Critical Analysis of a Policy Document Education Term Paper

This is for my final term paper; it needs to be in APA 7 format no running head needed. It will need 20plus from my reading of the units below and from outside sources references at min and citations. This is a master’s level paper. 3000 words.
Critical Analysis of a Policy Document
Handout
Policy Documents
In this assignment, you will choose a Canadian policy document and complete a critical analysis of 3000 words (+/- 10%), grounded in the theories and constructs studied in the course. A list of policy documents for analysis, Policy Documents by Province is provided.
The purpose for writing a critique is to evaluate something, like an article or policy paper. It is important to note that a critical analysis is subjective writing because it expresses the writer's opinion or evaluation of a text. Analysis means to break down and study the parts. Writing a critical analysis requires two steps: critical reading and critical writing.
Critical reading
o Identify the thesis and purpose of the article or policy: in other words, why was it written?
o Analyze the structure of the passage and identify the main idea(s): is the paper for information or direction? If it is a policy, has it been put into action yet or is it up for vote?
o Consult additional resources to understand material that is unfamiliar: review associated websites or use a search engine to look up abbreviations or terms that are specific to the article or policy.
Critical writing
o Make an outline of the work or write a description of it
o Write a summary of the work
 Evaluate how the author has accomplished the purpose: does the article or policy cover everything it should, based on the abstract, introduction, or indicated purpose?
o If the purpose of the article or policy was to inform, has the material been presented clearly, accurately, and with order and coherence?
o If the purpose of the article or policy was to persuade, what evidence to support or refute was offered? Identify whether the reasoning presented is logical or not and why.
o Consider the following questions to develop a writer’s thesis about the article or policy:
 How is the material organized? In other words, is the article or policy easy to understand?
 Who is the intended audience and would they understand it?
 What are the writer's assumptions about the audience?
 How does the material fit into the other literature being discussed for the critique?
 What kind of language (academic, casual, a combination?) does the author use?
________________________________________________________________________________________________________________________
Sample Outline
The following is a sampling of headings and subheadings that could be used to outline an article or a set of articles or policies for a critical analysis. Please note that this outline is an example and not meant to be all-inclusive or mandatory!
1. Background information: to understand and organize the nature of the article(s) or policy(ies)
a) Information about the work
i) Title
ii) Author
iii) Publication information
iv) Statement of topic and purpose
2. Thesis statement indicating writer's main reaction to the work
a) Summary or description of the work
b) Interpretation and/or evaluation
3. Discussion of the work's organization
a) Discussion of the writer's style
b) Effectiveness
c) Discussion of the writer's treatment of the topic (clarity, focus)
d) Discussion of appeal to a particular audience (written appropriately for audience needs)
________________________________________________________________________________________________________________________
Remember:
In academic papers, avoid introducing ideas with "I think" or "in my opinion." Keep the focus on the analysis, not on yourself.
Always introduce the work. Do not assume that because the reader knows what you are writing about that you do not need to use citations for articles or titles and section numbers for policies.
Other questions to consider:
o Is there a controversy surrounding the subject? How has the writer addressed it if so?
o What about the subject matter is of current interest?
o What is the overall value of the article or policy?
o What are its strengths and weaknesses?
Support the thesis with evidence from the article or policy. Do not forget to provide citations. Be sure not to overuse direct quotes.
Remember that the purpose of a critical analysis is not merely to inform, but also to evaluate.
Writing a critical analysis means remaining open-minded, well informed, and fair. Opinions must be supported with evidence.
The analysis should provide information, interpretation, and evaluation. The information should help the reader understand the nature of the work under analysis. The interpretation will explain the meaning of the article or policy, therefore requiring a clear and correct understanding of it. The evaluation includes summation and evidence-based opinions with valid justification presented for all.
* Adapted from Lejune, E. (n.d.) Critique. Southeastern Louisiana University.
For your second/final assignment, critical analysis of a policy document, you will choose a policy document from the list provided (see unit 7 assignment). The whole paper of this assignment represents your thesis when analyzing and evaluating the chosen policy document. Thesis, here, refers to your reaction to, argument about, evaluation of, and viewpoint regarding the chosen policy document. Although critical analysis is a subjective writing, it is also systemic, rationalized, and evidence based. Thus, the suggested outline includes three main aspects to be covered:
1. Background information about the work under analysis and evaluation (this is the introductory section),
2. Thesis statement that includes description of the work and your interpretation/ evaluation (this is the first main section of your analysis), and
3. Discussion that provides evidences in support of your thesis, including but not limited to language and writing style (second main section of your analysis).
In addition, as you know, any academic paper should include a conclusion or concluding remarks to summarize and highlight main issues discussed in the paper. These all should be supported and informed by the course readings and other related articles.
Alfred, M. V., & Guo, S. (2012). Toward global citizenship: Internationalization of adult education in canada and the US. The Canadian Journal for the Study of Adult Education (Online), 24(2).
Dean, J. A., & Wilson, K. (2009). 'Education? It is irrelevant to my job now. It makes me very depressed ...': exploring the health impacts of under/unemployment among highly skilled recent immigrants in Canada. Ethnicity & Health, 14(2), 185–204
Goddard, J. T. (2015). A tangled path: Negotiating leadership for, in, of and with diverse communities. Leadership & Policy in Schools, 14(1), 1–11
Promoting Leadership in the Ongoing Professional Development of Teachers: Responding to Globalization and Inclusion. (2010). Exceptionality Education International, 20(2), 38–54.
Tarc, P. (2012). The uses of globalization in the (shifting) landscape of educational studies. Canadian Journal of Education, 35(3), 4–29.
Policy documents to choose from:
I like this one: Students with Special Needs: Policy on the Organization http://lbpsb(dot)qc(dot)ca/content/policies/Special_Needs_Policy_3_5_sept2013.pdf
There are other choices below as well.
TRC Calls to Action: http://trc(dot)ca/assets/pdf/Calls_to_Action_English2.pdf
United Nations Declaration on the Rights of Indigenous Peoples https://www(dot)aadnc-aandc(dot)gc(dot)ca/eng/1309374407406/1309374458958
OECD Education Policy Outlook Canada http://www(dot)oecd(dot)org/education/EDUCATION%20POLICY%20OUTLOOK%20CANADA.pdf
The Canadian Multiculturalism Act Annual Report https://www(dot)canada(dot)ca/en/canadian-heritage/corporate/publications/plansreports/annualreport-canadian-multiculturalism-act-2016-2017.html
Diversity in BC Schools https://www2(dot)gov(dot)bc(dot)ca/gov/content/education-training/k-12/administration/legislationpolicy/public-schools/diversity-in-bcschools?keyword=diversity&keyword=in&keyword=bc&keyword=schools
Students with Special Needs: Policy on the Organization http://lbpsb(dot)qc(dot)ca/content/policies/Special_Needs_Policy_3_5_sept2013.pdf
Sexual Orientation and Gender Identity (SOGI) Curriculum https://www2(dot)gov(dot)bc(dot)ca/gov/content/erase/sogi
First Nations, Metis and Inuit Connections: Scope and Sequence of Expectations https://neaoinfo(dot)files(dot)wordpress(dot)com/2014/03/secondaryfnmi.pdf
Workplace Harassment Policy: New Brunswick https://www2(dot)gnb(dot)ca/content/dam/gnb/Departments/hrccdp/PDF/GuidelinesOnSexualHarassment.pdf

This is for my final term paper; it needs to be in APA 7 format no running head needed. It will need 20 references at min and citations. This is a master’s level paper. 3000 words.

Critical Analysis of a Policy Document

Handout

Policy Documents

In this assignment, you will choose a Canadian policy document and complete a critical analysis of 3000 words (+/- 10%), grounded in the theories and constructs studied in the course. A list of policy documents for analysis, Policy Documents by Province is provided.

The purpose for writing a critique is to evaluate something, like an article or policy paper.  It is important to note that a critical analysis is subjective writing because it expresses the writer's opinion or evaluation of a text. Analysis means to break down and study the parts. Writing a critical analysis requires two steps: critical reading and critical writing.

Critical reading

•  
  • Identify the thesis and purpose of the article or policy: in other words, why was it written?
  • Analyze the structure of the passage and identify the main idea(s): is the paper for information or direction? If it is a policy, has it been put into action yet or is it up for vote? 
  • Consult additional resources to understand material that is unfamiliar: review associated websites or use a search engine to look up abbreviations or terms that are specific to the article or policy.

Critical writing

•  
  • Make an outline of the work or write a description of it
  • Write a summary of the work
    • Evaluate how the author has accomplished the purpose: does the article or policy cover everything it should, based on the abstract, introduction, or indicated purpose?
  • If the purpose of the article or policy was to inform, has the material been presented clearly, accurately, and with order and coherence?
  • If the purpose of the article or policy was to persuade, what evidence to support or refute was offered? Identify whether the reasoning presented is logical or not and why.
  • Consider the following questions to develop a writer’s thesis about the article or policy: 
    • How is the material organized? In other words, is the article or policy easy to understand? 
    • Who is the intended audience and would they understand it?
    • What are the writer's assumptions about the audience?
    • How does the material fit into the other literature being discussed for the critique?
    • What kind of language (academic, casual, a combination?) does the author use?

________________________________________________________________________________________________________________________

 Sample Outline

The following is a sampling of headings and subheadings that could be used to outline an article or a set of articles or policies for a critical analysis. Please note that this outline is an example and not meant to be all-inclusive or mandatory!

1.         Background information: to understand and organize the nature of the article(s) or policy(ies)

a) Information about the work

i) Title

ii) Author

iii) Publication information

iv) Statement of topic and purpose

2.          Thesis statement indicating writer's main reaction to the work 

a) Summary or description of the work 

b) Interpretation and/or evaluation

3.         Discussion of the work's organization

a) Discussion of the writer's style

b) Effectiveness

c) Discussion of the writer's treatment of the topic (clarity, focus)

d) Discussion of appeal to a particular audience (written appropriately for audience needs)

________________________________________________________________________________________________________________________

Remember:

In academic papers, avoid introducing ideas with "I think" or "in my opinion." Keep the focus on the analysis, not on yourself. 

Always introduce the work. Do not assume that because the reader knows what you are writing about that you do not need to use citations for articles or titles and section numbers for policies.

Other questions to consider: 

•  
  • Is there a controversy surrounding the subject? How has the writer addressed it if so?
  • What about the subject matter is of current interest?
  • What is the overall value of the article or policy?
  • What are its strengths and weaknesses?

Support the thesis with evidence from the article or policy. Do not forget to provide citations. Be sure not to overuse direct quotes.

Remember that the purpose of a critical analysis is not merely to inform, but also to evaluate.

Writing a critical analysis means remaining open-minded, well informed, and fair. Opinions must be supported with evidence.

The analysis should provide information, interpretation, and evaluation. The information should help the reader understand the nature of the work under analysis. The interpretation will explain the meaning of the article or policy, therefore requiring a clear and correct understanding of it. The evaluation includes summation and evidence-based opinions with valid justification presented for all.

* Adapted from Lejune, E. (n.d.) Critique. Southeastern Louisiana University.

For your second/final assignment, critical analysis of a policy document, you will choose a policy document from the list provided (see unit 7 assignment). The whole paper of this assignment represents your thesis when analyzing and evaluating the chosen policy document. Thesis, here, refers to your reaction to, argument about, evaluation of, and viewpoint regarding the chosen policy document. Although critical analysis is a subjective writing, it is also systemic, rationalized, and evidence based. Thus, the suggested outline includes three main aspects to be covered: 

1. Background information about the work under analysis and evaluation (this is the introductory section),
2. Thesis statement that includes description of the work and your interpretation/ evaluation (this is the first main section of your analysis), and
3. Discussion that provides evidences in support of your thesis, including but not limited to language and writing style (second main section of your analysis).  

In addition, as you know, any academic paper should include a conclusion or concluding remarks to summarize and highlight main issues discussed in the paper. These all should be supported and informed by the course readings and other related articles.

Alfred, M. V., & Guo, S. (2012). Toward global citizenship: Internationalization of adult education in canada and the US. The Canadian Journal for the Study of Adult Education (Online), 24(2). 

Dean, J. A., & Wilson, K. (2009). 'Education? It is irrelevant to my job now. It makes me very depressed ...': exploring the health impacts of under/unemployment among highly skilled recent immigrants in Canada. Ethnicity & Health, 14(2), 185–204

Goddard, J. T. (2015). A tangled path: Negotiating leadership for, in, of and with diverse communities. Leadership & Policy in Schools, 14(1), 1–11

Promoting Leadership in the Ongoing Professional Development of Teachers: Responding to Globalization and Inclusion. (2010). Exceptionality Education International, 20(2), 38–54. 

Tarc, P. (2012). The uses of globalization in the (shifting) landscape of educational studies. Canadian Journal of Education, 35(3), 4–29. 

TRC Calls to Action: http://trc.ca/assets/pdf/Calls_to_Action_English2.pdf United Nations Declaration on the Rights of Indigenous Peoples https://www.aadnc-aandc.gc.ca/eng/1309374407406/1309374458958

OECD Education Policy Outlook Canada http://www.oecd.org/education/EDUCATION%20POLICY%20OUTLOOK%20CANADA.pdf

The Canadian Multiculturalism Act Annual Report https://www.canada.ca/en/canadian-heritage/corporate/publications/plansreports/annualreport-canadian-multiculturalism-act-2016-2017.html

Diversity in BC Schools https://www2.gov.bc.ca/gov/content/education-training/k-12/administration/legislationpolicy/public-schools/diversity-in-bcschools?keyword=diversity&keyword=in&keyword=bc&keyword=schools

Students with Special Needs: Policy on the Organization http://lbpsb.qc.ca/content/policies/Special_Needs_Policy_3_5_sept2013.pdf Sexual Orientation and

Gender Identity (SOGI) Curriculum https://www2.gov.bc.ca/gov/content/erase/sogi

First Nations, Metis and Inuit Connections: Scope and Sequence of Expectations https://neaoinfo.files.wordpress.com/2014/03/secondaryfnmi.pdf Workplace Harassment Policy: New Brunswick https://www2.gnb.ca/content/dam/gnb/Departments/hrccdp/PDF/GuidelinesOnSexualHarassment.pdf