Running head: Reading Summary 1 Davis
Deborah Davis
July 3, 2015
Reading Summary 1
Dr. R. Tierce
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Reading Summary 1 Davis
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Cresswell (2013) Chapter 1 Introduction
Cresswell (2013) begins this text with how a case study he had planned took a different
direction in the classroom than he had expected. While exploring the usual introduction, one of
the first points is about how choices direct the paths of the researcher. “Most qualitative
researchers focus on only one approach” (p. 2). In doing so, those researchers limit the scope of
the research. This can be a good thing in that it helps gain and maintain focus. This can be a bad
thing in that important research elements may be missed. There is a lot of information out there
about ways to complete qualitative research, and Cresswell (2013) has reviewed most of it and
categorized it into the five approaches. That does not mean that the five approaches are specific
of solid. They are amorphous, nebulous, changing perspective and alignment as researchers
move through the process. Finding and approach is not a simple process, but is can be crucial to
aid the researcher. The text is intended to refine the path for the researcher, and keep that
researcher focused on the audience of choice.
Cresswell (2013) Chapter 2 Philosophical Assumptions and Interpretative Framework
Grounded in personal history, each researcher brings to research a plethora of
philosophical assumptions – known or unknown. These paradigms color the view for the
researcher as the paradigms of the audience color that view. Learning and knowing one’s own
assumptions allows the researcher to be aware of potential gaps in the research. The four basic
paradigms or philosophical assumptions presented are ontological, epistemological, axiological,
and methodological. Ontological assumptions allow for a researcher to encompass many views,
any or each of which can be equally valid. Epistemological assumptions require the research to
substantiate all views with subjective evidence. Axiological assumptions concede the
perspective of the research and proceed from that view. Mothodological assumptions require
Reading Summary 1 Davis
inductive logic, working from specific results and then generalizing the process for greater
understanding.
The interpretive frameworks portion refers to a view through the lens of theories that
apply to the researcher. Postpositivism recognizes that all effects are caused by something,
logical, and stepped into the analysis. Social constructivism directs the meaning of things and
focuses on the inter-relationships between them. Transformative frameworks are those that are
focused on change, frequently to engage a personal goal. Postmodernism focuses on changing
thoughts of others, sometimes through negative perspectives. Pragmatism is outcome-based
research; finding a multiplicity of methods as needed for the best possible solution. Feminist
research focuses the diversity of problems faced by women, and empowering them for equality.
Critical theory and Critical Race Theory (CRT) are similar to feminism as they are primarily
focused on one view – that limitations are place upon beings by accident of birth, and can be
overcome by societal action. Queer theory applies a similar lens to questions of sexual choices
and sexual identity. Disability theory allows for a group of individuals with any particular
disability to be evaluated and focused on for the benefit of that group and others. Table 2.3
explores the relationship between the interpretive frameworks and philosophical beliefs (p. 36).
APA Chapter 3 Writing Clearly and Concisely
The organization section of this chapter is one of the most used and abused sections as it
is the one that contains levels of headings. The headings themselves allow for the structure of
the document, the outlining of the text, and the hierarchy of thought. The section on writing
style addresses issues of continuity, smoothness, tone and economy – an important facet for
those given to flowery expressions, as well as clarity of thought. The sections about bias are
important, particularly in this age of extreme sensitivity. Using correct terms, recognizing the
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importance of labels – positive and negative, and acknowledging the work of others are part of
this section. A separate section works with specific elements of bias: gender, sexual orientation,
racial and ethnic identity, disability, age, and historical and interpretive inaccuracy. The section
on grammar is an often overlooked element of academic writing. Writers are encouraged to be
thorough and accurate, active and cohesive, appropriate and specific in word choice, tense,
agreement, etc.
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References
American Psychological Association. (2011). Writing Clearly and Concisely. In Publication
manual of the American Psychological Association (6th ed., pp. 61-86). Washington,
D.C.: American Psychological Association.
Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five
approaches (3rd ed.). Thousand Oaks, California: Sage Publications, Inc. ISBN:
9781412995306.
Where is the grading rubric? You should insert the appropriate grading rubric here on every
assignment in order to receive targeted feedback and to avoid deductions for failure to follow
assignment instructions.
Deborah,
Other than the late submission (-5) and not including the grading rubric (-3), this was a pretty
good start for your weekly writing assignments. However, I have noted some areas of focus for
your consideration. I pray my comments are meaningful and helpful to you.
Blessings,
Dr. Tierce
45/50-8 for late and missing rubric=37