professional writing strategies for con students

7/31/2019 Professional Writing Strategies for Con Students

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Professional Writing

Strategies for

Nursing Students

Created by Pam Selby, Editor, UF College of Nursing (Rev. 12/18/08)


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ACKNOWLEDGMENTS 4

LIST OF TABLES. 6

LIST OF FIGURES 7ABSTRACT 8

CHAPTER

1 INTRODUCTION 9

2 MATERIALS AND METHODS 13

Subjects. 15

Age Range. 19

Inclusion Criteria 21

Method used to correlate age

range and inclusion criteria 23

Overview of the correlation between

age range and inclusion criteria. 24

Overall Methodology.. 25

What is Professional Writing?

MemoTo: Nursing StudentsFrom: Pam SelbyDate: August 8, 2008Re: What Is A Memo?

A memo is a briefdocument that memberswithin an organization use to exchangeinformation. When writing a memo, considerthe following: needs of your colleagues, bullets to summarize main points,

order of information/priorities, and clear deadlines/timelines, meetinglocations, responses needed, etc.

Writing good memos can help you practicesummarizing and prioritizing information. In asituation in which your intended reader maybe flooded daily with memos, spice it up withcolor or clip art to get the readers attention.
http://www.ufl.edu/http://www.ufl.edu/http://www.ufl.edu/http://www.ufl.edu/http://www.ufl.edu/http://www.ufl.edu/http://www.ufl.edu/http://www.ufl.edu/http://www.ufl.edu/http://www.ufl.edu/http://www.ufl.edu/


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The Writing Process

Pre-write: Brainstorm, cluster ideas, narrow focus, form thesis/explorepurpose, target audience who will benefit from your information, draft outline.

Write: Rough sections, multiple drafts, (allow gel time between drafts).

Revise: Review with mission of altering and improving the entire text, sectionby section, to meet competencies of professional writing (Slide #26). It helps tohave another person read it to spot inconsistencies, confusing terminology,acronyms not spelled out initially, vague or unclear areas.

Edit: Review for audience/style appropriateness, main title, format,

headings/subheadings, flow, and grammar.

Proofread: Examine final manuscript to spot errors. Use a spellchecker andgrammar checker. It helps to have another person also proofread it!


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Prewriting Strategy 1:

Get Rid of Writers Block! Start earlier.

Use food for brain fuel.

Rest.

Breathe, stretch, breathe.

Make the commitment (QUIET private place you habituallyuse for writing activities and be sure to turn off phone)!

Use brainstorming and prewriting strategies.

Tell a friend your main idea/purpose (in 3 or 4 sentences.)

Start in the middle.

Write a rough draft (write fast) of any section or paragraph.

Create outline(s) or diagrams.

Give yourself gel time (time between drafts).

See Writers Block at: http://owl.english.purdue.edu/handouts/general/gl_block.html and

http://www.writing-world.com/basics/block2.shtml
http://owl.english.purdue.edu/handouts/general/gl_block.htmlhttp://www.writing-world.com/basics/block2.shtmlhttp://www.writing-world.com/basics/block2.shtmlhttp://www.writing-world.com/basics/block2.shtmlhttp://www.writing-world.com/basics/block2.shtmlhttp://owl.english.purdue.edu/handouts/general/gl_block.html


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Pick something you are interested in, not something justbecause there may be lots of information on it.

Use an inquiry process to narrow your search:

What's your initial position on the topic?

What assumptions do you have about the topic? What aspect of the topic might you be interested

in discovering?

Why is topic relevant/interesting/important tonursing?

For whom is the topic most important and why?(audience)

What information will you present that benefitsyour targeted audience?

Prewriting Strategy 2: Choosing and

Narrowing A Focus


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Strategy 3: Using a Focus Wheel to Narrow Topic

Difficult

patients

Require extra attention

(e.g., soiling sheets

a lot)

Adult patients

In acute care

Difficult patients

Nursing

Chronic care

Elderly

Dealing w/Sexual

Misconduct of

Adult Patients

in Acute Care

1.

2. 3.

4.


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Examples of Theses or Research Foci

Examples of thesis statements: "One step nurses can take to close this communication gap and assume a leadership

position in health care is to promote English-Spanish bilingualism."

Barcelona de Mendoza, V. (2002). A World View at Home: The Need for Bilingualism inthe United States [Electronic version]. Journal of Obstetric, Gynecologic and NeonatalNursing, 31, 129.

"The paradigms for the nursing profession are receding, shifting and evolving withoutcommitment from the nurses who are at the bedside."

Van Sell, S.L. (2002, April - June). Nursing: Receding and Evolving Paradigms. ICUsand Nursing Web Journal. Retrieved July 26, 2002, fromhttp://www.nursing.gr/selleditorial.pdf

"If our profession is to survive, we must foster the academic life as a viable careeroption for nurses and work to better align the goals of expert clinical care with expertteaching and knowledge generation."

Lowe, N.K. (2002). How shall they learn without a teacher [Electronic version]. Journal ofObstetric, Gynecologic and Neonatal Nursing, 31, 391.
http://www.nursing.gr/selleditorial.pdfhttp://www.nursing.gr/selleditorial.pdf


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Strategy 4: Targeting An Audience

You will have at least two audiences

(or intended readers) for a paper:

the person/group you

want to inform/benefit

your instructor/reviewer(s).


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Audience (contd)

AUDIENCEWRITER

THESISPURPOSE

SIGNIFICANCE

RESEARCH FOCUS

Consider the relationship

between you, your

research focus, and your

audience. Are your

THESIS and PURPOSE inaccord with the needs of

your AUDIENCE?

Why/how is your paper

relevant, innovative, orimportant to clinical nursing

or nursing research?


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Audience (contd)

It is every writers job to beclear, consistent, and honest with readers.

Clarity: define/describe/explain any areas that wouldotherwise be confusing, ambiguous, vague, or abrupt.

Consistency: ensure there are no illogical, incoherent, orincompatible elements in your proposal.

Honesty: make it easy for readers to find reference

information; acknowledge possible limitations (e.g., smallsample size) and present detailed plans to overcomelimitations should it be necessary.


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Prewriting Strategy 5: The Outline

Living Document

Reflects and preserves the written evolution of your

writing process and content.

Organizing Tool

Cohesivenessshows whether each section

includes the appropriate information.

Guidehelps you stay on track with content byexposing gaps or problems with organization,

development, and flow.


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Sample OutlineOutlines help you stay on track with content by exposing gaps or problems with organization,

development, and flow.

I. Introduction: (no heading, unless instructor specifies-1 page, double-spaced, and Includes your thesis statement or research focus/argument)

A. Brief background of problem (stats)

B. Purpose of research (how it will help resolve problem

or contribute to knowledge base)C. Significance of research

1. Does it fill a needed gap in knowledge base?

2. Is the research timely or compelling (need it NOW)?

3. Is it innovative in some way (new methodology?

problem rarely studied? Applying old principle to new

concept or using unique conceptual framework as a

model through which to view the problem?)


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Sample Outline (contd)

I. Literature Review (heading Level 1)

A. Brief paragraph introducing sections to come

B. Section 1: (brief history of the problem)

1.Population(s) most affected (WHO)

2.Concentration areas (WHERE)

3.Definitions of special terms/acronyms (WHAT)

a.

C. Section 2: (to date, what has been done about it)

1.Studies devoted to the problem and findings2.Synthesis of information most relevant to your topic


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Professional Writing Competencies

Organization

Development

Flow


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Problems with Organization

inconsistencies interminology, facts,

chronology, etc.

sections or paragraphs withirrelevant, misplaced or

ambiguous material.

no clear relevance of ideas to

each other and to the papersresearch focus/thesis and

purpose.


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Problems with Development

lack of rationales

lack of definitions

lack of examples

lack of specific details

poor integration ofpurpose/goals throughout

lack of variety of

rhetorical strategies

faulty methodology

poor use of professional

sources


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Writing Strategy 6:

Specific Detail Exercise

Who? Where?

What? When?

How? Why?Example:

1. Exercise can improve physical performance.

Revision:

Evidence supports aerobic andstrength-training exerciseprogramsto improve instrumental activities of daily living

inolder adults (Powers, Depp, & Longe, 2001; Smythe,

2003; Thompson & Burgess, 2006; Williams et al., 2000).


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Problems with Flow

hard to read lack of adequate transitions

between and within sectionsto provide readers with

visual cues forunderstanding relationshipsof ideas to each other

faulty punctuation

abrupt endings wordiness/repetition

unclear language


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Thesis and Purpose

Organization

Development

Voice and Readability

Mechanics and Grammar

Critical Thinking

Competencies for Professional

Writing


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Thesis and Purpose

Thesis or research focus is

clearly stated. Purpose is clear.

Argument or goals are

achieved overall.


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Organization

Sections are well delineated with descriptive headingsand subheadings.

Paragraphs have topic sentences, and all material withinis relevant to topic sentence.

Transitions are used to move reader along logically tothe next section or next point.

Relationships among ideas are made clear through useof adverbial or transitional cues that let reader knowhow ideas are connected.

All sections demonstrate relevance to thesis/focus. Organization is coherent throughout and look is

professional.


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Development

Each point of thesis is clearly and adequately

developed with a variety of rhetorical strategies:

facts, definitions, statistics, examples, relevant

descriptive details, comparison/contrast,classification, analysis, analogy, synthesis.

There is appropriate use of sources (relevant,

recent, high quality), and vocabulary, quotes,

and other supportive material that demonstratesevidence of professional writing.


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Voice and Readability

Targeted audience can

understand and follow ideas.

Writers voice and tone indicate

consideration for and

appropriate appeal to audience.


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Mechanics and Grammar

Writer uses correct punctuation, usage, andgrammar.

Sophistication is demonstrated by variety in

sentence structure/length, a marked lack of

repetition, and titles, headings, and subheadings

that accurately portray section contents.

Exposition is devoid of personal intrusion (e.g.,

first person I, second person you) andmaintains professional tone throughout.


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Critical Thinking

Writer demonstrates

strong evidence of critical

analysis, synthesis acrossmultiple sources,

meaningful reflection, and

appropriate ethicalstandards.


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Criteria for Professional WritingThesis/Purpose: Thesis or research focus is clearly stated, purpose is clear or obvious,

and argument or goals are achieved overall.

Organization: Sections are well delineated with descriptive headings, paragraphs havetopic sentences, and all material within is relevant to topic sentence; transitions are used to

move reader along logically to the next section or next point; relationships among ideas are

made clear through use of adverbial or transitional cues that let reader know how ideas

are connected; all sections demonstrate relevance to thesis/focus; and look is professional.

Development: Each point of thesis is clearly and adequately developed with a variety ofrhetorical strategies: facts, definitions, statistics, examples, relevant descriptive details,

comparison/contrast, classification, analysis, analogy, synthesis etc. There is appropriateuse of sources (relevant, recent, high quality), and vocabulary, quotes, and other

supportive material demonstrates evidence of professional writing.

Voice and Readability:Targeted audience can understand and follow ideas, and writersvoice and tone indicate consideration for and appropriate appeal to the targeted audience.

Mechanics and Grammar: Writer uses correct punctuation, usage, and grammar.

Sophistication is demonstrated by variety in sentence structure/length, a marked lack ofrepetition, and titles, headings, and subheadings that accurately portray section contents.

Unless requested, exposition is devoid of personal intrusion (e.g., first person I, second

person you) and maintains professional tone throughout.

Critical Thinking: Writer demonstrates strong evidence of critical analysis, synthesisacross multiple sources, meaningful reflection, and appropriate ethical standards.


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Strategy 7: Avoiding Writing in 2nd and 3rd Person

Increasing one's[3rd person]

workload is taxing on both your[2nd person]physical and mentalhealth. Unless someone[3rdperson]is in a physically-intensiveprofession, your[2nd person]body is wasting away while you[2nd person]are working.

Additionally, your[2nd person]dietalso suffers as you[2nd person]spend more time at work. No longerdo you[2nd person]have the timeto prepare healthy meals at homeor even worse, we[3rdperson]

may not have time to eat at all.Excerpt from student paper, 2007

Revised:

The combination of sedentary jobs

and increased workloads tax both

physical and mental health among

employees. Except for those

working in physically-intensive

professions, human bodies wasteaway with inactivity. Nutrition also

suffers while more time is spent at

work, since people do not have time

to prepare healthy meals or worse,

may not have time to eat at all.

Note: This student writer introduced theaspect of mental health but did not write

anything about it.


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Strategy 8:Organization & DevelopmentOriginal:

Literature ReviewThere are only a few studies that haveexamined the effects of exercise in personswith schizophrenia.

Most studies used small sample sizes andlacked randomization.Only one offeredexercise for a minimum of 16 weeks that isrequired to show significant progress inpreviously sedentary adults (Smith et al.,2000). A common problem was difficultymotivating participants to adhere.

Dropout rates were high in four out of the sixstudies. All studies examining psychiatricoutcomes found significant reductions indepression and anxiety. Vreeland, et al.found statistically significant mean weightloss and body mass index (BMI) reductionsin an exercise group compared to the controlgroup, but Ball noted no significant weight or

BMI changes between exercisers and non-exercisers after 10 weeks (Vreeland et al.,2006; Ball et al., 2004).

All but one study found exercise associatedwith significant physical or psychologicalimprovements.

Excerpt from student paper, 2004

Revised:

Effects of Exercise in Persons with Schizophrenia: ALiterature Review(added title)

A scant number of studies have examined the effects ofexercise in persons with schizophrenia: three focusingon psychiatric outcomes and two on physical (Bell, 2007;Jones & Yi, 1990; Smith et al., 1979; Smith, 2000a;Vreeland, 2006).

All studies examining psychiatric outcomes foundsignificant reductions in depression and anxiety.Vreeland, et al. (2006) found statistically significant

mean weight loss and body mass index (BMI) reductionsin an exercise group compared to non-exercisingmatched controls. Bell and colleagues (2007), however,noted no significant weight or BMI changes betweenexercisers and non-exercisers after 10 weeks.

Most studies in this modest body of literature used smallsample sizes and lacked randomization. Only oneoffered exercise for the minimum 16 weeks required to

demonstrate significant gains in previously sedentaryadults (Smith, 2000a). Despite this, exercise wasassociated with significant increases in physical orpsychological health in all but one study (Jones & Yi,1990).

A common problem was difficulty motivating participantsto adhere. Dropout rates


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Strategy 9: Titles and Headings for Unity

Using the title as a unifying strategy:

One trick professional writers use to unify a work is extracting a title froman essential piece in the papers final summary/conclusion or a mainsection. Look for a phrase in these areas that really captures the papersmain idea or argument (thesis) and turn it into a title.

(If submitting a paper for publication, be sure to check the journals Author

Guidelinesin terms of title, abstract, and article length.)

Using headingsto provide visual cues for readers:Write the content of the section first. Then extract the essential

argument/message/topic from it and use it as a heading.

(Remember, drafting is a recursive processcrafting your headings like this canhelp you go back and re-do your outline to see how well the pieces are coming

together.)


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Strategy 10: Writing an AbstractComponents of An Abstract

In a paragraph of approximately 100 to 200 words, anabstract may convey some or all of the following:

description of a main problem/issue, prevalence,

and population(s) most affected (topic).

focused statement of authors opinion or aims

regarding problem/issue (purpose).description of what has been done to resolve

problem/issue and/or what new information was

learned (findings).

relevance of findings to targeted audience and tonursing research/practice as a whole (conclusions).

Implications for further research or call for action

(recommendations).


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Retrieved (and revised) on December 18, 2008, fromhttp://owl.english.purdue.edu/owl/resource/656/01/

An effective abstract:

uses one or more well-developed paragraphs, which are unified,coherent, concise, and able to stand alone.

uses an introduction-body-conclusion structure in whichthe parts of the report are discussed in order: purpose, findings,conclusions, recommendations.

follows strictly the chronology of the report.

provides logical connections between material included.

adds no new information but simply summarizes thereport.

is intelligible to a wide audience.
http://owl.english.purdue.edu/owl/resource/656/01/http://owl.english.purdue.edu/owl/resource/656/01/http://owl.english.purdue.edu/owl/resource/656/01/


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Theories, Models, and Hypotheses

How do you write about theories, models, andhypotheses? For some great examples, check outthe following web sites:http://owl.english.purdue.edu/workshops/hypertext/report

W/bodytheories.htmlhttp://bemyers.ifas.ufl.edu/Courses/AEE5301/Lesson%20Plan%20Library/Heather%20Carr/Scientific%20Method%20Flowchart.doc

For a review of the Scientific Method, seehttp://bemyers.ifas.ufl.edu/Courses/AEE5301/Lesson%20Plan%20Library/Heather%20Carr/Scientific%20Method%20PP.ppt
http://owl.english.purdue.edu/workshops/hypertext/reportW/bodytheories.htmlhttp://owl.english.purdue.edu/workshops/hypertext/reportW/bodytheories.htmlhttp://bemyers.ifas.ufl.edu/Courses/AEE5301/Lesson%20Plan%20Library/Heather%20Carr/Scientific%20Method%20Flowchart.dochttp://bemyers.ifas.ufl.edu/Courses/AEE5301/Lesson%20Plan%20Library/Heather%20Carr/Scientific%20Method%20Flowchart.dochttp://bemyers.ifas.ufl.edu/Courses/AEE5301/Lesson%20Plan%20Library/Heather%20Carr/Scientific%20Method%20Flowchart.dochttp://bemyers.ifas.ufl.edu/Courses/AEE5301/Lesson%20Plan%20Library/Heather%20Carr/Scientific%20Method%20PP.ppthttp://bemyers.ifas.ufl.edu/Courses/AEE5301/Lesson%20Plan%20Library/Heather%20Carr/Scientific%20Method%20PP.ppthttp://bemyers.ifas.ufl.edu/Courses/AEE5301/Lesson%20Plan%20Library/Heather%20Carr/Scientific%20Method%20PP.ppthttp://bemyers.ifas.ufl.edu/Courses/AEE5301/Lesson%20Plan%20Library/Heather%20Carr/Scientific%20Method%20PP.ppthttp://bemyers.ifas.ufl.edu/Courses/AEE5301/Lesson%20Plan%20Library/Heather%20Carr/Scientific%20Method%20PP.ppthttp://bemyers.ifas.ufl.edu/Courses/AEE5301/Lesson%20Plan%20Library/Heather%20Carr/Scientific%20Method%20PP.ppthttp://bemyers.ifas.ufl.edu/Courses/AEE5301/Lesson%20Plan%20Library/Heather%20Carr/Scientific%20Method%20Flowchart.dochttp://bemyers.ifas.ufl.edu/Courses/AEE5301/Lesson%20Plan%20Library/Heather%20Carr/Scientific%20Method%20Flowchart.dochttp://bemyers.ifas.ufl.edu/Courses/AEE5301/Lesson%20Plan%20Library/Heather%20Carr/Scientific%20Method%20Flowchart.dochttp://owl.english.purdue.edu/workshops/hypertext/reportW/bodytheories.htmlhttp://owl.english.purdue.edu/workshops/hypertext/reportW/bodytheories.html


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Strategy 11: Literature Review(as part of a study or project)Retrieved August 25, 2007, from:http://www.blackwell-synergy.com/doi/pdf/10.1111/j.1466-2435.2004.00231.x See Also: Fink, A. conducting research literature reviews:from the Internet to paper. Access at:http://uf.catalog.fcla.edu/uf.jsp?Ntt=conducting+a+literature+review&I=0&N=20&S=DL2T33C7FJR69FH65UXXV8L65SDDXQ3AIGR6V47E7E9X99AVC2&Ntk=Keyword&V=D&Nty=1#top

Are relevant previous studies described?

Are references current (or seminal studies included)?

Is the literature review organized to demonstrate theprogressive development of ideas through previous research?

Is a theoretical knowledge base developed for the problem andpurpose?

Does the literature review provide rationale and direction forthe study?

Is a clear, concise summary presented of the current empiricalknowledge (data produced by experiment or observation) in the area of thestudy?

Is a clear concise summary presented of the current theoreticalknowledge in the area of study?
http://www.blackwell-synergy.com/doi/pdf/10.1111/j.1466-2435.2004.00231.xhttp://www.blackwell-synergy.com/doi/pdf/10.1111/j.1466-2435.2004.00231.xhttp://uf.catalog.fcla.edu/uf.jsp?Ntt=conducting+a+literature+review&I=0&N=20&S=DL2T33C7FJR69FH65UXXV8L65SDDXQ3AIGR6V47E7E9X99AVC2&Ntk=Keyword&V=D&Nty=1http://uf.catalog.fcla.edu/uf.jsp?Ntt=conducting+a+literature+review&I=0&N=20&S=DL2T33C7FJR69FH65UXXV8L65SDDXQ3AIGR6V47E7E9X99AVC2&Ntk=Keyword&V=D&Nty=1http://uf.catalog.fcla.edu/uf.jsp?Ntt=conducting+a+literature+review&I=0&N=20&S=DL2T33C7FJR69FH65UXXV8L65SDDXQ3AIGR6V47E7E9X99AVC2&Ntk=Keyword&V=D&Nty=1http://uf.catalog.fcla.edu/uf.jsp?Ntt=conducting+a+literature+review&I=0&N=20&S=DL2T33C7FJR69FH65UXXV8L65SDDXQ3AIGR6V47E7E9X99AVC2&Ntk=Keyword&V=D&Nty=1http://uf.catalog.fcla.edu/uf.jsp?Ntt=conducting+a+literature+review&I=0&N=20&S=DL2T33C7FJR69FH65UXXV8L65SDDXQ3AIGR6V47E7E9X99AVC2&Ntk=Keyword&V=D&Nty=1http://www.blackwell-synergy.com/doi/pdf/10.1111/j.1466-2435.2004.00231.xhttp://www.blackwell-synergy.com/doi/pdf/10.1111/j.1466-2435.2004.00231.xhttp://www.blackwell-synergy.com/doi/pdf/10.1111/j.1466-2435.2004.00231.xhttp://www.blackwell-synergy.com/doi/pdf/10.1111/j.1466-2435.2004.00231.xhttp://www.blackwell-synergy.com/doi/pdf/10.1111/j.1466-2435.2004.00231.x


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Literature Review (as a type of paper)Retrieved (and adapted) August 27, 2007, from

http://www.library.usyd.edu.au/libraries/nursing/literature.html

Before you startHave you broken down your research question into specific subject keywords?What category are you searching (Nursing > Public Health > Breastfeeding)?

What aspect of the subject do you want to cover (Skin-to-skin contact for breastfeeding

difficulties postbirth)?

Searching the sources

Have you found and searched the most relevant databases? CINAHL? Evidence-based andCochrane?

Have you looked for books and book chapters about your research question?Have you checked Google Scholar?

Analyzing your results

Has your search been wide enough to find all the relevant material?

Have you limited your search to exclude all the irrelevant items?Have you identified the key references among the material you have found?Have you included articles that support your perspective?Have you included articles contrary to your perspective?Have you worked out the strengths and weaknesses of each item in your literature review?
http://www.library.usyd.edu.au/libraries/nursing/literature.htmlhttp://www.scholar.google.com/http://www.scholar.google.com/http://www.library.usyd.edu.au/libraries/nursing/literature.html


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Links to Literature Review Information http://education.ufl.edu/Courses/eme5054/Foun

dations/Articles/LitReview.pdf http://www.utoronto.ca/writing/litrev.html

http://library.edgewood.edu/help/literature-reviews.pdf

http://www.lynchburg.edu/x3560.xml http://www.flinders.edu.au/SLC/Brochures/lit_rev

iew.pdf(U of Michigan)

http://www.departments.dsu.edu/library/litreviews.htm

http://www.library.usyd.edu.au/libraries/nursing/literature.html
http://education.ufl.edu/Courses/eme5054/Foundations/Articles/LitReview.pdfhttp://education.ufl.edu/Courses/eme5054/Foundations/Articles/LitReview.pdfhttp://www.utoronto.ca/writing/litrev.htmlhttp://library.edgewood.edu/help/literature-reviews.pdfhttp://library.edgewood.edu/help/literature-reviews.pdfhttp://www.lynchburg.edu/x3560.xmlhttp://www.flinders.edu.au/SLC/Brochures/lit_review.pdfhttp://www.flinders.edu.au/SLC/Brochures/lit_review.pdfhttp://www.departments.dsu.edu/library/litreviews.htmhttp://www.departments.dsu.edu/library/litreviews.htmhttp://www.library.usyd.edu.au/libraries/nursing/literature.htmlhttp://www.library.usyd.edu.au/libraries/nursing/literature.htmlhttp://www.library.usyd.edu.au/libraries/nursing/literature.htmlhttp://www.library.usyd.edu.au/libraries/nursing/literature.htmlhttp://www.departments.dsu.edu/library/litreviews.htmhttp://www.departments.dsu.edu/library/litreviews.htmhttp://www.flinders.edu.au/SLC/Brochures/lit_review.pdfhttp://www.flinders.edu.au/SLC/Brochures/lit_review.pdfhttp://www.lynchburg.edu/x3560.xmlhttp://library.edgewood.edu/help/literature-reviews.pdfhttp://library.edgewood.edu/help/literature-reviews.pdfhttp://library.edgewood.edu/help/literature-reviews.pdfhttp://www.utoronto.ca/writing/litrev.htmlhttp://education.ufl.edu/Courses/eme5054/Foundations/Articles/LitReview.pdfhttp://education.ufl.edu/Courses/eme5054/Foundations/Articles/LitReview.pdf


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Links to Writing a Case Study (and samples)

http://www.va.gov/oaa/teaching_tools/aca/Case_Faculty_G

uide2.doc http://www.nursingsociety.org/education/online_howto.pdf

http://her.oxfordjournals.org/cgi/content/full/16/2/227

http://medicus.marshall.edu/mainmenu.htm

http://www.reproline.jhu.edu/english/5tools/5case/cocs.htm http://www.springerlink.com/content/dn0yqmgx6q9fapvg/fullt

ext.pdf Case Studies In Nursing Ethics By Sara T. Fry, Robert M. Veatch:

http://books.google.com/books?hl=en&lr=&id=BotJKlc24MkC&oi=fnd&pg=PR9&dq=%22Fry%22+%22Case+Studies+in+Nursing+Ethics%22+&ots=lxn6

_AbVTY&sig=GIKE9lU5h5CZ7AEPiZsoz-b1k5w#PPA7,M1 For a free subscription to our publication: Nursing & Healthcare

Directories on: The Nurse Friendly Clinical Nursing Case Studies,please send a blank e-mail to: [email protected]
http://www.va.gov/oaa/teaching_tools/aca/Case_Faculty_Guide2.dochttp://www.va.gov/oaa/teaching_tools/aca/Case_Faculty_Guide2.dochttp://www.nursingsociety.org/education/online_howto.pdfhttp://her.oxfordjournals.org/cgi/content/full/16/2/227http://medicus.marshall.edu/mainmenu.htmhttp://www.reproline.jhu.edu/english/5tools/5case/cocs.htmhttp://www.springerlink.com/content/dn0yqmgx6q9fapvg/fulltext.pdfhttp://www.springerlink.com/content/dn0yqmgx6q9fapvg/fulltext.pdfhttp://books.google.com/books?hl=en&lr=&id=BotJKlc24MkC&oi=fnd&pg=PR9&dq=%22Fry%22+%22Case+Studies+in+Nursing+Ethics%22+&ots=lxn6_AbVTY&sig=GIKE9lU5h5CZ7AEPiZsoz-b1k5whttp://books.google.com/books?hl=en&lr=&id=BotJKlc24MkC&oi=fnd&pg=PR9&dq=%22Fry%22+%22Case+Studies+in+Nursing+Ethics%22+&ots=lxn6_AbVTY&sig=GIKE9lU5h5CZ7AEPiZsoz-b1k5whttp://books.google.com/books?hl=en&lr=&id=BotJKlc24MkC&oi=fnd&pg=PR9&dq=%22Fry%22+%22Case+Studies+in+Nursing+Ethics%22+&ots=lxn6_AbVTY&sig=GIKE9lU5h5CZ7AEPiZsoz-b1k5wmailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]://books.google.com/books?hl=en&lr=&id=BotJKlc24MkC&oi=fnd&pg=PR9&dq=%22Fry%22+%22Case+Studies+in+Nursing+Ethics%22+&ots=lxn6_AbVTY&sig=GIKE9lU5h5CZ7AEPiZsoz-b1k5whttp://books.google.com/books?hl=en&lr=&id=BotJKlc24MkC&oi=fnd&pg=PR9&dq=%22Fry%22+%22Case+Studies+in+Nursing+Ethics%22+&ots=lxn6_AbVTY&sig=GIKE9lU5h5CZ7AEPiZsoz-b1k5whttp://books.google.com/books?hl=en&lr=&id=BotJKlc24MkC&oi=fnd&pg=PR9&dq=%22Fry%22+%22Case+Studies+in+Nursing+Ethics%22+&ots=lxn6_AbVTY&sig=GIKE9lU5h5CZ7AEPiZsoz-b1k5whttp://books.google.com/books?hl=en&lr=&id=BotJKlc24MkC&oi=fnd&pg=PR9&dq=%22Fry%22+%22Case+Studies+in+Nursing+Ethics%22+&ots=lxn6_AbVTY&sig=GIKE9lU5h5CZ7AEPiZsoz-b1k5whttp://books.google.com/books?hl=en&lr=&id=BotJKlc24MkC&oi=fnd&pg=PR9&dq=%22Fry%22+%22Case+Studies+in+Nursing+Ethics%22+&ots=lxn6_AbVTY&sig=GIKE9lU5h5CZ7AEPiZsoz-b1k5whttp://www.springerlink.com/content/dn0yqmgx6q9fapvg/fulltext.pdfhttp://www.springerlink.com/content/dn0yqmgx6q9fapvg/fulltext.pdfhttp://www.reproline.jhu.edu/english/5tools/5case/cocs.htmhttp://medicus.marshall.edu/mainmenu.htmhttp://her.oxfordjournals.org/cgi/content/full/16/2/227http://www.nursingsociety.org/education/online_howto.pdfhttp://www.va.gov/oaa/teaching_tools/aca/Case_Faculty_Guide2.dochttp://www.va.gov/oaa/teaching_tools/aca/Case_Faculty_Guide2.doc


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Links to Writing a Logical ArgumentThe following sites provide everything from info on writing experimental

reports, lit reviews and APA style to detailed instructions about how towrite an argument and support your proofs or hypotheses logically:

http://owl.english.purdue.edu/owl/resource/560/13/http://hedc.otago.ac.nz/hedc/sld/Study-Guides-and-Resources/Essay-

Writing.html

http://hedc.otago.ac.nz/hedc/sld/Study-Guides-and-Resources/Essay-

Writing/rightParagraphs/00/document/Essay%20Writing.doc http://www.smccd.net/accounts/skytlc/wrl/wradnurse.htm

http://www.nursing.unimelb.edu.au/current_students/notices/00writing_for_publication.pdf

http://chhs.gmu.edu/writing/expos.html

http://umanitoba.ca/faculties/nursing/media/Why-do-I-need-a-second-third-etc-draft.pdf(includes logical fallacies)

http://ppn.sagepub.com/cgi/content/abstract/1/3/172 (sample ofpublished logical argument)

http://www-distance.syr.edu/apa5th.html
http://owl.english.purdue.edu/owl/resource/560/13/http://hedc.otago.ac.nz/hedc/sld/Study-Guides-and-Resources/Essay-Writing.htmlhttp://hedc.otago.ac.nz/hedc/sld/Study-Guides-and-Resources/Essay-Writing.htmlhttp://hedc.otago.ac.nz/hedc/sld/Study-Guides-and-Resources/Essay-Writing/rightParagraphs/00/document/Essay%20Writing.dochttp://hedc.otago.ac.nz/hedc/sld/Study-Guides-and-Resources/Essay-Writing/rightParagraphs/00/document/Essay%20Writing.dochttp://www.smccd.net/accounts/skytlc/wrl/wradnurse.htmhttp://www.nursing.unimelb.edu.au/current_students/notices/00writing_for_publication.pdfhttp://www.nursing.unimelb.edu.au/current_students/notices/00writing_for_publication.pdfhttp://chhs.gmu.edu/writing/expos.htmlhttp://umanitoba.ca/faculties/nursing/media/Why-do-I-need-a-second-third-etc-draft.pdfhttp://umanitoba.ca/faculties/nursing/media/Why-do-I-need-a-second-third-etc-draft.pdfhttp://umanitoba.ca/faculties/nursing/media/Why-do-I-need-a-second-third-etc-draft.pdfhttp://ppn.sagepub.com/cgi/content/abstract/1/3/172http://www-distance.syr.edu/apa5th.htmlhttp://www-distance.syr.edu/apa5th.htmlhttp://www-distance.syr.edu/apa5th.htmlhttp://www-distance.syr.edu/apa5th.htmlhttp://ppn.sagepub.com/cgi/content/abstract/1/3/172http://umanitoba.ca/faculties/nursing/media/Why-do-I-need-a-second-third-etc-draft.pdfhttp://umanitoba.ca/faculties/nursing/media/Why-do-I-need-a-second-third-etc-draft.pdfhttp://umanitoba.ca/faculties/nursing/media/Why-do-I-need-a-second-third-etc-draft.pdfhttp://umanitoba.ca/faculties/nursing/media/Why-do-I-need-a-second-third-etc-draft.pdfhttp://umanitoba.ca/faculties/nursing/media/Why-do-I-need-a-second-third-etc-draft.pdfhttp://umanitoba.ca/faculties/nursing/media/Why-do-I-need-a-second-third-etc-draft.pdfhttp://umanitoba.ca/faculties/nursing/media/Why-do-I-need-a-second-third-etc-draft.pdfhttp://umanitoba.ca/faculties/nursing/media/Why-do-I-need-a-second-third-etc-draft.pdfhttp://umanitoba.ca/faculties/nursing/media/Why-do-I-need-a-second-third-etc-draft.pdfhttp://umanitoba.ca/faculties/nursing/media/Why-do-I-need-a-second-third-etc-draft.pdfhttp://umanitoba.ca/faculties/nursing/media/Why-do-I-need-a-second-third-etc-draft.pdfhttp://umanitoba.ca/faculties/nursing/media/Why-do-I-need-a-second-third-etc-draft.pdfhttp://umanitoba.ca/faculties/nursing/media/Why-do-I-need-a-second-third-etc-draft.pdfhttp://umanitoba.ca/faculties/nursing/media/Why-do-I-need-a-second-third-etc-draft.pdfhttp://umanitoba.ca/faculties/nursing/media/Why-do-I-need-a-second-third-etc-draft.pdfhttp://umanitoba.ca/faculties/nursing/media/Why-do-I-need-a-second-third-etc-draft.pdfhttp://umanitoba.ca/faculties/nursing/media/Why-do-I-need-a-second-third-etc-draft.pdfhttp://chhs.gmu.edu/writing/expos.htmlhttp://www.nursing.unimelb.edu.au/current_students/notices/00writing_for_publication.pdfhttp://www.nursing.unimelb.edu.au/current_students/notices/00writing_for_publication.pdfhttp://www.smccd.net/accounts/skytlc/wrl/wradnurse.htmhttp://hedc.otago.ac.nz/hedc/sld/Study-Guides-and-Resources/Essay-Writing/rightParagraphs/00/document/Essay%20Writing.dochttp://hedc.otago.ac.nz/hedc/sld/Study-Guides-and-Resources/Essay-Writing/rightParagraphs/00/document/Essay%20Writing.dochttp://hedc.otago.ac.nz/hedc/sld/Study-Guides-and-Resources/Essay-Writing/rightParagraphs/00/document/Essay%20Writing.dochttp://hedc.otago.ac.nz/hedc/sld/Study-Guides-and-Resources/Essay-Writing/rightParagraphs/00/document/Essay%20Writing.dochttp://hedc.otago.ac.nz/hedc/sld/Study-Guides-and-Resources/Essay-Writing/rightParagraphs/00/document/Essay%20Writing.dochttp://hedc.otago.ac.nz/hedc/sld/Study-Guides-and-Resources/Essay-Writing/rightParagraphs/00/document/Essay%20Writing.dochttp://hedc.otago.ac.nz/hedc/sld/Study-Guides-and-Resources/Essay-Writing/rightParagraphs/00/document/Essay%20Writing.dochttp://hedc.otago.ac.nz/hedc/sld/Study-Guides-and-Resources/Essay-Writing/rightParagraphs/00/document/Essay%20Writing.dochttp://hedc.otago.ac.nz/hedc/sld/Study-Guides-and-Resources/Essay-Writing/rightParagraphs/00/document/Essay%20Writing.dochttp://hedc.otago.ac.nz/hedc/sld/Study-Guides-and-Resources/Essay-Writing.htmlhttp://hedc.otago.ac.nz/hedc/sld/Study-Guides-and-Resources/Essay-Writing.htmlhttp://hedc.otago.ac.nz/hedc/sld/Study-Guides-and-Resources/Essay-Writing.htmlhttp://hedc.otago.ac.nz/hedc/sld/Study-Guides-and-Resources/Essay-Writing.htmlhttp://hedc.otago.ac.nz/hedc/sld/Study-Guides-and-Resources/Essay-Writing.htmlhttp://hedc.otago.ac.nz/hedc/sld/Study-Guides-and-Resources/Essay-Writing.htmlhttp://hedc.otago.ac.nz/hedc/sld/Study-Guides-and-Resources/Essay-Writing.htmlhttp://hedc.otago.ac.nz/hedc/sld/Study-Guides-and-Resources/Essay-Writing.htmlhttp://hedc.otago.ac.nz/hedc/sld/Study-Guides-and-Resources/Essay-Writing.htmlhttp://owl.english.purdue.edu/owl/resource/560/13/


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