20 Sources for Research Paper

1. Duchan, Judith Felson. "The Early Years of Language, Speech, and Hearing Services in U.S. Schools." Language, Speech & Hearing Services In Schools 41.2 (2010): 152-160. Academic Search Premier. Web. 16 Apr. 2013.

2. Ramig, Peter R., and Ellen M. Bennett. "Working With 7- To 12-Year-Old Children Who Stutter: Ideas For Intervention In The Public Schools." Language, Speech & Hearing Services In Schools 26.2 (1995): 138-150. Academic Search Premier. Web. 16 Apr. 2013.

3. Edgar, Debra L., and Linda I. Rosa-Lugo. "The Critical Shortage Of Speech-Language Pathologists In The Public School Setting: Features Of The Work Environment That Affect Recruitment And Retention." Language, Speech & Hearing Services In Schools 38.1 (2007): 31-46. Academic Search Premier. Web. 16 Apr. 2013.

4. Nan Ratner, et al. "Influences Of Sentence Length And Syntactic Complexity On The Speech Motor Control Of Children Who Stutter." Journal Of Speech, Language & Hearing Research 56.1 (2013): 89-102. Academic Search Premier. Web. 16 Apr. 2013.

5. Nippold, Marilyn A. "Stuttering And Language Ability In Children: Questioning The Connection." American Journal Of Speech-Language Pathology 21.3 (2012): 183-196. Academic Search Premier. Web. 16 Apr. 2013.

6. Wolfram Ziegler, et al. "Apraxia Of Speech And Phonological Errors In The Diagnosis Of Nonfluent/Agrammatic And Logopenic Variants Of Primary Progressive Aphasia." Journal Of Speech, Language & Hearing Research 55.5 (2012): S1562-S1572. Academic Search Premier. Web. 23 Apr. 2013.

7. Karin Sonnander, et al. "Communication Changes And SLP Services According To Significant Others Of Persons With Aphasia." Aphasiology 26.8 (2012): 1005-1028. Academic Search Premier. Web. 23 Apr. 2013.

8. Johannson, Moncia B., Marianne Carlsson, and Karin Sonnander. "Working With Families Of Persons With Aphasia: A Survey Of Swedish Speech And Language Pathologists." Disability & Rehabilitation 33.1 (2011): 51-62. Academic Search Premier. Web. 23 Apr. 2013.

9. Kathryn M. Yorkston, et al. "Training Healthcare Providers In Patient–Provider Communication: What Speech-Language Pathology And Medical Education Can Learn From One Another." Aphasiology 26.5 (2012): 673-688. Academic Search Premier. Web. 23 Apr. 2013.

10. McLeod, Sharynne, Graham Daniel, and Jacqueline Barr. "“When He's Around His Brothers … He's Not So Quiet”: The Private And Public Worlds Of School-Aged Children With Speech Sound Disorder." Journal Of Communication Disorders 46.1 (2013): 70-83. Academic Search Premier. Web. 23 Apr. 2013.

11. Megan K. Smith, et al. "What Makes A Caseload (Un)Manageable? School-Based Speech-Language Pathologists Speak." Language, Speech & Hearing Services In Schools 41.2 (2010): 139-151. Academic Search Premier. Web. 23 Apr. 2013.

12. Fallon, Karen A., and Lauren A. Katz. "Providing Written Language Services In The Schools: The Time Is Now." Language, Speech & Hearing Services In Schools 42.1 (2011): 3-17. Academic Search Premier. Web. 23 Apr. 2013.

13. Deborah F. Adamczyk, et al. "Evidence-Based Systematic Review: Effects Of Different Service Delivery Models On Communication Outcomes For Elementary School-Age Children." Language, Speech & Hearing Services In Schools 41.3 (2010): 233-264. Academic Search Premier. Web. 23 Apr. 2013.

14. Brice, Alejandro E., Cecyle K. Carson, and Jennifer Dennis O'Brien. "Spanish-English Articulation And Phonology Of 4- And 5-Year-Old Preschool Children." Communication Disorders Quarterly 31.1 (2009): 3-14. Academic Search Premier. Web. 23 Apr. 2013.

15. Constance Dean Qualls, et al. "Speech–Language Pathologists’ Training And Confidence In Serving Spanish–English Bilingual Children." Journal Of Communication Disorders 37.2 (2004): 91. Academic Search Premier. Web. 23 Apr. 2013.

16. Sunderland, Lisa C. "Speech, Language, And Audiology Services In Public Schools." Intervention In School & Clinic 39.4 (2004): 209-217. Academic Search Premier. Web. 23 Apr. 2013.

17. Staskowski, Maureen, and Elizabeth A. Rivera. "Speech--Language Pathologists'       Involvement In Responsiveness To Intervention Activities." Topics In Language Disorders 25.2 (2005): 132-147. Academic Search Premier. Web. 23 Apr. 2013.

18. Irwin, Ruth Beckey. "The Professional Education Of Speech Clinicians In The Public Schools." Exceptional Children 31.6 (1965): 291-296. Academic Search Premier. Web. 23 Apr. 2013.

Images:

19.”Stuttering and Language Ability in Children: Questioning the Connection” Chart. American Journal of Speech-Language Pathology 21-3(2012):192. EBSCO. Web. 16 Apr 2013.

20.”Effects of Cognate Status and Language of Therapy During Intensive Semantic Naming Treatment in a Case of Severe Nonfluent Bilingual Asphasia.” Black and White Photograph.  Clinical Linguistics & Phonetics 25-6(2011):591. EBSCO. Web. 16 Apr 2013

Chapter 10

      Chapter 10 introduces the idea of how to collect information in the field by using interviews and surveys as sources. This is another way to gain more insight into your topic. If you feel like adding another viewpoint for your paper you can collect information out of the book and into the raw world. On page 184, the book illustrates the best ways to conduct an interview if you want to use it in your paper. Just like planning any event in your life you want to first consider your choice on the right candidate to interview and than use the best questions to ask that will coincide with your research question (184-185). Another way to get information from people without a one on one interview is by either observing certain types of people or by surveying a specific demographic for information(190, 192).

       Using any of the above techniques can add a real element to your paper. If you're tired of keeping your nose in the books and want to gain more raw insight in your topic than going out in the field is a great way to obtain that goal. Whether it is by interviewing a person with a relevant role with your topic or observing the environment or demographic you're researching can add a diverse outlook in your paper that your readers will notice.


Reference:

Palmquist, Mike . "Avoiding Plagiarism." Bedford Researcher 4th Ed. Boston: Bedford/St Martins, 2011. 182-199. Print.

Chapter 7

     Plagiarism is the main topic of Chapter 7 in The Bedford Researcher. The textbook gives the definition of plagiarism, "A form of intellectual dishonesty."(121) It can be used in two ways by the writer by the most common which is unintentional or intentional (121). The main discourse with plagiarism is not just the obvious disciplinary outcome, but it will result in the total failure of gaining your readers' trust in your paper. Unintentional may be common, because it includes errors in the way one may document sources within their paper. By not annotating the quotation correctly from your source or paraphrasing the wrong structure of information can be enough to establish a paper as being plagiarized(121). Intentional plagiarism can be caused by knowingly using wrong citations, closely paraphrasing other authors' work without citing the source, or the brash way of simply copying and pasting a paper without giving where credit is due (122). One of the more challenging aspects is to know whether to cite something based off of common knowledge. The way the book gives guidance on this topic is to use a "knowledge inventory" by asking three questions: What information do I have on my subject? What I don't know? What information to I want to gain?(128). This technique can help guide you into what is information I use should be cited and what things do I need to cite in order to avoid plagiarism. It all comes down as making sure everything you write down without citation is wholeheartedly coming from your mind or common knowledge that is apparent throughout your field of work.

     This chapter is an important lesson for our own research papers. Plagiarism is a serious topic and by practicing it with or without your knowledge is not morally sound as a professional or scholar. Readers will seek out knowledge in your paper and if you failed to correctly cite your sources or steal other people's work than it cause a severe penalty to your integrity as a writer. Reading this chapter further increases the awareness of going through my paper and making sure to include the appropriate cited references and in text citation to protect my writing.



Reference:

Palmquist, Mike . "Avoiding Plagiarism." Bedford Researcher 4th Ed. Boston: Bedford/St Martins, 2011. 121-134. Print.

Chapter 6: Managing Information and Taking notes

        This chapter opens up with helpful tips on how to document and organize all the information you gather. By using special apps on your phone to store ongoing notes and by saving relevant information with the necessary URL links and time in order to cite it correctly later. It also goes over some common sense ways of making sure you back up your files and how to summarize and paraphrase sources.  The most helpful tip in this chapter is making sure you keep a working bibliography present. This will help when you compile your works cited list and it’ll be easier to list every reference you used throughout the process.  On page 115 in The Bedford Researcher shows a table on what to document for each type of source you encounter.  This chapter showcases the importance of always staying on top of your notes during the extensive reading and information gathering you will come across. And also to keep all your references up to date with all the required information to annotate for the different avenues you found your information.

Chapter 3

How can I develop my research question?

Part of this chapter discuss on how to start with possible questions you might find researching your subject. The Bedford Researcher gives different possibilities we may want to ask ourselves before we start inquiring more about the topic we’re covering. Some of the ways we can find questions is using themes such as: Compare/contrast, evaluation, cause/effect, sequential, and reporting questions (p.42-44). These can let us start the process of forming answers on future questions we might tackle in our paper. After gathering these questions we can project further by evaluating the questions that seem more relevant to our research. By highlighting and developing more we can then write alternating questions that will help address the questions in a different light to help us understand and work towards a more complete answer.

How can I create a research proposal?

Developing a research proposal will help you find more parts of your paper that you should start completing and see how much of the process you’ve completed thus far. The Bedford Researcher states these usually pertain to the title page, an introduction of your topic, reviewing your sources, an explanation, and the ongoing bibliography (p. 50). The plan or proposal should let you know what steps you need to do and ways you can complete each of the assignments to help with your paper. 

This chapter discusses an in-depth way of taking what questions you may have on your topic and developing them into a thorough and narrow scope that will benefit your paper. The book shows us ways to ask questions in alternate manners and what ways to dive deeper into them to get more information that it becomes less static and more concrete. The chapter also discusses the benefits of having a research proposal, so you can stay organize throughout your research to keep you actively engage in other aspects of the paper than just the facts.

Palmquist, Mike. Bedford Researcher 4th Ed. Boston: Bedford/St Martin’s, 2011. Print.

In-Class Lab: Chapter 5 and P. 90 Tutorial

              This chapter will discuss the importance of evaluating evidence through different sources.  When you come across a source there’s many ways to check the relevance of opinions and factual content. First you should evaluate the author and what knowledge they have on the topic they’ve written. Distinguish the voice that you feel like is being portrayed through the text. Is it the same as yours or is it taking another perspective. Also, take note on different publishers and how bias they are on the topic. Each source should be evaluated differently based on where you’ve retrieved the information.  If it is a digital source make sure to check the accuracy of the source and if it is a documented text check on how it relates to the field and your topic.

                This can highlight helpful ways to actually show ways to evaluate each source you come across researching a topic. It also makes note on key questions to ask yourself while you’re reading through documents on how is the author framing his opinion and what genre is taking note. This can help you keep in mind not to stray away from your perspective on the topic.  Your genre and perspective is your ultimate frame and knowing how to evaluate your source to give you more information will help.



Website Tutorial.

Step 1: domain is http://www.stutteringhelp.org/special-education-law-children-who-stutter. This is an .org domain from a non-profit organization.

Step 2: Page header is "Special Education Law & Children Who Stutter: Stuttering Foundation

Step 3. Stuttering Foundation is a foundation that provides free online resources for people who suffer from stuttering or have family members that do. They do charitable work for research on therapies for stuttering. 

Step 4. Timeline of the article was last updated on April 2013.

Step 5. Article goes over briefly on different situations for children who have stuttering problems. It outlines different ways children can seek out help and useful plans to help with therapy at home. It has links to different programs within public schools and private schools and how to obtain therapy. Also has guidance for parents of children who suffer from stuttering.

Step 6. It was compiled by Lisa Scott-Trautman who has a PhD. It was published by the Stuttering Foundation of America.

Chapter 4

Chapter shows us how to enable our time more productively by engaging our resources in a better way. While we go through our sources we should use our position to discern what critical elements to pull from what we read. We should use our stance or thesis as a filter for the information we consume. It also outlines a way to first skim through the paper than do read carefully through important paragraphs and then reread only the important information to make better use of our time. Using these steps and with our focus on our proposed paper should give us the necessary mindset to gather only the useful information to draft into the paper.

                This chapter reiterates that already knowing what specific topic and talking point you established is best to know before researching. Once you know what key points you want to highlight your research and to what group of readers is paramount into knowing what to pull from each resource you find.  It also shows quick tips on how to actively read through information instead of wasting time. By actively engaging in only the important information that you can use, you will save time and energy throughout the researching stage.