Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
Academic Accountability Correlational Methods Discussion
Review the following original and plagiarized passages:
Original Author’s Thoughts
The correlational method can be very useful, but it must be used with caution. If knowledge of one variable (age) helps predict another (buying), does that mean that one causes the other? Not necessarily. It is possible that the first variable caused the second, or that the second variable caused the
first, or that some other variable caused both variables. Without further research we cannot know which possibility is true. For example, a researcher might find a negative correlation in schools between the number of teachers monitoring hallway behavior and the number of acts of aggression in the hallway.
It is possible that more teachers in the hallway caused lower aggression, but it is also possible that there were fewer teachers in the hallway in the face of aggression because they had left to avoid it. Knowing that there is a correlation between two events does not tell us which, if either, is the cause. In fact, it is quite common to have a third variable cause a correlation between two other variables. For example, sunburn and outdoor temperature are correlated.
Does this mean that hot weather causes sunburn or that sunburn causes hot weather? Of course not. The summer sun causes both sunburn and hot weather. Cum hoc propter hoc—correlation does not imply causation.
Reference
Feenstra, J. (2020). Social psychology (2nd ed.). Zovio.
Rewrite By Someone Wanting To Write About The Article And Its Findings
“The correlational method can be very useful, but it must be used with caution.” If knowledge of one variable (height) helps predict another (weight), does that mean that one causes the other? Not necessarily. It is possible that the primary variable caused the secondary, or that the secondary variable caused the primary, or that some additional variable caused both variables. We cannot understand what chance is true without further studies. For example, ice cream consumption and violent crime are correlated. Does this mean eating ice cream causes violent crime? Or, does a spike in violent
crime cause consumption of ice cream? Probably neither… rather, a common factor (e.g., heat) may be to blame for both. “Cum hoc propter hoc—correlation does not imply causation.”
Define academic voice and plagiarism.
Apply your knowledge of academic voice and plagiarism to the rewritten passage, locating and identifying errors.
Paraphrase or summarize the original passage appropriately using your own Academic Voice.
Be sure to utilize strategies for Quoting, Paraphrasing, & Summarizing (Links to an external site.), avoiding direct quotes and appropriately utilizing in-text citations.
Demonstrate the importance of developing a strong academic voice for both your education and career.
What are some key features of academic writing that might be particularly relevant within your own program/intended career?
What types of plagiarism do you find most difficult to avoid? (See Turnitin, 2012).
What methods/strategies can you use to ensure that you avoid these errors in your own work
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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Academic Accountability Correlational Methods Discussion |
Academic Accountability Correlational Methods Discussion