Learning the process of scholarly writing, including the significance of peer review, is an essential element in the preparation of students for professional practice. This descriptive research study, using Scholarship of Teaching and Learning methodology, explores one approach to teaching scholarly writing in an occupational science/occupational therapy curriculum. The writing assignment was designed to offer multiple points for feedback and revision and instructional features to reinforce learning. A survey of students [n = 169] participating in this scholarly writing project was conducted yearly to gather their perceptions of learning. The results revealed four key elements: instructional strategies are needed to support scholarly writing, students value explicit instructor feedback, a successful writing experience opens the possibility for students to write in their professional future, and students will develop the habits of a writer given structure and pedagogical considerations in the assignment construction. This experience shows students will work to achieve the expected standard for scholarship once writing is made an essential part of the course and their efforts are supported by scaffolding the assignment. Through this experience, it was also learned students need opportunities for repetition and practice to refine scholarly writing. Suggestions for future research are proposed.
You were then asked to
use the example in the module below and separate and label the research components in the abstract.
Review the abstract for the article, Utamu wa A frika (The Sweet Taste of Africa): The Vegetable Garden as Part of Resettled African Refugees’ Food Environment by Catherine Gichunge and Fanson Kidwaro.
Reference: Gichunge, C., & Kidwaro, F. (2014). Utamu wa A frika (the sweet taste of Africa): The vegetable garden as part of resettled African refugees’ food environment. Nutrition & Dietetics, 71(4), 270-275. doi:10.1111/1747-0080.12143
The abstract has been labeled with the parts. You will use the same labeling process in your assignment.
Abstract (Labeled with Research Components):
Introduction: The purpose of this study is to examine the role of gardening as a component of resettled African refugees’ food environment.
Methods, Participant Sample, Data Collection and Analysis: This was a qualitative study that collected data using in-depth interviews from 13 gardeners who were purposively sampled to include those participating in community and home gardens. The interviews were transcribed verbatim, and thematic analysis was used to identify themes in the data.
Results and Discussion: Thematic analysis of the interviews revealed three emerging themes: food provision (access, availability, and affordability), enhanced well-being (mental and physical), and barriers encountered in the food environment (limited knowledge on crop seasonality, size of garden, and cost of manure). By having access to a vegetable garden, participants were able to access healthy foods and utilize familiar and culturally acceptable foods.
Conclusions: Through gardening, the resettled refugees’ traditional foods are not only made available but easily accessible at little or no cost ensuring households are able to make healthy food choices. The pillars of food security—food availability, access, utilization and stability—are enhanced through gardening, making community and home gardens an important component of the resettled refugees’ food environment.
Reflect in 1-2 paragraphs:
• What was helpful about this process?
• What was difficult about this process?
• Was anything missing from the abstract that you would have included?
• How can reading and dissecting abstracts help you internalize the research process?
Assignment Directions: Resubmit the assignment, all you have to do is label the abstract (not summarize or analyze).