OM 301 WEEK 5: FINAL SUMMARY PAPER

Your Final Summary Paper, which is a summation of what you've learned in OM301 will be due the first week of the next module. This summary paper should integrate readings, theories, class work, and personal experience.

GUIDELINES FOR WRITING THE SUMMARY PAPER

1. MUST be 6 TO 8 double spac pages in length and formatted according to APA styl as outlined in A Writer's Reference by Diana Hacker (pgs. 443 - 497)

2. The font must be Times New Rman, 12 font and must be written in Microsoft Word.

3. MUST have a cover pg that includes the following:

a. Adult learner's name

b. Course name and number

c. Name of paper (OM301: FINAL SUMMARY PAPER)

d. Instructor's name

e. Date submitted

3. MUST include an introductory paragraph that ends with a SUCCINCT THESIS STATEMENT. This statement should address what three theories you have learned during the course of OM301 that you wish to apply to your life.

4. The body of the paper must include the following:

a. Three or four theories or academic constructs that you discovered (learned) in this course that have meaning to your life. You will address them one at a time. (See sample below)

b. An explanation of how these constructs or theories are related to the experience(s) you describe in your paper.

c. Now that you know the content of these theories or academic constructs, describe what responses can you give (either positive or negative) to what took place or what was learned.

5. End paper with a summary statement that restates the thesis and gives a concluding paragraph.

6. MUST have a refrnce page if any works are cited or quotes given—including those from the Bjorklund or McLean/Hudson texts. (Everyone will have some works cited because the theories you are addressing are coming from one of your texts. See an example of a "Works Cited" page in your Hacker Reference Guide or review Donna Maria Thomas' paper in the Life Learning Paper example.)

OUTLINE OF PAPER

1. Section1 of the paper is usually only one paragraph

a. Provides an introduction to the paper

b. Ends with a thesis statement identifying what three theories in OM301 you wish to discuss and apply to your life.

2. Section 2 begins with the 1st theory you wish to apply to your life.

a. Introduce the theorist

b. Explain the theory in some detail

c. Show how this theory applies to your life.

3. Section 3 begins with the 2nd theory you wish to apply to your life.

a. Introduce the theorist

b. Explain the theory in some detail

c. Show how this theory applies to your life.

4. Section 4 begins with the 3rd theory you wish to apply to your life.

a. Introduce the theorist

b. Explain the theory in some detail

c. Show how this theory applies to your life.

5. Section 5 is a summary to the paper.

a. Go back to the thesis statement and summarize it in summary

b. Give a final summary of what the paper is about

c. Include a refrnce page citing the authors of the theories and any other citations if included in the paper

(SEE PARTIAL SAMPLE BELOW)

SOME NOTES ON THE SAMPLE:

Because most of you are just returning to the classroom and haven't written academic papers with critical thought for awhile, I am including a partial sample of what I want included in the paper. Remember the film on Guy Doud? In writing this summary sample, I am assuming that I am Guy Doud.

Take note of the opening paragraph that introduces the paper.

Note that the thesis statement is the last sentence of the opening paragraph. (Thesis statements are almost always one sentence.)

Once the thesis statement identifies the theories or academic constructs introduced in this paper, the next paragraph begins with the first theory.

Before integrating your experience, explain the theory you are addressing. Make it clear so that I know you have a complete understanding of the concept.

Notice how Guy Doud's life (experience) is then integrated into the theoretical framework.

When you move to your second theory or academic construct, you will need a transition. On page 4, the last paragraph, the transition begins with ―The second theory that has relevance . . .‖ The reader then knows that you are leaving the first theory mentioned in the thesis statement and moved on to the second one.

You would continue the paper in a similar manner introducing the third (and fourth if appropriate) theories in a similar manner.

Then end the paper with a summary paragraph restating the thesis and giving a summation.

Since this paper counts 25 percent of your entire grade for this course, be sure and PROOFREAD carefully. Use your spell and grammar checks. Review the comments on the life learning paper to identify your weaknesses, so that you will be on alert for similar errors.

THE PAPER MUST HAVE ONE-INCH MARGINS (DEFAULT) AND DOUBL SPACD. TO AVOID PENALTY, THE PAPER MUST NOT BE LONGER THAN TEN PAGES. (Eight is sufficient)

SUMMARY GRADE: The following paragraphs describe what is necessary for receiving an A, B, or C grade for the course.

A The paper must be clear, engaging, original, and focused. Content must be richly developed. The adult learner must successfully move the paper through academic constructs and experiential documentation to critical analysis. The transitions must be smooth, and continuity apparent. The paper must be free of error, both in content and format.

B The paper must be reasonably clear, focused and well supported. Ideas must be adequately developed through details and examples. Organization and form must be appropriate and ideas generally presented coherently. The main difference between and A and B paper is the critical thought, organization, and proper syntax free from error.

C The paper has some focus and support. The writing is okay but may be somewhat disorganized or too obviously structured. The writer may switch voices and critical thought is lacking.

SAMPLE

OM301 SUMMARY PAPER

Life is a journey beginning at birth until death. Each individual will travel this journey moving through changes and transformations in his/her own unique way. Even though the journey is unique, I have found that there are common pathways based on my background (era in which I was born), culture, biological makeup based on genetic factors, and environment, (rural Minnesota). Most of the pathways I just described were delivered to me with little choice. There were other pathways, however, both internally and externally, over which I had significant control. In OM301 I discovered a number of theories that constitute changes in patterns of adult

development that may explain why I chose some of the pathways I did out of multiple possibilities. Three theories or developmental concepts that I found especially relevant to my life were Erikson's Stages of Psychosocial Development, Baltes's Life-Span Perspective, and Fowler's Theory of Faith Development.

Erikson proposes that psychosocial development continues over the entire life span of an individual. This development is what gives an individual his/her identity. In order to develop a successful identity, Erikson believes that a person must move through and successfully resolve eight "crises" or "dilemmas" over the course of a lifetime. These crises/dilemmas are tied to eight stages of psychosocial development that occur roughly at the same ages for all of us. Each dilemma is defined by a pair of opposing possibilities—one negative and one positive. Erikson further states that these dilemmas/crises are forced on us, are inevitable and accumulative. Any of life's issues that were unresolved at the age in which an individual passed through the corresponding age, will interfere with his/her ability to find true integrity. Of the eight stages, the first five deal with child development, and the last three deal with adult development. I wish to concentrate on Stage VI, Intimacy versus isolation that occurred during college at ages 18-25.

I grew up in a rural Minnesota. During my childhood, this rural environment consisted of a laid-back community of mostly farm people with a strong work-ethic environment. There was little diversity in the population from an ethnic or cultural perspective. Most of the kids I grew up with shared a cohort effect based on a value system that represented country living. However, I feel that many of the psychosocial development pathways for this rural community were tied to economic status. For instance, in first grade I could have already told you who was going to be the high

school king and queen from our class based on economic status. I moved through the first five stages of Erickson's theory that dealt with hope, will, purpose, competence and fidelity giving little thought as to whether or not I was resolving any dilemmas posed during these years. The pathways I chose were among those available to a socially backward kid on the low economic "totem pole."

After high school, however, when I entered Erikson's Stage VI of Psychosocial Development, Intimacy vs. isolation, I was carrying baggage from the unresolved issues of earlier stages that prevented me from creating an intimate relationship with a "special someone" that was usually the pathway for a 19-25 year-old college student. This left me feeling isolated. All my college friends were dating and getting married. I had spent this period of my life focused on school, career goals, and achievement—which had become my greatest passion.

When college ended, however, and I had my degree in hand, I was forced out of this environment into one where acceptance by someone of the opposite sex became very important to me. It was one evening when I went to my favorite haunt, where I usually ate half a chicken and ended with butter brickle ice cream, that I ran into a former student leaving the restaurant. We both entered the door (she was arriving and I was leaving) at the same time and got stuck in the doorway. You see, I weighed over 300 pounds at the time, and it was a little hard to go through a door with anyone else. This experience was embarrassing, and I began to reflect on my identity.

My self esteem was low. After studying Erikson, I realized that I had developed a feeling of inferiority. I had not successfully dealt with this dilemma in Stage IV, Industry versus Inferiority (ages 6 - 12). This was the time that corresponded to my early elementary school years. I hated school! I didn't know I was fat until I started to

school. Because of my weight, some students and teachers continued to make me feel inferior throughout this period. During sports, which I loved, I was always chosen last when teams were selected.

In Stage V, I continued to carry over the baggage from Stage IV and added to the dilemma by being unable to develop a sense of identity in one area—that of dealing with relationships of persons with the opposite sex.

These unresolved issues now faced me in Stage VI. In Stage VI, I had to either resolve these issues or face isolation. I was now ready to use the Renewal Cycle described by Hudson and McLean to form a new sense of identify. During the Go-for-it Stage, I got on a new diet that was outlined on TV, and lost the 127 lbs. There were times I got discouraged, but after dealing with the "Doldrums" for a few weeks and "cocooning" for another few days, I was ready to "Go for it" again, and in the end I lost the 127 lbs. and have kept the weight off for ten years. Once I lost the weight and resolved the inferiority and identity dilemmas, I was ready to begin a truly intimate relationship that ended in my successful marriage.

The second theory that has special relevance is that of Baltes's Life Span Perspective.

(You would continue the paper in the same manner—describing the theory and how it relates to your situation. You would repeat this with a third theory and end with a summary paragraph and a refrnce page.)