Sample writing

Teacher’s annotations

Although digital photography brings convenience to people’s everyday life, different scholars have also voiced concerns about over-reliance on photo-taking devices. Internationally recognized fine art photographer Axel Gilbert proposes that the compulsive habit of taking photos with smartphones impairs one’s ability to truly appreciate a real-life experience [1]. Sukenik [2] supports Gilbert’s view in her book on impacts of electronic photography, noting that modern people tend to treat digital photo-taking as an “external memory storage device” and as such, have become less capable of fully experiencing an event. SImilarly, an experiment by Linda Henkel, a psychology professor at Fairfield University, on exhibition visitors’ experience discovered that people who were not allowed to take photos during their tour indeed managed to remember details of the exhibits more precisely than those who took pictures [3]. The same study also observed that subjects in the “no photos allowed” group had stronger feelings attached to their memory of the event [3]. This indicates that over-relying on digital photography may cause difficulties for people to experience an event wholeheartedly at the time of its occurrence.

An appropriate topic sentence to outline the main area to be discussed in the paragraph.

Good use of reporting verbs (e.g. “supports”) to highlight the relationship between sources.

Appropriate use of linking words (e.g. similarly; also) will help the reader follow a line of thinking.

A clear concluding sentence summarizing the key findings and author’s interpretation of previous literature discussed.

One example of a transfer sending culture at the 2-year college level is the support and resources that institutions provide toward transfer advising and counseling (Ornelas & Solorzano, 2004.

Many scholars have drawn attention to the important role of counselors as transfer agents (Allen, Smith, & Muehleck, 2014; Bahr, 2008; Orozco, Alvarez, & Gutkin, 2010), although research shows students have found issues with accessibility, individuation, and accuracy of information when seeking academic guidance (Allen et al., 2014) or they have not found counselors not to be validating (Dowd et al., 2013).

A transfer receptive culture at the 4-year college is defined as an institutional commitment that assists students pre- and post-transfer with navigating the community college, guidance with coursework, the university application process, enrollment at the 4-year, and addressing the university campus racial climate for transfer students (Jain et al., 2016).

For students transferring vertically, experiences prior to transfer and students’ prior academic institution have been found to be predictive of student performance and/or adjustment post-transfer (D’Amico, Dika, Elling, Algozzine, & Ginn, 2014; Laanan, 2007; Laanan, Starobin, & Eggleston, 2010) as has the environment at the receiving institution (Bahr, Toth, Thirolf, & Massé, 2013, Laanan, 2007; Laanan et al., 2010).

When a 4-year campus does not have a strong transfer receptive culture and does not attempt to partner effectively with community colleges, this can result in ineffective outreach, access, and retention for transfer students (Jain et al., 2016).

(Taylor & Jain, 2017, p. 279)

Taylor, J. & Jain, D. (2017).  The Multiple Dimensions of Transfer: Examining the Transfer Function in American Higher Education.  Community College Review, 45(4), 273-293.

Using the source as an example

 Using sources to compare and contrast views presented

Using the source for a definition

Using multiple sources as support

Using the source to show cause or effect

From all the different bodies of literature reviewed in this report, the one dealing with the phenomenon of accounting fraud is probably the most developed one. The literature on financial statement fraud covers a wide variety of disciplinary fields, including (corporate) law, economics, business and organization studies, accounting, financial economics, sociology, and criminology. It is also characterized by a variety of research traditions. First, descriptive studies provide illustrative examples and use anecdotal evidence – often obtained from journalistic work or reports issued by investigative commission and regulatory agencies – to identify recurring themes and find commonalities between different scandals. Second, sociologists, corporate law scholars, and criminologists have produced a large number of interpretative studies. Mostly qualitative in nature, these studies discuss and analyze market structures and corporate governance systems and the extent to which these can be criminogenic, in the sense that they structurally facilitate or promote financial statement fraud. Third, statistical studies, which are mostly found in the accounting and financial economics literature, analyze large data sets to search for aggregate evidence of fraudulent financial statements, estimate the costs and consequences of such practices, and look for fraud-risk indicators, also known as red flags – meaning, the common characteristics of firms involved in financial statement fraud. Although the variety of disciplinary fields and the diversity in research traditions makes for a heterogeneous body of literature dealing with financial statement fraud, it is possible to discern some general themes that permeate much of the literature.

(Reurink, 2018, p.1302)

Reurink, A. (2018). Financial fraud: A literature review. Journal of Economic Surveys, 32(5), 1292-1325.

Evaluation of the validity and reliability of the subject matter

Evaluation of the methodology

Evaluation of the methodology

Evaluation of the methodology

Evaluation of the coverage