need language analysis for an articleÂ
First draft due: Thursday, 11/10
Final draft due: Tuesday, 11/29
To learn more about language and grammar choices common in your discipline, look at the journal article you analyzed for the last assignment. Analyze the following topics:
1) Level of formality/informality of the language (Swales and Feak, 2012)
2) Use of specialized vocabulary and/or technical vocabulary: Do they define or explain the specialized terms or not? If they donâ€™t define the concepts, how do they explain them?
3) Other language features in specific sections of the article. Hint: Look at Introduction, Methods, Discussion sections and find grammar or language differences between them.
4) Citation Format and Patterns (e.g., integrated vs non-integrated citations)
a. Integrated e.g. â€œSanchez (2019) argued that international students benefit from social support.
b. Non-integrated e.g. â€œInternational students benefit from social support (Sanchez, 2019).
c. Why might a researcher use integrated vs. non-integrated citations?
d. Citation style or format, e.g. APA or IEEE – small numbers after the idea
Write a paper summarizing and explaining these findings.
Donâ€™t just report what you see in the journal article.
Explain what this information suggests about language and grammar choices in your field.
Your paper should be ~2 double-spaced pages with 12-point font.
An excellent paper will meet the following criteria, showing that you can:
Â· Identify and summarize various language and grammar choices in your discipline
Â· Use examples and direct quotations to illustrate your understanding.
Â· Effectively synthesize information in a logical and ordered way
Â· Offer reasonable explanations for features of the article
Â· Edit your paper for errors in grammar and word usage
This paper will meet all grading criteria and be well written. It need not be perfect but it will be well structured and demonstrate varied information about language use in the chosen academic journal article. The paper will summarize relevant language features using concepts discussed in class (use of definition, formal language style choices and specific grammar choices from the text). This paper will provide specific examples and quotations to demonstrate understanding of important features. Moreover, this paper will reasonably explain what these features suggest about language choices in the discipline. There are few errors in grammar or sentence structure.
This project offers an organized presentation of information.
School Effects on Psychological Outcomes During Adolescence
Eric M. Anderman
University of Kentucky
Data from the National Longitudinal Study of Adolescent Health were used to examine school-level
differences in the relations between school belonging and various outcomes. In Study 1, predictors of
belonging were examined. Results indicated that belonging was lower in urban schools than in suburban
schools, and lower in schools that used busing practices than those that did not. In Study 2, the relations
between belonging and psychological outcomes were examined. The relations varied depending on the
unit of analysis (individual vs. aggregated measures of belonging). Whereas individual studentsâ€™
perceptions of belonging were inversely related to depression, social rejection, and school problems,
aggregated belonging was related to greater reports of social rejection and school problems and to higher
grade point average.
Research on school-level differences during adolescence often
has focused on nonpsychological outcomes, such as academic
achievement and behavioral issues, instead of on psychological
outcomes (Roeser, 1998). Indeed, research on school-level differ-
ences in nonacademic variables is quite rare. The purpose of the
present research was to examine school-level differences in a
variety of psychological outcomes, using a large nationally repre-
sentative sample of adolescents.
School Effects on Student Outcomes
Although there is an abundant literature on effective schools,
most of the research in this literature has focused on academic
variables, such as achievement, dropping out, and grade point
average (GPA; e.g., Edmonds, 1979; Miller, 1985; Murphy, Weil,
Hallinger, & Mitman, 1985). This literature generally indicates
that schools that are academically effective have certain recogniz-
Some of these studies have examined differences between pub-
lic schools and other types of schools. For example, some research
indicates that students who attend public schools achieve more
academically than do students who attend other types of schools
(e.g., Coleman & Hoffer, 1987). Other research suggests that there
may be a benefit in terms of academic achievement for students
who attend Catholic schools compared with non-Catholic schools
(Bryk, Lee, & Holland, 1993). Lee and her colleagues (Lee,
Chow-Hoy, Burkam, Geverdt, & Smerdon, 1998) found that stu-
dents who attended private schools took more advanced math
courses than did students who attended public schools. However,
they also found specific benefits for Catholic schools: Specifically,
in Catholic schools, there was greater school influence on the
courses that students took, and the social distribution of course
enrollment was found to be particularly equitable.
In recent years, psychologists have started to become interested
in the effects of schooling o