Skills for Social Sciences Portfolio: Academic Writing and Research

This portfolio assignment, completed for a Social Sciences course, showcases the student's understanding of academic writing styles and research methodologies. Part one of the portfolio includes a reflective piece on academic writing styles, their importance, and an introduction to the topic of how educational technologies exclude people. Part two delves into research methods, requiring the student to analyze and compare positivistic and interpretative articles related to the chosen topic. The student reviews and discusses the contributions of selected articles, demonstrating an understanding of both quantitative and qualitative research approaches within the context of social inquiry. The assignment highlights the student's ability to synthesize information, critically evaluate research, and articulate findings in a clear and concise manner, emphasizing the impact of technologies on educational exclusion.

Running head: SKILLS FOR THE SOCIAL SCIENCES
Skills for the Social Sciences
Student name:
Student ID:
Student University

SKILLS FOR THE SOCIAL SCIENCES
Part One
Description
I feel that academic writing style can be termed as style of expression used by the
researchers to define intellectual boundaries. I also feel that a prime characteristic of
academic writing styles includes the use of formal tone and third person (usually). A clear
focus on research rationale and precise choice of words are the things suitable for the purpose
of academic writing. Following are the key academic writing styles:
Feelings
Assignments often ask the researchers to express their personal perspective in
alignment to the research problems. However, evidence based studies is based on providing a
sound understanding of knowledge existing within academic debates (Mukminin et al. 2015).
The mentioned mode of writing style provides opinion that is supported by scholarly articles.
The evidence can be termed as a suitable intervention to support relevant arguments. I feel
that the challenge remains to convince the reader of the validity of literature through logical,
coherent and well documented writing.
Evaluation
As per the study conducted by Belcher (2019), an academic writing can be thesis
driven providing it initiates a starting point of a perspective. I think it takes more than a
comprehensive reading in the mentioned scenario. I additionally feel it is important to posses
the required critical thinking. Higher order of thinking often includes comprehending the
problems and often solving it. The thesis driven writing is of prime importance as it helps in
establishing major perception that can change the perception of a set of population
(Mukminin, Ali, and Ashari, 2015). The issue in the current context is limited lack in regards

SKILLS FOR THE SOCIAL SCIENCES
to academic writing. As a result, it becomes difficult for me to present my thoughts in
comprehensive way.
Analysis
I feel that academic writing often demands higher order to decode complex issues.
High order thinking skills often demand logical and reflective thinking for expression
personal perspective to the readers. The importance of academic writing is composed of the
basic rules and regulations that stresses the importance of keeping things simple to make it
easier for the readers to understand. Thus, I feel that case study or clinical version of studies
is often carried out to understand the importance of a particular event on two groups. Finally,
it can be stated the complexity such as use of jargons are often avoided as it can lead to
obscure meaning.
Conclusion
Using the right academic style can provide clear modes of communicating with the
reader (Mukminin, Ali, and Ashari, 2015). From the perspective of students, academic
writing acts as a mode of marker’s criteria to judge the piece of literature. Therefore, it
becomes important to write in best way to make sure that the marker is able to understand
‘How do educational technologies exclude people’?
The process related to educational exclusion is diverse and even multiple. The
research based studies have shown that exclusion from educational institution is seen to go
beyond general definition. It is often linked with important issues of educational process that
includes recognition, representation and results, inclusive of certificates and knowledge.
Furthermore, the research study conducted by (Tarabini et al, 2018) suggests the fact that
critical elements in course of educational exclusion is often faced by the young students. The

SKILLS FOR THE SOCIAL SCIENCES
impact extending to grouping practises and contrast between educational institutions and
mechanism pertaining to disciplinary modes. Technologies are often seen exclude prospects
such as teachers as technology can be accessed at any place and any time making education
easy for the students and even the teachers. The use of artificial intelligence further
propagated the idea of exclusion. However, it should be taken into consideration process of
education is often seen to have wider implication in regards to development among children
and thus needs to be undertaken seriously.
Action plan
I was successful in learning the importance of presenting my thought in a concise manner that
may engender the perception of the readers. The succinct manner of articulating a wide range
of literature so that it can be understood by all, is one of my prime achievements. Thus, in the
section I work on investigating the importance of philosophy within the field of education
and how education can be made available for all.

SKILLS FOR THE SOCIAL SCIENCES
Part two: Review of the articles
Section 1:
Positivistic article: Igbangi, T.N. and Abdullahi, B., 2018. Analysis of educational
philosophy of logical positivism and its implications for transmitting transcendental
epistemology in teaching and learning. Journal of educational foundations, p.18
Introduction
The study of man and his behaviour has been a matter of curiosity among the
philosophers, often laced with controversy. The controversy is often seen to arise from the
concept of the exact constitutes of being a man and his interaction with nature of education
should be received. The research additionally aims to understand whether human being
exclusively a matter or there exist transcendental or even immaterial things embedded in
them.
Research method
The research made use of positivism as a base for research theory. The research
additionally stresses over the importance of logical positivism that has laid foundation on
scientific or empirical substratum (Igbangi, and Abdullahi, 2018). The research
methodology was subscribed in regards to epistemic pursuit. The research furthermore, takes
into consideration secondary research literature to gain evidence based knowledge about
learning the ways learning and life go hand in hand
Research result
The result is based on the fact that a thought without strong and relevant concept is
empty; furthermore, intuition without concept is often a misconception. The philosophical
thesis pertaining to logical positivism can be termed as a direct attack on the concept related

SKILLS FOR THE SOCIAL SCIENCES
to transcendental realities. The research stresses over the fact prime aim of current education
is to transform the learners into worthwhile citizens (Igbangi, and Abdullahi, 2018).
However, it should be taken into consideration, if education is seen to neglect propositions
related to logical positivism, then coexistence with harmony is often subjected to threat.
Finally, the research literature provided the information that moral education is imperative
for forming character. Thus, educational context should accept both metaphysical and
experimental science for satisfying the quest of human in relation to epistemic attainment
Conclusion
The research linked moral education with metaphysical and experimental science.
However, the research found a persuasion that only object of knowledge is seated within
experimental phenomenon. The final conclusion resides within the fact that knowledge
should be based on factors and not be limited to storage
Section2:
Anti-positivistic article: Ercan, S.A., Hendriks, C.M. and Boswell, J., 2017. Studying public
deliberation after the systemic turn: the crucial role for interpretive research. Policy &
Politics, 45(2), pp.195-212.
Introduction
The current shift towards the deliberative study pertaining to understand the
importance of communicative activities within a range of spaces. in simple terms, it can be
stated the research aims to study public deliberation after systematic turn. However, it
should be taken into consideration, the mentioned topic manages to raise several queries for
the social scientists. Finally, the current research is seen to argue the series of interpretive
methods best suited for complex, yet deliberate systems

SKILLS FOR THE SOCIAL SCIENCES
Research method
The method for the current research is based on the philosophy of interpretivismThe
mentioned mode of method comprises of documentary analysis and interviews. The
mentioned comparative analysis lead to the finding that discursive context is seen to gather
attention of elites and advocates alike (Ercan et al. 2017).In addition to that the research
makes use of case studies for analysing the current research literature. In addition to that the
research makes use of questions that is analysed through course of current research literature
and forming new one.
Research result
The result made findings related to studies that characteristics related to
interpretative studies are concentrated on the live experience faced by the deliberators. In
similar regards, it can be found that use of deliberative designs can be further be put into
practise to generate theoretical insights in order to frame scholarly debates. In similar
regards, it should be taken under consideration, the study provided a wider result on how
deliberation can be performed at multiple stages (Ercan et al. 2017)
Conclusion
The study concluded the fact that researchers can often enhance the trustworthiness
of the research by being transparent about their approach and drawing conclusion from
multiple sources. The article purposively explored the possibilities of using interpretative
approaches in research literature. One of the prime strengths in relation to the mentioned
form of research is the flexibility it has to offer. The flexibility works on providing insight
into new ways that can be used for improving the research problems and opportunities.

SKILLS FOR THE SOCIAL SCIENCES
Section 3: Discussion
The contribution of research to the topic area
It would be an understatement to state that positivism is less appreciated in
progressive education. There remains a disjunction between educational and even
philosophical point of view, coupled with the philosophical positions are often ignored. The
time when the global educational system seeks the importance of gaining knowledge
pertaining to nature of science, ignorance about the contributions of educationally engaged
and thoughtful scholars can be termed as a serious misfortune. In similar regards, it can be
stated positivism lead to detrimental and evident influence on education related to science.
The research based study provided an evident fact that teaching is deeply engraved with a
mix of science and art of teaching. However, Fennell (2017), pointed out the fact that
positivism is blamed for crass teaching and making use of orthodox tradition for teaching. It
is because of positivism;knowledge is often expressed as a commodity with a sole act to
transfer it to the students. It is therefore, the responsibility of the student to remain faithful
and learn things. As stated by Padrós et al. (2015), through the course of positivism, learning
is often termed to be an activity for gaining and storing knowledge.
The further study pertaining to the mentioned philosophical domain is based on
actual facts and figures. As stated by Taylor (2018), positivism can be termed as a learned
centred philosophy that rejects intuition, matter of minds and even inner causes. The
mentioned philosophy is based on the facts that are scientifically proven. The use of
positivism can be extended to educational field that makes use of logical rather than storing
knowledge. The knowledge is often limited to storage with no practical implementation. The
research therefore stresses the importance of gaining factual knowledge and implementing
the same. Based on the above study it can be stated educational philosophy is a description

SKILLS FOR THE SOCIAL SCIENCES
of goals as a teacher(Pantić and Florian, 2015). The philosophy in amalgamation with
education is to question the purpose of education and how it can help in interacting with the
society.
Furthermore, it can be stated the domain of education needs to expand in terms of
both knowledge and practise. In simple terms, philosophy incorporated within education
helps the latter to grow. Similarly, it can be stated, philosophy helps in understanding and
modifying the educational process. Philosophy further helps in understanding the conflicts
and theories existing within the domain of education (Ercan et al. 2017). Thus, it can be
stated, philosophy enhances the human capacity to ask and raise questions related to existing
theories.
The second research provided a clear idea about how anti-positivism can be used for
research studies. The chosen mode of research argued the fact that world of society and
nature are not just the same. As the human aspects within the society are all different in
terms of perspective. The research makes contribution to the fact sociological research
conducted is based on the fact that on between objective and subjective objectives can be
obtained. Anti-positivism in the current phenomenon argued the fact that knowledge cannot
be neutral. The failure to obtain a neutral position can be attributed to the fact that
knowledge is known to translate into power that leads to formation of an artificial line
between the subject of observation and the observe itself
The research literature can be compared on the basis of two points wherein, it can be
stated that positivists are often seen to view sociology as a part of science; whereas, anti-
positivists do not harbour the same feelings. The research in further context provided a clear
understanding of the fact that it is the innate tendency of the human beings to express moral
concern in every situation. In addition to that, it can be easily stated antipositivism relating

SKILLS FOR THE SOCIAL SCIENCES
to critical theory has transformed using two-fold character (Mukminin, Ali, and Ashari,
2015). The duality in character is identified through the use of two important aspects. The
research in the current context clearly denotes the fact reflection on a system is humanly
produced leading to distortion due to pressure. The pressure often leads to an individual
succumbing to the same. Finally, it can be easily stated the reflection in the current context
provides an idea of liberation from the illusions that are coercive

SKILLS FOR THE SOCIAL SCIENCES
Section 4: Conclusion
Based on the studies one can clearly understand that education and philosophy is
seen to go hand in hand. The concept of education is no more limited to general science or
arts. The social science, physical science and even the metaphysical science are seen to gain
immense importance. Starting from the introduction, it would be fair enough to conclude
that the current assignment stresses the importance of sociology in daily human life
including educational perspective

SKILLS FOR THE SOCIAL SCIENCES
Reference list:
Belcher, W.L., 2019. Writing your journal article in twelve weeks: A guide to academic
publishing success. University of Chicago Press.
Ercan, S.A., Hendriks, C.M. and Boswell, J., 2017. Studying public deliberation after the
systemic turn: the crucial role for interpretive research. Policy & Politics, 45(2), pp.195-
212.
Fennell, S., 2017. Educational exclusion and inclusive development in India: Shailaja
Fennell. In New Dimensions of Politics in India (pp. 53-65). Routledge.
Igbangi, T.N. and Abdullahi, B., 2018. Analysis of educational philosophy of logical
positivism and its implications for transmitting transcendental epistemology in teaching
and leaning. Journal of educational foundations, p.18.
Mukminin, A., Ali, R.M. and Ashari, M.J.F., 2015. Voices from within: Student teachers’
experiences in English academic writing socialization at one Indonesian teacher training
program. The Qualitative Report, 20(9), pp.1394-1407.
Padrós, M., Sànchez-Busqués, S., Lalueza, J.L. and Crespo, I., 2015. The shere rom
project: Looking for alternatives to the educational exclusion of Roma. IJREE–
International Journal for Research on Extended Education, 2(2).
Pantić, N. and Florian, L., 2015. Developing teachers as agents of inclusion and social
justice. Education Inquiry, 6(3), p.27311.
Tarabini, A., Jacovkis, J. and Montes, A., 2018. Factors in educational exclusion:
including the voice of the youth. Journal of Youth Studies, [online] 21(6), pp.836-851.
Available from https://www.tandfonline.com/doi/abs/10.1080/13676261.2017.1420765

SKILLS FOR THE SOCIAL SCIENCES
Taylor, C., 2018. Geography of the'new'education market: Secondary school choice in
England and Wales. Routledge.