RES709Week1DissertationProcessMatrix.docx

RES/709 v4
2

Dissertation Process and Deliverables Matrix

Visit CDS Central. Under the Doctoral Journey tab, click Introduction and download the College of Doctoral Studies Dissertation Guide to complete Parts 1 and 2 of the assignment.
Part 1: Matrix

Complete the following matrix. Note: The Dissertation Phases are different from the Dissertation Chapters.

Dissertation Process

Explanation of the Process

(Describe in your own words.)

What class will you be in at the end of this phase?

What is the deliverable for this phase?

Phase 1

This phase is referred to as the prospectus. This step involves the development of an engaging title for the dissertation (Lecture Notes 1). This phase is aimed at convincing the professor that the student is ready to produce worthy and fascinating subjects.

Phase 2

Phase 3

Phase 4

Phase 5

Part 2: Reflection
On the next page, describe and evaluate your learning experience for the week by providing a paragraph for each of the following:
· What has gone well for you and what do you find challenging?
· To continue your development as a fully autonomous scholar, practitioner, and leader, what is required from you in the weeks ahead?
The paper template below is formatted to APA 7th edition and includes information on writing a well-structured scholarly paragraph (The MEAL Plan).
Include APA in-text citations and references from the Weekly Overview as well as other sources.

RES/709: Week 1 Reflection

Your Name
Institution Name
Course Name
Instructor’s Name
Assignment Due Date

Title of Paper Repeated on First Line of Text

Double space the entire document. Indent the first line by one-tab key (0.5 inches). University of Phoenix accepts one space after a period. The first paragraph is the introduction in every paper and does not contain a subheading. Provide a brief overview of the general topic and end with a preview of the topics discussed in the paper. Unless the paper is a self-assessment analysis or a reflections paper, never write using first person: I, me, my, mine, etc. Never write academic papers using second person: you, your, yours, etc. Using editorial “we” and “our” is not acceptable. For more information on writing style and grammar, review the APA Manual, Chapter 4.

Paragraph Structure Using the MEAL Plan

M – Main Idea

Every paragraph should have one main idea. If you find that your paragraphs have more than one main idea, separate your paragraphs so that each has only one main point. The idea behind a paragraph is to introduce an idea and expand upon it. If you veer off into a new topic, begin a new paragraph.

E – Evidence or Examples

Your main idea needs support, either in the form of evidence that buttresses your argument or examples that explain your idea. If you don’t have any evidence or examples to support your main idea, your idea may not be strong enough to warrant a complete paragraph. In this case, re-evaluate your idea and see whether you need even to keep it in the paper.

A – Analysis

Analysis is the heart of academic writing. While your readers want to see evidence or examples of your idea, the real “meat” of your idea is your interpretation of your evidence or examples: how you break them apart, compare them to other ideas, use them to build a persuasive case, demonstrate their strengths or weaknesses, and so on. Analysis is especially important if your evidence (E) is a quote from another author. Always follow a quote with your analysis of the quote, demonstrating how that quote helps you to make your case. If you let a quote stand on its own, then the author of that quote will have a stronger voice in your paragraph (and maybe even your paper) than you will.

L – Link

Links help your reader to see how your paragraphs fit together. When you end a paragraph, try to link it to something else in your paper, such as your thesis or argument, the previous paragraph or main idea, or the following paragraph. Creating links will help your reader understand the logic and organization of your paper, as well as the logic and organization of your argument or main points.

Example Using the MEAL Plan

Supporters and opponents of the death penalty have justified their beliefs on a number of grounds. Supporters, for instance, argue the death penalty is the ultimate specific deterrent as someone who is put to death will never be able to murder again (Pataki, 1997). The threat of being put to death for an offense may also act as a general deterrent, promoting a safer community (van den Haag & Conrad, 1983). Further, some argue the death penalty provides retribution and answers individual and societal needs to punish offenders (Fein, 1993) and the death penalty is cheaper than life imprisonment. Based on the arguments provided, supporters believe the justice system has a duty to impose the death penalty on certain offenders (van den Haag & Conrad, 1983).

References

Payne, B. K., & Gainey, R. R. (2003). Understanding and developing controversial issues in college courses. College Teaching, 51(2), 52. https://search.proquest.com/docview/274677817?accountid=35812

Copyright 2020 by University of Phoenix. All rights reserved.
Copyright 2020 by University of Phoenix. All rights reserved.