I really liked the feedback I recieved from Marlen once I had finished my paper and brought it to him. He was harsh, but it was the truth. He has written many papers and I knew that if i wanted mine to be good he would be the one to go to. He broke it down and really showed me what I was missing and what I needed to fix before my paper could possibly be published.

The most difficult part of the paper was when I had to bring it all together. I had all my sections written as little papers and I had to rewrite them to connect with the other sections. I had a very hard time making them fit and flow together.I didn’t think any part of this paper was very easy, the part that was easiest was preforming my interview. I really liked being able to sit down with someone who has the same interest as me and just talk about the things that are going on with that particular issue.

I think that the best thing I’m going to take away from this course is everything is a process. If you want something to be good do it in steps and take your time. This paper was started in the begining of the semester and still could use some touching up. I know that this class has helped me realize that greatly.

• Summarize your findings in text and illustrate them, if appropriate, with figures and tables.
• In text, describe each of your results, pointing the reader to observations that are most relevant.
• Provide a context, such as by describing the question that was addressed by making a particular observation.
• Describe results of control experiments and include observations that are not presented in a formal figure or table, if appropriate.
• Analyze your data, then prepare the analyzed (converted) data in the form of a figure (graph), table, or in text form.
• Discussion 2

• Decide if each hypothesis is supported, rejected, or if you cannot make a decision with confidence. Do not simply dismiss a study or part of a study as “inconclusive.”
• Research papers are not accepted if the work is incomplete. Draw what conclusions you can based upon the results that you have, and treat the study as a finished work
• You may suggest future directions, such as how the experiment might be modified to accomplish another objective.
• Explain all of your observations as much as possible, focusing on mechanisms.
• Decide if the experimental design adequately addressed the hypothesis, and whether or not it was properly controlled.
• Try to offer alternative explanations if reasonable alternatives exist.
• One experiment will not answer an overall question, so keeping the big picture in mind, where do you go next? The best studies open up new avenues of research. What questions remain?
• Conclusion 2
• The conclusion is the most important part of the paper because it is the last thing the reader reads before he or she finishes the paper.
• Brings about the ideas of your paper on last time
• Make it concise to leave the reader understanding what they just learned.

Works Cited

Caprette, R. David. Rice University 25 Aug 95. Updated 20 Aug 07

Tailoredessays.com, 2003-2010

Works Cited

Writing up research: method and research design.”. Language Center Asian Institute of Technology. Web. .http://www.languages.ait.ac.th/el21meth.htm.

Outline of Literature Reviews

A literature review is a way to organize and put the published information into a form. In a lit review the main purpose is just to present the information that you found on both sides of the argument. When researching, lit reviews offer a way to find info fast without looking through pages and pages of writing. It is a summery of the whole in a condence version. Also the lit review brings out a narrow topic, this way it is more specific. When writing the review use sources to back up what your saying, this way your research is backed up by a reliable source and people will be more willing to believe what is being presented.

Three main points:

1. Literature search 2. Data evaluation 3. Analysis and interpretation

In doing each one of these the review comes together. Along with an overview of the topics and how they relate to each other. Towards the end of the review adding a way for the reader to looking to more that might not be in the paper is a great way to lead them in the right direction.

Works Cited

Anson, Chris M. and Robert A. Schwegler, The Longman Handbook for Writers and Readers. Second edition. New York: Longman, 2000.

Madison, Wisconsin. Writer’s Handbook: Common Writing Assignments: Review of Literature. 2009

Hedman Amy, Larson Dawn, Bohnenblust Steve, Relationship between comprehensive sex education and teen pregnancy. American Journal of Health Studies; 2008, Vol. 23 Issue 4. 2010

1st. The author starts out by explaining his reason and idea for researching his topic. He explains the ways her went about doing his research.

2nd. This paragraph gives many facts and statistics on teen pregnancy. It show that over the past few decades teen pregnancy has been on the decrease.

3rd. In this paragraph it talks about how recently the pregnancy rates have increased a little. The author believes that this is happening because of insufficient fund for classes and programs that teach people about sex.

4th. The author states that the main goal of this study is to look at topics discussed in sex education classes and how that may have effects on teen pregnancy rates.

5th. They have a list of questions that they will be looking to answer by the end of their research.

6th. The six different concepts that they will be looking at in each country to determine which ones get more or less emphasis.

7th. This paragraph talks about the ways they will measure the topics of the sex education with 6 topics in each of the ten counties.

8th. The common topics that teachers taught were only about half of the topics recommended by CSE.

9th. This paragraph stated that other factors that could influence teen sexual activity, and giving them information about protecting their sexual health can become another big influence.

10th. The process of randomly selecting the counties and students that would be used in this study.

11th. They contacted all the public schools that had students 9-12 in each county, they collected the names of certain educators that would be teachers of sex education.

12th. Teen pregnancy rates were collected as well as data on the teachers about training and experience teaching students on sexuality.

13th. A 26 item survey was taken by the participants to see how they rated the emphasis of the topics covered in the class.

14th. This paragraph assessed the data and broke it down into two stages, developmental and judgement qualification.

15th. Information such as age, gender and ethnicity were taking from both teacher and student.

16th. Participants had to go through a questionnaire that asked which were the biggest barriers for teaching sex education.

17th. Analysis of data was done to see how the correlation of teen pregnancy and topics emphasised ended up.

18th. The results were 28 out of the 34 qualified since they were teaching a sex education class at the time of the study.

19th. Demographic results for the persons and areas studied.

20th. The averages for teaching experience in each of the counties were produced. It was around 15 years.

21st. The pregnancy rates from each of the counties was taken from the MN Department of health.

22nd. The correlations between total number of topics emphasised and teen pregnancy rate for the county.

23rd. Topics that received the lowest or none at all were listed.

24th. The entire list of topics and percent of each one was emphasised and some that were not.

25th. The teen pregnancy rate and sexuality topics emphasised during the sex education class.

26th. The time that was spent on sex education and teen pregnancy were discussed.

27th. The different barriers for sex education that teachers face was presented.

28th. Teachers beliefs in what makes a good sex education teacher.

29th. What teachers think about the different ways of teaching sex education.

30th. Which topics received major or minor emphasis and the mean of the total number of topics covered in the class.

31st. The statistics about the topics that have major emphasis.

32nd. The was sexual orientation is left out entirely in some schools.

33rd. Half of the educators thought that bringing up negative topics is a good way to promote abstinence.

34th. The results for time spent on sex education were finalized.

35th. Talking about how the barriers can be broken and this way children could learn what they need to about sex.

36th. Limits to the study. Only used ten counties, and teachers might not have understood the topics completely.

37th. The adversity of the time spent in each school made it difficult to see which schools covered which topics.

38th. This study explained the relationship between CSE and teen pregnancy rates.

39th. A need for standardized curriculum for all students in sex ed. programs.

40th. Conclusions. Study was aimed to find out how much time was spent on sex education for these ten counties.

41st. A list of the main emphasized topics talked about in the classes.

42nd. The inclusion of CSE was not correlated with lower teen pregnancy rates.

43rd. A larger study group in needed and more research on the topics that have been neglected in sex education.

Question 1. The difference for the introduction and the lit review is that in the intro the author included some opinions and the lit review were hard facts that were pretty much just stated.

a. The purpose of the study was to find if there was a correlation between Sex Education classes and the teen pregnancy rate in each of the counties.

b. The significance of this article is to inform teachers and students of the purpose of sex education and how much it is needed in school to educate everyone about the dangers and outcomes of decisions.

c. The main question is how topics discussed in class affects the teen pregnancy rate.

d. Methods for finding a lot of information were from surveys already taken and some that were preformed in this study, also interviews with teachers and students.

e. The conclusions and results can be found in the 40th to the 43rd paragraph of the article.

Article 2

Griffin, Katherine. “Sex education that works.” Health 9.3 (1995): 1-11. Web. 8 Feb. 2010.

1st. The article starts out with a presentation about how people can just say no when they are in a uncomfortable position. It was presented for middle school students.

2nd. Talks about a new style of teaching sex education. This program looks at using both sides of abstinence only and you make the choice.

3rd. The new program SNAPP that doesn’t just change what kids know, but what they do too.

4th. This new program might have a hard time getting funding just like all the other sex education programs before.

5th. Virginia has already had thoughts of eliminating some sex education programs

6th. Over 50% of girls and 75% of guys have had sex by the age of 18. The two big problems STDs and teen pregnancy.

7th. The response to this is abstinence only programs, that are used in over 15oo schools.

8th. Intro on how to protect yourself from pregnancy and STDs.

9th. This talks about how students can resist peer pressure. How not to get in situations so they don’t have to worry about being pressured.

10th. Students have classes where they actually talk to young adults and teen moms about how hard it is to have a child at such a young age. They also talk about how to persuade  a partner to use a condom.

11th. Example of a family that has a history of teen pregnancy and how this next generation has been affected by the SNAPP program.

12th. Steps toward the right direction. The follow-up study showed that it had little effect on the students choice to have unprotected sex.

13th. Talking to students about waiting to have sex doesn’t make them more likely to have sex, but it doesn’t stop them from having sex either.

14th. Creating postponing sexual involvement, worked on middle school kids, but didn’t have much impact on high schoolers.

15th. This kind of sex education has shown to reduce the risk of unprotected sex of low-risk youth by 75%.

16th. A dual message could become a mixed message, so it’s very important to make sure your message is clear.

17th. This study could have a wider scale. It would be great for kids to wait to have sex, but if they don’t wait then at least they will know some skill to deal with it.

Question 1 The intro started with a few facts and an explanation about how the article was going to be about. The lit review contains mostly all facts and spells everything out with those facts.

a. This article’s purpose is to inform people or teachers about new programs that are out there that could help teach sex education to students.

b. This is very important because its a new program that could change how sex education is taught in many schools across the world.

c. The main thing they were looking for is the best way to teach sex education to students and decreasing pregnancy’s as well as the transmission of STDs.

d. They took surveys at schools where the program had been used and saw what the effects were after 18 months.

e. The last three paragraphs pretty much sum up that the findings were from the research.

Works Cited

Fleming, Grace . The Introductory paragraph. About.com Guide. New York Times company 2010.

Mize, Sean R. How to Write an Introduction to Your Article Ezinearticles.com July 23, 2007.