21 Jun Narrative Review Rough Draft Assignment Instructions A
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The book is Step by Step Guide to writing a literature review for doctoral research
Narrative Review Rough Draft Assignment Instructions
A formal literature review should be approached strategically to ensure a high-quality review of the current literature that includes an analysis and synthesis of known research, knowledge, and thinking that precedes the proposed research. The purpose of a formal literature review is to advance the author’s knowledge about a problem of practice or specific topic and to present the formal literature review as a justification, or argument, for conducting research and to provide the researcher with enough information to make an informed decision regarding the recommendations to improve educational practices.
For this assignment, you will use the information from the textbook reading and from the Individual Scholarly Works Template and the Comparative Template to write a three-page literature review (excluding the title page and reference pages) on your topic that addresses how the literature informs your research topic. Do not include any information from the theoretical framework in this assignment. For additional information regarding the narrative review, see the example literature review in the textbook. Use the information from the textbook to guide your literature review. An example other than the textbook is not provided for this assignment as you are expected to use the narrative review example in the textbook to meet the expectations of this assignment.
· The first page should be a correctly APA formatted title page that includes the title of your study written as a recommendation. For example, “Recommendations to Solve the Problem of Low Test Scores on the SAT at Rivermont High School in Georgia.” Do not title this assignment “Literature Review Assignment” or anything similar.
· The second, third, and fourth pages should be a formal review of the literature related to your topic. Include and cite at least 12 peer-reviewed scholarly articles. You must use the articles from your Comparative Templates unless the articles were noted as not acceptable by your instructor. In that case, replace the article with a different scholarly article. All articles must have been published within the last five years. You may not go more than ¼ page over the three-page limit, and you must meet the three page limit (within ¼ of a page). Writing concisely is a learned skill; this is your opportunity to practice. Your voice, as the researcher, must be evident in the paper. This review must include level one, level two, and level three headings. You may determine the headings to include in your literature review based on your topic, and the headings must be logical for the topic chosen. This assignment must be submitted as one Word document.
· Quotes should be avoided for this assignment. At most, one quote may be included.
· The last page(s) must be the Reference page. A minimum of 12 current scholarly references are required for this assignment.
· You must use the information from the textbook reading this week to be successful on this assignment.
· Even though this is a rough draft, the paper is expected to be submitted in excellent format with no APA format errors. The content is expected to be excellent, scholarly, and accurate. This paper marks the beginning of the narrative review for your actual applied research report. As an important part of this assignment, you must run the draft through Grammarly. Please see the course syllabus for the requirement for this course. Using Grammarly should help you to catch most, if not all, of the grammar errors. However, as the writer, you are still responsible for all content in the paper.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
Page 2 of 2
Criteria Ratings Points
Content 70 to >63.0 pts
The author's voice is heard throughout the paper. The tone of the writing is scholarly. The topic is well-developed and the rationale for the research is presented. Level one, level two, and level three headings are coherently aligned with the research topic and are supported throughout the body of the paper using scholarly literature. No more than one quote is included. All 12 sources are peer-reviewed and clearly related to the topic. The three-page limit for the writing is met within ¼ of the page either direction (excluding the title and reference pages).
63 to >58.0 pts
The author's voice is somewhat heard throughout the paper. The tone of the writing is mostly scholarly. Topic is mostly developed and supported throughout the body of the paper using scholarly literature. Level one, level two, and level three headings are coherently aligned with the research topic. No more than one quote is included in the paper. Ten or 11 sources are peer-reviewed and clearly related to the topic. The three-page limit for the writing is met within 1/2 of the page either direction (excluding the title and reference pages).
58 to >0.0 pts
The author's voice is vaguely heard throughout the paper. The writing lacks scholarly tone. The topic is not well developed or supported throughout the body of the paper using scholarly literature. Some headings are missing or are not coherently aligned with the research topic. Two or more quotes are included. Fewer than 10 sources are peer-reviewed. Some sources are not clearly related to the topic. The minimum page requirement is not met, or the maximum limit is exceeded.
Current APA, Mechanics, Format & Length
30 to >27.0 pts
There are 0–1 grammar, spelling, or APA format errors that distract the reader from the content and a Grammarly report has been submitted. Headings are correctly formatted. A minimum of 12 scholarly articles are included that were published within the past five years.
27 to >25.0 pts
There are 2–3 errors in grammar, spelling, or APA format that distract the reader from the content. One heading is incorrectly formatted. A minimum of 11 scholarly articles are included that were published within the past five years.
25 to >1.0 pts
There are more than 3 errors in grammar, spelling, or APA format that distract the reader from the content. More than one heading is incorrectly formatted. Fewer than 11 scholarly articles are included that were published within the past five years.
1 to >0 pts
Total Points: 100
Narrative Review Rough Draft Grading Rubric | EDUC850_B12_202230
Recommendations for Solving Low Rates of College Readiness at James Monroe
High School, West Virginia
School of Education, Liberty University
In partial fulfillment of EDUC 850
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Michael Whitener
Email: [email protected]
This paper analyzes various educational articles on student performance and the learning
and teaching environment. The main purpose of the review is to identify factors that contribute to
poor performance and how they relate to James Monroe High School. Current articles published
since 2018 have been included to identify the most relevant and updated information. Articles
were searched on the Google Scholar database.
Factors affecting student performance and college readiness
According to Kapur (2018), notable factors influence students' performance on
performance and readiness. The findings revealed that fundamental factors such as school,
environment, teaching methods, learners' attitudes, and parental support are critical. The article's
findings will effectively provide significant attention to the factors influencing the performance
towards success, solving low Rates of College Readiness at James Monroe High School, West
An effective study for practical implications was conducted to investigate An Alternative
Presentation of Incremental Validity: Discrepant SAT and HSGPA Performance (Mattern et al.
2018). The study revealed that cultural and socioeconomic factors, gender, and race play a
significant role in SAT performance. Similarly, the study information will be relevant to
incorporate external factors in offering recommendations for solving low Rates of College
Readiness at James Monroe High School, West Virginia.
Dixon-Roman et al. (2018) investigated notable articulations on the association of family
income with SAT performance. The results suggested family income posited a significant impact
on SAT performance. Thus, the outcomes in the study will provide effective expansion on family
economic consideration, increasing recommendations for effective management of the Problem
of low Rates of College Readiness at James Monroe High School, West Virginia.
Higher order thinking skills and learning outcomes among high School Students
In a qualitative research method, Hadi et al. (2018) provides a substantive study to
investigate the difficulties of high school students in solving higher-order thinking skills. The
results indicated that students have problems solving higher-order thinking skills, processing,
and codding, respectively. The study will be critical in identifying the problem with high school
learners at solving low Rates of College Readiness at James Monroe High School, West
In a study, Suleiman et al., (2018) offer a significant study on how to implement high
order thinking skills in teaching sciences. The study revealed that there is a significant need to
incorporate strategic planning, processing, and coding to achieve better results in teaching and
performance in the sciences. Similarly, the study provided significant suggestions relevant to the
topic by offering a practical solution to the problems in solving low Rates of College Readiness
at James Monroe High School, West Virginia, by offering a significant platform for students to
solve higher-order thinking skills and readiness.
Retnawati et al. (2018) investigated the effectiveness of teachers' knowledge of higher-
order thinking skills and their learning strategy, which are critical in providing solutions to the
students' abilities and readiness. The outcomes demonstrated effective teachers' knowledge and
strategies are vital for managing problems in the higher order thinking skills and learning
strategies. Thus, the article's information will be relevant for formulating recommendations on
the topic of solving low Rates of College Readiness at James Monroe High School, West
In a report of the Academic Council's Standardized Testing Task Force (STTF), the
authors presented notable recommendations for managing student performance (Comeaux &
Sánchez, 2020). Notably, suggestions such as developing new assessment strategies, expanding
students' support services, and expanding eligibility and local context were identified in the
report. Similarly, the report's recommendations will be necessary for suggesting solving low
Rates of College Readiness at James Monroe High School, West Virginia.
Cognitive ability and Student's Performance
In a study to determine the cognitive ability of students in readiness and performance in
areas such as SAT and how such an important aspect in learning and performance, there was
significant evidence that accommodating general cognitive ability in education research policies
was critical. The results revealed that increasing those individual-level measures of cognitive
ability posted a bidirectional relationship with college students' performance. Therefore, such
solutions and suggestions will resonate with the studies' possible solutions in solving low Rates
of College Readiness at James Monroe High School, West Virginia.
Further effects of cognition on students were investigated by (Allotey et al., 2018). The
study objective was to quantify the long-term cognitive, motor, behavioral and academic
performance of children born with different degrees of prematurity compared with term-born
children. The study was a systematic review and included seventy-four studies with 64,061
children. The results showed that preterm children scored low grades in primary and secondary
schools in n motor skills, behavior, reading, mathematics, and spelling. The study will be crucial
in determining biological factors that contribute to lower performance. It may inform new
recommendations that consider the students' academic, emotional, and behavioral needs.
Finally, (Peng & Kievit, 2020) investigated the bidirectional relations between academic
achievement and cognitive abilities. They found that reading, mathematics, and cognitive
abilities influenced each other. Further findings showed that direct instructions improved
academic performance. Therefore, educators must embrace high-quality schooling and education
to encourage academic development. The study can improve the teaching curriculum at James
Monroe High School in West Virginia.
School, environment teaching methods, learners' attitudes, and parental support impact
student's performance in schools. Other factors include cultural and social-economic factors,
gender, race, and family incomes. Poor performances may also result from difficulties solving
higher-order thinking skills, processing, and codding respectively, and developing learning and
management strategies in classes or schools. Biological factors could also impact a student's
performance. Vast research shows that preterm children have difficulties in cognitive
development. Consequently, they perform poorly in subjects like mathematics and spelling from
primary to secondary schools. Education stakeholders can use the evidence to promote learning
outcomes at James Monroe High School in West Virginia.
Allotey, J., Zamora, J., Cheong-See, F., Kalidindi, M., Arroyo-Manzano, D., Asztalos, E., van
der Post, J. A. M., Mol, B. W., Moore, D., Birtles, D., Khan, K. S., & Thangaratinam, S.
(2018). Cognitive, motor, behavioural and academic performances of children born
preterm: A meta-analysis and systematic review involving 64 061 children. BJOG: An
International Journal of Obstetrics & Gynaecology, 125(1), 16–25.
Comeaux, E., & Sánchez, H. (2020). Report of the UC Academic Council Standardized Testing
Task Force (STTF).
Dixon-Roman, E., Everson, H., & McArdle, J. (2018). Race, Poverty and SAT Scores:
Modeling the Influences of Family Income on Black and White High School Students'
SAT Performance, Teachers College Record, 115, 2018
Hadi, K., Retnawati, H., Munadi, S., Apino, E., & Wulandari, N. (2018). The Difficulties of
High School Students in Solving Higher-Order Thinking Skills Problems. Problems Of
Education In The 21stcentury, (76)4, 521-532
Kapur, R. (2018). Factors Influencing the Student's Academic Performance in Secondary
Schools in India. t: https://www.researchgate.net/publication/324819919
Mattern, K., Shaw, E., & Kobrin, J. (2018). An Alternative Presentation of Incremental Validity:
Discrepant SAT and HSGPA Performance. Educational and Psychological Measurement
Peng, P., & Kievit, R. A. (2020). The development of academic achievement and Cognitive
Abilities: A bidirectional perspective. Child Development Perspectives, 14(1), 15–20.
Retnawati, H., Djidu, H., Apino, E., Kartianom, K., Anazifa, R.D., (2018). Teachers' knowledge
about higher-order thinking skills and their learning strategy. Problems of Education in
the 21st Century, 75 (2), 215-230
Sulaiman, T., Muniyan, V., Madhvan, D., Hasan, R., & Rahim, S. S. A. (2018). Implementing of
higher-order thinking skills in science teaching: A case study in Malaysia.
International Research Journal of Education and Science, 1 (1), 1-3
Wai, J., Brown, M., & Chabris, C. (2018). Using Standardized Test Scores to Include General
Cognitive Ability in Education Research and Policy. J. Intell. 2018, 6, 37;
Make sure to reference the textbook and the login is
Vital Source login:
The book is Step by Step Guide to writing a literature review for doctoral research
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