one‌‌    ‌ engaging,‌‌and‌‌  
CLARITY‌‌O F‌‌
 
Does‌‌not‌‌c learly‌‌  research‌‌question‌‌   Identifies‌‌two‌‌   thought-provoking.‌  ‌
OBJECTIVES‌  ‌
identify‌‌a‌‌research‌‌   correctly‌‌based‌‌on‌‌   research‌‌questions‌‌    ‌
(20%)‌  ‌
question‌‌or‌‌line‌‌of‌‌
  the‌‌c riteria‌‌given.‌  ‌ correctly‌‌based‌‌on‌‌   Clearly‌‌identifies‌‌two‌‌  
study.‌  ‌ the‌‌c riteria‌‌given.‌  ‌ or‌‌three‌‌research‌‌  
questions‌‌c orrectly‌‌  
based‌‌on‌‌the‌‌c riteria‌‌  
given.‌  ‌
Background‌‌   The‌‌introduction‌‌   The‌‌introduction‌‌   The‌‌introduction‌‌  
information‌‌is‌‌not‌‌  provides‌‌the‌‌reader‌‌   provides‌‌the‌‌reader‌‌   clearly‌‌and‌‌  
provided,‌‌is‌‌
  with‌‌insufficient‌‌   with‌‌reasonable‌‌   accurately‌‌provides‌‌  
irrelevant,‌‌or‌‌is‌‌
  background‌‌   background‌‌   the‌‌reader‌‌with‌‌  
insufficient.‌  ‌ information‌‌on‌‌the‌‌   information‌‌on‌‌the‌‌   sufficient‌‌background‌ 
 ‌ topic‌‌and‌‌s omehow‌‌   topic‌‌and‌‌presents‌‌   information‌‌on‌‌the‌‌  
Method‌‌s ection‌‌is‌‌   presents‌‌the‌‌how‌‌the‌‌   how‌‌the‌‌information‌‌   topic‌‌and‌‌presents‌‌  
COMPLETENESS‌‌   not‌‌presented.‌  ‌ information‌‌is‌‌   is‌‌c onnected‌‌to‌‌the‌‌   clearly‌‌how‌‌the‌‌  
AND‌‌   connected‌‌to‌‌the‌‌   thesis‌‌s tatement/‌‌   information‌‌is‌‌ 
COMPREHENSIVE-‌ thesis‌‌s tatement/‌‌   research‌‌questions.‌  ‌ connected‌‌to‌‌the‌‌  
NESS‌‌O F‌‌DATA‌  ‌ research‌‌questions.‌  ‌   ‌ thesis‌‌s tatement/‌‌  
(20%)‌  ‌  ‌ The‌‌m ethodology‌‌   research‌‌questions.‌  ‌
The‌‌m ethodology‌‌   presented‌‌m ost‌‌of‌‌    ‌
presented‌‌a‌‌few‌‌of‌‌   the‌‌important‌‌c riteria‌‌   The‌‌m ethodology‌‌  
the‌‌important‌‌c riteria‌‌   stated‌‌in‌‌the‌‌file‌‌
  accurately‌‌presented‌ 
stated‌‌in‌‌the‌‌file‌‌
  provided.‌  ‌ all‌‌the‌‌important‌‌  
provided.‌‌M ost‌‌of‌‌the‌  criteria‌‌s tated‌‌in‌‌the‌‌  
key‌‌details‌‌are‌‌   file‌‌provided.‌  ‌
missing.‌  ‌
  ‌
There‌‌was‌‌no‌‌"hook"‌‌   The‌‌introduction‌‌   The‌‌introduction‌‌   The‌‌introduction‌‌  
at‌‌the‌‌beginning‌‌of‌‌
  uses‌‌a‌‌dictionary‌‌   uses‌‌a‌‌“hook”‌‌to‌‌grab‌  uses‌‌a‌‌“hook”‌‌to‌‌grab‌ 
the‌‌introduction.‌  ‌ definition‌‌as‌‌a‌‌"hook"‌‌   the‌‌reader’s‌‌   the‌‌reader’s‌‌  
 ‌ to‌‌grab‌‌the‌‌reader’s‌‌   attention,‌‌but‌‌is‌‌not‌‌   attention,‌‌and‌‌it‌‌  
Does‌‌not‌‌tie‌‌together‌‌   attention.‌  ‌ necessarily‌‌   logically‌‌c onnects‌‌to‌‌  
information.‌‌Paper‌‌    ‌ connected‌‌to‌‌the‌‌   the‌‌topic.‌  ‌
does‌‌not‌‌have‌‌a‌‌flow‌‌   Sometimes‌‌ties‌‌   topic‌‌being‌‌   ‌
and‌‌appears‌‌to‌‌be‌‌   together‌‌information‌‌   presented.‌  ‌ Ties‌‌together‌‌  
created‌‌from‌‌   from‌‌all‌‌s ources.‌‌    ‌ information‌‌from‌‌all‌‌  
disparate‌‌issues.‌‌   Paper‌‌does‌‌not‌‌have‌‌   For‌‌the‌‌m ost‌‌part,‌‌   sources.‌‌Paper‌‌flows‌ 
There‌‌is‌‌no‌‌s tructure‌‌  a‌ ‌flow‌‌-‌‌
  ties‌‌together‌‌   from‌‌one‌‌issue‌‌to‌‌the‌ 
ORGANIZATION‌‌ 
showing‌‌how‌‌the‌‌   disjointedness‌‌is‌‌   information‌‌from‌‌all‌‌   next‌‌without‌‌the‌‌need‌ 
AND‌‌
 
information‌‌is‌‌   apparent.‌‌There‌‌is‌‌a‌‌   sources.‌‌Paper‌‌flows‌  for‌‌headings.‌‌There‌‌  
PRESENTATION‌‌O F
presented,‌‌and‌‌the‌‌   structure‌‌that‌‌s hows‌‌   with‌‌only‌‌s ome‌‌   is‌‌an‌‌evident‌‌ 
CONTENT‌  ‌
concepts‌‌c annot‌‌be‌‌   how‌‌the‌‌information‌‌   disjointedness.‌‌There‌  structure‌‌that‌‌s hows‌‌  
(30%)‌  ‌
distinguished‌‌from‌‌   is‌‌presented‌‌but‌‌is‌‌   is‌‌a‌‌noticeable‌‌   how‌‌the‌‌information‌‌  
another.‌  ‌ not‌‌distinguishable.‌  ‌ structure‌‌that‌‌s hows‌‌   was‌‌narrowed‌‌down‌‌  
 ‌  ‌ how‌‌the‌‌information‌‌   from‌‌a‌‌general‌‌  
There‌‌was‌‌no‌‌topic‌‌   Topic‌‌outline‌‌was‌‌   is‌‌narrowed‌‌down‌‌   concept.‌  ‌
outline‌  ‌ carried‌‌out,‌‌with‌‌  from‌‌a‌‌general‌‌    ‌
some‌‌m inor‌‌   concept.‌  ‌ Topic‌‌outline‌‌was‌‌  
changes.‌  ‌  ‌ precisely‌‌c arried‌‌out.‌ 
Topic‌‌outline‌‌was‌‌  
carried‌‌out,‌‌with‌‌  
some‌‌m inor‌‌  
changes.‌  ‌
No‌‌evident‌‌c itations.‌  ‌ Few‌‌c ited‌‌works,‌‌   Some‌‌c ited‌‌works,‌‌   All‌‌c ited‌‌works,‌‌both‌‌
 
USE‌‌O F‌‌APA‌‌  
both‌‌text‌‌and‌‌v isual,‌‌
  both‌‌text‌‌and‌‌v isual,‌‌
  text‌‌and‌‌v isual,‌‌are‌‌
 
STYLE‌‌IN‌‌  
are‌‌done‌‌in‌‌the‌‌
  are‌‌done‌‌in‌‌the‌‌
  done‌‌in‌‌the‌‌c orrect‌‌
 
CITATIONS‌‌AND‌‌  
correct‌‌format.‌  ‌ correct‌‌format.‌‌   format‌‌with‌‌no‌‌errors.‌ 
REFERENCE‌‌LIST‌ 
Inconsistencies‌‌  
(20%)‌  ‌
evident‌  ‌
The‌‌paper‌‌lacks‌‌
  The‌‌paper‌‌is‌‌
  The‌‌paper‌‌is‌‌neat‌‌
  The‌‌paper‌‌is‌‌neat‌‌
 
neatness.‌  ‌ relatively‌‌neat‌‌and‌‌  and‌‌c lean.‌‌There‌‌are‌‌  and‌‌c lean.‌‌There‌‌are‌‌
 
clean.‌‌There‌‌are‌‌  few‌‌m inor‌‌erasures,‌‌
  no‌‌erasures,‌‌and‌‌ 
NEATNESS‌‌AND‌‌
 
several‌‌m ajor‌‌  and/or‌‌s ome‌‌papers‌‌  papers‌‌used‌‌are‌‌free‌‌ 
ORDERLINESS‌  ‌
erasures/‌‌errors,‌‌   have‌‌v ery‌‌noticeable‌‌
  of‌‌noticeable‌‌
 
(10%)‌  ‌
and/or‌‌s ome‌‌papers‌‌   creases.‌  ‌ creases.‌  ‌
have‌‌v ery‌‌noticeable‌‌ 
creases.‌  ‌
 ‌
SOURCE:‌  ‌
https://www.cornellcollege.edu/LIBRARY/faculty/focusing-on-assignments/tools-for-assessment/research-paper-rubric.shtml‌‌
   ‌
http://teach.ufl.edu/wp-content/uploads/2016/07/Science-Rubrics.pdf‌; ‌ ‌
  ‌
  ‌

SECTION‌‌1‌‌WIKI‌‌3 ‌ ‌

HOW‌‌TO‌‌CITE‌‌SOURCES‌  ‌ ‌
(APA‌‌Citation‌‌Guidelines)‌  ‌
 ‌
This‌  ‌wiki‌  ‌discusses‌  ‌how‌  ‌to‌  ‌avoid‌  ‌plagiarism‌  ‌by‌  ‌following‌  ‌the‌  ‌citation‌  ‌guidelines‌  ‌in‌  ‌APA‌  ‌style.‌‌
 
After‌‌reading‌‌this,‌‌you‌‌should‌‌be‌‌able‌‌to‌‌identify‌‌the‌‌answers‌‌for‌‌each‌‌guide‌‌question:‌  ‌
1. What‌‌is‌‌a‌‌citation?‌‌Why‌‌do‌‌we‌‌need‌‌to‌‌cite‌‌sources?‌  ‌
2. What‌‌is‌‌plagiarism?‌‌How‌‌do‌‌we‌‌avoid‌‌plagiarism?‌  ‌
3. What‌‌are‌‌the‌‌different‌‌citation‌‌styles?‌  ‌
4. What‌‌is‌‌an‌‌in-text‌‌citation‌‌and‌‌how‌‌do‌‌you‌‌do‌‌it‌‌in‌‌APA?‌  ‌
5. How‌‌do‌‌you‌‌cite‌‌varied‌‌forms‌‌of‌‌sources‌‌in‌‌APA‌‌style?‌  ‌

Read‌  ‌and‌  ‌understand‌  ‌the‌  ‌content‌  ‌of‌  ‌this‌  ‌wiki‌  ‌as‌  ‌much‌  ‌as‌  ‌you‌  ‌can.‌‌
  This‌‌
  will‌‌
  be‌‌
  your‌‌
  guide‌‌
  in‌‌
 
citing‌‌your‌‌sources‌‌for‌‌your‌‌outputs‌‌in‌‌this‌‌course.‌  ‌
 ‌

WHY‌‌CITE‌‌SOURCES?‌  ‌
A‌  ‌citation‌  ‌is‌  ‌a ‌ ‌reference‌  ‌to‌  ‌the‌  ‌source‌  ‌of‌  ‌information‌  ‌you‌  ‌used‌  ‌in‌  ‌your‌‌
  research‌‌  (Longley,‌ 
2020).‌  ‌As‌  ‌a ‌ ‌student,‌  ‌this‌‌  will‌‌
  tell‌‌
  your‌‌
  audience‌‌  that‌‌   you‌‌
  have‌‌  invested‌‌
  a ‌‌lot‌‌
  in‌‌
  making‌‌  your‌‌  research‌‌
 
accurate‌‌   and‌‌   reliable.‌‌   Also,‌‌
  citing‌‌   your‌‌
  sources‌‌
  is‌‌
 important‌‌  in‌‌
 writing‌‌
 academic‌‌  papers‌‌ for‌‌
 a ‌‌variety‌‌
 of‌‌
 
reasons‌‌(Teaching‌‌&‌‌Learning,‌‌n.d.),‌‌including:‌  ‌
 ‌

 ‌  ‌

Acknowledgment‌‌of‌‌others’‌‌work‌    ‌ Credibility‌‌and‌‌academic‌‌context‌ 
This‌‌is‌‌giving‌‌credit‌‌where‌‌it‌‌is‌‌due.‌‌By‌‌   Providing‌‌citations‌‌puts‌‌your‌‌work‌‌into‌‌
 
providing‌‌accurate‌‌citations,‌‌you‌‌are‌‌   an‌‌academic‌‌context.‌‌This‌‌shows‌‌that‌‌  
acknowledging‌‌the‌‌hard‌‌work‌‌behind‌‌   you‌‌have‌‌done‌‌your‌‌research‌‌about‌‌your‌‌  
producing‌‌a‌‌research‌‌paper,‌‌and‌‌the‌‌   topic,‌‌making‌‌your‌‌research‌‌more‌‌ 
person/s‌‌who‌‌conducted‌‌it.‌‌    ‌ credible‌‌and‌‌authoritative‌‌since‌‌your‌‌
 
citations‌‌show‌‌what‌‌type‌‌of‌‌sources‌‌you‌‌  
have‌‌used‌‌and‌‌who‌‌wrote‌‌them.‌  ‌
  ‌
 ‌

 ‌  ‌

Locatability‌‌of‌‌sources‌‌
   ‌  ‌ Avoidance‌‌of‌‌Plagiarism‌ 
This‌‌provides‌‌your‌‌reader‌‌with‌‌more‌‌  Presenting‌‌your‌‌work‌‌without‌‌giving‌‌  
information‌‌about‌‌your‌‌sources.‌‌It‌‌also‌‌  proper‌‌credits‌‌can‌‌lessen‌‌your‌‌academic‌‌  
allows‌‌future‌‌researchers‌‌to‌‌easily‌‌track‌‌  integrity.‌‌Academic‌‌dishonesty‌‌is‌‌not‌‌ 
down‌‌the‌‌sources‌‌that‌‌you‌‌have‌‌used.‌  ‌ only‌‌looked‌‌down‌‌upon‌‌by‌‌the‌‌
 
community‌‌but‌‌it‌‌is‌‌also‌‌punished.‌  ‌
PLAGIARISM‌  ‌

Plagiarism‌  ‌is‌  ‌the‌  ‌most‌  ‌common‌  ‌mistake‌  ‌students‌  ‌commit‌  ‌when‌  ‌writing‌  ‌academic‌  ‌papers.‌  ‌By‌‌
 
definition,‌  ‌plagiarism‌  ‌is‌‌
  ‌“to‌‌
  steal‌‌
  and‌‌
  pass‌‌
  off‌‌
  (the‌‌
  ideas‌‌  or‌‌
  words‌‌
  of‌‌
  another)‌‌   as‌‌
  one’s‌‌
  own:‌‌
  to‌‌
 
use‌‌(another’s‌‌production)‌‌without‌‌crediting‌‌the‌‌source”‌‌(Merriam-Webster,‌‌n.d.).‌  ‌

TYPES‌‌OF‌‌PLAGIARISM‌  ‌
Plagiarism‌  ‌takes‌  ‌various‌  ‌forms.‌  ‌It‌  ‌can‌  ‌range‌  ‌from‌  ‌stealing‌  ‌someone‌  ‌elseś‌  ‌words‌  ‌to‌‌
 
someone‌  ‌elseś‌  ‌ideas.‌  ‌These‌  ‌are‌  ‌the‌  ‌most‌  ‌common‌  ‌types‌  ‌of‌  ‌plagiarism‌  ‌that‌  ‌people‌  ‌- ‌‌
deliberately‌‌or‌‌inadvertently‌‌-‌‌commit:‌  ‌

● Copy-and-paste‌  ‌plagiarism‌  ‌- ‌ ‌directly‌  ‌copying‌  ‌someoneś‌  ‌work‌  ‌without‌  ‌proper‌  ‌citation‌‌  
(Scribbr,‌‌n.d.-a).‌  ‌
● Paraphrasing‌  ‌without‌  ‌crediting‌  ‌- ‌ ‌writing‌  ‌anotherś‌  ‌work‌  ‌in‌  ‌your‌  ‌own‌  ‌words‌  ‌without‌‌  
acknowledging‌‌where‌‌the‌‌ideas‌‌come‌‌from‌‌(Custom‌‌Essay‌‌Meister,‌‌2019)‌‌    ‌
● Mosaic‌  ‌plagiarism‌  ‌- ‌ ‌copying‌  ‌and‌  ‌pasting‌‌   pieces‌‌
  texts‌‌
  together‌‌   from‌‌
  varied‌‌  sources‌‌   to‌‌ 
create‌‌a‌‌“mosaic”‌‌of‌‌other‌‌peopleś‌‌ideas‌‌without‌‌proper‌‌citation‌‌(Scribbr,‌‌n.d.-a).‌  ‌
● Self‌‌
  -plagiarism‌‌   - ‌‌using‌‌   parts‌‌
  of‌‌
  your‌‌
 previous‌‌ work‌‌  without‌‌  properly‌‌  citing‌‌ yourself‌‌  as‌‌ a ‌‌
source‌‌(Scribbr,‌‌n.d.-a).‌  ‌
● Global‌‌  plagiarism‌‌   - ‌‌presenting‌‌  someone‌‌  elseś‌‌ work‌‌  as‌‌
 your‌‌  own.‌‌  An‌‌
 example‌‌  is‌‌
 having‌‌  
someone‌‌write‌‌the‌‌text‌‌for‌‌you,‌‌or‌‌buying‌‌an‌‌essay‌‌from‌‌an‌‌essay‌‌mill‌‌(Scribbr,‌‌n.d.-a).‌  ‌
● Misattribution‌  ‌-‌  ‌attributing‌  ‌information‌  ‌from‌  ‌one‌  ‌source‌  ‌to‌  ‌a ‌‌different‌‌  source‌‌   (Custom‌‌  
Essay‌‌Meister,‌‌2019).‌  ‌
CONSEQUENCES‌‌OF‌‌PLAGIARISM‌  ‌
The‌‌  consequences‌‌   of‌‌
  plagiarism‌‌
  depend‌‌   on‌‌
  the‌‌
  type‌‌
  of‌‌
  plagiarism‌‌  and‌‌
 whether‌‌  you‌‌
 are‌‌  
a‌  ‌student‌  ‌or‌  ‌a ‌ ‌professional.‌  ‌Some‌  ‌of‌  ‌these‌  ‌may‌  ‌include‌  ‌failing‌  ‌the‌  ‌course,‌  ‌expulsion‌  ‌or‌‌
 
suspension‌  ‌from‌  ‌your‌  ‌school‌  ‌or‌  ‌university,‌  ‌copyright‌  ‌infringement,‌  ‌ruined‌  ‌reputation,‌  ‌and‌‌  
potentially‌‌the‌‌end‌‌of‌‌your‌‌career.‌  ‌
  ‌

AVOIDING‌‌PLAGIARISM‌  ‌
You‌‌can‌‌avoid‌‌plagiarism‌‌by‌‌following‌‌these‌‌two‌‌simple‌‌steps:‌  ‌

1. Quote,‌‌paraphrase,‌‌or‌‌summarize‌‌someone‌‌elseś‌‌words‌‌or‌‌ideas.‌  ‌
2. Give‌‌credit‌‌to‌‌the‌‌original‌‌owner‌‌by‌‌properly‌‌citing‌‌your‌‌source‌‌through‌‌in-text‌‌citations‌‌
 
and‌‌the‌‌reference‌‌list‌‌(Swaen,‌‌2020).‌  ‌

WHAT‌‌TO‌‌CITE‌  ‌
Not‌  ‌all‌  ‌the‌  ‌information‌  ‌you‌  ‌use‌  ‌needs‌  ‌citation.‌  ‌Some‌  ‌of‌  ‌them‌  ‌can‌  ‌be‌  ‌considered‌‌ 
common‌  ‌knowledge‌  ‌(something‌  ‌most‌  ‌people‌  ‌know).‌  ‌Information‌  ‌like‌  ‌“‌Rodrigo‌  ‌Roa‌  ‌Duterte‌‌   is‌‌
 
the‌‌
  sixteenth‌‌ president‌‌  of‌‌
 the‌‌
 Philippine‌s”,‌‌ and‌‌
 “‌The‌‌  cell‌‌
 is‌‌
 the‌‌
 basic‌‌  unit‌‌
 of‌‌
 life‌” ‌‌are‌‌
 examples‌‌
 of‌‌
 
common‌‌knowledge.‌  ‌

Instead,‌‌follow‌‌these‌‌four‌‌basic‌‌principles‌‌to‌‌guide‌‌your‌‌citation‌‌practice:‌  ‌

● Quotation‌‌  - ‌‌the‌‌
  verbatim‌‌
  use‌‌
  of‌‌
  information‌‌
  which‌‌  must‌‌
 be‌‌
 placed‌‌
 in‌‌ quotation‌‌
 marks‌‌  (“‌‌
 
”).‌  ‌
● Paraphrase‌‌‌-‌‌the‌‌restatement‌‌of‌‌other‌‌personś‌‌ideas‌‌or‌‌thoughts‌‌into‌‌your‌‌own‌‌words.‌  ‌
● Summary‌‌‌-‌‌the‌‌concise‌‌description‌‌of‌‌a‌‌longer‌‌text‌‌using‌‌your‌‌own‌‌words.‌  ‌
● Not-so-common‌  ‌knowledge‌  ‌- ‌ ‌the‌  ‌figures,‌  ‌facts,‌  ‌ideas,‌‌
  and‌‌
  other‌‌
  information‌‌
  that‌‌
  are‌‌
 
not‌‌known‌‌by‌‌most‌‌people.‌  ‌

Even‌‌more‌‌fundamental,‌‌however,‌‌is‌‌this‌‌general‌‌rule:‌‌WHEN‌‌IN‌‌DOUBT,‌‌CITE.‌  ‌

CITATION‌‌STYLES‌  ‌
A‌  ‌citation‌  ‌may‌  ‌look‌  ‌different,‌  ‌depending‌  ‌on‌  ‌what‌  ‌is‌  ‌being‌  ‌cited,‌  ‌and‌  ‌the‌‌
  style‌‌
  that‌‌
  was‌ 
used‌‌
  to‌‌
  create‌‌  them.‌‌
  This‌‌  is‌‌  what‌‌
  we‌‌  call‌‌
 a ‌‌‌citation‌‌
 style‌, ‌‌which‌‌ is‌‌ a ‌‌set‌‌
 of‌‌
 rules‌‌ on‌‌
 how‌‌  to‌‌
 cite‌‌
 
sources‌‌in‌‌academic‌‌writing‌‌(Swaen,‌‌2020).‌‌The‌‌most‌‌common‌‌citation‌‌styles‌‌include:‌  ‌
○ MLA‌‌style‌‌‌in‌‌the‌‌humanities.‌  ‌
○ APA‌‌style‌‌‌in‌‌psychology‌‌and‌‌education.‌  ‌
○ Chicago‌‌notes‌‌and‌‌bibliography‌‌‌in‌‌history.‌  ‌
○ Chicago‌‌author-date‌‌‌in‌‌the‌‌sciences‌‌(Swaen,‌‌2020).‌  ‌

In‌‌
  this‌‌
  systematic‌‌
  review‌‌
  article,‌‌
  you‌‌
  are‌‌
  required‌‌
  to‌‌
  use‌‌
  the‌‌
  ‌APA‌‌
  citation‌‌
  style‌‌
  in‌‌
  your‌ 
in-text‌‌citation,‌‌and‌‌reference‌‌list.‌  ‌
  ‌
APA‌‌CITATION‌‌GUIDELINES‌  ‌
The‌‌
  APA‌‌
  format‌‌
  is‌‌
  the‌‌
  most‌‌
  common‌‌
 citation‌‌
 style‌‌
 used‌‌
 in‌‌
 academes‌‌  nowadays.‌‌  It‌‌
 was‌‌
 created‌ 
by‌‌
  the‌‌
  ‌American‌‌  Psychological‌‌   Association‌‌  and‌‌
  was‌‌
  originally‌‌
 used‌‌
 in‌‌
 the‌‌ fields‌‌
 of‌‌
 psychology‌‌  and‌‌ 
sociology‌‌(Swaen,‌‌2020).‌‌APA‌‌citations‌‌consist‌‌of‌‌two‌‌parts:‌‌in-text‌‌citation‌‌‌and‌‌reference‌‌list‌. ‌ ‌

IN-TEXT‌‌CITATIONS‌  ‌
  ‌An‌  ‌in-text‌  ‌citation‌  ‌is‌  ‌a ‌ ‌concise‌  ‌way‌  ‌to‌  ‌tell‌  ‌your‌  ‌audience‌  ‌where‌  ‌the‌  ‌original‌  ‌idea‌ 
came‌‌   from‌‌   and‌‌
  also‌‌   to‌‌
  ‌give‌‌
  credit‌‌   to‌‌
  the‌‌
  original‌‌   author‌. ‌‌It‌‌
  helps‌‌
  your‌‌
  reader‌‌
  locate‌‌  the‌‌ full‌‌
 
citation‌‌in‌‌the‌‌reference‌‌list.‌  ‌

According‌  ‌to‌  ‌the‌  ‌APA‌  ‌citation‌  ‌guidelines,‌  ‌in-text‌  ‌citations‌  ‌should‌  ‌include‌  ‌the‌  ‌author(s)’‌‌
 
last‌‌name‌‌and‌‌the‌‌year‌‌of‌‌publication.‌‌This‌‌can‌‌be‌‌in‌‌multiple‌‌ways:‌  ‌

A‌‌recent‌‌study‌‌on‌‌flipped‌‌classrooms‌‌suggested…‌‌(Gomez,‌‌2020)‌  ‌

Gomez‌‌(2020)‌‌implied‌‌that‌‌there‌‌are‌‌factors‌‌that‌‌affect…‌  ‌

In‌‌2020,‌‌a‌‌study‌‌by‌‌Gomez‌‌indicated‌‌that‌‌there‌‌are‌‌a‌‌few‌‌factors...‌  ‌

 
APA‌‌In-text‌‌Citations‌‌With‌‌Multiple‌‌Authors‌ 
There‌  ‌are‌  ‌times‌  ‌when‌  ‌there‌  ‌are‌  ‌two‌  ‌or‌  ‌more‌  ‌authors‌  ‌in‌  ‌one‌  ‌source.‌  ‌Use‌  ‌this‌‌  
simplified‌  ‌guide‌  ‌in‌  ‌your‌  ‌citations.‌  ‌Note‌  ‌how‌  ‌to‌  ‌do‌  ‌in-text‌  ‌citations‌  ‌for‌  ‌the‌  ‌first‌  ‌and‌‌
 
subsequent‌‌(second‌‌citations‌‌onwards):‌  ‌
 ‌
AUTHOR‌‌   FIRST‌‌IN-TEXT‌‌
   ‌ SUBSEQUENT‌‌IN-TEXT‌‌
 
TYPE‌  ‌ CITATION‌  ‌ CITATIONS‌  ‌

No‌‌author‌  ‌ (“How‌‌to‌‌Cite‌‌a‌‌Website‌‌in‌‌
  (“How‌‌to‌‌Cite‌‌a‌‌Website‌‌in‌‌
 
APA‌‌Style”,‌‌2019)‌  ‌ APA‌‌Style”,‌‌2019)‌  ‌

1‌‌author‌  ‌ (Gomez,‌‌2020)‌  ‌ (Gomez,‌‌2020)‌  ‌

Gomez‌‌(2020)‌  ‌ Gomez‌‌(2020)‌  ‌

2‌‌authors‌  ‌ (Gomez‌‌&‌‌Burgos,‌‌2020)‌  ‌ (Gomez‌‌&‌‌Burgos,‌‌2020)‌  ‌

Gomez‌‌and‌‌Burgos‌‌(2020)‌  ‌ Gomez‌‌and‌‌Burgos‌‌(2020)‌  ‌

3‌‌–‌‌5‌‌authors‌  ‌ (Gomez,‌‌Burgos,‌‌&‌‌Zamora,‌‌
  (Gomez‌‌et‌‌al.,‌‌2020)‌  ‌
2020)‌  ‌ Gomez‌‌et‌‌al.‌‌(2020)‌  ‌
Gomez,‌‌Burgos,‌‌and‌‌Zamora‌‌ 
(2020)‌  ‌

6+‌‌authors‌  ‌ (Gomez‌‌et‌‌al.,‌‌2020)‌  ‌ (Gomez‌‌et‌‌al.,‌‌2020)‌  ‌

Gomez‌‌et‌‌al.‌‌(2020)‌  ‌ Gomez‌‌et‌‌al.‌‌(2020)‌  ‌
  ‌
Organization‌‌   (Inter-Agency‌‌Task‌‌Force‌‌on‌‌
  (IATF,‌‌2020)‌  ‌
(identified‌‌
  Emerging‌‌Infectious‌‌Diseases‌‌  
through‌‌  [IATF],‌‌2020)‌  ‌
abbreviation)‌  ‌

Organization‌‌   (Google,‌‌2020)‌  ‌ (Google,‌‌2020)‌  ‌

(no‌‌
  Google‌‌(2020)‌  ‌ Google‌‌(2020)‌  ‌
abbreviation)‌  ‌
 ‌
Streefkerk‌  ‌(2020)‌  ‌also‌  ‌implied‌  ‌that‌  ‌we‌  ‌take‌  ‌note‌  ‌of‌  ‌these‌  ‌important‌  ‌details‌‌
 
when‌‌doing‌‌in-text‌‌citations:‌  ‌

● Use‌‌“et‌‌al.”‌‌(“and‌‌others”)‌‌for‌‌sources‌‌with‌‌three,‌‌four,‌‌or‌‌five‌‌authors‌‌the‌‌second‌‌
 
citation‌‌onwards.‌  ‌
● Use‌‌“et‌‌al.”‌‌for‌‌sources‌‌with‌‌six‌‌or‌‌more‌‌authors.‌  ‌
● Always‌‌include‌‌a‌‌period‌‌(“.”)‌‌when‌‌using‌‌“et‌‌al.”‌‌
   ‌
● Put‌‌a‌‌comma‌‌to‌‌separate‌‌the‌‌“et‌‌al.”‌‌from‌‌the‌‌publication‌‌date.‌‌Ex:‌‌(Gomez‌‌et‌‌al.,‌‌  
2020)‌  ‌
● Never‌‌use‌‌the‌‌ampersand‌‌symbol‌‌in‌‌the‌‌running‌‌text.‌‌Use‌‌the‌‌full‌‌word‌‌“and”,‌‌  
instead.‌‌Ex:‌‌Gomez‌‌and‌‌Burgos‌‌(2020)‌‌implied.‌  ‌
● Include‌‌page‌‌numbers‌‌when‌‌directly‌‌quoting‌‌the‌‌source.‌‌Ex:‌‌(Gomez‌‌et‌‌al.,‌‌2020,‌‌  
pp.16-18)‌  ‌
● Enclose‌‌the‌‌title‌‌in‌‌double‌‌quotation‌‌marks‌‌when‌‌citing‌‌a‌‌source‌‌with‌‌an‌‌unknown‌‌  
author.‌  ‌
● Use‌‌“n.d.”‌‌(no‌‌date)‌‌for‌‌sources‌‌without‌‌a‌‌year‌‌of‌‌publication.‌‌Ex:‌‌(Gomez,‌‌n.d.)‌  ‌

REFERENCE‌‌LIST‌  ‌
The‌‌
  reference‌‌
  list‌‌
  ‌lists‌‌
  all‌‌
  the‌‌
  sources‌‌
 you‌‌
 used‌‌
 in‌‌
 your‌‌
 writing‌. ‌‌It‌‌
 should‌‌
 contain‌‌  the‌ 
full‌‌publication‌‌details‌‌of‌‌the‌‌original‌‌source,‌‌which‌‌allows‌‌your‌‌readers‌‌to‌‌easily‌‌locate‌‌it.‌‌
   ‌

The‌  ‌format‌  ‌differs‌  ‌depending‌  ‌on‌  ‌the‌  ‌source‌  ‌type,‌  ‌but‌  ‌every‌  ‌reference‌  ‌begins‌  ‌in‌  ‌the‌‌
 
same‌  ‌way:‌‌   with‌‌
  the‌‌
  ‌author’s‌‌
  last‌‌
  name‌‌
  and‌‌   initials,‌‌
  the‌‌
  publication‌‌   year‌‌
  or‌‌
  date,‌‌
  and‌‌  the‌ 
title‌‌of‌‌the‌‌source.‌  ‌

You‌  ‌should‌  ‌include‌  ‌a ‌ ‌reference‌  ‌for‌  ‌all‌  ‌sources‌  ‌you‌  ‌have‌  ‌cited‌  ‌in‌  ‌the‌  ‌text,‌  ‌EXCEPT‌: ‌‌a)‌ 
classical‌  ‌works‌  ‌such‌  ‌as‌  ‌the‌  ‌Bible;‌  ‌b)‌  ‌personal‌  ‌communication‌  ‌such‌  ‌as‌  ‌emails,‌  ‌telephone‌‌  
conversations‌  ‌and‌  ‌chat‌  ‌messages;‌  ‌c)‌  ‌entire‌  ‌websites‌  ‌(always‌‌   cite‌‌
  the‌‌
  page);‌‌   and‌‌  d)‌‌
  common‌‌ 
knowledge‌‌(Gahan,‌‌2020).‌‌    ‌

Follow‌  ‌this‌  ‌guide‌  ‌as‌  ‌accurately‌  ‌as‌  ‌you‌  ‌can‌  ‌(including‌  ‌italics,‌  ‌and‌  ‌punctuations)‌  ‌as‌  ‌it‌‌
 
shows‌‌the‌‌varied‌‌source‌‌types,‌‌its‌‌format,‌‌and‌‌examples:‌  ‌

 ‌ BOOK‌‌CITATIONS‌  ‌
  ‌
Format:‌‌    ‌
Last‌‌Name,‌‌Initials.‌‌(Copyright‌‌Year).‌‌‌Book‌‌title‌‌‌(edition).‌‌
 
City,‌‌State/‌‌Country:‌‌Publisher.‌  ‌

Example‌:   ‌‌ ‌
Rizal,‌‌J.,‌‌&‌‌Augenbraum,‌‌H.‌‌(2011).‌‌El‌‌filibusterismo‌.‌‌New‌‌
 
York:‌‌Penguin‌‌Books.‌  ‌

 ‌  ‌

 ‌ E-BOOK‌‌CITATIONS‌  ‌

 ‌ Format:‌‌
   ‌
Last‌‌Name,‌‌Initials.‌‌(Copyright‌‌Year).‌‌‌Book‌‌title‌‌‌(edition).‌‌
 
Retrieved‌‌from‌‌URL‌  ‌

Example‌:   ‌‌ ‌
Rizal,‌‌J.,‌‌&‌‌Augenbraum,‌‌H.‌‌(2011).‌‌El‌‌filibusterismo‌.‌‌
 
Retrieved‌‌from‌‌URL‌‌http://www.gutenberg.org/files/‌‌  
47629/47629-h/47629-h.htm‌‌    ‌

 ‌
 ‌
JOURNAL‌‌ARTICLE‌‌CITATIONS‌  ‌

Format:‌‌   ‌
Last‌‌Name,‌‌Initials.,‌‌&‌‌Last‌‌Name,‌‌Initials.‌‌(Year).‌‌Article‌‌title.‌‌
 
Journal‌‌Name‌,‌‌Volume‌(Issue),‌‌Page‌‌Number(s).‌‌  
https://doi.org/DoiNumber‌‌‌or‌‌Retrieved‌‌from‌‌URL‌  ‌

Example‌:  ‌‌ ‌
McCollum,‌‌B.‌‌M.,‌‌Plotnikoff,‌‌K.‌‌M.,‌‌&‌‌Skagen,‌‌D.‌‌N.‌‌(2017).‌‌ 
Relationships‌‌in‌‌the‌‌Flipped‌‌Classroom.‌‌The‌‌Canadian‌‌  
Journal‌‌for‌‌the‌‌Scholarship‌‌of‌‌Teaching‌‌and‌‌Learning‌,‌‌8‌‌(3),‌‌  
550–567.‌‌https://doi.org/10.5206/cjsotl-rcacea.2017.3.8‌‌    ‌
 ‌
‌NEWSPAPER‌‌ARTICLE‌‌CITATIONS‌  ‌

Format:‌‌    ‌
Last‌‌Name,‌‌Initials.,‌‌(Year,‌‌Month‌‌Day).‌‌Article‌‌title.‌‌Newspaper‌‌
 
Title‌,‌‌p.‌‌or‌‌pp.‌‌Retrieved‌‌from‌‌URL‌  ‌

Example‌:  
‌‌ ‌
Gonzales,‌‌C.‌‌R.‌‌C.‌‌(2020,‌‌June‌‌22).‌‌Kanlaon‌‌Volcano‌‌emits‌‌
 
steam;‌‌136‌‌earthquakes‌‌recorded‌‌|‌‌Inquirer‌‌News.‌‌ 
INQUIRER.Net.‌‌‌Retrieved‌‌from‌‌https://newsinfo.inquirer.net‌‌    ‌
  ‌
 ‌

‌MAGAZINE‌‌ARTICLE‌‌CITATIONS‌  ‌

Format:‌‌    ‌
Last‌‌Name,‌‌Initials.,‌‌(Year,‌‌Month‌‌Day).‌‌Article‌‌title.‌‌Magazine‌‌
 
Title‌,‌‌p.‌‌or‌‌pp.‌‌Retrieved‌‌from‌‌URL‌  ‌

Example‌:   ‌‌ ‌
King,‌‌A.‌‌(2020,‌‌June‌‌12).‌‌8‌‌Natural‌‌Sleep‌‌Remedies‌‌for‌‌a‌‌
 
Better‌‌Night’s‌‌Sleep.‌‌Vogue‌.‌‌Retrieved‌‌from‌‌ 
https://www.vogue.com‌‌    ‌
 ‌

‌WEBPAGE‌‌CITATIONS‌  ‌

Format:‌‌
   ‌
Last‌‌Name,‌‌Initials.,‌‌(Year,‌‌Month‌‌Day).‌‌Page‌‌title.‌‌Website‌‌Title‌,‌‌
 
column/section,‌‌p.‌‌or‌‌pp.‌‌Retrieved‌‌from‌‌URL‌  ‌

Example‌:   ‌‌ ‌
King,‌‌A.‌‌(2020,‌‌June‌‌12).‌‌8‌‌Natural‌‌Sleep‌‌Remedies‌‌for‌‌a‌‌Better‌‌ 
Night’s‌‌Sleep.‌‌Vogue‌.‌‌Retrieved‌‌from‌‌https://www.vogue.com‌‌    ‌
 ‌

‌ONLINE‌‌VIDEO‌‌CITATIONS‌  ‌

Format:‌‌   ‌
Name‌‌of‌‌creator‌‌or‌‌[Username],‌‌(Year,‌‌Month‌‌Day).‌‌Title‌‌of‌‌video‌‌
 
[Video‌‌File].‌‌Retrieved‌‌from‌‌URL‌  ‌

Example‌:  
‌‌ ‌
Kurzgesagt.‌‌(2015,‌‌Dec‌‌15).‌‌Black‌‌Holes‌‌Explained‌‌[Video‌‌file].‌‌
 
Retrieved‌‌from‌‌https://www.youtube.com/watch?v=e-P5IFTqB98‌‌   
Make‌  ‌sure‌  ‌that‌  ‌the‌  ‌sources‌  ‌are‌  ‌indented‌  ‌properly.‌  ‌To‌  ‌do‌  ‌this‌  ‌in‌  ‌Google‌‌
  Docs,‌‌
  click‌‌
  Format‌‌
  > ‌‌
Align‌‌&‌‌indent‌‌>‌‌Indentation‌‌options‌‌>‌‌Special‌‌indent‌‌>‌‌Hanging‌‌at‌‌0.5.‌  ‌

The‌  ‌last‌  ‌step‌  ‌in‌  ‌creating‌  ‌the‌  ‌perfect‌  ‌APA‌  ‌reference‌  ‌page‌  ‌is‌  ‌to‌  ‌ensure‌  ‌the‌  ‌sources‌  ‌are‌ 
correctly‌  ‌alphabetized,‌  ‌usually‌  ‌based‌  ‌on‌  ‌the‌  ‌author’s‌  ‌surname.‌  ‌If‌  ‌you‌  ‌cite‌‌   multiple‌‌
  sources‌‌
  by‌‌
  the‌‌
 
same‌‌author,‌‌then‌‌sort‌‌them‌‌by‌‌publication‌‌year‌‌(Gahan,‌‌2020).‌‌    ‌

 ‌

ADDITIONAL‌‌INFORMATION‌  ‌

PARTS‌‌OF‌‌A‌‌JOURNAL‌‌ARTICLE‌  ‌
To‌‌
  properly‌‌   cite‌‌
  the‌‌
  journal‌‌
  articles‌‌
  that‌‌
 you‌‌
 have‌‌ used,‌‌
 you‌‌ have‌‌
 to‌‌
 know‌‌  how‌‌  to‌‌
 identify‌‌
 
the‌‌key‌‌details‌‌at‌‌first‌‌glance.‌‌Here‌‌is‌‌an‌‌example‌‌of‌‌a‌‌research‌‌article‌‌and‌‌its‌‌parts:‌‌
   ‌
  ‌

 ‌
To‌‌cite‌‌this‌‌research‌‌article‌‌in‌‌APA,‌‌it‌‌should‌‌look‌‌like‌‌this:‌  ‌

Spedding,‌‌C.‌‌P.,‌‌Nuttall,‌‌W.‌‌J.,‌‌&‌‌Lim,‌‌S.‌‌(2020).‌‌Energy‌‌requirements‌‌of‌‌a‌‌thermally‌‌processed‌‌
 
ISRU‌‌radiation‌‌shield‌‌for‌‌a‌‌lunar‌‌habitat.‌‌Advances‌‌in‌‌Space‌‌Research,‌‌65‌(11),‌‌  
2467–2474.‌‌    ‌

WHAT’S‌‌NEXT?‌  ‌
After‌‌reading‌‌the‌‌guidelines‌‌in‌‌citing‌‌your‌‌sources,‌‌go‌‌back‌‌to‌‌the‌‌questions‌‌set‌‌at‌‌the‌‌beginning‌‌of‌‌
 
this‌‌wiki.‌‌If‌‌you‌‌can‌‌answer‌‌them‌‌correctly,‌‌then‌‌you‌‌are‌‌good‌‌to‌‌go!‌  ‌
Make‌‌sure‌‌that‌‌when‌‌you‌‌write‌‌your‌‌citations,‌‌you‌‌write‌‌them‌‌properly!‌‌Practice‌‌this‌‌skill‌‌until‌‌you‌‌
 
perfect‌‌it.‌‌Good‌‌luck!‌  ‌
  ‌
REFERENCES‌  ‌
AcademicWritingPro.‌‌(2019,‌‌September‌‌24).‌‌Why‌‌c itation‌‌is‌‌important‌‌for‌‌academic‌‌papers?‌‌Retrieved‌‌J une‌‌17,‌‌
 
2020,‌‌from‌‌https://academicwritingpro.com/blog/‌‌why-citation-is-important-for-academic-papers‌‌    ‌
American‌‌Psychological‌‌Association.‌‌(2020).‌‌Publication‌‌m anual‌‌of‌‌the‌‌American‌‌Psychological‌‌Association‌‌
 
(7th‌‌ed.).‌‌American‌‌Psychological‌‌Association.‌‌https://doi.org/10.1037/0000165-000‌   ‌ ‌
Custom‌‌Essay‌‌M eister.‌‌(2019,‌‌November‌‌25).‌‌The‌‌Common‌‌Types‌‌O f‌‌Plagiarism.‌‌Retrieved‌‌J une‌‌18,‌‌2020,‌‌
 
from‌‌https://www.customessaymeister.com/blog/‌‌  
types-of-plagiarism#what-are-the-three-types-of-plagiarism‌   ‌ ‌
Embry-Riddle‌‌Aeronautical‌‌University‌‌-‌‌Hunt‌‌Library.‌‌(2020,‌‌J une‌‌11).‌‌Citing‌‌Sources‌‌&‌‌Style‌‌M anuals.‌‌
 
Retrieved‌‌J une‌‌17,‌‌2020,‌‌from‌‌https://guides.erau.edu/citestyle‌‌    ‌
How‌‌to‌‌Cite‌‌a‌‌Website‌‌-‌‌APA,‌‌M LA‌‌&‌‌Harvard‌‌-‌‌M endeley.‌‌(2019).‌‌Retrieved‌‌J une‌‌12,‌‌2020,‌‌from‌‌
 
https://www.mendeley.com/guides/web-citation-guide‌‌    ‌
LibGuides:‌‌Citing‌‌s ources:‌‌O verview.‌‌(n.d.).‌‌Retrieved‌‌J une‌‌18,‌‌2020,‌‌from‌‌
 
https://libguides.mit.edu/citing#:%7E:text=It’s%20important%20to%20cite%20sources,researchers%20‌
and%20acknowledging%20their%20ideas‌‌    ‌
Longley,‌‌D.‌‌(2020,‌‌J une‌‌16).‌‌LibGuides:‌‌Research‌‌Skills‌‌Tutorial:‌‌Welcome.‌‌Retrieved‌‌J une‌‌17,‌‌2020,‌‌from‌‌
 
https://subjectguides.esc.edu/researchskillstutorial‌‌    ‌
Merriam-Webster.‌‌(n.d.).‌‌Plagiarize.‌‌In‌‌M erriam-Webster.com‌‌dictionary.‌‌Retrieved‌‌J une‌‌18,‌‌2020,‌‌from‌‌
 
https://www.merriam-webster.com/dictionary/plagiarize‌‌    ‌
Scribbr.‌‌(n.d.-a).‌‌Plagiarism‌‌explained‌‌|‌‌Different‌‌types,‌‌c onsequences,‌‌and‌‌tools.‌‌Retrieved‌‌J une‌‌12,‌‌2020,‌‌
 
from‌‌https://www.scribbr.com/category/plagiarism/‌‌    ‌
Scribbr.‌‌(n.d.).‌‌Q uick‌‌G uide‌‌to‌‌APA‌‌Citation‌‌|‌‌In-Text‌‌Citation‌‌&‌‌Reference‌‌List.‌‌Retrieved‌‌J une‌‌5,‌‌2020,‌‌from‌‌
 
https://www.scribbr.com/category/apa-style/‌  ‌
Spedding,‌‌C.‌‌P.,‌‌Nuttall,‌‌W.‌‌J .,‌‌&‌‌Lim,‌‌S.‌‌(2020).‌‌Energy‌‌requirements‌‌of‌‌a‌‌thermally‌‌processed‌‌ISRU‌‌radiation‌‌
 
shield‌‌for‌‌a‌‌lunar‌‌habitat.‌‌Advances‌‌in‌‌Space‌‌Research,‌‌65‌(11),‌‌2467–2474.‌‌  
https://doi.org/10.1016/j.asr.2020.03.015‌‌    ‌
Streefkerk,‌‌R.‌‌(2020,‌‌M ay‌‌8).‌‌A‌‌c omplete‌‌guide‌‌to‌‌APA‌‌in-text‌‌c itation.‌‌Retrieved‌‌J une‌‌19,‌‌2020,‌‌from‌‌
 
https://www.scribbr.com/apa-style/in-text-citation/‌‌    ‌
Swaen,‌‌B.‌‌(2020,‌‌April‌‌23).‌‌Citation‌‌s tyles‌‌guide:‌‌c hoosing‌‌a‌‌s tyle‌‌and‌‌c iting‌‌c orrectly.‌‌Retrieved‌‌J une‌‌19,‌‌2020,‌‌
 
from‌‌https://www.scribbr.com/citing-sources/‌‌c itation-styles/‌   ‌ ‌
Teaching‌‌&‌‌Learning.‌‌(n.d.).‌‌Why‌‌Cite‌‌Sources?‌‌–‌‌Choosing‌‌&‌‌Using‌‌Sources:‌‌A‌‌G uide‌‌to‌‌Academic‌‌Research.‌‌
 
Retrieved‌‌J une‌‌17,‌‌2020,‌‌from‌‌https://ohiostate.pressbooks.pub/choosingsources/chapter/why-cite/‌‌    ‌
 ‌
 ‌
 ‌
‘‌  ‌
 ‌
 ‌
 ‌
 ‌
  ‌
  ‌

SECTION‌‌1‌‌WIKI‌‌4 ‌ ‌

HOW‌‌TO‌‌WRITE‌‌A‌‌GOOD‌‌
 
INTRODUCTION‌  ‌
  ‌

 ‌
This‌  ‌wiki‌  ‌discusses‌  ‌the‌  ‌guidelines‌  ‌on‌  ‌how‌‌
  to‌‌
  write‌‌
  a ‌‌good‌‌
  introduction.‌‌
  After‌‌
  reading‌‌
  this,‌‌
  you‌ 
should‌‌be‌‌able‌‌to‌‌identify‌‌the‌‌answers‌‌for‌‌each‌‌guide‌‌question:‌  ‌

1. What‌‌is‌‌an‌‌introduction?‌‌Why‌‌is‌‌it‌‌important?‌  ‌
2. How‌‌do‌‌you‌‌structure‌‌the‌‌introduction?‌‌    ‌
3. How‌‌do‌‌you‌‌engage‌‌the‌‌reader‌‌with‌‌the‌‌text?‌‌   ‌

Read‌  ‌and‌  ‌understand‌  ‌the‌  ‌content‌  ‌of‌  ‌this‌  ‌wiki‌  ‌as‌  ‌much‌  ‌as‌  ‌you‌  ‌can.‌‌
  This‌‌
  will‌‌
  be‌‌
  your‌‌
  guide‌‌
  in‌‌
 
structuring‌‌your‌‌introduction‌‌and‌‌methodology.‌  ‌
 ‌

THE‌‌INTRODUCTION‌  ‌
The‌  ‌introduction‌  ‌serves‌  ‌the‌  ‌purpose‌  ‌of‌  ‌leading‌  ‌the‌‌   reader‌‌
 
from‌‌   a ‌‌general‌‌ subject‌‌
 area‌‌  to‌‌
 a ‌‌particular‌‌  field‌‌  of‌‌
 research.‌‌
 It‌‌
 
establishes‌  ‌the‌  ‌context‌  ‌of‌  ‌the‌  ‌research‌  ‌being‌‌  
accomplished‌  ‌by‌  ‌discussing‌  ‌by‌  ‌summarizing‌  ‌current‌‌  
understanding‌  ‌and‌  ‌background‌  ‌information‌  ‌about‌  ‌the‌  ‌topic,‌‌   stating‌‌
 
the‌  ‌purpose‌  ‌of‌  ‌the‌  ‌work‌  ‌in‌  ‌the‌  ‌form‌  ‌of‌  ‌the‌  ‌hypothesis,‌‌
  question,‌‌
 
or‌  ‌research‌  ‌problem,‌  ‌briefly‌  ‌explaining‌  ‌your‌  ‌rationale‌, ‌‌
methodological‌‌   approach,‌‌ highlighting‌‌  the‌‌ potential‌‌  outcomes‌‌   your‌‌
 
study‌  ‌can‌  ‌reveal‌  ‌and‌  ‌describing‌  ‌the‌  ‌remaining‌  ‌structure‌  ‌of‌‌   the‌‌
  paper‌‌
 
(“How‌‌to‌‌Write‌‌Guide:‌‌Sections‌‌of‌‌the‌‌Paper,”‌‌n.d.).‌  ‌

Think‌‌   of‌‌
  the‌‌
  ‌introduction‌‌   as‌‌
 a ‌‌mental‌‌  road‌‌  map‌‌
 that‌‌   literally‌‌
 
answers‌  ‌the‌  ‌questions:‌  ‌"What‌  ‌was‌  ‌I ‌ ‌studying?",‌‌  "Why‌‌
  was‌‌   it‌‌
  an‌‌ 
important‌‌  question?",‌‌   "What‌‌
  did‌‌
  we‌‌ know‌‌  about‌‌
 it‌‌
 before‌‌
 I ‌‌did‌‌   this‌‌ 
study?",‌‌and‌ ‌"How‌‌will‌‌this‌‌study‌‌advance‌‌our‌‌knowledge?"‌‌    ‌

THE‌‌STRUCTURE‌  ‌
A‌  ‌good‌  ‌introduction‌  ‌should‌  ‌identify‌  ‌your‌  ‌topic,‌  ‌provide‌  ‌essential‌  ‌context,‌  ‌and‌‌  
indicate‌  ‌your‌  ‌particular‌  ‌focus‌  ‌in‌  ‌the‌  ‌essay.‌  ‌You‌  ‌may‌  ‌want‌  ‌to‌  ‌start‌  ‌your‌  ‌introduction‌  ‌by‌‌  
describing‌  ‌the‌  ‌problem‌  ‌you‌  ‌are‌  ‌trying‌  ‌to‌  ‌solve,‌  ‌or‌  ‌the‌  ‌aim‌  ‌of‌  ‌your‌  ‌work,‌  ‌but‌  ‌as‌  ‌you‌  ‌will‌  ‌see‌‌
 
when‌  ‌you‌  ‌examine‌  ‌published‌  ‌work,‌  ‌this‌  ‌is‌  ‌not‌  ‌how‌  ‌most‌  ‌research‌  ‌papers‌  ‌begin‌  ‌— ‌ ‌and‌‌  
therefore‌‌it‌‌is‌‌not‌‌the‌‌best‌‌way‌‌for‌‌you‌‌to‌‌begin‌‌(Glasman-Deal,‌‌2010,‌‌pp.‌‌1–3).‌  ‌
  ‌
  ‌In‌  ‌order‌  ‌to‌  ‌help‌  ‌you‌  ‌write‌  ‌the‌  ‌introduction‌  ‌to‌  ‌your‌  ‌own‌  ‌research,‌  ‌the‌  ‌model‌‌
  you‌‌
  build‌‌
 
must‌‌answer‌‌the‌‌following‌‌three‌‌questions:‌  ‌

● How‌‌do‌‌writers‌‌normally‌‌start‌‌the‌‌Introduction?‌  ‌
● What‌t‌ype‌‌of‌‌information‌‌should‌‌be‌‌in‌‌my‌‌Introduction,‌‌and‌‌in‌‌what‌‌order?‌  ‌
● How‌‌do‌‌writers‌‌normally‌‌end‌‌the‌‌Introduction?‌  ‌

The‌  ‌structure‌  ‌of‌  ‌the‌  ‌Introduction‌  ‌can‌  ‌be‌  ‌thought‌  ‌of‌‌

  as‌‌  an‌‌
  inverted‌‌
  triangle‌‌
  (Figure‌‌
  1)‌‌
  - ‌
starting‌  ‌with‌  ‌the‌  ‌broadest‌  ‌part‌  ‌at‌  ‌the‌  ‌top‌  ‌representing‌  ‌the‌  ‌most‌  ‌general‌  ‌information‌  ‌and‌‌  
focusing‌‌down‌‌to‌‌the‌‌specific‌‌problem‌‌‌you‌‌studied.‌‌    ‌

 ‌
Figure‌‌1.‌‌The‌‌inverted‌‌pyramid‌‌s tructure‌  ‌
 ‌
You‌  ‌may‌  ‌want‌  ‌to‌  ‌start‌  ‌your‌  ‌introduction‌  ‌with‌  ‌a ‌ ‌hook.‌  ‌This‌  ‌is‌  ‌important‌  ‌because,‌  ‌quite‌‌  
simply,‌  ‌you‌  ‌never‌  ‌get‌  ‌a ‌ ‌second‌  ‌chance‌  ‌to‌  ‌make‌  ‌a ‌ ‌good‌  ‌first‌  ‌impression.‌  ‌Then,‌  ‌organize‌  ‌the‌ 
information‌  ‌so‌  ‌as‌  ‌to‌  ‌present‌  ‌the‌  ‌more‌  ‌general‌  ‌aspects‌  ‌of‌  ‌the‌  ‌topic‌  ‌early‌  ‌in‌  ‌the‌  ‌introduction,‌ 
then‌‌
  narrow‌‌   toward‌‌   the‌‌
 more‌‌  specific‌‌  topical‌‌ information‌‌  that‌‌
 provides‌‌  context,‌‌  finally‌‌  arriving‌‌
 at‌‌
 
your‌‌statement‌‌of‌‌purpose‌‌and‌‌rationale‌‌of‌‌your‌‌study.‌‌    ‌

Read‌  ‌the‌  ‌sample‌  ‌introduction.‌  ‌Do‌  ‌not‌  ‌worry‌  ‌about‌  ‌the‌  ‌technical‌  ‌terms‌  ‌like‌  ‌polylactide.‌‌
 
Just‌‌
  try‌‌
  to‌‌
  get‌‌
  a ‌‌general‌‌
  understanding‌‌   of‌‌
  how‌‌  it‌‌
 was‌‌ structured,‌‌  and‌‌
 how‌‌  the‌‌
 ideas‌‌  flow‌‌ from‌‌
 a ‌‌
general‌‌perspective‌‌to‌‌the‌‌thesis‌‌statement.‌  ‌

 ‌

 ‌

 ‌

 ‌

 ‌

 ‌

 ‌
  ‌
SAMPLE‌‌INTRODUCTION‌ 

 ‌

 ‌

 ‌
Source:‌‌Glasman-Deal,‌‌H.‌‌(2010).‌‌Science‌‌Research‌‌Writing‌‌for‌‌Non-native‌‌Speakers‌‌of‌‌English.‌  ‌

 ‌

 ‌

THE‌‌NARRATIVE‌‌FLOW‌  ‌
The‌  ‌overarching‌  ‌goal‌  ‌of‌  ‌your‌‌
  introduction‌‌   is‌‌
  to‌‌
  ‌make‌‌   your‌‌
  readers‌‌
  want‌‌   to‌‌
  read‌‌
  your‌‌ 
paper‌. ‌ ‌It‌  ‌should‌  ‌engage‌  ‌your‌  ‌readers’‌  ‌interest.‌  ‌Here‌  ‌are‌  ‌some‌  ‌strategies‌  ‌for‌  ‌capturing‌  ‌your‌‌
 
audience's‌‌attention:‌  ‌
  ‌
1. Clearly‌‌  ‌identify‌‌  the‌‌  subject‌‌  area‌‌  of‌‌  interest.‌‌ Use‌‌ keywords‌‌  from‌‌  your‌‌  title‌‌
 in‌‌
 the‌‌
 first‌‌
 few‌‌ 
sentences‌‌of‌‌the‌‌introduction.‌  ‌
2. Establish‌  ‌context‌  ‌by‌  ‌providing‌  ‌a ‌ ‌brief‌  ‌review‌  ‌of‌  ‌the‌  ‌literature‌  ‌that‌  ‌is‌  ‌available‌  ‌on‌  ‌the‌‌  
subject.‌‌Summarize‌‌for‌‌the‌‌reader‌‌what‌‌is‌‌known‌‌about‌‌the‌‌specific‌‌research‌‌problem.‌  ‌
3. Clearly‌‌   ‌state‌‌   the‌‌   purpose‌‌   of‌‌  your‌‌   research.‌‌   This‌‌
  is‌‌
  usually‌‌   in‌‌
  the‌‌  last‌‌
  paragraph‌‌  of‌‌
 the‌‌
 
introduction.‌  ‌
4. Provide‌‌   a ‌‌clear‌‌  ‌statement‌‌   of‌‌  the‌‌   rationale‌. ‌‌This‌‌   is‌‌
 also‌‌  in‌‌
 the‌‌ last‌‌  paragraph,‌‌  after‌‌ the‌‌
 
purpose‌‌statement.‌  ‌
5. Get‌‌  to‌‌
  the‌‌   point‌‌   ‌as‌‌
  soon‌‌
  as‌‌  possible.‌‌   A ‌‌common‌‌  error‌‌  is‌‌
 to‌‌
 begin‌‌  too‌‌  broadly‌‌  or‌‌
 too‌‌ far‌‌
 
off-topic.‌‌Avoid‌‌sweeping‌‌generalizations.‌  ‌
6. Give‌‌some‌‌background‌‌information‌‌‌necessary‌‌for‌‌understanding‌‌the‌‌essay.‌  ‌
7. Do‌  ‌not‌  ‌provide‌  ‌dictionary‌  ‌definitions‌, ‌ ‌especially‌  ‌of‌  ‌words‌  ‌your‌  ‌audience‌  ‌already‌‌  
knows.‌  ‌
8. Do‌  ‌not‌  ‌give‌  ‌details‌  ‌and‌  ‌in-depth‌  ‌explanations‌  ‌that‌  ‌really‌  ‌belong‌  ‌in‌  ‌your‌  ‌body‌‌  
paragraphs.‌  ‌
9. Open‌‌with‌‌a‌‌compelling‌‌story‌.   ‌‌ ‌
10.Always‌  ‌end‌  ‌with‌  ‌a ‌ ‌roadmap‌. ‌ ‌The‌‌   final‌‌
  paragraph‌‌   or‌‌
  sentences‌‌   should‌‌   forecast‌‌  where‌‌  
your‌‌study‌‌is‌‌going‌‌and‌‌what‌‌to‌‌expect.‌  ‌

SIGNALLING‌‌LANGUAGE‌‌
   ‌
One‌‌   of‌‌  the‌‌  most‌‌  common‌‌   errors‌‌   in‌‌
  writing‌‌
  is‌‌
  ‌failing‌‌
  to‌‌  connect‌‌   one‌‌  sentence‌‌  or‌‌
 idea‌ 
to‌‌
  the‌‌
 next‌. ‌‌Every‌‌  time‌‌ you‌‌  end‌‌
 a ‌‌sentence,‌‌  your‌‌
 reader‌‌  has‌‌  no‌‌
 idea‌‌ what‌‌  the‌‌
 next‌‌ sentence‌‌  is‌‌
 
going‌  ‌to‌  ‌do‌  ‌or‌  ‌say.‌  ‌As‌  ‌a ‌ ‌result,‌  ‌the‌  ‌space‌  ‌between‌  ‌a ‌ ‌full‌  ‌stop‌  ‌and‌  ‌the‌  ‌next‌  ‌capital‌‌
  letter‌‌
  is‌‌
  a ‌‌
dangerous‌‌space‌‌for‌‌you‌‌and‌‌your‌‌reader.‌‌    ‌

One‌‌   of‌‌
  your‌‌  tasks‌‌
  as‌‌
  a ‌‌writer‌‌  is‌‌
  to‌‌
  ‌make‌‌
  sure‌‌
 that‌‌
 gap‌‌
 is‌‌
 closed‌‌
 ‌so‌‌
 that‌‌
 your‌‌
 reader‌‌
 is‌‌
 
carried‌‌
  carefully‌‌   from‌‌  one‌‌
  piece‌‌   of‌‌
 information‌‌  to‌‌
 the‌‌
 next.‌‌
 Connecting‌‌
 sentences‌‌  and‌‌
 concepts‌‌ 
is‌‌good‌‌for‌‌you‌‌too,‌‌as‌‌it‌‌forces‌‌you‌‌to‌‌develop‌‌your‌‌ideas‌‌logically.‌  ‌

One‌  ‌way‌  ‌to‌  ‌connect‌  ‌sentences‌  ‌is‌  ‌to‌  ‌overlap‌, ‌ ‌meaning‌  ‌to‌  ‌repeat‌  ‌something‌  ‌from‌  ‌the‌‌
 
previous‌‌sentence:‌  ‌

 ‌

 ‌

Another‌  ‌way‌  ‌is‌  ‌to‌  ‌use‌‌

 
a‌‌
  pronoun‌  ‌(it,‌  ‌they)‌  ‌or‌‌  
proform‌‌‌(this‌‌method,‌‌these‌‌systems)‌‌to‌‌glue‌‌the‌‌sentences‌‌together:‌  ‌
  ‌

 ‌
The‌‌
  third‌‌
  way‌‌  is‌‌
  not‌‌
  to‌‌
  finish‌‌
  the‌‌
  sentence‌‌
  at‌‌
 all,‌‌
 but‌‌
 to‌‌
 ‌join‌‌
 it‌‌
 to‌‌
 the‌‌
 next‌‌
 sentence‌‌
 with‌‌
 
a‌‌semicolon‌‌or‌‌a‌‌relative‌‌clause‌‌(a‌‌‘which’‌‌clause):‌‌   ‌

 ‌
The‌‌   fourth‌‌   way‌‌
  is‌‌
  to‌‌
  ‌use‌‌
  a ‌‌signalling‌‌
  sentence‌‌   connector‌‌   to‌‌
  indicate‌‌
  the‌‌
  relationship‌‌ 
between‌  ‌one‌  ‌sentence‌  ‌and‌  ‌the‌  ‌next,‌  ‌or‌  ‌one‌  ‌part‌‌
  of‌‌
  a ‌‌sentence‌‌
  and‌‌   the‌‌
  next.‌  ‌You‌‌  know‌‌
  how‌‌ 
useful‌  ‌sentence‌  ‌connectors‌  ‌are‌  ‌from‌  ‌your‌  ‌reading;‌  ‌when‌  ‌you‌  ‌see‌  ‌a ‌ ‌word‌  ‌like‌  ‌therefore‌  ‌or‌‌  
however‌, ‌‌you‌‌   are‌‌
  able‌‌
  to‌‌
  process‌‌  the‌‌
 next‌‌
 piece‌‌
 of‌‌
 information‌‌  in‌‌
 the‌‌ sentence‌‌  correctly‌‌  even‌‌
 if‌‌
 
you‌  ‌do‌  ‌not‌  ‌understand‌  ‌every‌  ‌word.‌  ‌This‌  ‌is‌  ‌because‌  ‌the‌  ‌sentence‌  ‌connector‌  ‌signals‌  ‌the‌‌  
function‌‌of‌‌the‌‌information‌‌‌in‌‌the‌‌sentence.‌‌Here‌‌are‌‌some‌‌of‌‌these‌‌sentence‌‌connectors:‌  ‌

UNEXPECTE‌
CAUSE‌  ‌ RESULT‌  ‌ CONTRAST‌  ‌ ADDITION‌  ‌
D-NESS‌  ‌

as‌  ‌ therefore‌‌    ‌ however‌‌    ‌ although‌  ‌ in‌‌addition‌‌   ‌

because‌‌    ‌ as‌‌a‌‌result‌‌  on‌‌the‌‌other‌‌hand‌‌    even‌‌though‌  ‌ also‌‌
   ‌
due‌‌to‌‌    ‌ consequently‌‌   whereas‌‌    ‌ despite‌  ‌ moreover‌‌  
on‌‌account‌‌of‌‌    which‌‌is‌‌why‌‌   while‌‌
   ‌ in‌‌s pite‌‌of‌  ‌ furthermore‌  ‌
in‌‌v iew‌‌of‌‌   ‌ hence‌‌    ‌ but‌‌
   ‌ however‌  ‌ what‌‌is‌‌m ore‌  ‌
since‌  ‌ so‌  ‌ by‌‌c ontrast‌  ‌ nevertheless‌  ‌ apart‌‌from‌‌that‌  ‌
 ‌

Now‌‌  check‌‌  what‌‌

  you‌‌
  have‌‌
  learned‌‌
 by‌‌
 looking‌‌
 at‌‌
 the‌‌
 way‌‌
 sentences‌‌
 are‌‌
 connected‌‌
 in‌‌
 the‌ 
Introductions‌‌of‌‌your‌‌target‌‌articles.‌  ‌

 ‌

 ‌
  ‌
REFERENCES‌  ‌
Glasman-Deal,‌‌H.‌‌(2010).‌‌Science‌‌Research‌‌Writing‌‌for‌‌Non-native‌‌Speakers‌‌of‌‌English.‌‌Retrieved‌‌from‌‌
 
https://books.google.com.ph/books?id=b0y7CgAAQBAJ&pg=‌‌  
PT15&source=kp_read_button&redir_esc=y#v=onepage&q&f=false‌‌    ‌
How‌‌to‌‌Write‌‌G uide:‌‌Sections‌‌of‌‌the‌‌Paper.‌‌(n.d.).‌‌Retrieved‌‌J une‌‌30,‌‌2020,‌‌from‌‌
 
http://abacus.bates.edu/%7Eganderso/biology/resources/writing/HTWsections.html#introduction‌‌
   ‌
University‌‌of‌‌Toronto.‌‌(n.d.).‌‌Introductions‌‌and‌‌Conclusions‌‌|‌‌Writing‌‌Advice.‌‌Retrieved‌‌J uly‌‌1,‌‌2020,‌‌from‌‌
 
http://advice.writing.utoronto.ca/planning/intros-and-conclusions/‌‌    ‌
USC‌‌Libraries.‌‌(2016,‌‌Sept.‌‌20).‌‌O rganizing‌‌Your‌‌Social‌‌Sciences‌‌Research‌‌Paper:‌‌4.‌‌The‌‌Introduction.‌‌
 
http://libguides.usc.edu/writingguide/introduction‌.   ‌‌ ‌
 ‌

 ‌

 ‌

 ‌
 ‌

 ‌

 ‌

 ‌

 ‌

 ‌

 ‌

 ‌

 ‌

 ‌

 ‌

 ‌

 ‌

 ‌

 ‌

 ‌

 ‌

 ‌

 ‌

 ‌
  ‌

SECTION‌‌1:‌ ‌TEMPLATE‌‌2 ‌ ‌
INTRODUCTION‌‌TOPIC‌‌OUTLINE‌  ‌
 ‌
Instructions:‌‌‌Write‌‌your‌‌answers‌‌as‌‌concisely‌‌as‌‌possible.‌‌Use‌‌this‌‌sheet‌‌for‌‌your‌‌practice‌‌activity.‌  ‌
You‌‌may‌‌1)‌‌print‌‌this;‌‌2)‌‌recreate‌‌by‌‌hand;‌‌or‌‌3)‌‌recreate‌‌digitally‌‌then‌‌print.‌  ‌
 ‌
 ‌

TOPIC‌  ‌ PURPOSE‌  ‌
 ‌  ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌

TOPIC‌‌OUTLINE‌  ‌
 ‌
A.‌‌PARAGRAPH‌‌(General‌‌Idea):‌‌_______________________________________________‌  ‌
a.‌‌Subtopic‌‌1:‌‌______________________________________________________________‌  ‌
b.‌‌Subtopic‌‌2:‌‌______________________________________________________________‌  ‌
c.‌‌Subtopic‌‌3:‌‌______________________________________________________________‌  ‌
B.‌‌PARAGRAPH‌‌(Specific‌‌Idea):‌‌_______________________________________________‌  ‌
a.‌‌Subtopic‌‌1:‌‌______________________________________________________________‌  ‌
b.‌‌Subtopic‌‌2:‌‌______________________________________________________________‌  ‌
c.‌‌Subtopic‌‌3:‌‌______________________________________________________________‌  ‌
C.‌‌PARAGRAPH‌‌(More‌‌Specific‌‌Idea):‌‌__________________________________________‌  ‌
a.‌‌Subtopic‌‌1:‌‌______________________________________________________________‌  ‌
b.‌‌Subtopic‌‌2:‌‌______________________________________________________________‌  ‌
c.‌‌Subtopic‌‌3:‌‌______________________________________________________________‌  ‌
D.‌‌PURPOSE‌‌OF‌‌REVIEW‌‌___________________________________________________‌  ‌
a.‌‌Question‌‌1:‌‌______________________________________________________________‌  ‌
b.‌‌Question‌‌2:‌‌______________________________________________________________‌  ‌
c.‌‌Question‌‌3:‌‌______________________________________________________________‌  ‌
 ‌
 ‌
  ‌
 ‌

SECTION‌‌1:‌‌TEMPLATE‌‌3‌   ‌
  ‌

MILESTONE‌‌1:‌‌INTRODUCTION‌‌AND‌‌METHODOLOGY‌  ‌
 ‌
 ‌
INSTRUCTIONS:‌ 
 
1.‌‌Write‌‌your‌‌introduction.‌‌Use‌‌what‌‌you‌‌have‌‌learned‌‌in‌‌your‌‌wiki‌‌on‌‌how‌‌to‌‌write‌‌a‌‌good‌  ‌
introduction.‌  ‌
2.‌‌Follow‌‌your‌‌topic‌‌outline.‌‌Do‌‌not‌‌include‌‌unnecessary‌‌details‌‌which‌‌will‌‌only‌‌confuse‌‌your‌  ‌
reader.‌  ‌
3.‌‌Use‌‌in-text‌‌citations.‌‌Follow‌‌the‌‌guidelines‌‌set‌‌in‌‌your‌‌wiki‌‌on‌‌how‌‌to‌‌cite‌‌sources.‌  ‌
4.‌‌Write‌‌your‌‌method‌‌based‌‌on‌‌the‌‌information‌‌given‌‌to‌‌you‌‌in‌‌the‌‌file‌‌specific‌‌to‌‌your‌‌topic.‌  ‌
5.‌‌Check‌‌the‌‌rubric.‌  ‌
 ‌
 ‌

INTRODUCTION‌  ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
  ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
  ‌
 ‌

METHOD‌  ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
  ‌
 ‌

REFERENCES‌  ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
  ‌
 ‌

 ‌

SECTION‌‌2:‌‌ANALYSIS,‌‌RESULTS,‌‌&‌‌DISCUSSION‌ 
To‌‌  analyze‌‌   means‌‌   to‌‌
 break‌‌  a ‌‌topic‌‌
 or‌‌
 concept‌‌  down‌‌  into‌‌ its‌‌
 parts‌‌
 in‌‌
 order‌‌  to‌‌
 inspect‌‌  and‌ 
understand‌  ‌it,‌  ‌and‌  ‌to‌  ‌restructure‌  ‌those‌  ‌parts‌  ‌in‌  ‌a ‌ ‌way‌  ‌that‌  ‌makes‌  ‌sense‌  ‌to‌  ‌you.‌  ‌This‌  ‌is‌  ‌the‌‌
 
toughest‌‌step‌‌as‌‌most‌‌researchers‌‌might‌‌not‌‌be‌‌able‌‌to‌‌do‌‌the‌‌analysis‌‌on‌‌their‌‌own.‌‌    ‌

‌At‌‌the‌‌end‌‌of‌‌the‌‌section,‌‌you‌‌should‌‌be‌‌able‌‌to:‌  ‌
1. Read‌  ‌and‌  ‌digest‌  ‌the‌  ‌research‌  ‌articles‌  ‌related‌  ‌to‌  ‌the‌  ‌chosen‌ 
topic.‌  ‌
2. Identify‌  ‌the‌  ‌key‌  ‌points‌  ‌of‌  ‌each‌  ‌research‌  ‌article‌  ‌by‌  ‌using‌  ‌the‌‌
 
template‌‌for‌‌the‌‌milestone.‌  ‌
3. Organize,‌‌and‌‌analyze‌‌the‌‌results‌‌of‌‌the‌‌data‌‌collection.‌  ‌
4. Fill‌  ‌out‌  ‌the‌  ‌table‌  ‌with‌  ‌the‌‌
  necessary‌‌
  information‌‌  gathered‌‌   from‌‌ 
the‌‌research‌‌articles‌‌read.‌‌    ‌
5. Interpret‌‌and‌‌discuss‌‌the‌‌results‌‌of‌‌the‌‌analysis.‌  ‌

 ‌
You‌‌have‌‌two‌‌(3)‌‌weeks‌‌to‌‌attain‌‌these‌‌learning‌‌outcomes,‌‌and‌‌finish‌‌this‌‌section.‌‌
   ‌

 ‌

 ‌

 ‌
  ‌
SECTION‌‌2‌‌|‌‌ANALYSIS,‌‌RESULTS,‌‌&‌‌DISCUSSION‌‌
   ‌
 ‌
  ‌

Milestone‌‌2 ‌ ‌
ANALYSIS,‌‌RESULTS,‌‌&‌‌DISCUSSION‌ 
 ‌
‌TIMEFRAME‌:‌ Week‌‌5‌‌-‌‌Week‌‌7 ‌ ‌
O
‌ BJECTIVE(S):‌‌
  Review,‌‌and‌‌digest‌‌the‌‌materials‌‌provided‌‌regarding‌‌the‌‌topic‌‌chosen;‌  ‌
Identify‌‌the‌‌information‌‌needed‌‌to‌‌write‌‌the‌‌introduction‌‌and‌‌methodology;‌‌& ‌ ‌
Write‌‌
  the‌‌
  introduction‌‌
  and‌‌
  the‌‌
  methodology‌‌ using‌‌ the‌‌ data‌‌ gathered‌‌ from‌‌ the‌‌ 
materials‌‌provided.‌  ‌
‌INSTRUCTIONS:‌  ‌
1. Using‌  ‌TEMPLATE‌  ‌4 ‌ ‌found‌  ‌in‌  ‌the‌  ‌Templates‌  ‌file,‌  ‌identify‌‌
  the‌‌
  key‌‌
  details‌‌
  that‌‌
  can‌‌  be‌‌
 
found‌‌  in‌‌
  each‌‌
  article.‌‌
  The‌‌
  minimum‌‌   number‌‌
  of‌‌
  research‌‌   articles‌‌
  you‌‌
  need‌‌
 to‌‌
 read‌‌ is‌‌
 six‌ 
(6),‌‌and‌‌the‌‌maximum‌‌is‌‌ten‌‌(10)‌. ‌ ‌

2. Gather‌‌  the‌‌
  information‌‌  that‌‌
  you‌‌   have‌‌
  collected‌‌
  and‌‌
  write‌‌
  them‌‌
  as‌‌  concisely‌‌
 as‌‌
 possible.‌‌
 
Paraphrase‌  ‌your‌  ‌answers‌  ‌and‌  ‌do‌  ‌not‌  ‌get‌  ‌carried‌  ‌away‌  ‌with‌  ‌the‌  ‌overwhelming‌  ‌data‌‌
 
presented.‌‌   Organize‌‌
  them‌‌  in‌‌
 a ‌‌way‌‌ that‌‌
 will‌‌
 enable‌‌ you‌‌ to‌‌
 see‌‌
 the‌‌  connection‌‌  among‌‌  the‌ 
articles,‌‌and‌‌help‌‌you‌‌carry‌‌out‌‌the‌‌next‌‌stage‌‌in‌‌your‌‌review‌‌paper.‌‌    ‌

3. Fill‌  ‌out‌  ‌the‌  ‌table‌  ‌correctly‌. ‌ ‌Arrange‌  ‌the‌  ‌research‌  ‌articles‌  ‌in‌  ‌alphabetical‌  ‌order.‌  ‌if‌‌
  the‌‌
 
research‌  ‌article‌  ‌that‌  ‌you‌  ‌have‌  ‌read‌  ‌does‌  ‌not‌  ‌answer‌  ‌one‌  ‌of‌  ‌your‌  ‌questions,‌  ‌leave‌‌   the‌‌
 
space‌‌allocated‌‌to‌‌it‌‌blank.‌‌Check‌‌sample‌‌    ‌

4. Analyze‌  ‌the‌  ‌results‌  ‌of‌  ‌your‌  ‌data‌  ‌extraction‌  ‌and‌  ‌discuss‌  ‌your‌  ‌results‌. ‌ ‌Find‌  ‌the‌‌
 
connections‌‌   between‌‌  each‌‌   of‌‌
  the‌‌
  articles‌‌
  you‌‌
  have‌‌
  read,‌‌
  and‌‌
  discuss‌‌   how‌‌
 your‌‌  findings‌‌  
answer‌‌the‌‌research‌‌questions‌‌you‌‌have‌‌stated‌‌in‌‌your‌‌introduction.‌  ‌

5. Write‌‌the‌‌references‌‌in‌‌APA‌‌format.‌  ‌

6. Check‌‌the‌‌rubric‌‌for‌‌reference.‌  ‌

 ‌

 ‌

 ‌

 ‌
 ‌
 ‌
 ‌
  ‌
SECTION‌‌2‌‌|‌‌ANALYSIS,‌‌RESULTS,‌‌&‌‌DISCUSSION‌‌
   ‌
 ‌

RUBRIC:‌‌MILESTONE‌‌2‌  ‌
‌

 ‌
ANALYSIS,‌‌
  Level‌‌1 ‌ ‌ Level‌‌2 ‌ ‌ Level‌‌3 ‌ ‌ Level‌‌4 ‌ ‌
RESULTS,‌‌AND‌ 
DISCUSSION‌  ‌ (Beginning)‌  ‌ (Developing)‌  ‌ (Intermediate)‌  ‌ (Proficient)‌  ‌
Accuracy‌‌and‌‌   Extracted‌‌data‌‌from‌‌2‌‌  Extracted‌‌data‌‌from‌‌3‌‌   Extracted‌‌data‌‌from‌‌6‌‌   Accurately‌‌extracted‌‌  
Reliability‌‌of‌‌
  to‌‌3‌‌research‌‌articles.‌  to‌‌5‌‌research‌‌articles.‌  to‌‌7‌‌research‌‌articles.‌  data‌‌from‌‌8‌‌to‌‌10‌‌
 
Data‌  ‌ research‌‌articles.‌  ‌
(10%)‌  ‌
Incorrect‌‌data‌‌is‌‌   Most‌‌of‌‌the‌‌data‌‌is‌‌  Most‌‌of‌‌the‌‌data‌‌is‌‌
  All‌‌data‌‌is‌‌recorded‌‌  
provided‌‌regardless‌‌of‌  recorded‌‌and‌‌   recorded‌‌and‌‌   and‌‌organized‌‌in‌‌a‌‌  
inclusion‌‌or‌‌  organized‌‌in‌‌a‌‌   organized‌‌in‌‌a‌‌c lear‌‌  clear‌‌m anner.‌  ‌
presentation‌‌of‌‌all‌‌   confusing‌‌m anner.‌  ‌ manner.‌  ‌  ‌
other‌‌c riteria.‌  ‌  ‌  ‌ There‌‌is‌‌a‌‌c lear‌‌ 
 ‌ There‌‌are‌‌s ignificant‌‌   Some‌‌parts‌‌of‌‌the‌‌   understanding‌‌of‌‌  
Analysis‌‌and‌‌ 
Hurriedly‌‌done,‌‌with‌‌   gaps‌‌in‌‌understanding‌  experiments‌‌have‌‌not‌‌   experimental‌‌design,‌‌  
Interpretation‌‌of‌ 
little‌‌understanding.‌  ‌ or‌‌inaccuracies‌‌in‌‌   been‌‌understood.‌‌   especially‌‌v ariables.‌‌  
Results‌  ‌
reporting‌‌the‌‌data.‌‌   They‌‌m ay‌‌not‌‌have‌‌a‌‌   It‌‌is‌‌also‌‌evident‌‌that‌‌  
(30%)‌  ‌
Some‌‌understanding‌‌   clear‌‌grasp‌‌of‌‌the‌‌  there‌‌is‌‌a‌‌c lear‌‌
 
has‌‌been‌‌s hown,‌‌but‌‌   model‌‌being‌‌tested‌‌or‌‌   understanding‌‌of‌‌what‌ 
there‌‌are‌‌c learly‌‌large‌‌  the‌‌relevance‌‌of‌‌the‌‌   was‌‌observed‌‌and‌‌  
parts‌‌of‌‌the‌‌paper‌‌that‌‌  data.‌  ‌ how‌‌it‌‌relates‌‌to‌‌the‌‌  
have‌‌not‌‌been‌‌   authors'‌‌m odel‌‌or‌‌  
mastered.‌  ‌ hypothesis.‌  ‌
No‌‌evidence‌‌of‌‌  Logical‌‌organization;‌‌   Paragraph‌‌   Sequence‌‌of‌‌ideas‌‌is‌‌ 
structure‌‌or‌‌
  organization‌‌of‌‌ideas‌‌  development‌‌present‌‌   clear‌‌and‌‌transitions‌‌
 
organization.‌  ‌ not‌‌fully‌‌developed.‌  ‌ but‌‌not‌‌perfected‌  ‌ are‌‌effective.‌  ‌
 ‌  ‌  ‌
Sequencing‌‌of‌‌ideas‌‌   Some‌‌additional‌‌   Demonstrates‌‌logical‌‌  
Organization‌‌of‌ 
is‌‌awkward‌‌or‌‌  information/research‌‌   and‌‌s ubtle‌‌
 
the‌‌Discussion‌ 
transitions‌‌are‌‌
  is‌‌needed‌‌to‌‌s upport‌‌
  sequencing‌‌of‌‌ideas‌‌ 
(30%)‌  ‌
non-existent.‌  ‌ the‌‌points‌‌the‌‌author‌‌
  through‌‌ 
is‌‌m aking‌‌or‌‌   well-developed‌‌  
illustrating.‌  ‌ paragraphs;‌‌  
transitions‌‌are‌‌used‌‌to‌ 
enhance‌‌organization.‌ 
Use‌‌of‌‌APA‌‌  No‌‌evident‌‌c itations.‌  ‌ Few‌‌c ited‌‌works,‌‌both‌  Some‌‌c ited‌‌works,‌‌   All‌‌c ited‌‌works,‌‌both‌‌
 
Style‌‌in‌‌
  text‌‌and‌‌v isual,‌‌are‌‌
  both‌‌text‌‌and‌‌v isual,‌‌
  text‌‌and‌‌v isual,‌‌are‌‌
 
Citations‌‌and‌‌  done‌‌in‌‌the‌‌c orrect‌‌
  are‌‌done‌‌in‌‌the‌‌
  done‌‌in‌‌the‌‌c orrect‌‌
 
Reference‌‌List‌  ‌ format.‌  ‌ correct‌‌format.‌‌   format‌‌with‌‌no‌‌errors.‌  ‌
  ‌
(20%)‌  ‌ Inconsistencies‌‌
 
evident‌  ‌
The‌‌paper‌‌lacks‌‌
  The‌‌paper‌‌is‌‌relatively‌  The‌‌paper‌‌is‌‌neat‌‌and‌‌
  The‌‌paper‌‌is‌‌neat‌‌and‌‌ 
neatness.‌  ‌ neat‌‌and‌‌c lean.‌‌There‌‌  clean.‌‌There‌‌are‌‌few‌‌
  clean.‌‌There‌‌are‌‌no‌‌  
Neatness‌‌and‌‌  are‌‌s everal‌‌m ajor‌‌  minor‌‌erasures,‌‌  erasures,‌‌and‌‌paper‌‌  
Orderliness‌  ‌ erasures/‌‌errors,‌‌   and/or‌‌s ome‌‌papers‌‌   used‌‌is‌‌free‌‌of‌‌
 
(10%)‌  ‌ and/or‌‌s ome‌‌papers‌‌   have‌‌v ery‌‌noticeable‌‌   noticeable‌‌c reases.‌  ‌
have‌‌v ery‌‌noticeable‌‌   creases.‌  ‌
creases.‌  ‌
 ‌
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SECTION‌‌2‌‌|‌‌ANALYSIS,‌‌RESULTS,‌‌&‌‌DISCUSSION‌‌
   ‌
 ‌
  ‌

SAMPLE‌‌OUTPUT:‌‌MILESTONE‌‌2 ‌ ‌
‌

 ‌
 ‌
  ‌

SECTION‌‌2:‌‌TEMPLATE‌‌4‌   ‌
  ‌

MILESTONE:‌‌ANALYSIS,‌‌RESULTS,‌‌AND‌‌DISCUSSION‌  ‌
 ‌
THE‌‌RESULTS‌  ‌
‌ he‌‌results‌‌section‌‌of‌‌the‌‌research‌‌paper‌‌is‌‌where‌‌you‌‌report‌‌the‌‌findings‌‌of‌‌your‌‌study‌‌based‌  ‌
T
on‌‌the‌‌information‌‌gathered‌‌as‌‌a‌‌result‌‌of‌‌the‌‌methodology‌‌you‌‌applied.‌‌The‌‌results‌‌section‌‌should‌  ‌
simply‌‌state‌‌the‌‌findings,‌‌without‌‌bias‌‌or‌‌interpretation,‌‌and‌‌arranged‌‌in‌‌a‌‌logical‌‌sequence.‌‌The‌  ‌
following‌‌are‌‌reminders‌‌when‌‌presenting‌‌the‌‌results:‌  ‌
‌1.‌‌When‌‌formulating‌‌the‌‌results‌‌section,‌‌it‌‌is‌‌important‌‌to‌‌remember‌‌that‌‌the‌‌results‌‌of‌‌a‌‌study‌‌do‌  ‌
‌not‌‌prove‌‌anything.‌  ‌
‌2.‌‌Be‌‌concise,‌‌using‌‌non-textual‌‌elements,‌‌such‌‌as‌‌figures‌‌and‌‌tables,‌‌if‌‌appropriate,‌‌to‌‌present‌  ‌
‌results‌‌more‌‌effectively.‌  ‌
‌3.‌‌Avoid‌‌providing‌‌data‌‌that‌‌is‌‌not‌‌critical‌‌to‌‌answering‌‌the‌‌research‌‌question.‌  ‌
‌4.‌‌Avoid‌‌reporting‌‌background‌‌information‌‌or‌‌attempting‌‌to‌‌explain‌‌your‌‌findings‌‌    ‌
‌5.‌‌Be‌‌as‌‌factual‌‌and‌‌concise‌‌as‌‌possible‌‌in‌‌reporting‌‌your‌‌findings.‌  ‌
 ‌
THE‌‌DISCUSSION‌  ‌
‌ he‌‌purpose‌‌of‌‌the‌‌discussion‌‌is‌‌to‌‌interpret‌‌and‌‌describe‌‌the‌‌significance‌‌of‌‌your‌‌findings‌‌and‌  ‌
T
to‌‌explain‌‌any‌‌new‌‌understanding‌‌or‌‌fresh‌‌insights‌‌about‌‌the‌‌problem.‌‌The‌‌discussion‌‌will‌‌always‌  ‌
connect‌‌to‌‌the‌‌introduction‌‌by‌‌way‌‌of‌‌the‌‌research‌‌questions.‌‌The‌‌following‌‌are‌‌reminders‌‌when‌‌doing‌  ‌
your‌‌discussion:‌  ‌
‌1.‌‌Be‌‌concise‌‌and‌‌make‌‌your‌‌points‌‌clearly.‌  ‌
‌2.‌‌Comment‌‌on‌‌whether‌‌or‌‌not‌‌the‌‌results‌‌were‌‌expected‌‌and‌‌present‌‌explanations‌‌for‌‌the‌  ‌
‌results.‌  ‌
‌3.‌‌Think‌‌of‌‌your‌‌discussion‌‌as‌‌an‌‌inverted‌‌pyramid.‌‌Organize‌‌the‌‌discussion‌‌from‌‌the‌‌general‌‌to‌  ‌
‌the‌‌specific.‌  ‌
‌4.‌‌Describe‌‌the‌‌patterns,‌‌principles,‌‌and‌‌relationships‌‌shown‌‌by‌‌each‌‌major‌‌findings‌‌and‌‌place‌  ‌
‌them‌‌in‌‌a‌‌proper‌‌perspective.‌  ‌
‌5.‌‌Do‌‌not‌‌waste‌‌entire‌‌sentences‌‌restating‌‌your‌‌results.‌  ‌
‌6.‌‌Do‌‌not‌‌introduce‌‌new‌‌results‌‌in‌‌the‌‌discussion.‌  ‌
‌7.‌‌If‌‌needed,‌‌use‌‌subheadings‌‌to‌‌help‌‌organize‌‌your‌‌presentation‌‌or‌‌to‌‌group‌‌your‌‌interpretations‌  ‌
into‌‌themes.‌  ‌
 ‌
INSTRUCTIONS:‌  ‌
1.‌‌Fill‌‌out‌‌the‌‌template‌‌with‌‌the‌‌necessary‌‌information‌‌from‌‌each‌‌research‌‌article.‌  ‌
2.‌‌Reprint‌‌multiple‌‌copies‌‌of‌‌pages‌‌3-5‌‌depending‌‌on‌‌the‌‌size‌‌of‌‌your‌‌data.‌  ‌
3.‌‌Follow‌‌the‌‌guidelines‌‌on‌‌how‌‌to‌‌properly‌‌write‌‌citations‌‌and‌‌reference‌‌list.‌  ‌
 ‌
TOPIC:‌ ‌
_____________________________________________________________________________‌  ‌
 ‌
  ‌

RESEARCH‌‌ARTICLE‌‌NUMBER:‌‌___‌  ‌
JOURNAL‌‌TITLE‌  ‌  ‌

ARTICLE‌‌TITLE‌  ‌  ‌

VOLUME,‌‌ISSUE‌  ‌  ‌
NO.,‌‌&‌‌PAGES‌  ‌
 ‌

PUBLICATION‌  ‌  ‌
DATE‌  ‌
 ‌

AUTHOR(S)‌  ‌  ‌

RESEARCH‌  ‌  ‌
PURPOSE‌  ‌
 ‌
 ‌
 ‌

PARTICIPANTS‌  ‌  ‌

RESULTS‌  ‌  ‌
(present‌‌results‌  ‌
as‌‌answers‌‌to‌  ‌
each‌‌of‌‌your‌  ‌
research‌  ‌
question)‌  ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
  ‌

RESULTS‌‌AND‌‌DISCUSSIONS‌‌QUESTION‌‌No.‌‌ _
‌ __‌  ‌
 ‌
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 ‌
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 ‌
 ‌
 ‌
 ‌
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  ‌

REFERENCES‌  ‌
 ‌
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 ‌
 ‌
 ‌
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 ‌
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  ‌

 ‌

SECTION‌‌3:‌‌THE‌‌SYSTEMATIC‌‌REVIEW‌‌PAPER‌  ‌
Writing‌‌   a ‌‌good‌‌
  review‌‌
  is‌‌
  a ‌‌service‌‌
  to‌‌
  the‌‌
  scientific‌‌
 community.‌‌
 A ‌‌good‌‌
 review‌‌ paper‌‌
 can
clarify‌  ‌the‌  ‌state‌‌
  of‌‌
  knowledge,‌‌   explain‌‌   apparent‌‌   contradictions,‌‌
  identify‌‌
  needed‌‌
  research,‌‌
  and‌ 
even‌‌create‌‌a‌‌consensus‌‌where‌‌none‌‌existed‌‌before.‌  ‌

In‌‌
  this‌‌
  section,‌‌
  you‌‌
  will‌‌
  go‌‌
  back‌‌  to‌‌
  the‌‌  discussion‌‌
 of‌‌
 your‌‌  results,‌‌
 and‌ 
draw‌‌   your‌‌
  conclusions.‌‌  You‌‌  are‌‌
  also‌‌  expected‌‌ to‌‌
 write‌‌
 a ‌‌good‌‌
 review‌ 
article.‌  ‌

‌At‌‌the‌‌end‌‌of‌‌the‌‌section,‌‌you‌‌should‌‌be‌‌able‌‌to:‌  ‌
1. Draw‌‌conclusions‌‌and‌‌write‌‌recommendations.‌  ‌
2. Write‌‌a‌‌systematic‌‌review‌‌paper.‌  ‌
3. Write‌‌the‌‌bibliography‌‌in‌‌APA‌‌format.‌  ‌
4. Proofread‌‌the‌‌review‌‌paper.‌  ‌

 ‌
You‌‌have‌‌two‌‌(4)‌‌weeks‌‌to‌‌attain‌‌these‌‌learning‌‌outcomes,‌‌and‌‌finish‌‌this‌‌section.‌‌
   ‌

 ‌

 ‌
 ‌
 ‌
 ‌
 ‌
  ‌
SECTION‌‌3‌‌|‌‌THE‌‌SYSTEMATIC‌‌REVIEW‌‌PAPER‌  ‌
 ‌
  ‌

Final‌‌Output‌  ‌
THE‌‌SYSTEMATIC‌‌REVIEW‌‌PAPER‌  ‌
‌TIMEFRAME‌:‌ Week‌‌8‌‌-‌‌Week‌‌11‌  ‌
O
‌ BJECTIVE(S):‌‌
  Draw‌‌conclusions‌‌and‌‌write‌‌recommendations.‌  ‌
Write‌‌a‌‌systematic‌‌review‌‌paper.‌  ‌
Write‌‌the‌‌bibliography‌‌in‌‌APA‌‌format.‌  ‌
Proofread‌‌the‌‌review‌‌paper.‌  ‌
‌INSTRUCTIONS:‌  ‌
1. Draw‌  ‌your‌  ‌conclusion.‌  ‌This‌  ‌should‌  ‌address‌  ‌the‌  ‌purpose‌  ‌of‌  ‌the‌  ‌review‌  ‌articles‌  ‌set‌  ‌in‌‌
 
the‌‌introduction.‌‌
   ‌

2. Identify‌  ‌your‌  ‌limitations‌. ‌ ‌List‌  ‌all‌  ‌the‌  ‌factors‌  ‌that‌  ‌hindered‌  ‌you‌  ‌from‌  ‌writing‌  ‌a ‌ ‌better‌‌
 
review‌  ‌paper,‌  ‌and/or‌  ‌the‌  ‌things‌‌
  that‌‌   you‌‌  think‌‌
  should‌‌   have‌‌
  been‌‌
  included‌‌   but‌‌
  you‌‌   were‌‌ 
not‌‌able‌‌to‌‌because‌‌of‌‌your‌‌limited‌‌resources.‌  ‌

3. Gather‌‌
  all‌‌
  the‌‌
  parts‌‌
  of‌‌
  your‌‌
  review‌‌
  paper‌. ‌‌Check‌‌
  the‌‌
  sample‌‌
  review‌‌
  paper‌‌
  on‌‌
 flipped‌‌
 
classrooms‌‌in‌‌higher‌‌education‌‌chemistry.‌‌   ‌

■ Introduction‌  ‌
■ Methodology‌  ‌
■ Results‌‌&‌‌Discussion‌  ‌
■ Conclusion‌  ‌
■ Limitations‌  ‌
■ Reference‌‌List‌  ‌

4. Put‌  ‌them‌  ‌together‌  ‌into‌  ‌one‌  ‌file‌. ‌ ‌Note‌  ‌that‌  ‌your‌  ‌milestones‌  ‌and‌  ‌your‌  ‌final‌‌
  output‌‌
  are‌‌
 
separate‌‌  templates.‌‌  Therefore,‌‌   you‌‌   will‌‌
  have‌‌  to‌‌
  rewrite‌‌
 (alternative:‌‌  copy-paste)‌‌  them‌‌ to‌‌
 
create‌‌an‌‌entirely‌‌different‌‌file.‌  ‌

5. Insert‌  ‌your‌  ‌title‌. ‌ ‌Your‌  ‌title‌  ‌should‌  ‌be‌  ‌specific‌  ‌to‌  ‌your‌  ‌topic.‌  ‌Format:‌  ‌“Topic:‌  ‌A ‌‌
systematic‌‌   review”‌. ‌‌Ex:‌‌   “Flipped‌‌  Learning‌‌  In‌‌
 Higher‌‌  Education‌‌  Chemistry:‌‌  A ‌‌systematic‌‌  
review”‌  ‌

6. Write‌  ‌your‌  ‌reference‌  ‌list‌. ‌ ‌List‌  ‌all‌  ‌the‌  ‌references‌  ‌that‌  ‌you‌  ‌have‌  ‌used‌  ‌from‌  ‌your‌‌
 
milestone‌‌to‌‌the‌‌final‌‌version‌‌of‌‌your‌‌review‌‌paper.‌  ‌

7. Proofread‌‌your‌‌review‌‌paper‌.‌‌Check‌‌the‌‌rubric‌‌to‌‌see‌‌if‌‌you‌‌have‌‌met‌‌the‌‌standards‌  ‌

 ‌
  ‌
SECTION‌‌3‌‌|‌‌THE‌‌SYSTEMATIC‌‌REVIEW‌‌PAPER‌  ‌
 ‌

SAMPLE‌‌OUTPUT:‌‌REVIEW‌‌PAPER‌  ‌
‌

 ‌
  ‌

 ‌
 ‌
  ‌

 ‌
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  ‌

 ‌
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  ‌

 ‌
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  ‌

 ‌
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  ‌
SECTION‌‌3‌‌|‌‌THE‌‌SYSTEMATIC‌‌REVIEW‌‌PAPER‌  ‌
 ‌

RUBRIC:‌‌FINAL‌‌OUTPUT‌  ‌
‌

 ‌
SYSTEMATIC‌‌
  Level‌‌1 ‌ ‌ Level‌‌2 ‌ ‌ Level‌‌3 ‌ ‌ Level‌‌4 ‌ ‌
REVIEW‌‌PAPER‌  ‌ (Beginning)‌  ‌ (Developing)‌  ‌ (Intermediate)‌  ‌ (Proficient)‌  ‌
Conclusion‌‌does‌‌not‌‌   Conclusion‌‌does‌‌not‌‌   Adequately‌‌   Clearly‌‌addresses‌‌  
address‌‌the‌‌research‌  adequately‌‌address‌‌   addresses‌‌m ost‌‌of‌‌   the‌‌research‌‌  
question(s).‌  ‌ most‌‌of‌‌the‌‌research‌‌   the‌‌research‌‌   question(s).‌  ‌
 ‌ question(s)‌  ‌ question(s)‌  ‌  ‌
Does‌‌not‌‌discuss‌‌the‌‌   ‌  ‌ Insightful‌‌discussion‌‌  
CONCLUSION‌‌AND
impact‌‌of‌‌researched‌‌   Discusses‌‌the‌‌   Discusses‌‌impact‌‌of‌‌   of‌‌impact‌‌of‌‌the‌‌
 
LIMITATIONS‌  ‌
material‌‌on‌‌the‌‌topic‌  ‌ impact‌‌of‌‌researched‌‌   researched‌‌m aterial‌‌   researched‌‌m aterial‌‌  
(30%)‌  ‌
 ‌ material‌‌on‌‌the‌‌topic‌  ‌ on‌‌the‌‌topic.‌  ‌ on‌‌the‌‌topic.‌  ‌
Does‌‌not‌‌identify‌‌   ‌  ‌  ‌
limitations.‌  ‌ Discussed‌‌s ome‌‌   Discusses‌‌the‌‌   Explicitly‌‌discusses‌‌  
limitations,‌‌although‌‌  limitations‌‌of‌‌the‌‌   the‌‌limitations‌‌of‌‌the‌‌
 
irrelevant.‌  ‌ study.‌  ‌ study‌  ‌
No‌‌evidence‌‌of‌‌  Logical‌‌organization;‌‌   Paragraph‌‌   Sequence‌‌of‌‌ideas‌‌is‌‌  
structure‌‌or‌‌
  organization‌‌of‌‌ideas‌‌  development‌‌present‌‌   clear‌‌and‌‌transitions‌‌
 
organization.‌  ‌ not‌‌fully‌‌developed.‌  ‌ but‌‌not‌‌perfected‌  ‌ are‌‌effective.‌  ‌
 ‌  ‌  ‌
Sequencing‌‌of‌‌ideas‌‌   Some‌‌additional‌‌   Demonstrates‌‌logical‌‌  
is‌‌awkward‌‌or‌‌  information/research‌‌   and‌‌s ubtle‌‌ 
ORGANIZATION‌‌   transitions‌‌are‌‌  is‌‌needed‌‌to‌‌s upport‌‌
  sequencing‌‌of‌‌ideas‌‌  
AND‌‌
  non-existent.‌  ‌ the‌‌points‌‌the‌‌author‌‌
  through‌‌  
PRESENTATION‌‌    ‌ is‌‌m aking‌‌or‌‌  well-developed‌‌  
OF‌‌CONTENT‌  ‌ The‌‌s tructure‌‌
  illustrating.‌  ‌ paragraphs;‌‌  
(20%)‌  ‌ (inverted‌‌pyramid)‌‌is‌‌   ‌ transitions‌‌are‌‌used‌‌
 
inconsistent.‌  ‌ The‌‌s tructure‌‌   to‌‌enhance‌‌  
(inverted‌‌pyramid)‌‌is‌‌
  organization‌  ‌
evident.‌  ‌  ‌
The‌‌s tructure‌‌  
(inverted‌‌pyramid)‌‌is‌‌ 
very‌‌evident.‌  ‌
Only‌‌the‌‌c onclusion‌‌   Some‌‌of‌‌the‌‌m ajor‌‌   Most‌‌of‌‌the‌‌important‌‌  All‌‌the‌‌important‌‌ 
was‌‌presented.‌‌The‌‌   parts‌‌of‌‌the‌‌paper‌‌
  parts‌‌of‌‌the‌‌paper‌‌
  parts‌‌of‌‌the‌‌paper‌‌ 
COMPLETENESS‌‌   rest‌‌of‌‌the‌‌paper's‌‌
  (title,‌‌introduction,‌‌
  (title,‌‌introduction,‌‌
  (title,‌‌introduction,‌‌
 
OF‌‌DATA‌  ‌ parts‌‌are‌‌not‌‌  method,‌‌results‌‌and‌‌   method,‌‌results‌‌and‌‌   method,‌‌results‌‌and‌‌  
(20%)‌  ‌ presented.‌  ‌ discussion,‌‌   discussion,‌‌   discussion,‌‌  
conclusion,‌‌   conclusion,‌‌   conclusion,‌‌  
limitations,‌‌and‌‌  limitations,‌‌and‌‌  limitations,‌‌and‌‌ 
  ‌
reference‌‌list)‌‌are‌‌not‌‌
  reference‌‌list)‌‌are‌‌
  reference‌‌list)‌‌are‌‌
 
presented.‌  ‌ presented‌‌
  presented‌‌c learly.‌  ‌
adequately.‌  ‌
No‌‌evident‌‌c itations.‌  ‌ Few‌‌c ited‌‌works,‌‌   Some‌‌c ited‌‌works,‌‌   All‌‌c ited‌‌works,‌‌both‌‌
 
USE‌‌O F‌‌APA‌‌ 
both‌‌text‌‌and‌‌v isual,‌‌
  both‌‌text‌‌and‌‌v isual,‌‌
  text‌‌and‌‌v isual,‌‌are‌‌
 
STYLE‌‌IN‌‌ 
are‌‌done‌‌in‌‌the‌‌
  are‌‌done‌‌in‌‌the‌‌
  done‌‌in‌‌the‌‌c orrect‌‌
 
CITATIONS‌‌AND‌‌  
correct‌‌format.‌  ‌ correct‌‌format.‌‌   format‌‌with‌‌no‌‌errors.‌ 
REFERENCE‌‌LIST‌ 
Inconsistencies‌‌  
(20%)‌  ‌
evident‌  ‌
The‌‌paper‌‌lacks‌‌
  The‌‌paper‌‌is‌‌
  The‌‌paper‌‌is‌‌neat‌‌
  The‌‌paper‌‌is‌‌neat‌‌
 
neatness‌  ‌ relatively‌‌neat‌‌and‌‌
  and‌‌c lean.‌‌There‌‌are‌‌
  and‌‌c lean.‌‌There‌‌are‌‌
 
clean.‌‌There‌‌are‌‌
  few‌‌m inor‌‌erasures,‌‌  no‌‌erasures,‌‌and‌‌ 
NEATNESS‌‌AND‌‌
 
several‌‌m ajor‌‌  and/or‌‌s ome‌‌papers‌‌   paper‌‌used‌‌is‌‌free‌‌of‌‌
 
ORDERLINESS‌  ‌
erasures/‌‌errors,‌‌  have‌‌v ery‌‌noticeable‌‌  noticeable‌‌c reases.‌  ‌
(10%)‌  ‌
and/or‌‌s ome‌‌papers‌‌   creases.‌  ‌
have‌‌v ery‌‌noticeable‌‌ 
creases.‌  ‌
 ‌
SOURCE:‌  ‌
http://www.rsc.org/suppdata/rp/c2/c2rp00023g/c2rp00023g_6.pdf‌‌    ‌
http://www.people.ku.edu/~tkrieshok/epsy890/report_rubric.pdf‌‌
   ‌
http://teach.ufl.edu/wp-content/uploads/2016/07/Science-Rubrics.pd‌  ‌
 ‌
 ‌
 ‌