Create a 1-page outline for both the exploratory essay and the research paper.
Now,
Draft your Exploratory Essay and Research essayincluding introduction, body paragraphs, and conclusion. Be sure to cite all content that you have quoted, summarized, or paraphrased using Seventh Edition APA Manual guidelines for citation and references.
Down below I have provided an outline for this assigmentsNow,
EXAMPLE of the outline
Start with a Basic Template:
Below is a basic outline format for a paper that follows APA conventions for organization (i.e.,
heading levels). This outline template includes four major supporting sections; however, this is
just for the sake of example. The number of major sections you have will depend on a number
of factors, including the scope of your topic, the number of themes you’ve identified in your
literature review matrix, and so forth.
Title [Level 1 Heading]
Introduction (no heading needed)
Topic
Thesis
Main Supporting Section 1 [Level 1 Heading]
Subsection 1 [Level 2 Heading]
Subsection 2 [Level 2 Heading]
Main Supporting Section 2 [Level 1 Heading]
Subsection 1 [Level 2 Heading]
Subsection 2 [Level 2 Heading]
Main Supporting Section 3 [Level 1 Heading]
Subsection 1 [Level 2 Heading]
Subsection 2 [Level 2 Heading]
Main Supporting Section 4 [Level 1 Heading]
Subsection 1 [Level 2 Heading]
Subsection 2 [Level 2 Heading]
Conclusion [Level 1 Heading]
*Add or subtract sections and subsections as needed.
Pages 2 and 3 offer examples for an inductive exploratory essay and deductive research paper
respectively.
I. Topic: Students with ADHD in Classrooms
Second grade students with ADHD appear to be struggling in meeting benchmarks in
educational attainment. Exploratory Thesis: More understanding is needed regarding what
aspects of the classroom experience are contributing to the struggles of students with ADHD.
II. Classroom Experience with Seating
Various case studies demonstrate students with ADHD experience difficulty with still
seating expectations.
III. Classroom Experience with Voice Volume and Speaking Expectation
The students with ADHD demonstrate difficulty in managing talking.
IV. Classroom Experience and Anxiety
Students report higher levels of anxiety when asked to focus on demand.
v. Conclusion
Patterns of student behavior indicate that methods that address more flexible seating,
mouth occupation (e.g., chewing items), and frustration-mitigating fidget items may support
students with ADHD.
I. Topic: Students with ADHD in Classrooms
Second grade students with ADHD appear to be struggling in meeting benchmarks in
educational attainment. Assumption/Hypothesis: Manipulating small objects has been shown
to decrease distraction and improve focus in students with ADHD. Therefore, introducing
chewing bracelets into a 2nd grade class including students with ADHD will improve academic
engagement and attention through increased focus, increasing educational outcomes.
II. Chewing Bracelets Overview
Research supports the overall implementation of chewing bracelets for children with
ADHD.
III. Empirical Evidence for Chewing Bracelets and Improved Focus
Classroom observation data collected from experimental implementation of bracelets in
the 2nd grade classroom.
IV. Improved Focus and Academic Achievement
Analysis of student focus and academic achievement.
v. Conclusion
Bracelet usage appears to improve student focus on instruction and is statistically
connected to increased student achievement. Other classrooms of students with ADHD could
benefit from this method, improving educational opportunity.
