Integrating Research - Transitioning 'In' and 'Out' (2)
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Communications
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Feb 20, 2024
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It could be argued that immigrants who use their own language at home will not be able to adequately integrate into Canadian society. A study by Conrick and Donovan (2010) on immigrant language learning and integration in Quebec noted that of all immigrants to Quebec, slightly less than half speak French or English most often at home. They point out that, according to 2001 statistics on Chinese immigrants in Quebec, “15% could not converse in either English or French”. They contend that Quebec’s language laws regarding the use of French in businesses would put these immigrants who at a disadvantage and hinder their economic integration.
Integrating Research – Making Connections
To integrate
means to connect and ‘mix in’. That means that the research used in your paper should connect almost seamlessly
with your writing. This means that you need transition sentences
both before
and after
research to help explain and connect to your own ideas or arguments. Look at the example below: Argument:
It could be argued that immigrants who use their own language at home will not be able to adequately integrate into Canadian society. Research/Evidence:
A study by Conrick and Donovan (2010) on immigrant language learning and integration in Quebec noted that of all immigrants to Quebec, slightly less than half speak French or English most often at home. They point out that, according to 2001 statistics on immigrants in Quebec, “15% could not converse in either English or French”. They contend that Quebec’s language laws regarding the use of French in businesses would put these immigrants who at a disadvantage and hinder their economic integration. While there is some connection between the argument and the research – it seems to support the argument – we are missing an important connection
– the argument does not explain what is meant by ‘integration’ or how it is connected to language use, but the research is focusing on the connection between language use and economic
integration. We need to make that connection clearer with a ‘transition-in’:
Argument:
It could be argued that immigrants who use their own language at home will not be able to adequately integrate into Canadian society. Transition-In: While maintaining a language is important for retaining culture, it can be detrimental to immigrants’ ability to successfully integrate, especially in terms of their career. As fluency in one of Canada’s official language is generally required for most jobs, a lack of language ability could hurt these immigrants’ job prospects.
Research/Evidence:
A study by Conrick and Donovan (2010) on immigrant language learning and integration in Quebec noted that of all immigrants to Quebec, slightly less than half speak French or English most often at home. They point out that, according to 2007 statistics on immigrants in Quebec, “15% could not converse in either English or French”. They contend that Quebec’s language laws regarding the use of French in businesses put these immigrants who at a disadvantage and hinder their economic integration. Adding the ‘transition-in’ helps make the connection between our argument and evidence clearer
. However, after we introduce the evidence, we also need to write a ‘transition-out’. This can be a sentence or a few sentences that can:
Paraphrase
the research/evidence to make it clearer (“
In other words…
”)
Explain the implications
or consequences
of the evidence. Transition Out:
In other words, while the statistics shown represent a minority of all immigrants, failing to practice speaking in one of Canada’s official languages at home might be detrimental to some immigrants’ proficiency and thus their job prospects. As language learning is a difficult process and important part of integration, constant practice is necessary.
Written out as a full argument, it will look as follows. Can you identify each part of the paragraph? It could be argued that immigrants who use their own language at home will not be able to adequately integrate into Canadian society. While maintaining a language is important for retaining culture, it can be detrimental to immigrants’ ability to successfully integrate, especially in terms of their career. As fluency in one
of Canada’s official language is generally required for most jobs, a lack of language ability could hurt these immigrants’ job prospects. A study by Conrick and Donovan (2010) on immigrant language learning and integration in Quebec noted that of all immigrants to Quebec, slightly less than half speak French or English most often at home. They point out that, according to 2001 statistics on immigrants in Quebec, “15% could not converse in either English or French”. They contend that Quebec’s language laws regarding the use of French in
businesses put these immigrants who at a disadvantage and hinder their economic integration. In other words, while the statistics shown represent a minority of all immigrants, failing to practice speaking in one of Canada’s
official languages at home might be detrimental to some immigrants’ proficiency and thus their job prospects. As language learning is a difficult process and important part of integration, constant practice is necessary.
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Written out as a full argument, it will look as follows. Can you identify each part of the paragraph? It could be argued that immigrants who use their own language at home will not be able to adequately integrate
into Canadian society. (Argument)
While maintaining a language is important for retaining culture, it can be detrimental
to immigrants’ ability to successfully integrate, especially in terms of their career. As fluency in one of Canada’s official language is generally required for most jobs, a lack of language ability could hurt these immigrants’ job prospects. (Transition-In)
A study by Conrick and Donovan (2010) on immigrant language learning and integration in Quebec noted that of all immigrants to Quebec, slightly less than half speak French or English most often at home. They point out that, according to 2001 statistics on immigrants in Quebec, “15% could not converse in either English or French”. They contend that Quebec’s language laws regarding the use of French in businesses put these immigrants who at a disadvantage and hinder their economic integration. (Evidence)
In other words, while the statistics shown represent a minority of all immigrants, failing to practice speaking in one of Canada’s official languages at home might be detrimental to some immigrants’ proficiency and thus their job prospects. As language learning is a difficult process and important part of integration, constant practice is necessary. (Transition-Out)
Practice: Use the argument and given research below to write a full refutation
to the above argument. Use a transition-in and transition-out
. Refutation Statement
However, as immigrants to Canada are often multilingual individuals, they can gain better employment by maintaining all of their languages, not only by focusing on English or French. Transition-In (explanation)
Gives detailed explanation about argument statement – answers ‘
why’
, or ‘how’, or ‘
what does this
look like
’?
Evidence
A study by Harris (2015) analyzing data from the Workopolis employment website noted that “41% of the candidate resumes in the Workopolis database
are for people who are fluent in more than one language, most of these are for
other combinations than English and French”, while only around a quarter of these require fluency in both Canada’s official languages.” Transition-Out (explanation)
Paraphrase
the research/evidence to make it clearer (“
In other words…
”)
Explain the implications
or consequences
of the evidence.
Group #1: Multiculturalism Argument Statement
It could be argued that Canada’s multicultural policy simply pays “lip service” to diversity while discriminating against non-French and non-English communities.
Transition-In (explanation)
Gives detailed explanation about argument statement – answers ‘
why’
, or ‘how’, or ‘
what does this look like
’?
Evidence
Cassin, A., Vanderplaat, M., Krawchenko, T., Canada. Canadian Heritage. Multiculturalism and Human Rights Program, & Atlantic Metropolis Centre. (2007). Racism and discrimination in Canada : Laws, policies and practices. Halifax, N.S.: Atlantic Metropolis Centre.
“In 2004, the United Nations Special Rapporteur on contemporary forms of racism, racial discrimination, xenophobia and related intolerance, Doudou Diene, released a report based on his mission to Canada in 2003. While the Special Rapporteur found that Canada’s diversity is supported by “…multi-cultural policy, democratic institutions and protection of human rights, as well as by many programs and projects run by a number of federal and provincial departments,” it was nevertheless found that racial discrimination continues to exist in Canada and is particularly experienced by certain groups (Diene, 2004, summary). In speaking with representatives of ethnic minorities across Canada, the Special Rapporteur found that despite official policy, racism in Canada is tangible and can be seen in high incidences of poverty, overrepresentation in the prison population, racial profiling and underrepresentation of ethnic and
racial minorities in the upper and middle layers of political, administrative, economic, cultural and media institutions and mechanisms (Diene, 2004, 21)” (p. 11)
Transition-Out (explanation)
Paraphrase
the research/evidence to make it clearer (“
In other words…
”)
Explain the implications
or consequences
of the evidence.
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Group #2: Travel and Intercultural Understanding
Argument Statement
It could be argued that travelers might gain mistaken impressions or stereotypes about the cultures of the places they travel to and might then pass those on to other people.
Transition-In (explanation)
Gives detailed explanation about argument statement – answers ‘
why’
, or ‘how’, or ‘
what does this look like
’?
Evidence
Litvin, S.W. (1999). Tourism and understanding: The case of Japanese tourists in Singapore — revisited. Asia Pacific Journal of Tourism Research
, 4
(1), 12-21.
“Pearce and Stringer (1991, p. 144) argued that "the peculiar
characteristics of host-guest interaction lead to pressures to
accommodate the stereotypes, rather than broaden people's
perspectives," and added that group tourists, by applying
such stereotypes, are often prone to label their hosts,
resulting in poor communication, unfriendliness, and even
overt hostility” (p. 13). Transition-Out (explanation)
Paraphrase
the research/evidence to make it clearer (“
In other words…
”)
Explain the implications
or consequences
of the evidence.
Group #3: Healthy Food Argument Statement
It could be argued that healthy school lunch programs will only have limited results, because children may continue to have unhealthy nutritional habits outside of school.
Transition-In (explanation)
Gives detailed explanation about argument statement – answers ‘
why’
, or ‘how’, or ‘
what does this look like
’?
Evidence
Bogart, L.M., Elliot, M.N., Cowgill, B.O., Klein, D.J., Hawes-
Dawson, J., Uyeda, K., & Schuster, M.A. (2016). Two-Year BMI outcomes from a school-based intervention for nutrition and exercise: A randomized trial. Pediatrics
, 137
(5), 1-6.
“In school-based interventions, effects for BMI and other obesity-
related outcomes have generally been small and short-lived. Although some school-based RCTs have reported effects on BMI among adolescents, most empirical support comes from quasi-
experimental designs. Few RCTs of combined physical activity
and nutrition-focused, school-based obesity prevention interventions have shown effects on BMI across the school population. For example, Planet Health, a middle school intervention that integrated material on increasing physical activity and healthy eating and decreasing sedentary behavior in the classroom and physical education, reported a reduction in obesity in girls but not in boys. Mixed results for BMI may reflect behavior change failing to transfer from the school environment to the home or neighborhood. Interventions that teach youth skills to change habits across contexts, and that also provide tools
and education to parents, may be more effective” (p. 2).
Transition-Out (explanation)
Paraphrase
the research/evidence to make it clearer (“
In other words…
”)
Explain the implications
or consequences
of the evidence.
Group #4: Marriage Argument Statement
It could be argued that there are no benefits or reasons for the government to control the institution of marriage, as marriage is a personal decision.
Transition-In (explanation)
Gives detailed explanation about argument statement – answers ‘
why’
, or ‘how’, or ‘
what does this look like
’?
Evidence
Zelinsky, E.A. (2006). Deregulating marriage: The
pro-marriage case for abolishing civil marriage. Cardozo L. Rev.
, 27
(3), 1161-1220.
“[T]he classic way for a diverse polity to resolve contentious issues with minimum strife is to decentralize and privatize those issues. If some people believe that gay marriage is an ethical imperative while others believe that it is a serious moral error, one or the other group will be disappointed, if not aggrieved, by a
single legal definition of marriage. However, each group can promulgate its own definition of marriage in a world with no civil marriage, a world in which the law does not define, recognize, or regulate marriage. The deregulation of marriage would not be without its complications, including problems of transition. But it is the best alternative. Today, the realistic choice is between the flaws and limitations inherent in a legal regime that defines and deploys marriage as a legal category and the imperfect (but preferable) option of eliminating marriage as a legal construct. Abolishing civil marriage would put neither the law nor the courts
out of the domestic relations business. In a legal system without civil marriage, there would still be custody disputes over children and conflicts over property and income when couples split. However, in such a system, the status of the parties as married or not would be legally irrelevant” (p. 1164).
Transition-Out (explanation)
Paraphrase
the research/evidence to make it clearer (“
In other words…
”)
Explain the implications
or consequences
of the evidence.
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