Annotated bibliographies

How to Write a Research Proposal Paper

ana.lacerda@mail.utoronto.ca — Thu, 05 Sep 2024 21:41:03 +0000

How to Write a Research Proposal Paper ana.lacerda@ma… Thu, 09/05/2024 - 17:41

Skills Categories:

Academic writing, Research skills

Skills Keywords:

Annotated bibliographies, Literature reviews, Proposals, Writing process

This Resource Page will help you:

Learn what a research proposal paper is. 
Understand the importance of writing a research proposal paper.
Understand the steps in the planning stages of a research proposal paper. 
Identify the components of a research proposal paper.

What is a Research Proposal Paper?

A research proposal paper:  

includes sufficient information about a research study that you propose to conduct for your thesis (e.g., in an MT, MA, or Ph.D. program) or that you imagine conducting (e.g., in an MEd program). It should help your readers understand the scope, validity, and significance of your proposed study.
may be a stand-alone paper or one part of a larger research project, depending on the nature of your assignment.
typically follows the citation format of your field, which at OISE is APA.

Your instructor will provide you with assignment details that can help you determine how much information to include in your research proposal, so you should carefully check your course outline and assignment instructions. 

Why Write a Research Proposal Paper?

Writing a research proposal allows you to

develop skills in designing a comprehensive research study;
learn how to identify a research problem that can contribute to advancing knowledge in your field of interest;
further develop skills in finding foundational and relevant literature related to your topic;
critically review, examine, and consider the use of different methods for gathering and analyzing data related to the research problem;
see yourself as an active participant in conducting research in your field of study.

Writing a research proposal paper can help clarify questions you may have before designing your research study. It is helpful to get feedback on your research proposal and edit your work to be able to see what you may need to change in your proposal. The more diverse opinions you receive on your proposal, the better prepared you will be to design a comprehensive research study.

How to Plan your Research Proposal

Before starting your research proposal, you should clarify your ideas and make a plan. Ask yourself these questions and take notes:

What do I want to study?
Why is the topic important? Why is it important to me?
How is the topic significant within the subject areas covered in my class?
What problems will it help solve?
How does it build on research already conducted on the topic?
What exactly should I plan to do to conduct a study on the topic?

It may be helpful to write down your answers to these questions and use them to tell a story about your chosen topic to your classmates or instructor. As you tell your story, write down comments or questions from your listeners. This will help you refine your proposal and research questions.

Research Proposal (student's preliminary notes) (91.11 KB, PDF)

This is an example of how to start planning and thinking about your research proposal assignment. You will find a student’s notes and ideas about their research proposal topic - "Perspectives on Textual Production, Student Collaboration, and Social Networking Sites”.

Structure of a Research Proposal Paper

A research proposal paper typically includes:

Introduction

Start your introduction by giving the reader an overview of your study. Include:

the research context (in what educational settings do you plan to conduct this study?)
the research problem, purpose (What do you want to achieve by conducting this study?)
a brief overview of the literature on your topic and the gap your study hopes to fill
research questions and sub-questions
a brief mention of your research method (How do you plan to collect and analyze your data?)
your personal interest in the topic.

Conclude your introduction by giving your reader a roadmap of your proposal.

To learn more about paper introductions, check How to write Introductions.

Theoretical Framework

A theoretical framework refers to the theories that you will use to interpret both your own data and the literature that has come before. Think about theories as lenses that help you look at your data from different perspectives, beyond just your own personal perspective. Think about the theories that you have come across in your courses or readings that could apply to your research topic. When writing the theoretical framework, include

A description of where the theories come from (original thinkers), their key components, and how they have developed over time.
How you plan to use the theories in your study / how they apply to your topic.

Literature Review

The literature review section should help you identify topics or issues that will help contextualize what the research has/hasn’t found and discussed on the topic so far and convince your reader that your proposed study is important. This is where you can go into more detail on the gap that your study hopes to fill. Ultimately, a good literature review helps your reader learn more about the topic that you have chosen to study and what still needs to be researched

To learn more about literature reviews check What is a Literature Review.

Research Methodology

The methods section should briefly explain how you plan to conduct your study and why you have chosen a particular method. You may also include

your overall study design (quantitative, qualitative, mixed methods) and the proposed stages
your proposed research instruments (e.g. surveys, interviews)
your proposed participant recruitment channels / document selection criteria
a description of your proposed study participants (age, gender, etc.).
how you plan to analyze the data.

You should cite relevant literature on research methods to support your choices.

Implications and Conclusion

The conclusion section should include a short summary about the implications and significance of your proposed study by explaining how the possible findings may change the ways educators and/or stakeholders address the issues identified in your introduction.

Depending on the assignment instructions, the conclusion can also highlight next steps and a timeline for the research process.

To learn more about paper conclusions, check How to write Conclusions.

References

List all references you used and format them according to APA style. Make sure that everything in your reference list is cited in the paper, and every citation in your paper is in your reference list.

To learn more about writing citations and references, check Citations & APA.

Research Proposal Examples

Quantitative Research Proposal (Instructor's Guidelines) (222.05 KB, PDF)

These are detailed guidelines on how to prepare a quantitative research proposal. Adapted from the course APD2293 “Interpretation of Educational Research”.

Research Proposal (Student Sample) (110.27 KB, PDF)

This is a research proposal paper written by an OISE student on the relationships between textual production, student collaboration and social networking sites. Hover over the highlighted parts to find annotations and comments about the structure and content of this research proposal.

Help & Additional Resources

Related Resource Pages on ASH

Additional Resources

On Campus Services

How to Understand & Plan Assignments

ana.lacerda@mail.utoronto.ca — Tue, 02 Apr 2024 22:19:46 +0000

How to Understand & Plan Assignments ana.lacerda@ma… Tue, 04/02/2024 - 18:19

Skills Categories:

Learning strategies

Skills Keywords:

Annotated bibliographies, Literature reviews, Proposals, Time management

This Resource Page will help you:

Understand the purpose of assignments at OISE and how assignments support your learning
Navigate the process of understanding assignment instructions
Learn strategies for making plans for your assignments

Roadmap presenting the fours steps to prepare a literature review or an academic paper and indicating you are currently in step 1, part 1, understanding and planning the assignment.

Purposes of Assignments

You may ask: “Why are assignments so common at OISE instead of exams? Why do most OISE instructors use assignments to grade students?”

Assignments reflect the advanced nature of graduate studies, as shown in the three boxes below.

Active and Deep Learning

Assignments call for a higher level of thinking and deeper understanding of a topic. Assignments require and enable you to

think deeply and critically about the material
question and apply complex concepts, rather than just absorbing information
use what you learn in creative and original ways
find information and sources that support your ideas

Independent Learning

Assignments are projects that you initiate. Since it’s your project, you can (and should!) see assignments as opportunities to

explore topics and issues that are interesting and relevant to you (e.g., for professional, academic, or personal purposes)
manage your own time and balance your studies and life.

Develop Academic Skills

Assignments are not just assessment tools or products. Each assignment is a process. As you go through the assignment preparation phases, you practice and improve your academic skills, such as:

Research skills
Critical Thinking
Reading Skills
Academic communication skills (e.g., writing and presenting orally)

Understand Assignment Instructions

Step 1: Read the instructions

Read the assignment instructions thoroughly as soon as you receive them. Take notes of important information and possible questions.

Step 2: Determine the assignment type & purpose

Type

Do you need to produce an annotated bibliography, a reflection, a literature review, a presentation, etc.?
Do you know the structure of that specific assignment type?
If you are unclear (e.g., you don’t know what sections a literature review should include), start by familiarizing yourself with the features of the assignment type in question.

Purpose

What do you need to do in the task?

Are you being asked to compare? to analyze? to reflect? to review the literature?
Familiarize yourself with the grading rubric (if available). Grading rubrics give clues that help you identify ways of structuring your text or determine the content you need to include. If a grading rubric is not available, ask your instructor to clarify their expectations and criteria.

Example of Grading Rubric

Step 3: Check the technical details

The following requirements are usually specified in the assignment instructions. If you cannot find the information, you should ask your instructor for guidance.

Page length and word count: this detail helps you determine the depth you need to go into. For example

Do you need to limit your assignment to 2 pages? You might want to focus on one key point and support it with clear evidence.
Is it a 10+ page paper? Include more sources, develop a more complex argument or provide more perspectives.
Due date: this element is important to manage your time strategically and see how your assignment preparation plan fits with your other courses and deadlines.
Required sources
Is there a minimum number of references you need to include?
What type of sources should you consult?

Many assignments require you to find scholarly/peer-reviewed articles Depending on the topic and purpose, you might also need to check primary sources, curriculum or policy documents, practitioner-oriented sources. There may also be restrictions or limitations on non-academic sources (e.g., general websites or information sources).

The example below shows how a student followed Steps 1 to 3 by writing notes about their assignment instructions:

Assignment Instructions (sample with student notes) (675.79 KB, PDF)

This is a set of instructions for a final paper with notes written by an OISE student. The notes show you the process of understanding and planning the assignment on the student’s part.

Make a Plan

Once you know the assignment deadline, plan your schedule by starting from the final deadline and working backwards.
Break the assignment down into steps & sub steps: researching, pre-writing, drafting, getting feedback, editing / re-writing, proofreading. Note: these steps are often iterative, and you might need to go back and forth between them.
Assign internal deadlines: how long will it take you to complete each sub-step?

Useful Tools for Planning:

Assignment Planner to help you make a day-by-day plan.

Assignment Plan (template) (20.04 KB, Word)

Download this template and use it when planning your work for an assignment.

Our Tips

1. Ask yourself questions as you approach each step of your assignment:

What do I need to do for a particular task (e.g. outlining the structure, researching, drafting, etc.)?
Do I know how do it?
If yes: what are the steps specific to this task?
If no: how can I find out? -- do some research and ask for help.
Can I break it down into smaller steps?
How long will each step take me?
What should my internal deadline be for this step?

2. Manage your time wisely.

3. When making your plan, consider your other responsibilities and how much time you will actually have to dedicate to this assignment. (Sometimes we need to multitask)

4. Don't leave the assignment preparation to the last minute!

5. Get support from your instructor and/or OSSC advisors if you need. Bring questions related to the assignment proposed as well as to your ideas on how to do the assignment. When you define a topic, ask about the appropriateness and feasibility of said topic.

Help & Additional Resources

Related Resource Pages on ASH

Additional Resources

On Campus Services

How to Write an Annotated Bibliography

ana.lacerda@mail.utoronto.ca — Thu, 07 Mar 2024 20:52:23 +0000

How to Write an Annotated Bibliography ana.lacerda@ma… Thu, 03/07/2024 - 15:52

Skills Categories:

Academic writing, Research skills

Skills Keywords:

Annotated bibliographies, Citations, Writing process

This Resource Page will help you:

learn the steps to write an annotated bibliography.

Introduction

While an annotated bibliography can be a standalone assignment, at its core it is a foundational research tool. It is not surprising then that the process of writing your annotated bibliography is rooted in critical and active reading. If you are unclear as to what an annotated bibliography is, we recommend that you read our Resource Page on What is an annotated bibliography?

The general steps to write an annotated bibliography are depicted in the roadmap below.

Step 1: Select a Topic

To effectively assess the relevance of the literature you are reading, you must begin by choosing and focusing your assignment or research topic.

To learn more about selecting your topic, see:

Understanding the Assignment Instructions and Planning

How to Select Assignment Topics

Step 2: Search for Literature

Once you have a good understanding on what your topic of interest will be, it is important to strategically look for relevant literature. This will involve using a range of search strategies and applying inclusion and exclusion criteria. The outcome of this step can help confirm if the scope of your topic is appropriate and if any adjustments are necessary.

To learn more about how to find literature, see:

How to Find Sources for Assignments

How to Evaluate and Select Literature

Step 3: Format Bibliographic Information

After you have selected your literature, you need to format the bibliographic information of each source. This requires having familiarity on your field’s citation style. Within OISE, we commonly use APA.

The following is an example of bibliographic information in APA. Please note that it corresponds to the citation format you use in reference lists at the end of your papers:

Blair, C. & Diamond, A. (2008). Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure. Development and Psychopathology,. 20, 899-911. Doi:10.1017/S095457948000436

To learn more about APA format, check our resource page on Citations and APA Style.

Step 4: Read Literature Critically

If you have read the RP What is an annotated bibliography, you know that an annotated bibliography includes bibliographic information accompanied by an annotation for each source you selected. While the requirements of what to include in an annotation may vary based on your assignment instructions, an annotation generally includes the following elements:

A summary of the text (e.g., content, scope, main points, intended audience, research methodology, findings)  
Identified strengths and limitations  
Author(s)’s conclusions 
Your reflections on the relevance or usefulness of the text for your purposes 
Other reflections that may be of relevance to you or as outlined in your assignment instructions

When reading and evaluating a source, active and critical reading is necessary to not only identify the main elements of a text, but also assessing your selected literature for other purposes in your course or research process (e.g., discussions about reading contents, final papers).

Below is a list of questions to help in your understanding and assessment of your selected literature and in preparing your annotations. However, please note that the relevance of these questions to your work will be dependent on your assignment instructions, goals, and the type of literature you are reading (e.g., academic journal article v. a policy document).

What is the author(s)’s thesis statement and/or research question?

These often appear in the introduction and conclusion sections of an academic article.

What are the central themes being addressed?

Look for key terms and repetition of ideas, and follow them through the text to see how they are developed.

Is there a theoretical framework, and if so, what is it?

The theoretical framework refers to the theoretical foundation on which the research you’re reading about is built. You should consider how is theory used to present arguments, interpret evidence, or data, and how it relates to your own work.

What type of research methodology was employed?

Is it qualitative, quantitative or mixed methods? What data collection instruments were used? What is the setting of the study?

What are the findings?

Consider how findings are interpreted in the context of the thesis statement or research question(s).

What evidence is presented to support the thesis statement or to answer the research question(s)?

Consider the type of data being offered as evidence in light of the methodology, if it answers the research question(s) and if it supports or contradicts the thesis statement.

Were there any topics, concepts, theories, methods, or other elements of the text that stood out to you?

Why? How do you anticipate engaging with them?

Does the text identify any gaps in the literature or new areas of research on your selected topic?

How does your work relate to these gaps or areas?

What are your observations on the content of the text?

Consider how the text`s content relates to your topic and knowledge.

Our tip: To help keep track of your observations and reflections, we recommend notetaking as you read. Check this resource page to learn effective notetaking strategies.

Once you have actively and critically read the literature you collected, you are ready to write your annotations.

Step 5: Write Annotations

After actively reading your sources, we recommend referring to your notes to summarize and paraphrase your sources in your annotations. Summarizing and paraphrasing are key tools in academic writing and allow you to demonstrate your understanding of the content.

Summarizing allows you to communicate core ideas, key details, and significant arguments or findings of your source in a way that is both concise and digestible.

Paraphrasing involves expressing ideas, concepts, and arguments of your source in your own words while maintaining the original meaning.

Example of an Annotated Bibliography

See an example below of a critical annotation.

Annotated Bibliography (student sample) (54.13 KB, PDF)

These are two examples of annotated bibliographies with slightly different structures.

Help & Additional Resources

Related Resource Pages on ASH:   

On Campus Services:   

How to Evaluate and Select Literature

ana.lacerda@mail.utoronto.ca — Tue, 06 Feb 2024 19:12:11 +0000

How to Evaluate and Select Literature ana.lacerda@ma… Tue, 02/06/2024 - 14:12

Skills Categories:

Academic writing, Reading skills, Research skills

Skills Keywords:

Annotated bibliographies, Literature reviews, Reading critically, Searching for sources

This Resource Page will help you:

Understand the purpose of having inclusion and exclusion criteria for evaluating literature
Learn the main steps to form inclusion and exclusion criteria for source evaluation
Develop your own inclusion and exclusion criteria for selecting literature

Roadmap presenting the fours steps to prepare a literature review or an academic paper and indicating you are currently in step 2, part 3, evaluating and selecting literature.

Introduction

As you begin searching for sources for your assignment, you might notice that there are many available sources – sometimes too many. After doing an initial search, it is important to establish evaluation criteria to select only relevant and high-quality sources.

This page will provide you with practical strategies to develop inclusion and exclusion criteria and help you make informed decisions when selecting the sources for your assignments.

If you haven't yet started looking for sources or your search hasn't been satisfactory, please refer to our resource page on How to Find Sources for Assignments.

What are Inclusion and Exclusion Criteria?

Inclusion and exclusion criteria are parameters used to determine which sources are relevant for inclusion in a literature review or research project.

Inclusion criteria specify the characteristics that must be present in the studies for them to be considered, such as type of participants, interventions, outcomes, or study designs.

Exclusion criteria are the factors that disqualify studies from being included, like date of publication, language, or lack of peer review.

Why Do You Need Inclusion and Exclusion Criteria?

It is very important to have clear inclusion and exclusion criteria for your literature because they:

Ensure the quality of your selected literature
Reduce the number of sources you need to read during your source searching phase

Ensure that the literature is relevant to your research focus and appropriate in scope
Increase consistency in your search methodology

Using the RADAR Model and Other Criteria to Evaluate Literature

The RADAR model (Mandalios, 2013) is a framework used for evaluating sources. It provides a structured approach to help you assess important characteristics of a source, such as relevance to your research and accuracy of information. It's designed to help you make informed decisions on which sources to include or exclude. Below is what each component of the RADAR model stands for:

R: Relevance

A: Authority

D: Date

A: Accuracy

R: Rationale

In the following sub-sections, we will guide you to develop inclusion and exclusion criteria using the RADAR model and other elements to help you address these two crucial questions for source selection: 1) Can I trust this source? And 2) Is the source content relevant to my topic and scope?

Step 1: Can I Trust this Source?

The first step is to evaluate the reliability of your searched source. For this purpose, you can use the “Authority,” “Accuracy” and “Rationale” criteria from the RADAR model.

Authority

Assess the qualifications and expertise of the author or organization responsible for the source.
Evaluate the publishers to ensure the credibility of the source.

Guiding questions:

What type of work is this? (e.g., scholarly article, policy document, blog, news, etc.)
Where is this work published? (e.g., type of publication, credible publisher)
Is this work published in a peer-reviewed journal?
Who are the authors?
How is the author's expertise specifically relevant to the research topic? (Note: In certain fields or theoretical approaches, lived experience matters more than formal qualifications, and can be seen as a form of expertise.)
What other works does the publisher present?

Accuracy

Focus on the reliability and truthfulness of the information in the source.

Guiding questions:

Are the authors’ claims and arguments sufficiently supported by reliable evidence?
Is there any unverified and biased information included in the source?
How was the information gathered and presented?

Rationale

Determine the authors’ purposes and objectives.

Guiding questions:

What is the purpose of this publication? Why was it published?
To inform, teach, sell, entertain, or persuade?

Step 2: Is the Source Content Relevant to my Topic and Scope?

Once you have established that your source is reliable, you can determine the relevance of the source to your research topic and scope. For this purpose, you can use the “Relevance” and “Date” criteria from the RADAR model, along with other criteria listed below, to form your inclusion and exclusion criteria.

Relevance

Determine how well the source addresses your specific research needs.

Guiding questions:

Does the source have information relevant to my research topic?
To what extent does the source fit into the scope of my topic?

Date

Determine how current the source is for your topic.

Pay attention to the year when the source was published and set a timeframe (e.g., the most recent 10-20 years). IMPORTANT: Depending on your research topic, you might need to set different timeframes. For example:

If your topic is on a particularly current or recent issue (e.g., the use of Artificial Intelligence in the classroom; post-Covid issues in education), you may want to include more recent publications.
If your assignment is about a historical perspective on a topic (e.g., how the idea of critical pedagogy has evolved over time), you may want to include older works.

Guiding questions:

When was the source published?
In what way is this relevant for my topic?
Is the source up-to-date, or does it include outdated information?

Tip: Do not discard a source only because it’s from a few decades ago and regardless of your research topic. You may want to keep older sources if they have been very influential in the field. Many influential works in education and psychology aren’t recent, such as the works of renowned scholars Paulo Freire on critical pedagogy (1960s) or those of Jean Piaget on developmental psychology (1920s-1970s).

Language

Check what language the authors used for their work. For example, you may want to exclude sources written in languages for which it is difficult to arrange a reliable translation

Methodology

In some cases, you may want to include studies that employ a specific methodology (e.g., qualitative or quantitative studies only) or research designs (e.g., longitudinal studies).

Location & Setting

You may want to include only studies conducted in certain settings. This can refer to

geographical locations (e.g., North America)
specific contexts (e.g., universities).

Tip: When you find too many sources on your topic, you may need to narrow the scope of your topic (e.g., from schools in ��޾��ֲ� to schools in ��޾��ֲ�). In the opposite case, you may need to expand the scope of your topic (e.g., from schools in ��޾��ֲ� to ��޾��ֲ�).

Participants Profile

You may set criteria for participant demographics depending on the scope of your topic, such as

Education level (e.g., only participants from post-secondary institutions)
Gender
Age group
Cultural / geographical background
Other specific criteria (profession, family status, financial status, etc.)

Theoretical Framework

You may want to include works adopting a specific theoretical or conceptual framework. For instance, you may only include studies framed by sociocultural theories, a focus on gender, Indigenous perspectives, etc.

Next Step

For the next step after source evaluation, please refer to our resource page on How to Organize Literature.

Help & Additional Resources

Related Resource Pages on ASH

Additional Resources

On Campus Services

What is an Annotated Bibliography?

ana.lacerda@mail.utoronto.ca — Wed, 17 Jan 2024 01:41:14 +0000

What is an Annotated Bibliography?  ana.lacerda@ma… Tue, 01/16/2024 - 20:41

Skills Categories:

Academic writing, Research skills

Skills Keywords:

Annotated bibliographies, Citations, Literature reviews

This Resource Page will help you:   

Learn what an annotated bibliography is.
Understand the importance of writing an annotated bibliography and its practical applications.  
Identify the components of an annotated bibliography.

What is an Annotated Bibliography?

An annotated bibliography is an alphabetical list of research sources that includes two components for each selected source:

bibliographic information about the source (which in most cases at OISE will be in APA format)
an annotation, which is a summary, assessment, and/or reflection of how the source you selected is significant to your field, assignment, or research project.

For the purposes of class assignments, your instructor will provide you with details that can help determine how much information to include in your annotations. Learn more about how to understand your assignment check our resource page on understanding assignment instructions and planning.

An annotated bibliography can be a standalone assignment or a foundational tool to help develop a larger research project or assignment. Sources used might include primary sources (e.g., poetry, novels, life writings), secondary sources (e.g., scholarly articles, books, book chapters), or both.

What are the Components of an Annotated Bibliography?

An annotated bibliography typically includes the following sections:

Introduction

Here you provide an overview of :

your research or assignment topic
your research question(s)
the criteria and key terms used to guide your source collection.

The requirements of what you include in your introduction will also be guided by your assignment instructions.

Bibliographic Information

The sources you collect are presented alphabetically in the reference list citation format of your field (to learn more about APA format, see Citations and APA Style).

Depending on the length and depth of your annotated bibliography, your sources can also be organized within identified subthemes. For instance, if your topic is about the expansion of higher education within ��޾��ֲ�, a subtheme that you found may be “admission practices”.

Annotations

Below the bibliographic information of each source is the annotation, i.e., a paragraph or a few paragraphs about the source content. Annotations may include the following information:

A summary of the text (e.g., content, scope, main points, intended audience, research methodology, findings)  
Identified strengths and limitations  
Author(s)’s conclusions 
Your reflections on the relevance or usefulness of the text for your purposes 
Other reflections that may be of relevance to you or as outlined in your assignment instructions

See two examples of bibliographic information and annotations below.

Example 1

Example 2

These examples are also available as a PDF:

Annotated Bibliography (student sample) (54.13 KB, PDF)

These are two examples of annotated bibliographies with slightly different structures.

Why Write an Annotated Bibliography?

To explore your topic of interest: By reading multiple sources you will be able to get a sense of emerging themes, topics, and terms surrounding your topic of interest.

To practice your comprehension & synthesis skills: Writing effective annotations requires you to understand your source, identify the main points, and summarize your source in a way that allows new readers to understand the source broadly.

To practice your analytical & critical thinking skills: Your annotated bibliography assignment might require critical evaluation of each source in relation to how it fits with your research interest or assignment. This will require you to (1) assess the relevance of the source for your topic/question; (2) assess the quality of its arguments, findings, and methods; (3) assess how its argument(s) fit with your own understanding; and (4) express how this source helps deepen your understanding of your topic and/or how you plan on using said source in your paper/research project.

To lay your research foundations: As you know, an annotated bibliography provides specific information about each source you have collected. A complete and well-written annotated bibliography can therefore serve as a foundation for your classes, larger assignments (e.g., final paper) or as you pursue other projects within the area.

Now that you know what an annotated bibliography is, the next step is to learn how to write one.

Help & Additional Resources 

Additional Resources:

Writing an annotated bibliography (unimelb.edu.au)

On Campus Services:  

How to Select Assignment Topics

ana.lacerda@mail.utoronto.ca — Mon, 23 Oct 2023 22:17:53 +0000

How to Select Assignment Topics ana.lacerda@ma… Mon, 10/23/2023 - 18:17

Skills Categories:

Academic writing, Learning strategies, Research skills

Skills Keywords:

Annotated bibliographies, Library navigation, Literature reviews, Proposals, Searching for sources

This Resource Page will help you:

Understand the importance of selecting an appropriate assignment topic.
Learn effective strategies for selecting a topic.

Roadmap presenting the fours steps to prepare a literature review and indicating you are currently in step 2, part 1, selecting the assignment topic.

Introduction

Your course instructors might ask you to write a ‘midterm paper’ or ‘final paper’, and they will often require you to choose your own assignment topic.

For example, in a course about Second Language Teaching Methodologies, your instructor might provide the following guidelines:

“You can write a research-oriented position paper. From an educational researcher perspective, position yourself in relation to and critically discuss one of the fundamental methodologies, areas, concepts or issues presented in this course. Aim to support your position on this topic with scholarly research, examples, and any other resources you deem appropriate.”

Once you’ve understood the assignment instructions, the next thing to do is choose your paper topic.

What are the Features of an Appropriate Assignment Topic?

Selecting and developing your own topic helps you improve your thinking and research skills. As you think about topics, it is important to find a balance between what you want to explore and what your assignment instructions ask for.

A common challenge for students is finding topics that are focused. When your topic is too broad, the feedback you might receive from your instructor is “to narrow it down”.

Narrowing down a topic means defining

a specific focus of inquiry (e.g., a teaching strategy, a framework, a curriculum reform, an educational policy, a counselling approach)
a context (e.g., geographical context, education setting, target population)
a purpose (e.g., what is the impact of an approach, what are the causes of an issue, how was a policy decided, contrast/comparison of methodologies, solutions to a problem)

When you focus your topic (AKA “narrow it down”), you dig deeper into a specific part of it, which makes your research more detailed and doable. Focusing your topic is important to establish clear boundaries to what you will be reading and writing about.

If your topic is too broad: 

You may find too many sources and feel overwhelmed
You may struggle deciding what concepts to include or omit
The information you find will be too general
The result might be a general assignment that fails to respond to the specific assignment instructions.

Let's compare some broad and narrowed-down assignment topics to highlight the difference:

Strategies for Finding Your Topic

MUST DO!

Before you choose your assignment topic, review the assignment instructions.

Pay attention to any specific requirements or constraints outlined in the instructions, including the types and number of sources you are required to use. This can help you identify the boundaries and expectations for your topic. You can learn more about understanding assignment instructions here.

Draw from your Personal and Professional Experience

Our unique background can lead to fresh perspectives on existing topics or inspire entirely new research questions. Think about your personal or professional experience related to the theme of your course with an inquisitive eye. Ask yourself critical questions about these experiences in relation to what you are learning.

Here is some inspiration for you:

If you have teaching experience, think about how concepts you're learning in your course might apply to your teaching context.
Think about a problem / issue you have encountered in your personal /professional life. Can you seek information to better understand it or solve it?
Think about some behaviors / attitudes that you or people you know have. Can you find explanations for them through the concepts you’re learning?
Think about broader social issues or education-related issues in your culture. Can you find any relationships to your course contents?

Engage with the academic community

Talk about your assignment topic ideas with your peers and instructors in class.

Outside of class, unleash your curiosity and be proactive! Attend workshops, seminars, university events, and other academic activities. You might discover new areas of interest or research angles. You can also receive valuable guidance and suggest areas of research that align with our academic goals.

Keep a list

While taking your courses, keep a list of interesting topics and questions.

Inspiration can strike at any moment, so jot down your ideas whenever they come to you.
Where to find inspiration for ideas?

Review course outlines and topics and see what interests you
Take notes of interesting points made by your professors and colleagues in and outside of class
Think about your professional /personal experience and write down issues and questions that might align with course content

Brainstorming and Mind Mapping

Do Preliminary Literature Search

If you have a general idea about your topic and are in the process of refining it, you should do some preliminary research and find relevant literature that will help you narrow down and refine your topic.

If your topic is very broad (e.g., Constructivism and learning), start from general sources like

Specialized encyclopedias
State-of-the-art articles
Literature reviews
Meta-analysis articles

These are goldmines for identifying the main concepts, trends, research gaps and scholars around your topic of interest.

Look for recent literature, if possible, to learn about the most current knowledge and questions in your field of study.

Note that the literature you read and search can be relatively broader than the topic we will eventually choose. For example, our review might reveal that there is a growing body of literature on the “benefits of project-based learning in primary education”. This could inspire us to investigate the effectiveness of project-based learning specifically in science education.

For more information on how to search for appropriate sources check How to Find Sources for Assignments. To learn more about literature reviews, check What is a Literature Review and How to Prepare a Literature Review.

Our Tips

Find a topic that interests you! Graduate courses allow you to explore areas of study that are meaningful to you. Consider assignments as an opportunity to advance your own learning interests.

Start early! Finding the right assignment topic is often an iterative process and can take some time. This means that your first topic idea might not be your final topic as you go back and forth between your topic selection strategies, discussions with your instructor and literature search.

Be proactive! Discuss your ‘half-baked’ ideas and/or outline with your instructor, and ask for specific feedback and constructive advice. Show your instructor that you have done some preliminary work instead of asking them, “can you please help me find a topic?”

Next Steps

Once you finalize your assignment topic, it’s time to search for sources on the library databases using different combinations of keywords. Check our resource page on searching for sources.

Help & Additional Resources

Related Resource Pages on ASH

Additional Resources

Mindmaster (free mindmapping tool)

On Campus Services

Book a writing consultation (OSSC)

Library Research Skills

ana.lacerda@mail.utoronto.ca — Sat, 22 Apr 2023 20:25:20 +0000

Library Research Skills ana.lacerda@ma… Sat, 04/22/2023 - 16:25

Skills Categories:

Research skills

Skills Keywords:

Annotated bibliographies, Citations, Library navigation, Literature reviews, Searching for sources

This Resource Page will help you:

Familiarize with the Library Research Skills Quercus course offered by UofT Libraries.

The Library Research Skills Quercus-based course is divided into six modules.

The modules cover: an introduction to the University of Toronto Libraries; how to begin your research; how to find a research topic; how to search for and evaluate sources; how to cite sources properly; how to use library tools such as databases and catalogs effectively; how to get help from library staff; and how to access specialized research materials such as archives and rare books. Each module contains a mix of instructional texts, videos and short quizzes.

Our Tips

Although this resource is on Quercus, you do not need to login to access the page. Your participation is private, and you will not be graded on any of the activities offered through these learning modules. Just click the link below and start your research journey!

Annotated bibliographies

How to Write a Research Proposal Paper

Table of Contents

This Resource Page will help you:

What is a Research Proposal Paper?

Why Write a Research Proposal Paper?

How to Plan your Research Proposal

Structure of a Research Proposal Paper

Research Proposal Examples

Help & Additional Resources

Related Resource Pages on ASH

Additional Resources

On Campus Services

How to Understand & Plan Assignments

Table of Contents

This Resource Page will help you:

Purposes of Assignments

Active and Deep Learning

Independent Learning

Develop Academic Skills

Understand Assignment Instructions

Make a Plan

Useful Tools for Planning:

Our Tips

Help & Additional Resources

Related Resource Pages on ASH

Additional Resources

On Campus Services

How to Write an Annotated Bibliography

Table of Contents

This Resource Page will help you:

Introduction

Step 1: Select a Topic

Step 2: Search for Literature

Step 3: Format Bibliographic Information

Step 4: Read Literature Critically

Step 5: Write Annotations

Example of an Annotated Bibliography

Help & Additional Resources

Related Resource Pages on ASH:

On Campus Services:

How to Evaluate and Select Literature

Table of Contents

This Resource Page will help you:

Introduction

What are Inclusion and Exclusion Criteria?

Why Do You Need Inclusion and Exclusion Criteria?

Using the RADAR Model and Other Criteria to Evaluate Literature

Step 1: Can I Trust this Source?

Step 2: Is the Source Content Relevant to my Topic and Scope?

Next Step

Help & Additional Resources

Related Resource Pages on ASH

Additional Resources

On Campus Services

What is an Annotated Bibliography?

Table of Contents

This Resource Page will help you:

What is an Annotated Bibliography?

What are the Components of an Annotated Bibliography?

Example 1

Example 2

Why Write an Annotated Bibliography?

Help & Additional Resources

Related Topics on ASH:

Additional Resources:

On Campus Services:

How to Select Assignment Topics

Table of Contents

This Resource Page will help you:

Introduction

What are the Features of an Appropriate Assignment Topic?

Strategies for Finding Your Topic

MUST DO!

Our Tips

Next Steps

Help & Additional Resources

Related Resource Pages on ASH

Additional Resources

On Campus Services

Related Resource Pages on ASH:   

On Campus Services:   

This Resource Page will help you:   

Help & Additional Resources 

Related Topics on ASH:  

On Campus Services:  