paraphrasing practice

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510

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Arts Humanities

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Feb 20, 2024

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Paraphrasing Practice Sondra Le L. M. McKenzie Grand Canyon University UNV-510-O500: Introduction to Graduate Studies in Social Work Professor Riendeau 20 December 2023 From the beginning of one’s academic career through to the end, research is inevitable; it is a key element to the process of logically conveying information. Nevertheless, a graduate student

must be able to conduct research and synthesize that information on a level beyond that of an un- dergraduate student so that his or her work has a larger more profound impact on one’s audience (American Psychology Association, 2020, p. 73). However, to have such an impact on one’s au- dience, graduate students must first be familiar with information and digital literacy knowledge and then master it (American Psychology Association, 2020, p. 73). The following five items provide graduate students with information literacy competency standards for higher education (2020): 1. The information literate student determines the nature and extent of the information needed 2. The information literate student accesses needed information effectively and effi- ciently. 3. The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system. 4. The information literate student, individually or as a member of a group, uses infor- mation effectively to accomplish a specific purpose. 5. The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally (American Psychology Association, 2020, p. 73) . In short, graduate students will conduct a multitude amount of research throughout their academic careers, and to be successful, he or she will need to become familiar with the resources available to them. More specifically, graduate students will need to know how to pull discipline- specific resources that are authoritative an important to the field of study he or she is researching.

This is often done by navigating the University ’s library database for scholarly and peer-re- viewed resources with authority on the chosen subject matter. Because graduate students are held to a higher level of writing standard than that of un- dergraduate students, the depth of knowledge conveyed on a subject goes beyond surface level. Graduate students are challenged with providing the reading audience with a more developed, fo- cused, and comprehensive analysis of their discipline-specific research ( American Psychology Association, 2020, p. 82). Furthermore, they are required to write in a more professional, re- spectful, and sensitive manner while simultaneously utilizing unbiased language when mention- ing specific groups or writing about people (Mailander, 2022). To best achieve a bias-free ap- proach, graduate students can choose one of the following two types of language in his or her writing (2022): • Person-first language puts the person before the disabling or chronic condition (e.g., “ people with substance use disorders ” rather than “ substance abusers ”). • Identity-first language allows people to reclaim what others may see as a disability and incorporate it into their personal identity on their own terms (e.g., “ autistic peo- ple ” instead of “ people with autism ” and “ Deaf people ” instead of “ people who are deaf ”) (Mailander, 2022). Additionally, graduate students are to be more mindful of the types of pronouns used when referring to a specific individual. For instance, if an individual uses the pronoun “she”, then the writing must contain the pronoun “she” when identifying that specific individual being written about. However, if the gender of a person is unknown or irrelevant to the context, the singular “they” is to be used rather than “he” or “she” (Mailander, 2022). Lastly, it is important to accurately utilize specific terminology when descriptions of a person’s characteristics are

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