● Purpose: You will take the information and analysis gathered from the
midterm and continue your work exploring the affective dimensions of
your home, community and early school life that impacted the
circumstances of your birth and early years. The goal of this assignment
is to create a fluid analysis that reveals your understanding and
development with the course content. You will show this by including a
few outside articles you find relevant to your discoveries in this class (see
below).
● You will be following the structure of the midterm as a guide with a few
exceptions/additions. I will list a few things you can use from the
midterm as you write your final. Note – you CANNOT copy any of your
midterm verbatim and just “add” to it. You must create a totally new and
nuanced final analysis, otherwise this is plagiarism.
● So, what can you “keep” for your final?
◆ Interviews. First – you are required to use interviews for this
project. Second, yes – you can use the ones you collected for the
midterm. However, for the final you will not provide them in a
block format as you did for the midterm. You will be integrating
them into your paper through a seamless analysis/discussion.
◆ Non-Scholarly Secondary Source Data. You will use all the nonscholarly secondary data you collected for the midterm. You are
still required to have this data integrated into your analysis. So, if
you didn’t do it for the midterm, this is the perfect time to
integrate it or add to it. Note – this will be easier for those who
collect factual data from news sources and documents than
those who paste in a photo. If you decide to use photos, just
keep in mind you must write about them in your analysis
indicating how they support your discussion in a way that helps
you learn about your life history.
◆ Glossary. You will be keeping your glossary and adding to it (see
below). This will go directly before the references.
◆ References. Keep your list, style, and add to it. Include your
interviews.
● So, what changes?
◆ The format. This final analysis will look more like a traditional
final paper. Unlike the midterm “block” style, you will try out
your critical writing abilities in a lengthy analysis.
◆ The focus + style. You first need to come up with a thesis. This
should not scare you! It will direct your paper to what you want
to discuss and how you will support it. Your thesis should be in
your introduction in the last couple of lines. Some ideas to
include in your intro: describing what you will be focusing on,
how you came to this topic, how you are going to talk about it in
your analysis, etc. Feel free to be creative, descriptive, and vivid
in your details.
➢ This also means you need a conclusion that wraps up
your paper, talks about next steps, implications, etc.
◆ Key terms. You are required to integrate ten (10) key words
throughout your final paper that must have a place in your
glossary and a reference. At least five (5) of these keywords must
be words that you didn’t use during the midterm, which means
five (5) of them can be from your midterm. This means you can
have over ten (10) key terms integrated throughout and are
encouraged to do so. They must still indicate their place in the
glossary. Please highlight your new words in the document with
a color to indicate the new words you have chosen.
◆ Outside Scholarly Primary and/or Secondary sources. You are
required to find, read, and integrate three (3) or more outside
scholarly primary and/or secondary sources related directly to
the philosophers and theorists studied in the course. You are
required to retrieve scholarly sources from the DePaul Library
database. If you need assistance identifying outside primary
and/or secondary scholarly sources, please consult the DePaul
reference librarian.
◆ These outside sources must be substantially and thoughtfully
integrated, synthesized analyzed into your final paper. These
must have in-text citations and have a reference.
➢ Here’s an example. You’re talking about the use of
dialogue by Freire (which you have just defined, added a
number to, and have listed in your glossary). You are
interested in seeing how others have used Freire’s
concept of dialogue in schools. You look on the DePaul
library databases to see what scholarly research is out
there on the topic. You find an article about a school
that has used his (Freire’s) concepts in their curriculum.
You read it. You reflect on it. Then, when talking about
the difficulty in engaging in relating with your teachers in
your childhood elementary school you question if
Freire’s concept of dialogue can help you understand
this better. You write about the school from the article
as one example who used some of Freire’s concepts
well. You describe the reasons why you think they used
them well citing specific examples from the article and
from Pedagogy of the Oppressed. You are a little critical,
however, because one of the class articles “Title here”
said that Freire may not be the best example of creating
the community you’re looking for. You write why. And
continue further to talk about how you tend to focus on
methodology in your teacher preparation program. You
question this and wonder how you can challenge
yourself as a learner. You decide that you want to
engage in more conversations in your life and find out
more about what this means. You define “conversation”
and include an example you and your aunt talked
about….
◆ The bulk of this work will be in the researching, reading, and
reflecting on outside articles. When you integrate them into your
paper, it does not need to be “a lot” of information, but simply
enough to show that you are doing research outside of the class
on topics that interest you. The relevance, nuance, and evidence
of personal growth is most important rather than the sheer
amount of evidence you show. Showing this step of the process
in the final is one of the most important parts of this paper. It
shows your ability to critically reflect and apply the knowledge to
yourself and the world around you.
◆ Your final analysis paper must be 1,500 -2,000 words, single spaced, 1-inch margins and APA or MLA style.
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