Inappropriate Polypharmacy Among Elder Adults Summary




Info Literacy Project – Assignment #3 (15 points)

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Using the topic you identified in the first assignment, identify a peer reviewed research article that is relevant to your topic. The article you identify might not address all of the questions included in the question but should be relevant. This should be an empirical article that reports on data collected from participants. It should NOT be a review article, systematic review, or meta-analysis, all of which do not include data collection from participants, and instead summarize research on a topic by reviewing multiple articles.

In order to provide some assurance that this is an actually a peer reviewed article, and to set a somewhat arbitrary quality threshold, the article should be included in the listing of ISI Web of Science journals, and should have been published in a journal with an Impact Factor of at least 2.0. The article should have been published in 2013 or later.

Your assignment should include: 1. A cover page, stating the research question that you are addressing (from the list of five possible topics), the reference in APA format, and a link to the online source (be sure that the web link works), and the Impact Factor of the journal (state your source for this Impact Factor). Then, in an essay of at least three full additional pages, please 2. Summarize the methodology and results of the article (each should be at least a full page); 3. Discuss how highly you would rate the article on each element of the TRAAP Test (timeliness, relevance, authority, accuracy, and purpose), a justification each rating, and any strengths or limitations on these points. You should also provide a general summary of the source based on these areas. Your review of the TRAAP test can be much briefer than what was expected on the second portfolio assignment, this review can be done in a single paragraph. 4. A statement about the strengths and weaknesses of the methodology of this journal article (at least half a page), and 5. A summary of how well this article addresses the research question that is your focus (at least half a page).

Use APA format wherever this is relevant. Note that to address some of the elements of the TRAAP Test, you will have to do some additional research beyond what is in the article (e.g. to see if there are other versions available, to comment about the source).

Some Ground Rules:

  • As you complete the assignments for your portfolio, please try to avoid using stereotypes to describe older adults (e.g., all old people are bad drivers; all older adults are senile). You can identify the challenges associated with growing older but try to also focus on the positive aspects of aging. I probably do not have to tell you this but just in case…While you have a lot of freedom in completing the assignments, please do not hand in material that is offensive. I want you to have fun with this assignment but please be respectful in your writing and in the articles/websites etc. that you choose to focus on.
  • Be a critical thinker as you explore information via the web. You will be exploring news stories and journal articles, but remember, the fact that it has been published does not make it true.
  • The assignment should be submitted through Canvas. You will find the links for assignments under “Assignments” on the left hand side of your screen in Canvas.
  • The assignment should be typed in Word, double-spaced with one inch margins, and use 12 point font. All assignments will be due by midnight of the due date. No exceptions. The due date for each assignment is listed on the detailed instructions for the portfolio in Canvas. You are responsible for keeping track of when the assignments are due and for submitting them on time. All assignments must be submitted via Canvas. I do not accept assignments via e-mail unless Canvas is no longer accepting submissions, or if I have given you the opportunity to rewrite your paper. If you are new to Canvas, I urge you to submit your assignments well before the deadline, so that you can get help from USF IT Help.
  • Plagiarism will not be tolerated and will result in a failing grade for your portfolio project (see syllabus for details on my policy on academic dishonesty) and can lead to an FF in the course and even dismissal from the university. To avoid plagiarizing, you should: 1) write your own assignments, 2) give credit when citing information from other sources (lectures, textbook, websites, newspaper etc.) by including the name of the source in parentheses as part of the sentence, and 3) when citing information from other sources put the information in your own wordsI highly recommend that you take notes when you read information, and write a draft without the source in front of you, to avoid unintentionally plagiarizing.
  • In some cases, at my discretion, I may deduct points for minor plagiarism. This will usually drop a grade on a paper by at least one letter grade. I may also allow a student to rewrite a paper that includes major plagiarism if I detect plagiarism that I believe is due to carelessness. If I do so, the student must meet with me to review the paper. If I allow a rewrite, the student will receive a penalty of at least two letter grades. As part of this, the student may also be required to write a satisfactory essay on the topic of plagiarism. Failure to properly rewrite the paper or to write a satisfactory essay on plagiarism will result in a zero on the assignment.
  • DO NOT USE LENGTHY OR FREQUENT QUOTATIONS FROM YOUR SOURCES! In the past I have had a number of students who do not do the hard work of paraphrasing, or putting information into their own words. Their papers read like a “patchwork of quotations” instead of a paper based on original work and thought. I know that students do this to technically avoid plagiarism, but it is terrible writing! As you read research articles throughout the semester, you will see that these articles rarely use quotes. Because this is such a frequent problem, I am going to set an arbitrary limit of ten words being within quotation marks within a paper. Any more than this will lead to lowered grades. The best papers will have NO quoted material. Part of what you must learn to develop your writing is to paraphrase, which requires understanding the material enough to do so.
  • Please note: Your grade will be based both on the content (ability to follow directions) and quality of your work. Be sure to be careful with your writing. Avoid errors in grammar, spelling, and punctuation. You should start with an outline, write several drafts and proofread your work. Use professional language, not slang. I have found that many students have trouble with use of apostrophes. Here is a quick guide you can use as a resource: (Links to an external site.)Links to an external site. (Links to an external site.) One great resource that students have at USF is the Writing Center: (Links to an external site.)Links to an external site. (Links to an external site.) If you think you could use help with your writing, make an appointment with them early in the semester. I will provide extensive feedback on the Portfolio papers, and may advise you to seek additional training on your writing if I see problems and concerns.
  • If your submission is too short you risk losing points for not being thorough. I suggest that you be sure to submit papers that fit at least the minimum length specified, both for the overall paragraph and for the individual elements.


  1. Excellent – the student’s work shows active mastery of the subject. Not only does the student understand the concepts and information in various readings but can also integrate information and concepts across areas. The work shows creativity and original thinking. Grammar, punctuation, and spelling are correct, and the writing is clear and well organized. Instructions are followed accurately.
  2. Good/Strong – the student’s work shows basic mastery of the subject. (S)he understands the concepts and information presented and communicates this in his/her own words. The work is solid, but not original or creative. There may be one or two minor spelling, punctuation, or grammatical errors, or the organization of the paper may be slightly unclear. There may be a minor lapse in following instructions.
  3. Satisfactory – the student’s work in general shows understanding of basic concepts and information, but has occasional lapses. The work shows satisfactory, but incomplete mastery of the subject. There may be several serious errors in grammar, punctuation, or spelling. Organization may be hard to follow. Instructions may not not always followed.
  4. Poor/Unsatisfactory – the student’s work shows enough understanding of the subject to be just barely adequate. The work shows major gaps in understanding. There may be several serious errors in grammar, punctuation, or spelling. Organization may be poor. Attention to the detail of the instructions may be poor.
  5. Fail – the student’s work is unacceptable. Although there may be some understanding of the subject, his/her understanding is so incomplete that it does not satisfy the learning requirements of the assignment. The work shows major gaps in understanding. There may be major errors in grammar, punctuation, or spelling. Organization may be poor. Basic elements of the instructions may not have not been followed.
  • Tips for Paper #3:



The TRAAP Test: Evaluating Information

Timeliness: The “newness” of the information

  • When was the information published or posted?
  • Have there been new versions or editions since this was published?
  • How quickly does new research for this topic come out?
  • Does new research expand upon or replace old information for this topic?

Relevance: The depth and importance of the information for you

  • Does this source help answer your question? Does only part of it help?
  • Is it covering all aspects of your topic or only parts?
  • How detailed is the information? Is it too basic for your needs? Too advanced?

Authority: The source of the information

  • Who is the author? What can you find about her in the source itself or through a web search?
  • Is the author a professor or other expert? Does she have a degree related to the topic? Has she written on the topic previously?
  • Is the author drawing from her own personal experience?
  • Has the information been reviewed in some way, such as by an editor, fact checker, or through peer review? Was it self-published or posted on a personal site?

Accuracy: The reliability and correctness of the information

  • Where does the information come from?
  • Does the author cite other sources? What does she cite?
  • For websites, did the author provide links to other sources? Do the links still work?
  • For studies, experiments, and other original research, does the author explain the methods she used to find her results?
  • Does the information in this resource agree with other resources you have found and your own personal knowledge?

Purpose: The reason the information was created

    • Why did the author publish this source? Is she looking to inform, teach, advocate, sell, or entertain?
    • Who is the intended audience? Is this designed for general readers or academic readers?
    • What political, ideological, cultural, religious, institutional, personal or other perspectives does the author have?
    • What perspectives are not included within this resource, especially less privileged perspectives?
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